Examining the Underlying Structure of Adult Literacy Practices at Home and Work

Adults have similar literacy habits as children, such as reading to gain knowledge or for enjoyment. However, when workplace literacy skills are considered, these practices are not always book related and usually involve informal communication such as collaboration between workers. This study used data from the 2012 Program for the International Assessment of Adult Competencies to examine adults’ literacy skills. A total of 39 adult literacy skills were examined to explore patterns among them, effectively reducing them to nine interpretable factors. Each factor focused on an area of literacy skills, such as work-related reading, educating others, and writing. The nine factors that consisted of 37 variables accounted for 59.2% of the total variance in the adults’ literacy habits

Antecedent Factors of Pre-service Teachers’ Attitudes towards Children with Disabilities in Zimbabwe

The push towards inclusive education has gathered momentum all over the world. As a result, many governments have enacted laws and policies directed towards promoting inclusion. This move has seen many students with disabilities who were traditionally educated in segregated schools being moved into general education classrooms. In Zimbabwe, the extent to which inclusive education has been successful is difficult to ascertain because there is insufficient research to that effect. However, one of the factors that have been identified to influence the successful implementation of inclusion around the world is teacher attitudes towards disability. The focus of the present study was to examine pre-service teachers’ attitudes towards students with disabilities in Zimbabwe and the antecedent factors that influence those attitudes. Participants were 53 pre-service teachers attending a university in Zimbabwe. Results indicated that most of the pre-service teachers (95%) had positive attitudes towards students with disabilities. Such positive attitudes were mostly influenced by education about disability and/or having close contact with someone who had a disability

Designing Effective Educational Interventions for Students with Autism

It is estimated that autism affects 1% of the world’s population (Elsabbagh, 2012). Given the increased numbers of children being identified with the disorder, many believe that there is a global public health crisis looming. This is in part due to the need for expanded capacity in the area of professional development for teachers and improved educational service delivery systems in many parts of the world. The purpose of this paper will be to describe how to design effective educational interventions for children with autism with an emphasis on building capacity among professionals in underdeveloped regions of the world

Differences between African-American and Caucasian Students on Enrollment Influences and Barriers in Kinesiology-Based Allied Health Education Programs

Kinesiology departments have recently started to offer allied health education programs to attract additional students to teacher education units. Although allied health professions offer increased work opportunities, insufficient enrollment and training of minority students in these academic fields contribute to underrepresentation in the workforce. To improve workforce diversity, kinesiology departments must understand how enrollment influences and barriers differ by race among prospective students. Therefore, the purpose of this study was to identify differences in allied health education enrollment influences and enrollment barriers between minority and Caucasian students. Participants (n = 601) consisted of students enrolled in kinesiology-based allied health education programs. Multivariate ANOVA was used to compare group differences in enrollment decision making. “Personal influence,” “career opportunity,” and “physical self-efficacy” were all significantly stronger enrollment influences among African-American students than among Caucasian students, and “social influence,” “experiential opportunity,” “academic preparation,” and “physical self-efficacy” were all perceived as significantly greater barriers compared with Caucasian students. Findings support the need to recruit African-American students through sport and physical education settings and to market program-based experiential opportunities

An Analysis of Social Storiestm Research Using an Evidence-Based Practice Model

The number of Social StoriesTM studies and reviews has increased in recent years, yet concerns regarding quality and effect sizes continue to be expressed. With the emphasis on evidence-based practices (EBPs) for the education and treatment of people with autism spectrum disorders (ASD), this issue becomes of paramount importance as professionals and parents attempt to select interventions for the people with ASD in their care. The current study makes a unique contribution in its use of an extensive EBP evaluation model to examine 33 single-subject studies across 13 peer-reviewed journals, a 12-year period, and a wide range of grouping variables. Using the Mayton, Wheeler, Menendez and Zhang (2010) EBP evaluation protocol, studies were investigated in terms of eight quality indicators comprised 23 operationally defined standards. Studies included in this analysis met the following criteria: (1) they were intervention studies using single-subject research designs; (2) they included only participants with disorders on the autism spectrum; and (3) the primary intervention was the use of a Social Story. Findings included on- or above-standard acceptability in EBP indicators related to important aspects of dependent variables within studies and below-standard acceptability in indicators related to both internal and external validity of studies

An Analysis of Social Storiestm Research Using an Evidence-Based Practice Model

The number of Social StoriesTM studies and reviews has increased in recent years, yet concerns regarding quality and effect sizes continue to be expressed. With the emphasis on evidence-based practices (EBPs) for the education and treatment of people with autism spectrum disorders (ASD), this issue becomes of paramount importance as professionals and parents attempt to select interventions for the people with ASD in their care. The current study makes a unique contribution in its use of an extensive EBP evaluation model to examine 33 single-subject studies across 13 peer-reviewed journals, a 12-year period, and a wide range of grouping variables. Using the Mayton, Wheeler, Menendez and Zhang (2010) EBP evaluation protocol, studies were investigated in terms of eight quality indicators comprised 23 operationally defined standards. Studies included in this analysis met the following criteria: (1) they were intervention studies using single-subject research designs; (2) they included only participants with disorders on the autism spectrum; and (3) the primary intervention was the use of a Social Story. Findings included on- or above-standard acceptability in EBP indicators related to important aspects of dependent variables within studies and below-standard acceptability in indicators related to both internal and external validity of studies

Incidence and pattern of 12 years of reported transfusion adverse events in Zimbabwe: A retrospective analysis

Background. Haemovigilance hinges on a systematically structured reporting system, which unfortunately does not always exist in resource-limited settings. We determined the incidence and pattern of transfusion-related adverse events reported to the National Blood Service Zimbabwe. Materials and methods. A retrospective review of the transfusion-event records of the National Blood Service Zimbabwe was conducted covering the period from 1 January 1999 to 31 December 2011. All transfusion-related event reports received during the period were analysed. Results. A total of 308 transfusion adverse events (0.046%) were reported for 670,625 blood components distributed. The majority (61.6%) of the patients who experienced an adverse event were female. The median age was 36 years (range, 1-89 years). The majority (68.8%) of the adverse events were acute transfusion reactions consisting of febrile non-haemolytic transfusion reactions (58.5%), minor allergies (31.6%), haemolytic reactions (5.2%), severe allergic reactions (2.4%), anaphylaxis (1.4%) and hypotension (0.9%). Two-thirds (66.6%) of the adverse events occurred following administration of whole blood, although only 10.6% of the blood was distributed as whole blood. Packed cells, which accounted for 75% of blood components distributed, were associated with 20.1% of the events. Discussion. The incidence of suspected transfusion adverse events was generally lower than the incidences reported globally in countries with well-established haemovigilance systems. The administration of whole blood was disproportionately associated with transfusion adverse events. The pattern of the transfusion adverse events reported here highlights the probable differences in practice between different settings. Under-reporting of transfusion events is rife in passive reporting systems. © SIMTI Servizi Srl