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1.
Eur J Med Genet ; 64(10): 104290, 2021 Oct.
Artigo em Inglês | MEDLINE | ID: mdl-34274527

RESUMO

Down syndrome (DS) is a genetic neurodevelopmental disorder. In individuals with DS, a multidisciplinary approach to care is required to prevent multiple medical complications. The aim of this study was to describe the rehabilitation, medical care, and educational and social support provided to school-aged French DS patients with varying neuropsychological profiles. A mixed study was conducted. Quantitative data were obtained from a French multicentre study that included patients aged 4-20 years with diverse genetic syndromes. Qualitative data were collected by semi-structured face-to-face interviews and focus groups. Ninety-five DS subjects with a mean age of 10.9 years were included. Sixty-six per cent had a moderate intellectual disability (ID) and 18.9% had a severe ID. Medical supervision was generally multidisciplinary but access to medical specialists was often difficult. In terms of education, 94% of children under the age of six were in typical classes. After the age of 15, 75% were in medico-social institutions. Analysis of multidisciplinary rehabilitation conducted in the public and private sectors revealed failure to access physiotherapy, psychomotor therapy and occupational therapy, but not speech therapy. The main barrier encountered by patients was the difficulty accessing appropriate facilities due to a lack of space and long waiting lists. In conclusion, children and adolescents with DS generally received appropriate care. Though the management of children with DS has been improved considerably, access to health facilities remains inadequate.


Assuntos
Síndrome de Down/reabilitação , Reabilitação Neurológica/normas , Administração dos Cuidados ao Paciente/normas , Adolescente , Criança , Pré-Escolar , Educação de Pessoa com Deficiência Intelectual/organização & administração , Educação de Pessoa com Deficiência Intelectual/normas , Feminino , França , Acessibilidade aos Serviços de Saúde/organização & administração , Acessibilidade aos Serviços de Saúde/normas , Humanos , Comunicação Interdisciplinar , Masculino , Reabilitação Neurológica/organização & administração , Administração dos Cuidados ao Paciente/organização & administração , Apoio Social , Listas de Espera , Adulto Jovem
2.
Intellect Dev Disabil ; 57(4): 323-336, 2019 08.
Artigo em Inglês | MEDLINE | ID: mdl-31373551

RESUMO

People with intellectual disability (ID) experience negative consequences as a result of stigmas held by the public. Students with ID involved in inclusive postsecondary education (IPSE) programs demonstrate positive outcomes. This study examines the impact of an IPSE program on typically matriculating student attitudes toward ID. Explicit and implicit attitudes were measured at the start and end of a semester among IPSE volunteer peer mentors (n = 17) and an uninvolved student group (n = 14). Findings indicate that volunteers demonstrated lower discomfort after their volunteer experience, as measured by the Attitudes Toward Intellectual Disability Questionnaire (ATTID). Volunteers also demonstrated higher knowledge of causes and preference for interaction with people with ID than nonvolunteers. This demonstrates that volunteer involvement in IPSE positively impacts attitudes toward people with ID among typically matriculating college students.


Assuntos
Atitude Frente a Saúde , Educação de Pessoa com Deficiência Intelectual/normas , Deficiência Intelectual/psicologia , Opinião Pública , Estudantes/psicologia , Feminino , Conhecimentos, Atitudes e Prática em Saúde , Humanos , Masculino , Estigma Social , Inquéritos e Questionários , Adulto Jovem
3.
Dev Neurorehabil ; 21(4): 238-252, 2018 May.
Artigo em Inglês | MEDLINE | ID: mdl-26809851

RESUMO

The current paper is a call for and illustration of a way of closing the gap between basic research and professional practice in the field of neurorehabilitation. Methodologically, single-case experimental designs and the guidelines created regarding their conduct are highlighted. Statistically, we review two data analytical options, namely (a) indices quantifying the difference between pairs of conditions in the same metric as the target behavior and (b) a formal statistical procedure offering a standardized overall quantification. The paper provides guidance in the analysis and suggests free software in order to illustrate, in the context of data from behavioral interventions with children with developmental disorders, that informative analyses are feasible. We also show how the results of individual studies can be made eligible for meta-analyses, which are useful for establishing the evidence basis of interventions. Nevertheless, we also point at decisions that need to be made during the process of data analysis.


Assuntos
Educação de Pessoa com Deficiência Intelectual/métodos , Metanálise como Assunto , Reabilitação Neurológica/métodos , Criança , Educação de Pessoa com Deficiência Intelectual/normas , Humanos , Reabilitação Neurológica/normas
4.
Dev Neurorehabil ; 21(4): 223-237, 2018 May.
Artigo em Inglês | MEDLINE | ID: mdl-26810047

RESUMO

An innovative single-case crossover design containing multiple forms of randomization was implemented with eight participants in seven weekly sessions, during which instruction was given in the use of two different pictorial mnemonic (memory-enhancing) strategies: one designed to improve the children's learning of the dates of various inventions and the other designed to improve the children's acquisition of unfamiliar vocabulary items. A composite randomization statistical test revealed that when compared with the children's own preferred learning methods, the mnemonic-strategy approach produced the predicted facilitation effects. At the same time, it was evident that mnemonic instruction enhanced children's performance to a greater extent on the vocabulary task than on the inventions task. In-depth examination of both individual student performance profiles and the tasks/procedures were conducted, yielding recommendations and challenges for follow-up single-case intervention research on the topic.


Assuntos
Educação de Pessoa com Deficiência Intelectual/métodos , Ensaios Clínicos Controlados Aleatórios como Assunto , Criança , Pré-Escolar , Educação de Pessoa com Deficiência Intelectual/normas , Feminino , Humanos , Aprendizagem , Masculino , Vocabulário
5.
Intellect Dev Disabil ; 55(1): 15-24, 2017 02.
Artigo em Inglês | MEDLINE | ID: mdl-28181885

RESUMO

The purpose of this study was to examine the language teachers used to discuss inclusion, Universal Design for Learning (UDL), and learners with intellectual disability (ID) in an effort to better understand how teachers describe the relationship between those three. Utilizing a secondary analysis procedure, interview transcripts from seven general education teachers were reanalyzed to identify language used by teachers to refer to inclusive educational settings, the implementation of UDL, and learners with intellectual disability. The identified themes were then juxtaposed against the UDL framework (principles, guidelines, and checkpoints) and the current literature related to UDL and inclusive education. We end with recommendations for future practice and research involving inclusive classrooms, UDL, and learners with ID.


Assuntos
Educação de Pessoa com Deficiência Intelectual/normas , Inclusão Escolar/normas , Professores Escolares/psicologia , Currículo/normas , Educação de Pessoa com Deficiência Intelectual/métodos , Humanos , Idioma , Inclusão Escolar/métodos , Instituições Acadêmicas/normas
6.
Intellect Dev Disabil ; 53(2): 120-8, 2015 Apr.
Artigo em Inglês | MEDLINE | ID: mdl-25860450

RESUMO

Postsecondary education (PSE) is increasingly becoming an option for students with intellectual disability (ID; Grigal & Hart, 2012 ). Postsecondary education offers the promise of pursuing a valued social role (that of college student), enhanced social networks, and, most significantly, increased employment options. To date, research and practice in the area of transition to PSE for students with ID has focused primarily upon the sending (public school systems) and receiving (colleges or universities) agencies ( Oertle & Bragg, 2014 ; Thoma et al., 2011 ). Yet adults with ID often require ongoing supports through state and federally funded developmental disability waivers, and agency providers of waiver services have, for the most part, not been part of this vital conversation. This study represents an exploratory study of directors of developmental disability provider agencies in one midwestern state to assess their knowledge of PSE for individuals with ID. A total of 87 directors responded; quantitative results are presented and, based on these findings, we provide implications for the future.


Assuntos
Educação de Pessoa com Deficiência Intelectual/normas , Emprego , Deficiência Intelectual/reabilitação , Apoio Social , Estudantes/psicologia , Adulto , Feminino , Humanos , Masculino , Pessoa de Meia-Idade , Universidades
7.
Res Dev Disabil ; 35(8): 1828-37, 2014 Aug.
Artigo em Inglês | MEDLINE | ID: mdl-24840484

RESUMO

The purpose of this study was to examine the effects of computer-based graphic organizers, using Kidspiration 3© software, to solve one-step word problems. Participants included three students with mild intellectual disability enrolled in a functional academic skills curriculum in a self-contained classroom. A multiple probe single-subject research design (Horner & Baer, 1978) was used to evaluate the effectiveness of computer-based graphic organizers to solving mathematical one-step word problems. During the baseline phase, the students completed a teacher-generated worksheet that consisted of nine functional word problems in a traditional format using a pencil, paper, and a calculator. In the intervention and maintenance phases, the students were instructed to complete the word problems using a computer-based graphic organizer. Results indicated that all three of the students improved in their ability to solve the one-step word problems using computer-based graphic organizers compared to traditional instructional practices. Limitations of the study and recommendations for future research directions are discussed.


Assuntos
Instrução por Computador/métodos , Educação de Pessoa com Deficiência Intelectual/métodos , Deficiência Intelectual/reabilitação , Matemática/educação , Resolução de Problemas , Adolescente , Instrução por Computador/normas , Instrução por Computador/estatística & dados numéricos , Educação de Pessoa com Deficiência Intelectual/normas , Educação de Pessoa com Deficiência Intelectual/estatística & dados numéricos , Feminino , Humanos , Masculino , Microcomputadores , Variações Dependentes do Observador , Projetos Piloto , Reprodutibilidade dos Testes , Índice de Gravidade de Doença , Software
8.
J Appl Res Intellect Disabil ; 27(3): 212-25, 2014 May.
Artigo em Inglês | MEDLINE | ID: mdl-23813583

RESUMO

BACKGROUND: The use of 'easy-to-read' materials for people with intellectual disabilities has become very widespread but their effectiveness has scarcely been evaluated. In this study, the framework provided by Kintsch's Construction-Integration Model (1988) is used to examine (i) the reading comprehension levels of different passages of the Spanish text that have been designed following easy-to-read guidelines and (ii) the relationships between reading comprehension (literal and inferential) and various linguistic features of these texts. METHOD: Sixteen students with mild intellectual disability and low levels of reading skills were asked to read easy-to-read texts and then complete a reading comprehension test. The corpus of texts was composed of a set of forty-eight pieces of news selected from www.noticiasfacil.es, a Spanish digital newspaper that publishes daily journalistic texts following international guidelines for the design of easy-to-read documents (IFLA, Tronbacke B. (1997) Guidelines for Easy-to-read Materials. IFLA, The Hague). RESULTS: Participants correctly answered 80% of the comprehension questions, showing significantly higher scores for literal questions than for inferential questions. The analyses of the texts' linguistic features revealed that the number of coreferences was the variable that best predicted literal comprehension, but contrary to what the previous literature seemed to indicate, the relationship between the two variables was inverse. In the case of inferential comprehension, the number of sentences was a significant negative predictor; that is, the higher the sentence density, the lower the ability of these students to find relationships between them. The effects of the rest of linguistic variables, such as word frequency and word length, on comprehension were null. CONCLUSIONS: These results provide preliminary empirical support for the use of easy-to-read texts but bring into question the validity of some popular design guidelines (e.g. augmenting word frequency) to optimally match texts and reading levels of students with intellectual disability. Two factors are suggested as contributing to the effect of sentence density on inferential comprehension: (i) long texts present higher conceptual density, so there are more ideas to store, retrieve and integrate, which increases the demand on inferential reasoning and (ii) long texts are perceived as difficult, which affects reading motivation and, consequently, induces passive reading strategies. The need for further research to elucidate the origin of our main findings with a larger and more heterogeneous sample of students with intellectual disability is highlighted.


Assuntos
Compreensão/fisiologia , Deficiência Intelectual/fisiopatologia , Leitura , Adolescente , Adulto , Educação de Pessoa com Deficiência Intelectual/normas , Feminino , Humanos , Testes de Linguagem , Linguística/instrumentação , Linguística/métodos , Masculino , Estudantes/psicologia , Livros de Texto como Assunto/normas , Adulto Jovem
9.
J Appl Res Intellect Disabil ; 26(2): 157-66, 2013 Mar.
Artigo em Inglês | MEDLINE | ID: mdl-23280605

RESUMO

BACKGROUND: People with intellectual disabilities face barriers that affect their sexual health. Sex education programmes have been developed by professionals working in the field of intellectual disabilities with the aim to overcome these barriers. The aim of this study was to explore the development of these programmes. METHODS: Sex education programmes geared to people with intellectual disabilities were examined in the context of the Intervention Mapping protocol. Data were obtained via interviews with the programme developers. RESULTS: All programmes lack specific programme outcomes, do not have a theoretical basis, did not involve members of relevant groups in the development process and lack systematic evaluation. CONCLUSIONS: Based on our findings and the literature, we conclude that these programmes are unlikely to be effective. Future programmes should be developed using a more systematic and theory- and evidence-based approach.


Assuntos
Educação de Pessoa com Deficiência Intelectual/normas , Desenvolvimento de Programas/normas , Avaliação de Programas e Projetos de Saúde , Educação Sexual/normas , Atitude do Pessoal de Saúde , Educação de Pessoa com Deficiência Intelectual/métodos , Humanos , Entrevistas como Assunto , Países Baixos , Educação Sexual/métodos
10.
Res Dev Disabil ; 33(5): 1581-93, 2012.
Artigo em Inglês | MEDLINE | ID: mdl-22537856

RESUMO

The aim of this study was to validate a questionnaire on academic competence behaviour for use with Chinese preschool children in Hong Kong. A parent version and a teacher version were developed and evaluated. The participants included 457 children (230 boys and 227 girls) aged four and five years old, their preschool teachers and their parents. Besides, 44 children (39 boys and 5 girls) with developmental disabilities were recruited. The children were assessed on the cognitive domain of the Preschool Development Assessment Scale (PDAS). Their parents completed a questionnaire on academic competence behaviour, as well as the Strength and Difficulty Scale (SDQ). Their teachers completed the questionnaire on academic competence behaviour. Rasch analysis results provided support for the unidimensionality of the parent and teacher versions of the scale, with one item deleted. The parent and teacher versions of the revised scale correlated positively with the cognitive domain of the PDAS and the prosocial scale of the SDQ and negatively with SDQ total problem behaviour score. Children with developmental delay were assigned lower scores by their parents and teachers, compared with preschool children, on the revised versions of the academic competence behaviour scale. Reliability estimates (Cronbach's alpha) of the parent and teacher versions of this revised scale were above .80. The results suggested that the two versions of academic competence behaviour scales were promising instruments for the assessment of academic competence behaviour among Chinese preschool children.


Assuntos
Povo Asiático/psicologia , Deficiências do Desenvolvimento/psicologia , Deficiências do Desenvolvimento/reabilitação , Educação de Pessoa com Deficiência Intelectual/normas , Escolaridade , Inquéritos e Questionários/normas , Comportamento Infantil/psicologia , Pré-Escolar , Avaliação Educacional/normas , Docentes , Feminino , Hong Kong , Humanos , Masculino , Pais , Reprodutibilidade dos Testes
11.
J Sch Nurs ; 28(3): 187-94, 2012 Jun.
Artigo em Inglês | MEDLINE | ID: mdl-22147836

RESUMO

School nurses play a key role in managing students with food allergies. It is becoming more common to encounter students with severe allergies to multiple foods, putting them at risk for anaphylaxis. It is essential that the school nurse have a clear understanding of food allergies and how to effectively manage students in the school setting. Effective communication between families, health care providers, faculty, staff, and students, is of utmost importance when developing a plan of care to ensure the safety of the student with food allergies. Using an interdisciplinary approach to case management, the school nurse can develop comprehensive individualized health care plans for all students with food allergies.


Assuntos
Hipersensibilidade Alimentar/prevenção & controle , Papel do Profissional de Enfermagem , Guias de Prática Clínica como Assunto , Serviços de Saúde Escolar/normas , Serviços de Enfermagem Escolar/normas , Anafilaxia/tratamento farmacológico , Peso Corporal , Broncodilatadores/administração & dosagem , Broncodilatadores/normas , Broncodilatadores/uso terapêutico , Criança , Educação de Pessoa com Deficiência Intelectual/normas , Educação Inclusiva/normas , Serviços Médicos de Emergência , Medicina de Emergência/educação , Epinefrina/administração & dosagem , Epinefrina/normas , Epinefrina/uso terapêutico , Medicina Baseada em Evidências , Docentes/normas , Hipersensibilidade Alimentar/psicologia , Hipersensibilidade Alimentar/terapia , Humanos , Capacitação em Serviço , Relações Enfermeiro-Paciente , Pediatria/métodos , Serviços de Saúde Escolar/organização & administração , Serviços de Enfermagem Escolar/legislação & jurisprudência , Serviços de Enfermagem Escolar/métodos , Estudantes
12.
Res Dev Disabil ; 32(6): 2352-61, 2011.
Artigo em Inglês | MEDLINE | ID: mdl-21824746

RESUMO

We replicated and extended previous research on microswitch facilitated choice making by individuals with profound multiple disabilities. Following an assessment of stimulus preferences, we taught 6 adults with profound multiple disabilities to emit 2 different responses to activate highly preferred stimuli. All participants learnt to activate both microswitches. Five participants showed a higher overall level of responding when both switches activating preferred stimuli were available concurrently. After completion of microswitch training, a choice assessment was conducted in which participants had access to 2 microswitches concurrently, with 1 connected to the most highly preferred stimulus and the other to a least preferred stimulus. Choice making behavior was shown in 3 participants and provided support for the preference assessment results. The results of the 3 remaining participants showed that both the most highly preferred and the least preferred stimuli may serve as reinforcers for microswitch activation responses.


Assuntos
Comportamento de Escolha , Auxiliares de Comunicação para Pessoas com Deficiência , Educação de Pessoa com Deficiência Intelectual/métodos , Deficiência Intelectual/reabilitação , Atividades de Lazer , Adulto , Correção de Deficiência Auditiva/métodos , Correção de Deficiência Auditiva/normas , Correção de Deficiência Auditiva/estatística & dados numéricos , Surdez/reabilitação , Educação de Pessoa com Deficiência Intelectual/normas , Educação de Pessoa com Deficiência Intelectual/estatística & dados numéricos , Feminino , Seguimentos , Humanos , Masculino , Pessoa de Meia-Idade , Miniaturização , Variações Dependentes do Observador , Preferência do Paciente , Reprodutibilidade dos Testes , Instituições Residenciais , Baixa Visão/reabilitação
13.
J Intellect Disabil ; 12(1): 59-79, 2008 Mar.
Artigo em Inglês | MEDLINE | ID: mdl-18337302

RESUMO

This article presents the findings from a literature review related to community learning disability teams (CLDTs). Much of the existing literature on CLDTs is inspirational, theoretical or opinion based rather than evidence based. It was considered that current knowledge is insufficient to allow a systematic review; therefore a structured review of factors that impact on CLDTs was undertaken following some of the principles of a systematic review. The review covers historical and philosophical influences on the development of CLDTs; the structure and common composition of CLDTs; the main challenges facing CLDTs; and the barriers that impact on their effective working. Based on the available evidence a number of good practice suggestions are forwarded that have the potential to enhance the work undertaken by CLDTs, but it is acknowledged that there is a need for more research into the effectiveness of these teams.


Assuntos
Benchmarking/normas , Serviços Comunitários de Saúde Mental/normas , Educação de Pessoa com Deficiência Intelectual/normas , Deficiência Intelectual/terapia , Deficiências da Aprendizagem/terapia , Equipe de Assistência ao Paciente/normas , Administração de Caso/organização & administração , Administração de Caso/normas , Serviços Comunitários de Saúde Mental/organização & administração , Comportamento Cooperativo , Atenção à Saúde/organização & administração , Atenção à Saúde/normas , Educação de Pessoa com Deficiência Intelectual/organização & administração , Medicina Baseada em Evidências , Controle de Acesso/organização & administração , Controle de Acesso/normas , Humanos , Equipe de Assistência ao Paciente/organização & administração , Garantia da Qualidade dos Cuidados de Saúde/organização & administração , Garantia da Qualidade dos Cuidados de Saúde/normas , Reino Unido
15.
No To Hattatsu ; 36(3): 214-9, 2004 May.
Artigo em Japonês | MEDLINE | ID: mdl-15176589

RESUMO

In cooperation between medicine and education, a reciprocal understanding is important. For this reason, we researched the needs of medical and educational professionals by questionnaires. Many child neurology specialists agreed that their medical profiled are unveiled in public about attending developmental disabilities. Some educational professionals felt it necessary to be given to offer medical informations of students such as treatments and/or diagnosis of their disease, to attend to seminars and lectures on developmental disabilities, and to obtain consultations of doctor more easily. From the above results, we propose an ideal cooperation between medicine and education.


Assuntos
Comportamento Cooperativo , Educação de Pessoa com Deficiência Intelectual , Neurologia/educação , Pediatria/educação , Educação de Pessoa com Deficiência Intelectual/normas , Educação de Pessoa com Deficiência Intelectual/tendências , Necessidades e Demandas de Serviços de Saúde , Humanos , Inquéritos e Questionários
16.
Am J Ment Retard ; 107(1): 32-45, 2002 Jan.
Artigo em Inglês | MEDLINE | ID: mdl-11806748

RESUMO

The effects of using a multicomponent intervention package to support the classroom performance of 4 high school students with mental retardation enrolled in general education classes were investigated. Intervention components were (a) modification of teacher-assigned worksheets, (b) instruction in assignment completion, (c) instruction in self-monitoring of classroom performance skills, (d) including students in setting performance goals, and (e) instruction in goal-evaluation. Implementation of the intervention package was associated with improved performance on modified assignments for all participants and higher report card grades for 3 participants. Three of 4 participants also correctly and independently evaluated their performance in relation to their performance goals. Findings are discussed and recommendations made for future research and practice.


Assuntos
Educação de Pessoa com Deficiência Intelectual/normas , Deficiência Intelectual , Adolescente , Generalização Psicológica , Humanos , Estudantes
17.
J Appl Behav Anal ; 27(3): 519-31, 1994.
Artigo em Inglês | MEDLINE | ID: mdl-7928793

RESUMO

We investigated whether variations in alertness among individuals with profound multiple disabilities affected subsequent responsiveness to training programs. Three experiments were conducted involving 5 people. In Experiment 1, results indicated that alertness of 3 individuals increased with provision of skill-acquisition training programs. Results also indicated no predictive relationship between alertness levels prior to training and subsequent responsiveness to training. Experiment 2 replicated results of Experiment 1 with 2 participants from Experiment 1 and an additional participant. Results of Experiment 2 also indicated that the increased alertness levels accompanying provision of training were not a function of the participants simply being in an inactive environment prior to training. Results of Experiment 3 indicated that alertness of an additional participant increased through provision of another training intervention, involving a systematic preference assessment. Responses during the preference assessment appeared to be unrelated to previously existing alertness levels. These findings suggest the need for caution when considering the withholding of scheduled training because an individual appears to be nonalert.


Assuntos
Nível de Alerta , Atenção , Pessoas com Deficiência/psicologia , Educação de Pessoa com Deficiência Intelectual/métodos , Deficiência Intelectual/psicologia , Atividades Cotidianas , Adulto , Terapia Comportamental/métodos , Terapia Comportamental/normas , Educação de Pessoa com Deficiência Intelectual/normas , Feminino , Humanos , Variações Dependentes do Observador , Reforço Psicológico , Reprodutibilidade dos Testes , Meio Social , Vigília
18.
J Intellect Disabil Res ; 37 ( Pt 2): 161-8, 1993 Apr.
Artigo em Inglês | MEDLINE | ID: mdl-8481614

RESUMO

In terms of treatment for cure, education, training and general information, parental expectations for their mentally retarded children are influenced by various factors such as the age and sex of the retarded child, the level of mental retardation, the education and occupation of the parents, and the socio-economic status and area of living. In the present study, an attempt has been made to find out the correlation of six variables namely, age, sex, literacy, locality of living, level of retardation and duration of follow-up on the expectation of one hundred parents of mentally retarded children who attend the home-based services at the National Institute for the Mentally Handicapped, Secunderabad, India. The intercorrelation among the six independent variables and the dependent variable revealed that age of the child and duration of follow-up have a high correlation (P < 0.01), and literacy of the parents and duration of follow-up were positively correlated (P < 0.05 level). It was also found that age and duration of follow-up have a positive correlation. Further detailed multiple regression analysis was conducted and the results are discussed.


Assuntos
Criança com Deficiência Intelectual , Educação de Pessoa com Deficiência Intelectual/normas , Deficiência Intelectual , Pais , Adolescente , Adulto , Criança , Pré-Escolar , Estudos Transversais , Feminino , Humanos , Índia , Lactente , Recém-Nascido , Masculino , Relações Pais-Filho
20.
Ment Retard ; 29(3): 129-37, 1991 Jun.
Artigo em Inglês | MEDLINE | ID: mdl-1881343

RESUMO

The basic question addressed in this paper is whether formal benefit-cost and effectiveness-cost analyses might allow us to determine whether the outcomes of particular special education services are being offered in their most efficient manner. In attempting to answer this question, we focused upon measuring as many of the cost and outcomes as possible (in both monetary and other terms) from two specialized schools serving youth with severe mental retardation. We examined a number of alternative assumptions for illustrating some of the problematic issues in the use of such evaluation techniques.


Assuntos
Custos e Análise de Custo , Educação de Pessoa com Deficiência Intelectual/economia , Adolescente , Adulto , Coleta de Dados , Educação de Pessoa com Deficiência Intelectual/normas , Eficiência , Feminino , Seguimentos , Humanos , Masculino
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