The Association Between Autism Spectrum Traits and the Successful Transition to Mainstream Secondary School in an Australian School-Based Sample.

The transition to secondary school is an important educational milestone impacting wellbeing and academic achievement. Students with Autism Spectrum Disorder may be vulnerable during transition however little is known about how Autism Spectrum (AS) traits influence transition outcomes. Generalised estimating equations were used to examine how AS traits were associated with four indicators of successful transition in a school-based sample of 51 students. Higher AS traits were associated with lower quality of life, school belonging and mental health, however the hypothesised decline after school transition was not supported. Characteristics of both the primary and secondary school appeared to be contributing to the wellbeing of students with high AS traits which could be clarified by further investigation with a larger sample.

UDL and Intellectual Disability: What Do We Know and Where Do We Go?

As an instructional design framework that can be used to design curriculum for students with and without disabilities, Universal Design for Learning (UDL) has the potential to support meaningful inclusion of students with intellectual disability (ID) in general educational settings. This article presents an overview of the existing set of research studies on UDL application for students with ID in PreK-12 settings. The current body of research illustrates that UDL is being applied to instructional activities for students with ID to examine a variety of interventions (e.g., adapted stories for individual students, inclusive general education curriculum) and outcomes (e.g., interaction, perceptions, knowledge gains) in self-contained and general educational settings. It also identifies important questions for consideration in future research as the field seeks to determine how UDL guidelines can be applied to curriculum, used with evidence-based and effective practices, and used to support schoolwide initiatives inclusive of students with ID.

Applying the Universal Design for Learning Framework for Individuals With Intellectual Disability: The Future Must Be Now.

The current research in Universal Design for Learning (UDL) for students with intellectual disability (ID) is briefly summarized and considered in light of the national goals presented by the American Association on Intellectual and Developmental Disabilities (AAIDD) in this article. Additionally, an action plan is provided for researchers and practitioners to extend knowledge on the implementation of the UDL framework inclusive of individuals with ID.

Encontros e desencontros na inclusão escolar de alunos deficientes físicos: uma visão a partir da promoção da saúde / Convergences and Divergences in school inclusion of physical disabled students: a Health Promotion perspective

A história que permeia a deficiência está imbuída de significações ligadas a preconceito e exclusão que se fazem presentes na atualidade e dificultam que as mudanças políticas sejam transpostas para as atitudes sociais. Assim, crianças deficientes vivenciam dependência a terceiros, inclusão escolar prejudicada, discriminação, sentimento de incapacidade, e vulnerabilidade frente a falta de disposição de serviços públicos efetivos. Esse estudo pretendeu articular saúde e educação como aspectos indissociáveis da vida humana, e o objetivo foi compreender os processos de significação relacionados à inserção de escolares deficientes físicos na educação básica, a partir dos princípios da política de promoção da saúde. Trata-se de um estudo de abordagem qualitativa, fundamentado na abordagem histórico-cultural, no qual utilizamos entrevistas semiestruturadas, observação participante e diário de campo como recursos metodológicos. O trabalho de campo teve início após as devidas autorizações do Comitê de Ética em Pesquisa com Seres Humanos e durou aproximadamente um ano. Ao final, quatro crianças, suas quatro mães e oito professores aceitaram participar da pesquisa, totalizando 16 sujeitos entrevistados e quatro contextos escolares observados. A análise temática indutiva proposta por Braun e Clarke (2007) foi empregada, sendo respeitado o percurso indicado por estas autoras. A construção dos dados acarretou na caracterização detalhada dos participantes e seus contextos socioculturais, bem como na produção de três temas, a saber: 1) Significações do conceito de deficiência e de deficiência física no processo de inclusão escolar; 2) Cadeira de rodas, dois lados da mesma moeda e 3) Escola inclusiva e promoção de saúde: uma perspectiva do modelo social da deficiência. Em suma, este estudo foi eficaz em alcançar seus objetivos propostos, apresentando importantes significações envolvidas no processo de inclusão do aluno deficiente físico. Esperamos que este trabalho contribua para a prática junto a estes escolares e inspire pesquisadores a investigarem a articulação da Educação Inclusiva com a Promoção da Saúde em seus diferentes estados, países e contextos, auxiliando profissionais que atuam na prática escolar e de saúde a lidarem com a temática

The history that permeates disability is imbued with meanings linked to prejudice and exclusion that are present today, making it difficult for political changes to be transposed into social attitudes. Disabled children may experience dependence on others, affected school inclusion, discrimination, feeling of incapacity, and vulnerability due to the lack provision of effective public services. This study intended to articulate health and education as inseparable aspects of human life. Our aim was to comprehend the signification processes related to the school inclusion of disabled children in basic education, based on the principles of the politics of health promotion. It is a qualitative study, based on the historical-cultural approach. Semi-structured interviews, participant observation and field diary was used as methodological resources. The field work lasted approximately one year, and began after the authorizations of the Ethics Committee in Human Research. In the end, four children, their mothers and eight teachers accepted to participate, totaling 16 subjects interviewed and four school contexts observed. The inductive thematic analysis proposed by Braun and Clarke (2007) was employed, respecting the paths indicated by these authors. Data construction entailed the detailed participants characterization and their socio-cultural contexts, as well as the production of three themes, namely: 1) Significance of the concept of disability and physical disability in the school inclusion process; 2) Wheelchair, two sides of the same coin; 3) Inclusive School and Health Promotion: a perspective of the social model of disability. That pointing out that health promoters are also promoters of Inclusive Education. In short, this study was effective in achieving its proposed objectives, presenting important meanings involved in the process of disabled student's inclusion. We hope that this work will contribute to the practice among these students and will inspire researchers to investigate the articulation between Inclusive Education and Health Promotion in their different states, countries and contexts, helping professionals who act in school and health to deal with this issue

Deafness and Diversity: Reflections and Directions.

Concluding a two-part American Annals of the Deaf special issue on deafness and diversity (DAD), the editors provide reflections and guidance to the field regarding d/Deaf and hard of hearing (d/Dhh) children with a disability (DWD; e.g., learning or intellectual disability, autism) and d/Dhh children from homes where parents use a language other than English or American Sign Language (d/Dhh Multilingual Learners; DMLs). Contributing authors addressed the application of theory, research, and practice to five topics: (a) early intervention, (b) communication/language, (c) assessment, (d) transition, (e) teacher preparation. An overview of the main recommendations of the contributors and editors is presented in an effort to advance research and pedagogy with these learners. In conclusion, the editors discuss the "Radical Middle" approach (Easterbrooks & Maiorana-Basas, 2015) to working with students who are DAD: providing learners with all options for academic, social, and emotional success.

Psychiatry and human rights: a difficult relationship, but with a growing potential.

Persons with psychosocial disabilities (mental health problems) are under the protection of the new United Nations Convention on Rights of Persons with Disabilities (CRPD). The CRPD brings a human rights-based approach to disability: it challenges paternalistic views by emphasizing the person as a rights-holder, an active subject, and not just a passive object of care. It also represents a challenge to mainstream human rights movements and mechanisms who have long paid insufficient attention to human rights of persons with (psychosocial) disabilities. It is increasingly understood that human rights of persons with psychosocial disabilities (mental health problems) should not be seen in the narrow perspective, as if the only issue was the most controversial one, that is, deprivation of liberty. In many areas, reform-minded psychiatrists have themselves initiated human rights-friendly reforms. For instance, efforts to implement article 19 of the CRPD­independent living and inclusion in the community­are increasingly becoming part of the mainstream in mental health care. There is potential for further synergy between mental health professionals and human rights activists in looking at the whole range of civil, political, economic, and social rights listed in the Universal Declaration of Human Rights­realizing that all these rights apply also to persons with psychosocial disabilities, and working together towards removing real-life obstacles to their enjoyment.The building of bridges between the two different types of expertise should be encouraged. In this regard, psychiatry would benefit from more cooperation across borders as well as with international human rights bodies, non-governmental organizations and persons with psychosocial disabilities themselves

Beliefs of chinese physical educators on teaching students with disabilities in general physical education classes.

This study examined the behavioral beliefs of physical education (PE) teachers about teaching students with disabilities in their general PE (GPE) classes and to identify the factors that contribute to their beliefs. A total of 195 PE teachers from a region in eastern China were surveyed. Results of the Physical Educators' Attitudes Toward Teaching Individuals With Disabilities-III survey indicate that although some teachers felt that including students with disabilities in GPE classes provides benefit for them, they were concerned about the practical difficulties of teaching students with disabilities in GPE classes, the lack of support, and the possible rejection of students with disabilities by their peers. Moreover, the behavioral beliefs of teachers vary according to the disability conditions of the students. Results show that there is no significant effect of demographic factors on the beliefs of PE teachers. Quality of experience predicts positive beliefs. The study has important implication for teacher training, provision of equipment, and support from teacher assistants.

Cochlear implants: an educational perspective past, present, and future.

The purpose of this presentation was to explore the past, present, and future of cochlear implants (CIs) using an educational perspective. The presentation uses a range of ways to explore these themes from school data to pupil contributions. Current issues relating to CIs are investigated from school, pupil, and parental perspectives. Future considerations relating to pupils, CI management, and training are discussed. In conclusion, in educational settings staff work with students who have both hearing aids, CIs, or a combination of the two and therefore all professionals need to prepare for the future by blending services and training.

School outcomes of children with special health care needs.

OBJECTIVE: To examine the associations between having a special health care need and school outcomes measured as attendance, student engagement, behavioral threats to achievement, and academic achievement. PARTICIPANTS AND METHODS: A total of 1457 children in the fourth through sixth grades from 34 schools in 3 school districts and their parents provided survey data; parents completed the Children With Special Health Care Needs Screener. School records were abstracted for attendance, grades, and standardized achievement test scores. RESULTS: Across 34 schools, 33% of children screened positive for special health care needs. After adjusting for sociodemographic and school effects, children with special health care needs had lower motivation to do well in school, more disruptive behaviors, and more frequent experiences as a bully victim. They experienced significantly lower academic achievement, as measured by grades, standardized testing, and parental-assessed academic performance. These findings were observed for children who qualified as having a special health care need because they had functional limitations attributed to a chronic illness or a behavioral health problem but not for those who qualified only because they took prescription medications. CONCLUSIONS: Specific subgroups of children with special health care needs are at increased risk for poor school outcomes. Health and school professionals will need to collaborate to identify these children early, intervene with appropriate medical and educational services, and monitor long-term outcomes.

Developing health promotion education: mainstreaming or acknowledging tensions in an evolving discipline?

AIMS: To contribute to development of global frameworks for health promotion education, by means of constructive criticism of the Galway Consensus Conference Statement (GCCS), and, furthermore, to substantiate that such frameworks must transcend political trends if they are to contribute to the ongoing development of health promotion both as a discipline and as a professional practice. This article is based on a workshop on competence domains in health promotion, held at the Sixth Nordic Health Promotion Research Conference in Gothenburg, Sweden, 20-22 August 2009. METHODS: The GCCS's delimitations of health, health promotion, and health promotion ethics is analysed and contrasted with the authors' ongoing experiences from a master's programme in health promotion. RESULTS: Three important limitations in the GCCS are identified: the GCCS does not promote perspectives on health other than absence of disease, defines no role for health promotion other than disease prevention, and includes no perspectives on ethical challenges for practitioners. The examples from the master's programme illustrate how and why these delimitations are problematic. CONCLUSIONS: Despite its limitations the GCCS has the potential to set a global agenda for health promotion education because of its emphasis on domains of core competencies in health promotion practice. To further this potential the GCCS' context of use should be changed from mainstreaming health promotion into a technology for disease prevention, to enabling dialog between contributors to health promotion with differing political and scientific ideals. Such dialog must relate to tensions and ambiguities experienced by health promotion practitioners in real-life situations.

Inclusion in physical education: a review of the literature from 1995-2005.

The purpose of the review is to critically analyze English-written research articles pertaining to inclusion of students with disabilities in physical education published in professional journals both within and outside of the United States from 1995-2005. Each study included in this review had to meet seven a priori criteria. Findings of the 38 selected studies were divided into six focus areas: (a) support, (b) affects on peers without disabilities, (c) attitudes and intentions of children without disabilities, (d) social interactions, (e) ALT-PE of students with disabilities, and (f) training and attitudes of GPE teachers. Recommendations for future practice and research are embedded throughout the article.

Trends in educational placement and cost-benefit considerations in children with cochlear implants.

OBJECTIVES: To study the effect of cochlear implantation on the use of educational resources by profoundly hearing-impaired children and to determine trends in educational cost vs benefit. DESIGN: Retrospective study and cost-benefit analysis. SETTING: Outpatient pediatric cochlear implant program in an academic institution (The Listening Center at Johns Hopkins University School of Medicine, Baltimore, Md), in collaboration with public schools in Maryland and surrounding states. PATIENTS OR OTHER PARTICIPANTS: School-aged children with profound prelingual hearing impairment without other clearly defined disabilities. Thirty-five children with multiple-channel cochlear prostheses and a comparison group of 10 children without implants from 'total communication' programs in the Maryland public school system. INTERVENTIONS: Multiple-channel cochlear implantation and at least 1 year of a systematic auditory skill development program at the Listening Center, compared with standard educational management of children with conventional amplification. MAIN OUTCOME MEASURES: Classroom placement and number of hours of special educational support used. RESULTS: A correlation was observed between the length of cochlear implant experience and the rate of full-time placement in mainstream classrooms (r = 0.10; P= .04). There was also a negative correlation between the length of implant experience and the number of hours of special educational support used by fully mainstreamed children (Pearson product moment correlation = -0.10; P = .03). Children with greater than 2 years of implant experience were mainstreamed at twice the rate or more of age-matched children with profound hearing loss who did not have implants. They were also placed less frequently in self-contained classrooms and used fewer hours of special education support. A cost-benefit analysis based on conservative estimates of educational expenses from kindergarten to 12th grade shows a cost savings of cochlear implantation and appropriate auditory (re)habilitation that ranges from $30000 to $200000. CONCLUSIONS: Cochlear implantation accompanied by aural (re)habilitation increases access to acoustic information of spoken language, leading to higher rates of mainstream placement in schools and lower dependence on special education support services. The cost savings that results from a decrease in the use of support services indicates an educational cost benefit of cochlear implant (re)habilitation for many children.

Getting in and staying there: children with Down syndrome in mainstream schools.

The proportion of children with Down syndrome in mainstream schools, compared to special schools, has been increasing over the last decade; this is due both to more children going into mainstream schools at five or six and to more children staying in mainstream schools for increasing lengths of time, not uncommonly throughout their school careers. There are, however, wide variations between Local Education Authorities, which is attributed mainly to differing implementation of inclusion policies. Data is drawn together from a number of sources (both previously published and unpublished) which describe some of the processes which take place in making initial placements in mainstream schools, maintaining those placements and transferring out of mainstream schools. Commitment of staff to meeting children's special needs rather than matters relating to the curriculum seem to be of paramount importance both at home and abroad in successful mainstream placements.

Inclusive education in Finland: present and future perspectives.

The movement to integrate special education students into normal school classes started to develop in Finland in the 1960s. At the same time, the number of students labeled "special" in the Finnish comprehensive school system exploded from 2% to 17% of all school children. Presently, 84% of all special education placements are part-time placements. Special schools and special classes comprise 15% of all special education placements, while full inclusion is only 1% of all special education placements. Some factors affecting the current integration of special students and the development of integration are discussed.