Wicked problems in special and inclusive education

This special paper provides a critical overview of wicked problems in special and inclusive education. Practically, this paper provides a strategic framework for future special issues in the Journal of Special Educational Needs. Critical attention is also given to the concept of a wicked problem when applied to research in special and inclusive education: the suggestion is made this focus can stimulate innovations necessary for educational change and begin the process through which key problems in the field are addressed. A final observation made is that tangible change is unlikely to occur in special and inclusive education without addressing the underpinning beliefs and behavioural motivations which sustain today's wicked problems. Systematic transformation is therefore unlikely to be sustained without disruptive attention to the psychological, cultural and political aspects of ‘the way things are’.     

Phonological difficulties in high-functioning dyslexics

Well compensated, high-functioning dyslexics, aged 18 years, whose reading ability had improved so that it was now within one standard deviation of the normal population mean were assessed on a range of phonological tasks. The dyslexics were compared with controls matched for age and academic attainment. A sizeable subgroup performed as well as controls on a word recognition test. However, they performed worse, in terms of accuracy, on nonword reading and spelling, and worse, in terms of speed, on spoonerisms, digit naming and speech rate. These results indicate that, even when word recognition ability has reached normal levels, a specific problem in subsyllabic phonology persists, and is demonstrable both in written and spoken language processing. Despite this specific difficulty, all the dyslexic participants were studying for university entrance exams and were expected to enter tertiary education.     

Stressed parents with infants: reassessing physical abuse risk factors.

OBJECTIVE: This study aimed to examine the relationship between a range of potentially adverse psychosocial and demographic characteristics identified in the immediate postpartum period and child physical abuse potential at 7 months. METHOD: Data collected as part of a randomized controlled trial of a nurse home visiting programme for vulnerable families with newborns was used. Women (181) were recruited in the immediate postpartum period. At 7 months, 151 participants were available for evaluation. Potential for child physical abuse was assessed using the Child Abuse Potential (CAP) Inventory. RESULTS: Significant risk indicators identified by univariate analysis were financial stress, elevated Edinburgh Postnatal Depression Scale (EPDS) scores, education level less than 10 years, concern regarding the provision of housing, and domestic violence characterized by verbal and social abuse. There was no association between child abuse potential and sole parenthood, poverty, young maternal age, history of childhood abuse, or psychiatric history. Two variables were found to be of independent significance using a logistic regression model; elevated EPDS and perceived difficulty "making ends meet." CONCLUSIONS: The findings indicate that perceived stress relating to finances, accommodation and relationships in the immediate postpartum period are associated with heightened child physical abuse potential at 7 months. Elevated EPDS in the early postpartum period is also a risk indicator. The outcome of this study suggests that perinatal assessment of child abuse risk is possible and simple and is related to perceived stressors at the time surrounding delivery. This is independent of a range of demographic variables traditionally thought to predict high risk.     

Constructive guidance and feedback for learning: the usefulness of exemplars,marking sheets and different types of feedback in a first year law subject

Criteria and standards‐based assessment models are increasingly being adopted by universities as effective practice. However the promise of these models of assessment may not be realised unless teachers can find ways of making criteria and standards understandable to students. Exemplars or examples of previous students’ work of high and low quality can make criteria and standards concrete. Recent research has focussed on the use of exemplars to help students understand criteria and standards, and less emphasis has been given to exemplars simply as guides for students. This mixed methods study explores students’ perceptions of the usefulness of exemplars and different types of feedback for guiding them in completing assessments. A combination of engaging in marking and discussing exemplars, and receiving individualised and standards‐based feedback provides the most helpful guidance for students’ effective learning.     

Introduction to the Special Issue: exclusion,expulsion and suspension of students with disabilities: advancing knowledge,preventing educational exclusion

The papers in this special issue are at the vanguard of advancing knowledge about school suspensions and exclusions and in establishing a critical evidence base which educational policy and school-based initiatives can access in efforts to re-enact meaningful inclusion for some of our most vulnerable students. Hosting and showcasing emerging knowledge in this space is an important role for JORSEN as a journal which promotes educational inclusion. This short editorial offers an overview of the papers included in this special issue and suggests common issues in the important emerging field of research into the educational exclusion and suspension of students with disabilities.     

Educating Teachers to Teach Multiplicative Structures in the Middle Grades

The middle-grades mathematics related to multiplicative structures has undergone careful scrutiny over the past decade. Researchers have identified the types of reasonings involved; the difficulties students have with the concepts and why these difficulties might occur; and the interconnections within this content area. On the basis of this research we make four recommendations for the preparation and professional development of teachers. The recommendations deal with different but related forms of reasoning: quantitative reasoning, multiplicative reasoning, proportional reasoning, and reasoning with rational numbers. Problematic issues that follow from the recommendations are discussed. This revised version was published online in July 2006 with corrections to the Cover Date.     

External ankle taping does not alter lower extremity side-step cut and straight sprint biomechanics in young adult males

Abstract

Lateral ankle sprains (LAS) are one of the most common musculoskeletal injuries and as a response, clinicians often use external ankle taping prophylactically to reduce the prevalence of injuries. External ankle taping techniques have been shown to significantly reduce passive ankle range of motion; however, there is limited research on the effects of external ankle taping on lower extremity kinematics or kinetics during sport specific tasks. Therefore, our objective was to compare the effects of external ankle taping on ankle, knee and hip kinematics and kinetics compared to no taping during an anticipated sidestep cutting task and a straight sprint task. We conducted a cross-over laboratory study with 16 healthy males. Three-dimensional kinematics and kinetics were collected with a motion capture system and in-ground force plate during 5 trials of a sprint and anticipated side-step cut with or without external ankle taping. Group means and associated 90% confidence intervals were plotted across 100 data points for each task, significance being identified when the confidence intervals did not overlap for three consecutive data points. No significant kinetic or kinematic differences were identified between conditions for the tasks. External ankle taping does not influence lower extremity biomechanics during a control cutting task.     

Validity of Wrist-Worn photoplethysmography devices to measure heart rate: A systematic review and meta-analysis

ABSTRACT

Heart rate (HR), when combined with accelerometry, can dramatically improve estimates of energy expenditure and sleep. Advancements in technology, via the development and introduction of small, low-cost photoplethysmography devices embedded within wrist-worn consumer wearables, have made the collection of heart rate (HR) under free-living conditions more feasible. This systematic review and meta-analysis compared the validity of wrist-worn HR estimates to a criterion measure of HR (electrocardiography ECG or chest strap). Searches of PubMed/Medline, Web of Science, EBSCOhost, PsycINFO, and EMBASE resulted in a total of 44 articles representing 738 effect sizes across 15 different brands. Multi-level random effects meta-analyses resulted in a small mean difference (beats per min, bpm) of ?0.40 bpm (95 confidence interval (CI) ?1.64 to 0.83) during sleep, ?0.01 bpm (?0.02 to 0.00) during rest, ?0.51 bpm (?1.60 to 0.58) during treadmill activities (walking to running), while the mean difference was larger during resistance training (?7.26 bpm, ?10.46 to ?4.07) and cycling (?4.55 bpm, ?7.24 to ?1.87). Mean difference increased by 3 bpm (2.5 to 3.5) per 10 bpm increase of HR for resistance training. Wrist-worn devices that measure HR demonstrate acceptable validity compared to a criterion measure of HR for most common activities.