British Journal of Special Education最新文献

People with autism spectrum disorders (ASD) face discriminatory behaviours based on their condition, a consequence of prevailing negative attitudes in society. The main goal of this study was to adapt and validate the Societal Attitudes Towards Autism scale (SATA) for the Portuguese population. Additionally, we intended to examine possible factors that may influence current attitudes towards ASD. Participants were 377 adults from the general Portuguese population, with an average age of 38.55 years. The sample was collected online using self-reported questionnaires. Starting from the original factorial structure, four SATA models were tested. The final model showed adequate fit. This unifactorial model comprised 12 items, with two correlated error pairs. The internal consistency of the total scale was acceptable (α = 0.79), and the convergent validity was confirmed by significant correlations between the SATA and compassion, and empathy. Findings suggested temporal stability was adequate. Women aged 31 to 45 years, with more knowledge of and contact with ASD, and with an autistic family member, showed more positive attitudes towards ASD. The SATA seems to be a valid and reliable scale to measure the attitudes of the Portuguese population towards ASD.

The study focused on comparing the prevalence and type of psychosomatic symptoms in Czech students aged 14 to 19 years (N = 459) without and with specific learning disabilities (SpLDs), as well as their tendencies towards selected coping strategies. No statistically significant differences were found in the prevalence and type of psychosomatic symptoms between students without SpLDs (n = 366) and those with SpLDs (N = 93). The most common psychosomatic symptoms reported by both groups under stress were abdominal pain (61%; N = 459), extreme fatigue (60%; N = 459), tremor (56%; N = 459) and headache (53%; N = 459), with the frequency of occurrence ranging from sometimes to very often. There were no differences observed in the use of negative and positive coping strategies during stressful situations, except for alcohol use, which was more prevalent among students without SpLDs (p = 0.024). Correlations were found between anxiety, withdrawal and crying, and the six most frequent psychosomatic symptoms. Furthermore, students with SpLDs more frequently reported attempting to eliminate the cause of the problem (80%; N = 93) and searching for different solutions (80%; N = 93). Therefore, the study's findings suggest that SpLDs do not present a higher risk for increased psychosomatic symptoms or a preference for negative coping strategies.

Joint attention is an important developmental skill. This series of studies investigated the teaching of component joint attention skills to 10 children with autism ranging in age from three to five years. The goal was to teach gaze shifting within a joint attention interaction. An additional goal was to expand some participants' community of reinforcers to include social reinforcers. Each study employed a single-case research design using design variations for one dependent variable: gaze shifting. All 10 children improved their ability to shift their gaze to a therapist. Four participants demonstrated acquisition of social reinforcers.

Enrolment of postsecondary students with disabilities continues to increase, yet completion rates of postsecondary students with disabilities are much lower than those of their non-disabled peers. The purpose of this systematic review is to examine the perceptions of postsecondary students with disabilities, solely within the USA, regarding factors they believe are influential in completing their postsecondary programme. Specifically, the study will focus on student-related factors as identified within the literature. A total of 19 studies were identified after meeting the inclusionary criteria for review. The results of the review identified the student's kindergarten (K) to grade 12 (K-12) transition services, the student's knowledge of their disability and related postsecondary disability services, the student's ability to self-advocate, the student's self-determination and the student's support system as student-related factors that influence their ability to successfully complete a postsecondary programme. According to the literature, these student-related factors are heavily impacted by the social interactions of their past and present instructors, peers, support systems, legislators and chosen postsecondary institution. Therefore, Critical Disability Theory was chosen as the lens for analysis to examine how students with disabilities, a marginalised group, continue to face obstacles within postsecondary environments. Postsecondary students with disabilities are more apt to be successful in completing their programme if the identified student factors are present. It is important for K-12 support systems, family support systems and postsecondary institution support systems to recognise that the identified factors are important for successful programme completion by students with disabilities. Implications for future research, policy and practice are discussed.