Sleep quality, daytime functioning and psychological adjustment in chronic fatigue syndrome : a comparative analysis

Chronic Fatigue Syndrome (CFS) has been a contentious diagnosis for many years. Without definitive laboratory tests, specific etiology, or effective treatment, it has long been characterized as a functional disorder with a substantial psychological component. Despite the almost universal complaint that they awaken unrefreshed and experience debilitating daytime fatigue, little is known about the sleep characteristics of individuals with CFS. Although psychological maladjustment has generally been assumed in CFS, reports as to its nature and role in the illness have been inconsistent. The present study compares sleep characteristics, daytime functioning, general health and psychological adjustment in three samples: individuals with CFS, individuals with Narcolepsy and healthy Controls. Prevalence of physiologically based sleep disorder such as Sleep Apnea and Periodic Limb Movement Disorder was assessed by polysomnography. Sleep quality, daytime functioning, general health and psychological adjustment were evaluated by self-report measures. Results indicate that 58% of the CFS sample was diagnosed with a primary sleep disorder as compared with 48% of those with Narcolepsy and 13% in Controls. Insomnia problems were reported by 86% of the CFS sample, 55% of the Narcolepsy sample, and 8% of the Control sample. Individuals with CFS manifested some psychological distress relative to Controls. Individuals with Narcolepsy were generally similar to those with CFS in this respect. This pattern of findings raises some important questions regarding the role of sleep disorder and insomnia in CFS symptomatology and the assumed etiological role of psychological maladjustment in this condition. Implications of these findings to future research are discussed

Canadian Postsecondary Students With Disabilities: Where Are They?

Results of a Canada-wide and a Quebec based study of students with a variety of disabilities in Canadian postsecondary education are presented. Study 1 involved 156 professionals. They represent 80% of the population of professionals who provide on-campus disability support services. Results indicate that (1) 8% of postsecondary institutions reported not having any students with disabilities, (2) overall, 2% of students are registered to receive disability related services from their post- secondary institutions, and (3) this varies from 1/2% to 6% across the country. Junior/community colleges had a higher percentage of students with disabilities registered to receive disability related services (3 3/4%) than universities (1 2/3%). (4) Distance education had 3%. (5) Quebec has a smaller proportion of both college (2/3% vs 6%) and university (1/2%) vs 2 1/2%) students with disabilities than the rest of Canada. A targeted study involving 46 professionals who provide disability related services in Quebec's public junior/community colleges, the CEGEPs, revealed that lack of recognition of learning disabilities for postsecondary funding by the Quebec government is an important contributor to the small percentages, although it cannot explain the huge discrepancies between Quebec and the rest of Canada. Extrapolation suggests that there are over 100,000 students with disabilities currently enrolled in Canadian postsecondary education, although only 1/4 to 1/2 of them register to receive disability related services.Les résultats d'une étude pancanadienne basée au Québec portant sur des étudiants ayant diverses incapacités dans des institutions postsecondaires canadiennes sont présentés. L'étude 1 impliquait 156 professionnels. Ils représentent 80% de la population des intervenants qui fournissent de l'appui, sur les campus, aux étudiants ayant des incapacités. Les résultats révèlent que (1) 8% des institutions postsecondaires rapportent qu'elles n'ont pas d'étudiants ayant des incapacités, (2) globalement, 2 % des étudiants sont inscrits aux services offerts aux étudiants ayant des incapacités de leur institution postsecondaire, et (3) cette donnée varie de 1/2% à 6% à travers le pays. Les collèges communautaires ont un pourcentage plus élevé d'étudiants ayant des incapacités inscrits aux services d'appui (3 3/4%) par rapport aux universités (1 2/3%). (4) La formation à distance a 3% d'étudiants nécessitant des services de cette nature. (5) Le Québec a le pourcentage le plus faible au Canada d'étudiants ayant des incapacités aux niveaux collégial (2/3%) contre 6%) et universitaire (1/2% contre 2 1/2%). Une étude cible impliquant 46 intervenants qui fournissent des services aux étudiants ayant des incapacités dans les collèges au Québec, les CEGEPs, révèle qu'un des facteurs contribuant aux faibles pourcentages est le fait que le gouvernement du Québec ne tient pas compte des difficultés d'apprentissage lors du financement. Cependant, ceci ne peut expliquer les différences énormes entre le Québec et le reste du Canada. Par extrapolation, il est possible d'avancer qu'il y a plus de 100 000 étudiants ayant des incapacités présentement inscrits dans des institutions postsecondaires canadiennes, quoique seulement 25 à 50 % de ceux-ci soient inscrits aux services offerts aux étudiants ayant des incapacités

Projet ITAC - L'accessibilité au cégep pour tous : informatique et technologies adaptées dans les cégeps pour les étudiants ayant des handicaps /

Bibliogr

Technologies informatiques pour les étudiants ayant des incapacités au postsecondaire

Titre de la couv.Également disponible en version électroniqu

Adaptech Project : computer technologies for postsecondary students with disabilities

Titre de la couv

Technologies informatiques pour les étudiants ayant des incapacités au postsecondaire

Titre de l'écran-titre (visionné le 26 oct. 2005)Également disponible en format papie

Accessible Computer Technologies for Students With Disabilities in Canadian Higher Education

Two studies explored how well English and French speaking colleges and universities in Canada address availability and access to new computer and information technologies for individuals with disabilities. In Study 1, 156 professionals who provide disability-related supports on campus responded to structured interview questions. In Study 2, 40 professionals who work in Quebec's Francophone junior/community college system (CEGEP) participated. Results showed that most institutions had specialized adaptive computer equipment, though colleges were less likely than universities, and loan programs providing adaptive computer equipment were seen as very effective. Respondents believed they were not very knowledgeable about adaptive computer technologies and those from Francophone institutions scored lower than from Anglophone institutions. The needs of students were seen as moderately well met, with Francophone respondents more favorable than Anglophone. Respondents from Anglophone universities expressed different needs than those from Anglophone colleges or Francophone institutions. Disability service providers wished students were better equipped and prepared for the postsecondary experience, computer based teaching materials used by professors were more accessible, and more extensive support services for adaptive hardware and software available. We provide recommendations based on universal design principles that are targeted at those involved in technology integration in postsecondary education