A Conceptual Analysis of the Appropriate Role of Assistive Technology in the Education of Students with Disabilities

Assistive technology allows students with disabilities opportunities for greater independence, improved productivity, and increased functional capabilities. It removes obstacles, helps students overcome disabilities, and holds great promise for enriching educational outcomes and affecting the lives of students. However, for over 90% of special education students, assistive technology is not part of their education. One reason for not applying assistive technology to help students is the lack of a clear vision of what assistive technology is, what it can help students accomplish, and how to appropriately access it through individualized education programs (IEPs). In this study a comprehensive concept analysis clarified key assistive technology concepts, and identified critical relevant and critical irrelevant attributes of assistive technology. Multiple focus groups and a survey of 191 special educators validated the concept analysis. The survey also provided valid and reliable data about the relevant and irrelevant critical attributes identified in the concept analysis. The survey identified discrepancies between understanding of the concepts and actual applications of assistive technology. The study applied a unique combination of concept analysis, focus group research, and survey research methods. The appropriate application of assistive technology considers (a) the role of technology, (b) how technology meets students\u27 unique functional needs, (c) the appropriateness of assistive technology applications, and ( d) the use of technology to expand the environment of the student. Although special educators agree these concepts are critical, they seldom apply them. Other irrelevant, misconceived attributes often dictate the nonapplication or misapplication of assistive technology. Although the IEP is the programmatic method whereby students with disabilities access special education services, 86% of IEPs do not consider possible technology applications. This oversight occurs because IEP participants lack valid information, do not have assistive technology assessments available, perceive funding as a major obstacle, lack training, and/or there are not polices and procedures in place concerning assistive technology . Recommendations for special education providers, local education agencies, and parents are included

Predictors of anxiety after stroke: a systematic review of observational studies

Background: Anxiety disorders or symptoms are relatively common following stroke. A better understanding of the predictors of anxiety in stroke patients may improve the management of these disorders. The current review was conducted to determine the predictors of anxiety following stroke. Methods: Relevant articles concerning population, hospital or rehabilitation-based studies were identified by searching 10 electronic databases up to May 2014. Methodological quality appraisal, including the validity of prognostic models and data extraction were conducted by three reviewers. Results: A total of 18 studies were identified. Data from three population-based studies including 8130 patients, 8 hospital-based studies including 1199 patients, and 7 rehabilitation-based studies including 1103 patients was evaluated. Pre-stroke depression, stroke severity, early anxiety and dementia or cognitive impairment following stroke were the main predictors of post stroke anxiety. Older age, physical disability or impairment, and use of antidepressant drugs were not associated with presence of anxiety. Limitations of studies included wide variation in screening tools and cut-off scores, variability in the time frame of screening for anxiety, use of extensive exclusion criteria and questionable statistical internal and external validity of the models. Conclusions: Lack of methodological and statistical rigour affects the validity of proposed models to predict anxiety after stroke. Future research should focus on testing proposed models on both internal and external samples to ultimately inform future clinical practice

The USU Mild/Moderate Distance Learning Degree and Licensure Program: It’s All About Access

Providing access to quality special education teacher training programs for all qualified applicants is particularly pertinent in light of the national shortage of special education teachers. In addition, there are increasing numbers of students enrolling in Utah schools, and a percentage of that increased enrollment includes students with disabilities. The Mild/Moderate Distance Degree and Licensure Program at Utah State University began in 1995 to help address this shortage. Initially, the program was designed to recruit and prepare qualified mild/ moderate special education teachers in one rural area of the state that includes two school districts. Over time, the program expanded to other areas of the state in an effort to provide accessibility to qualified individuals for whom financial and family obligations preclude their ability to enroll in and attend a traditional campus-based program. Currently, 108 individuals have graduated from the program and are employed in 27 Utah school districts. In this article, the authors discuss the development of the distance program over the past decade, what worked, and future directions in distance education delivery at Utah State University

Manual for the Portable Handheld Neutron Counter (PHNC) for Neutron Survey and the Measurement of Plutonium Samples

We have designed a portable neutron detector for passive neutron scanning measurement and coincidence counting of bulk samples of plutonium. The counter will be used for neutron survey applications as well as the measurement of plutonium samples for portable applications. The detector uses advanced design {sup 3}He tubes to increase the efficiency and battery operated shift register electronics. This report describes the hardware, performance, and calibration for the system

Two-point theory for the differential self-interrogation Feynman-alpha method

A Feynman-alpha formula has been derived in a two region domain pertaining the stochastic differential self-interrogation (DDSI) method and the differential die-away method (DDAA). Monte Carlo simulations have been used to assess the applicability of the variance to mean through determination of the physical reaction intensities of the physical processes in the two domains. More specifically, the branching processes of the neutrons in the two regions are described by the Chapman - Kolmogorov equation, including all reaction intensities for the various processes, that is used to derive a variance to mean relation for the process. The applicability of the Feynman-alpha or variance to mean formulae are assessed in DDSI and DDAA of spent fuel configurations.Comment: 15 pages, 5 figures. Submitted to EPJ Plu

Channel coincidence counter: version 1

A thermal neutron coincidence counter has been designed for the assay of fast critical assembly fuel drawers and plutonium-bearing fuel rods. The principal feature of the detector is a 7-cm by 7-cm by 97-cm detector channel, which provides a uniform neutron detection efficiency of 16% along the central 40 cm of the channel. The electronics system is identical to that used for the High-Level Neutron Coincidence Counter

Application of curium measurements for safeguarding at reprocessing plants. Study 1: High-level liquid waste and Study 2: Spent fuel assemblies and leached hulls

In large-scale reprocessing plants for spent fuel assemblies, the quantity of plutonium in the waste streams each year is large enough to be important for nuclear safeguards. The wastes are drums of leached hulls and cylinders of vitrified high-level liquid waste. The plutonium amounts in these wastes cannot be measured directly by a nondestructive assay (NDA) technique because the gamma rays emitted by plutonium are obscured by gamma rays from fission products, and the neutrons from spontaneous fissions are obscured by those from curium. The most practical NDA signal from the waste is the neutron emission from curium. A diversion of waste for its plutonium would also take a detectable amount of curium, so if the amount of curium in a waste stream is reduced, it can be inferred that there is also a reduced amount of plutonium. This report studies the feasibility of tracking the curium through a reprocessing plant with neutron measurements at key locations: spent fuel assemblies prior to shearing, the accountability tank after dissolution, drums of leached hulls after dissolution, and canisters of vitrified high-level waste after separation. Existing pertinent measurement techniques are reviewed, improvements are suggested, and new measurements are proposed. The authors integrate these curium measurements into a safeguards system

Expected precision of neutron multiplicity measurements of waste drums

DOE facilities are beginning to apply passive neutron multiplicity counting techniques to the assay of plutonium scrap and residues. There is also considerable interest in applying this new measurement technique to 208-liter waste drums. The additional information available from multiplicity counting could flag the presence of shielding materials or improve assay accuracy by correcting for matrix effects such as ({alpha},n) induced fission or detector efficiency variations. The potential for multiplicity analysis of waste drums, and the importance of better detector design, can be estimated by calculating the expected assay precision using a Figure of Merit code for assay variance. This paper reports results obtained as a function of waste drum content and detector characteristics. We find that multiplicity analysis of waste drums is feasible if a high-efficiency neutron counter is used. However, results are significantly poorer if the multiplicity analysis must be used to solve for detection efficiency