Education professionals' attitudes towards the inclusion of children with ADHD : the role of knowledge and stigma

Attitudes play a pivotal role in the inclusion of children with Attention Deficit/Hyperactivity Disorder (ADHD) in mainstream schools but little is known about factors that influence these. This study investigated the effect of ADHD knowledge and stigma on professionals attitudes towards mainstream inclusion. Teachers, support staff, school managers and educational psychologists completed questionnaires assessing ADHD knowledge, stigma and attitudes towards inclusion. Psychologists displayed more knowledge, had less stigmatising beliefs and more inclusive attitudes than other professions. Regression analyses revealed those with more knowledge of ADHD and less stigma held more positive attitudes towards mainstream inclusion. Results have implications for how to promote inclusive beliefs about ADHD

Geographic distribution of Gongylonema pulchrum and

After a first report on the gullet nematode, Gongylonema pulchrum Molin, 1857, being found in the japanese macaque, Macaca fuscata, in Kyushu, Japan, the geographic distribution of the parasite, a causative agent of gongylonemiasis in cattle and man, was examined in 181 monkeys transferred to the Japan Monkey Centre from 23 sites in Japan, including Yaku-shima (Island). Yaku-shima is included in the World Natural Heritage List of the United Nations for its subtropical forests, which have an unusual variety of plant and animal species. G. pulchrum was found in M. fuscata yakui monkeys inhabiting Yakushima and M. fuscata fuscata monkeys inhabiting Honshu and an island near Honshu. G. macrogubernaculum was found in M. fuscata yakui monkeys. Comparison of the two kinds of parasite specimens obtained from the variety M. fuscata yakui confirmed that G. macrogubernaculum Lubimov, 1931 is a valid species. Thus, the finding of G. macrogubernaculum constitutes a record of a newly identified host, M. fuscata yakui, and shows that Yaku-shima, Japan, is a natural locality of G. macrogubernaculum

Dare educational leaders build a new social order?

This symposium offers four papers from a special issue of JEA which examined The Role of Social Justice in Educational Administration Programs. The first paper provides a context for the practicing social justice. The second reports on a study of three cohorts involved in a program with a social justice emphasis. The third offers a framework for preparing leaders to practice social justice. The fourth reports on resistance incurred in integrating a social justice perspective into a leadership preparation program

Dare educational leaders build a new social order?

This symposium offers four papers from a special issue of JEA which examined The Role of Social Justice in Educational Administration Programs. The first paper provides a context for the practicing social justice. The second reports on a study of three cohorts involved in a program with a social justice emphasis. The third offers a framework for preparing leaders to practice social justice. The fourth reports on resistance incurred in integrating a social justice perspective into a leadership preparation program