{"title":"Nutrition Education as a Community-Based Healthcare Intervention in St. Livingston, CA","authors":"Katja Setz","doi":"10.52783/ijse.v35i1.1","DOIUrl":"https://doi.org/10.52783/ijse.v35i1.1","url":null,"abstract":"","PeriodicalId":46284,"journal":{"name":"International Journal of Special Education","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2020-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48042759","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The radical changes towards services for persons with disabilities were brought by Principle of Normalization, originated in 1969. As a consequence of Normalization, disability as a whole, and intellectual disability in particular, received the attention of the mass and the intelligentsia begun advocating normalization ideologies which became very popular across the globe as ‘the right based ideology, which in turn, initiated integration, inclusion, community based rehabilitation and other nonsegregating practices. But ‘Normalization’ came under criticism because of its simplicity resulted in an evolution in thinking which shifted the term ‘Normalization’ to ‘Social Role Valorization’ (SRV). Although, Normalization and SRV uplifted the lives of persons with disabilities, a disagreement appeared about their similarity. The present study critically examines the guidelines of these two human services for similarities and differences upon several criteria using cluster analysis and critical analysis. The Jaccard’s Similarity Index has been computed to see similarity between documents explaining the concepts. The result revealed poor similarity index between documents explaining the concepts. It was also observed that Normalization and SRV differ from each other in their totality, but are the ways to achieve Social Inclusion.
{"title":"Normalization vs. Social Role Valorization: Similar or Different?.","authors":"Akhilesh Kumar, Rajani Singh, A. Thressiakutty","doi":"10.2139/ssrn.3565830","DOIUrl":"https://doi.org/10.2139/ssrn.3565830","url":null,"abstract":"The radical changes towards services for persons with disabilities were brought by Principle of Normalization, originated in 1969. As a consequence of Normalization, disability as a whole, and intellectual disability in particular, received the attention of the mass and the intelligentsia begun advocating normalization ideologies which became very popular across the globe as ‘the right based ideology, which in turn, initiated integration, inclusion, community based rehabilitation and other nonsegregating practices. But ‘Normalization’ came under criticism because of its simplicity resulted in an evolution in thinking which shifted the term ‘Normalization’ to ‘Social Role Valorization’ (SRV). Although, Normalization and SRV uplifted the lives of persons with disabilities, a disagreement appeared about their similarity. The present study critically examines the guidelines of these two human services for similarities and differences upon several criteria using cluster analysis and critical analysis. The Jaccard’s Similarity Index has been computed to see similarity between documents explaining the concepts. The result revealed poor similarity index between documents explaining the concepts. It was also observed that Normalization and SRV differ from each other in their totality, but are the ways to achieve Social Inclusion.","PeriodicalId":46284,"journal":{"name":"International Journal of Special Education","volume":"30 1","pages":"71-78"},"PeriodicalIF":0.3,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68608239","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Though a large body of research has investigated the impacts of domestic violence on adult’s victims, only few studies has been devoted to the exposure of children’s to probable inter-spousal trauma that disrupts their neurological and biochemical pathways in development. The aim of this paper is to analyze the current empirical research that discusses the biological and psychological inference of domestic violence and risky family environment on children’s health. In realizing this objective, the paper used the ecological framework to explain the interaction effects of bio- psychological processes on emotional regulation and social competence skills of children living in a domestic violence and risky family environment. Finally, study shows that a risky and harsh early family environment exacerbates disturbances in children’ physiological and neuroendocrine responses to stress, and also has long-term adverse implication on their mental health. Key words: Domestic violence, risky family environment, mental health.
{"title":"Domestic Violence, Risky Family Environment and Children: A Bio-Psychology Perspective.","authors":"O. Afolabi","doi":"10.5897/IJPC2014.0275","DOIUrl":"https://doi.org/10.5897/IJPC2014.0275","url":null,"abstract":"Though a large body of research has investigated the impacts of domestic violence on adult’s victims, only few studies has been devoted to the exposure of children’s to probable inter-spousal trauma that disrupts their neurological and biochemical pathways in development. The aim of this paper is to analyze the current empirical research that discusses the biological and psychological inference of domestic violence and risky family environment on children’s health. In realizing this objective, the paper used the ecological framework to explain the interaction effects of bio- psychological processes on emotional regulation and social competence skills of children living in a domestic violence and risky family environment. Finally, study shows that a risky and harsh early family environment exacerbates disturbances in children’ physiological and neuroendocrine responses to stress, and also has long-term adverse implication on their mental health. \u0000 \u0000 \u0000 \u0000 Key words: Domestic violence, risky family environment, mental health.","PeriodicalId":46284,"journal":{"name":"International Journal of Special Education","volume":"30 1","pages":"44-56"},"PeriodicalIF":0.3,"publicationDate":"2014-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.5897/IJPC2014.0275","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71131503","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Video self-modeling (VSM) is a type of intervention that has been developed to assist students in viewing themselves successfully in a wide variety of domains. Previous research regarding VSM states that it is beneficial to children with autism spectrum disorder and has helped them improve functioning in many settings. Specifically, VSM is useful to children with autism spectrum disorder because it minimizes attentional and hearing requirements, and allows the child to see themselves as they could be rather than as they currently are. Video modeling avoids reliance on social interactions or the presence of a therapist to promote learning. This reduction in the importance of social interactions may be particularly significant for children who struggle in social settings. Finally, motivation for watching television in general might increase interest in watching the video. The present study was designed to analyze the effects of VSM on children with autism spectrum disorder in an academic setting. The present study added to the literature by allowing classroom teachers to choose the area of academic behavior, thereby increasing social relevance. The present study examined the effects of VSM on children with autism spectrum disorder within a functional interrelated classroom. Specifically, the present study examined the effects of the implementation of VSM within the functional interrelated classroom and the potential it has to enable significant positive changes in on-task behavior and appropriate transitions. The study also examined the maintenance of on-task behavior and appropriate transitions within implementation of the VSM research. Also explored were the teachers’ perceptions of on-task behavior and appropriate transitions through surveys that were administered before implementation of VSM and upon completion of VSM. The sample of the current study was comprised of two participants who were enrolled within the functional interrelated classroom and diagnosed with autism spectrum disorder. The implementation of VSM within an academic setting proved to be successful and showed significant results in increasing on-task behavior with Student 1. Maintenance was also shown with this student. No significance was found with the Student 2 and increasing appropriate transitions; however an anomaly was discovered within one of the days VSM was implemented. With the removal of this anomaly, significance was found with the second student and increasing appropriate transitions. Despite the increase in appropriate transitions, maintenance was not established with the second student. The teachers’ perceptions from the administered survey revealed a significant increase in on-task behavior and appropriate transitions with the implementation of the VSM research. When investigating approaches appropriate for students with ASD, it is important to remember that some progress is significant. Implementation of VSM revealed progress with both students with ASD, at va
{"title":"The Effects Of Video Self-Modeling On Children With Autism Spectrum Disorder","authors":"C. Schmidt, Jennifer Bonds-Raacke","doi":"10.58809/jehl6345","DOIUrl":"https://doi.org/10.58809/jehl6345","url":null,"abstract":"Video self-modeling (VSM) is a type of intervention that has been developed to assist students in viewing themselves successfully in a wide variety of domains. Previous research regarding VSM states that it is beneficial to children with autism spectrum disorder and has helped them improve functioning in many settings. Specifically, VSM is useful to children with autism spectrum disorder because it minimizes attentional and hearing requirements, and allows the child to see themselves as they could be rather than as they currently are. Video modeling avoids reliance on social interactions or the presence of a therapist to promote learning. This reduction in the importance of social interactions may be particularly significant for children who struggle in social settings. Finally, motivation for watching television in general might increase interest in watching the video. The present study was designed to analyze the effects of VSM on children with autism spectrum disorder in an academic setting. The present study added to the literature by allowing classroom teachers to choose the area of academic behavior, thereby increasing social relevance. The present study examined the effects of VSM on children with autism spectrum disorder within a functional interrelated classroom. Specifically, the present study examined the effects of the implementation of VSM within the functional interrelated classroom and the potential it has to enable significant positive changes in on-task behavior and appropriate transitions. The study also examined the maintenance of on-task behavior and appropriate transitions within implementation of the VSM research. Also explored were the teachers’ perceptions of on-task behavior and appropriate transitions through surveys that were administered before implementation of VSM and upon completion of VSM. The sample of the current study was comprised of two participants who were enrolled within the functional interrelated classroom and diagnosed with autism spectrum disorder. The implementation of VSM within an academic setting proved to be successful and showed significant results in increasing on-task behavior with Student 1. Maintenance was also shown with this student. No significance was found with the Student 2 and increasing appropriate transitions; however an anomaly was discovered within one of the days VSM was implemented. With the removal of this anomaly, significance was found with the second student and increasing appropriate transitions. Despite the increase in appropriate transitions, maintenance was not established with the second student. The teachers’ perceptions from the administered survey revealed a significant increase in on-task behavior and appropriate transitions with the implementation of the VSM research. When investigating approaches appropriate for students with ASD, it is important to remember that some progress is significant. Implementation of VSM revealed progress with both students with ASD, at va","PeriodicalId":46284,"journal":{"name":"International Journal of Special Education","volume":"28 1","pages":"121-132"},"PeriodicalIF":0.3,"publicationDate":"2013-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71184240","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Emotional and behavioral outcomes of the Respecting Diversity (RD) program, a social and emotional learning (SEL) intervention to develop self-awareness, selfrespect and respect for diverse others, were investigated with 218 students in Grades four to seven and their teachers. Intervention and control groups were assessed pre and post intervention for level of self-awareness, self-respect, awareness of others, and respect for others. Measures of classroom climate were also included. Students completed several measures of SEL, and a selected sample were interviewed to obtain detailed information about their experiences with the RD program. Data were analyzed using thematic content analysis procedures and repeated measures MANCOVAs. The intervention significantly increased students’ self-respect, awareness of others, and respect for others, while students in control classrooms decreased in these factors. Classroom climate also significantly improved for treatment classrooms according to both teachers and students, and, similarly, decreased in control classrooms.
{"title":"Teaching to Diversity: Creating Compassionate Learning Communities for Diverse Elementary School Students.","authors":"Jennifer Katz, M. Porath","doi":"10.14288/1.0066410","DOIUrl":"https://doi.org/10.14288/1.0066410","url":null,"abstract":"Emotional and behavioral outcomes of the Respecting Diversity (RD) program, a social and emotional learning (SEL) intervention to develop self-awareness, selfrespect and respect for diverse others, were investigated with 218 students in Grades four to seven and their teachers. Intervention and control groups were assessed pre and post intervention for level of self-awareness, self-respect, awareness of others, and respect for others. Measures of classroom climate were also included. Students completed several measures of SEL, and a selected sample were interviewed to obtain detailed information about their experiences with the RD program. Data were analyzed using thematic content analysis procedures and repeated measures MANCOVAs. The intervention significantly increased students’ self-respect, awareness of others, and respect for others, while students in control classrooms decreased in these factors. Classroom climate also significantly improved for treatment classrooms according to both teachers and students, and, similarly, decreased in control classrooms.","PeriodicalId":46284,"journal":{"name":"International Journal of Special Education","volume":"26 1","pages":"29-41"},"PeriodicalIF":0.3,"publicationDate":"2011-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66897344","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2008-09-15DOI: 10.4314/ajcpsf.v10i1.37627
O. A. Fakolade, S. Adeniyi
Questions about gifted learners and the best way to teach them to face expected challenges is often a source of controversy. This is because old stereotype curriculum and conventional instructional strategies may not be enough to give the needed stimulation. Considering the enormity of what is expected to reinforce the education of the gifted, this study investigated the efficacy of Enrichment Triad and Self-Directed learning models on the academic achievement of selected gifted students in some secondary schools in Nigeria. The study used the pre-test, posttest, control group quasi-experiment design in a 3 x 2 factorial matrix. The subjects for the study consisted of 75 Senior Secondary School gifted students from eight secondary schools in Nigeria. Multi-stage sampling technique was utilized for the selection of the participants, which were randomly assigned into three experimental groups. Analysis of Covariance was the main statistical method utilized to test two generated hypotheses at the probability level of 0.05. The findings revealed that there was significant treatment effect on subjects' post-test academic achievement scores. There was no significant main effect of gender. The study also indicated that gifted male subjects exposed to Enrichment Trial and Self-Directed models had higher mean score (x = 80.93) than their female counterparts exposed to the same treatment. Since the Enrichment Triad and SelfDirected models are capable of facilitating gifted students' educational programmes, it is therefore recommended that both regular and special educators should use these models in facilitating the academic achievement for their gifted students.
{"title":"Efficacy of Enrichment Triad and Self-Direct Models on Academic Achievement of Gifted Students in Selected Secondary Schools in Nigeria.","authors":"O. A. Fakolade, S. Adeniyi","doi":"10.4314/ajcpsf.v10i1.37627","DOIUrl":"https://doi.org/10.4314/ajcpsf.v10i1.37627","url":null,"abstract":"Questions about gifted learners and the best way to teach them to face expected challenges is often a source of controversy. This is because old stereotype curriculum and conventional instructional strategies may not be enough to give the needed stimulation. Considering the enormity of what is expected to reinforce the education of the gifted, this study investigated the efficacy of Enrichment Triad and Self-Directed learning models on the academic achievement of selected gifted students in some secondary schools in Nigeria. The study used the pre-test, posttest, control group quasi-experiment design in a 3 x 2 factorial matrix. The subjects for the study consisted of 75 Senior Secondary School gifted students from eight secondary schools in Nigeria. Multi-stage sampling technique was utilized for the selection of the participants, which were randomly assigned into three experimental groups. Analysis of Covariance was the main statistical method utilized to test two generated hypotheses at the probability level of 0.05. The findings revealed that there was significant treatment effect on subjects' post-test academic achievement scores. There was no significant main effect of gender. The study also indicated that gifted male subjects exposed to Enrichment Trial and Self-Directed models had higher mean score (x = 80.93) than their female counterparts exposed to the same treatment. Since the Enrichment Triad and SelfDirected models are capable of facilitating gifted students' educational programmes, it is therefore recommended that both regular and special educators should use these models in facilitating the academic achievement for their gifted students.","PeriodicalId":46284,"journal":{"name":"International Journal of Special Education","volume":"25 1","pages":"10-16"},"PeriodicalIF":0.3,"publicationDate":"2008-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70444936","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1989-01-01DOI: 10.1080/0156655620080310
Ezra Michael
{"title":"Special Education in Israel.","authors":"Ezra Michael","doi":"10.1080/0156655620080310","DOIUrl":"https://doi.org/10.1080/0156655620080310","url":null,"abstract":"","PeriodicalId":46284,"journal":{"name":"International Journal of Special Education","volume":"118 1","pages":"59-64"},"PeriodicalIF":0.3,"publicationDate":"1989-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/0156655620080310","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59117904","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"The Study of Stem Cell Therapy and Implications for Medical Systems","authors":"Yi Schellen","doi":"10.52783/ijse.v36i1.2","DOIUrl":"https://doi.org/10.52783/ijse.v36i1.2","url":null,"abstract":"","PeriodicalId":46284,"journal":{"name":"International Journal of Special Education","volume":"15 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70995835","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Vocational Nursing and Impact on Health Care Service Outcomes","authors":"Gloria F. Johnson","doi":"10.52783/ijse.v36i1.3","DOIUrl":"https://doi.org/10.52783/ijse.v36i1.3","url":null,"abstract":"","PeriodicalId":46284,"journal":{"name":"International Journal of Special Education","volume":"130 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70995490","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Community Windshield Survey in Nursing and Medical Practice: Focusing on Miami’s Coral Gables","authors":"L. P. Uribe","doi":"10.52783/ijse.v36i1.4","DOIUrl":"https://doi.org/10.52783/ijse.v36i1.4","url":null,"abstract":"","PeriodicalId":46284,"journal":{"name":"International Journal of Special Education","volume":"1 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70995597","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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