Children with language disorders: natural history and academic success.

Children with developmental language disorders pose specific and unique problems for educators. This article addresses the continuing academic vulnerability of these children during the school years. We advance the position that their academic vulnerability results from the lifelong need to acquire language, to learn with language, and to apply language knowledge for academic learning and social development. Issues are addressed that relate to persistence of language deficits and learning in school.     

Parents' attitudes towards inclusion of students with autism in Jordan

This study investigated the attitudes of parents in Jordan towards the inclusion of students with autism spectrum disorder (ASD) in public schools and what the parents believed to be the most important prerequisite of child-based skills for successful inclusion. A total of 148 parents were selected to complete the survey. The researchers explored whether variable demographic characteristics such as age, student's gender, parent's gender, education levels, monthly income, and high- or low-function ASD correlated with the attitudes of parents towards inclusion of students with ASD in public schools. The analyses revealed that the variables that correlated with parents' attitudes towards inclusion were education levels and high- or low-function ASD. The themes behind the parents' attitude for inclusion are discussed. With regard to the prerequisite skills for successful inclusion, the results indicated that parents recommended independent skills, playing skills, behavioural skills, imitation skills, routine skills, social skills, paying attention skills, language skills, and pre-academic and academic skills in that order.     

Users' Satisfaction as a Valid Measure for Information Resources: A Case of Public Libraries

The mission of public libraries is to serve the unique needs of their local communities. Public library User's play a very vital role in the development of these libraries by suggesting or recommending additions to the collection. This study aims to evaluate the satisfaction of users with the quality and quantity of library collection. A self structured questionnaire based on open and close ended question was constructed. A purposive sample of one hundred users was selected. The data were qualitatively analyzed using a thematic approach. Positive opinion observed related to the library response towards the suggested titles. Almost half the population of respondents was satisfied with the availability of their suggested titles in library. Most of them were dissatisfied regarding the maintenance of equal collection of books and they are not encouraged by the library staff during the books suggestion process. It concludes that there is a need to evaluate the existing library collections.     

Existence of solutions for nonlinear fractional q-difference integral equations with two fractional orders and nonlocal four-point boundary conditions

We investigate the existence of solutions for a nonlinear fractional q-difference integral equation (q-variant of the Langevin equation) with two different fractional orders and nonlocal four-point boundary conditions. Our results are based on some classical fixed point theorems. An illustrative example is also presented.     

Special education in Jordan

The purpose of this article is to provide a brief background about special education system in Jordan and particularly describes the present types of programmes and legislation provided within the country to students with special needs, as well as integration movement. Jordan has historically provided a limited number of educational opportunities for individuals with disabilities, but has recently demonstrated a movement toward a more comprehensive educational system that includes students with disabilities in general education classrooms. Nevertheless, special education in Jordan still faces many problems and challenges. Barriers to implementation, as well as recommendations to improve special education services in Jordan are also discussed.     

THE CHANGING SOCIAL AND DEMOGRAPHIC PROFILE OF NURSING STUDENTS IN NEW SOUTH WALES

This study had two major aims: 1) to establish a reliable data base on the social and demographic origins of nursing students in New South Wales universities since the introduction of the Higher Education Contribution Scheme (HECS) and the change from diploma to degree level programs; and 2) to compare the social and demographic origins of nursing students in higher education programs in 1995 with the data base established by Wright in New South Wales in 1986 to detect changes over time. Comparison of data from the 1986 group (N=447) and the 1995 group (N=512) revealed that there was a no significant difference between the two cohorts on the socio‐economic variable. There was, however, a significant difference in the SES variable between the 1986 and 1995 sample for the female group. From a household perspective, there was a significant difference in the number of siblings, and income received by the mother between the 1986 and 1995 cohorts. In addition, no support was found for the assertion that country students would be disadvantaged with the move to higher education programs. It was also found that almost 79.3% of the 1995 group chose to delay their HECS payment until they entered the workforce.     

The cognitive profiles of Jordanian students at risk for math disability

The Cattell–Horn–Carroll (CHC) factors of the Woodcock–Johnson (WJ) Arabic Tests of Cognitive Abilities were studied with a group of students at risk of Math Disability (MD) (n50) and average students (n50) between second and fourth grades. Specifically, several statistical analyses were conducted using the seven CHC factors identified by the WJ Arabic Tests and the level of math calculation skills. The two groups were matched on grade, gender, age, and father’s level of education. The findings indicated that average students had higher scores in all tests, but no statistical difference exists between at risk of MD and average groups in terms of Visual-Spatial Thinking or Auditory Processing scores. In addition, the best model for predicting math calculation skills was based on a combined measure of Processing Speed and Short-Term Working Memory factors. Implications of the findings are also discussed.     

Catalyzing country ownership and aid effectiveness: Role of the Education for All-Fast Track Initiative Catalytic Fund

This article examines the contribution of the Education for All-Fast Track Initiative (EFA-FTI) global partnership in strengthening aid effectiveness in the education sector, and specifically how the implementation modalities of the EFA-FTI Catalytic Fund (CF) have contributed to this strengthening. The empirical findings are based on a review covering the period 2005–2007, when the CF grant was first established. The review includes an assessment of the quality of the education sector plans for 25 countries in the partnership, the implementation modalities of the CF grant in 18 countries, and feedback from countries’ participants. The qualitative assessment of the CF implementation modalities is based on three areas—alignment, harmonization, and managing for results—and uses a good practice checklist based on the Paris Declaration partnership commitments. Progress on the good practice checklist in the education sector is compared to progress at the country level as a whole; the latter is derived from the Aid Effectiveness Profiles prepared by the World Bank. The review of the sample countries finds that in the education sector, alignment was stronger than at the country level, progress toward harmonization was somewhat stronger, and managing for results was the same as at the country level. The article concludes that while the FTI has contributed to improving aid effectiveness, moving forward requires different actions at the two levels—global and country level—on which the partnership operates.