Adding scents to symbols: using food fragrances with deafblind young people making choices at mealtimes

This article is written by Heather Murdoch, research consultant for the Seashell Trust, Anne Gough, deputy headteacher at Royal School Manchester/Seashell Trust, Eileen Boothroyd, consultant for the Seashell Trust, and Kate Williams, a creative perfumer for Seven (PZ Cussons). It describes the use of food fragrances with deafblind students who are making lunchtime meal choices. The fragrances were added to picture symbols or objects of reference used to represent different menu options. A multiple case study, mixed methods design was used to evaluate three students' choice‐making before and after the introduction of the fragrances. Case study was chosen because of the complex and diverse needs created by deafblindness and because the project was an exploratory study of a new approach. The methods included semi‐structured interviews with students' 1:1 keyworkers and other staff, direct and videotaped observations of students' choice‐making, and written diary records of students' food choices and responses. The findings are necessarily tentative but support the use of food fragrances to assist students' understanding of mealtime choice‐making and their engagement with the process. The practicalities of using olfaction to support other sensory inputs are discussed, together with priorities for future research and practice in this area.     

In Excess of Epistemology: Siegel,Taylor, Heidegger and the Conditions of Thought

Harvey Siegel's epistemologically‐informed conception of critical thinking is one of the most influential accounts of critical thinking around today. In this article, I seek to open up an account of critical thinking that goes beyond the one defended by Siegel. I do this by re‐reading an opposing view, which Siegel himself rejects as leaving epistemology (and, by implication, his epistemological account of critical thinking) ‘pretty much as it is’. This is the view proposed by Charles Taylor in his paper ‘Overcoming Epistemology’. Crucially, my aim here is not to defend Taylor's challenge to epistemology per se, but rather to demonstrate how, through its appeal to certain key tropes within Heideggerian philosophy, Taylor's paper opens us towards a radically different conception of thinking and the human being who thinks. Indeed, as will be argued, it is through this that Taylor and Heidegger come to offer us the resources for re‐thinking the nature of critical thinking—in a way that exceeds the epistemological, and does more justice to receptive and responsible conditions of human thought.     

Exposing blindspots and the hidden curriculum within counselor supervision models

Anti-racist and anti-oppressive supervision remains a burgeoning area of scholarship and research within the counselor education nomenclature. In this paper, we explore how matters of race and racism are conspicuously underemphasized in counselor training, specifically, the supervision process. We explore the hidden curriculum in counselor education supervision models. Next, we consider how a supervision model grounded in critical race theory provides a more robust framework for addressing gaps in existing supervision models through anti-racist practices.     

A Two-Study Conceptual Replication Investigating the Role of Initial Word-Reading Skills with Response to Intervention for High School Students

This investigation examined the impact of preintervention word-reading ability on reading comprehension outcomes for ninth graders with learning disabilities, reading difficulties, and English learners in treatment and comparison conditions. Secondary data analyses were conducted for two separate but related experimental studies of intensive reading interventions. Both studies provided yearlong intensive reading interventions to ninth graders. The study included replication of a post hoc analysis employed in a previous study of ninth graders who also received 1 year of intervention. Results from both studies demonstrated that the effects of treatment were not moderated by decoding level for reading comprehension. Statistically significant effects of verbal ability were found. These findings suggest the effectiveness of intervention and that higher verbal skills improve students’ comprehension, though the effects were more pronounced for Study One than Study Two.     

Archives,accessibility, and advocacy: a case study of strategies for creating and maintaining relevance

Question/Objective:

How can a special collection maintain or increase its profile in its parent institution, when that parent institution emphasizes scientific and clinical learning?

Setting/Context:

The Waring Historical Library, Medical University of South Carolina (MUSC), preserves and promotes the history of health sciences at MUSC and in South Carolina. As a state entity, MUSC has suffered significant budget cuts for the past several years. In this climate, the Waring had to find ways to maintain relevance in the MUSC community.

Methods:

The Waring partnered with the MUSC College of Nursing to explore new ways to build institutional allies. By combining traditional archival administration with innovative uses of digital collections aimed at institutional promotion and outreach, the Waring''s digital library became an advocacy tool that led to the Waring''s enhanced value to its parent institution.

Outcomes:

The Waring Library is a resource for MUSC development and alumni relations. Tangible outcomes include additional funding from grants, increased staff, no loss of institutional funding, increased access to collections, increased accessions, cultivation of institutional allies for long-term support of the Waring, and development of a template for future partnerships.