DPSK调制格式在40 Gbit/s单信道中传输特性分析

分析了DPSK调制格式的产生方式和频域特性,在分别考虑色散、PMD和非线性效应的情况下,通过求解非线性薛定谔方程,仿真了NRZ-DPSK,33%RZ-DPSK,50%RZ-DPSK和CSRZ-DPSK调制格式在40 Gbit/s单信道中的传输特性.仿真结果表明,在单独考虑色散和PMD的情况下,33%RZ-DPSK调制格式特性较好,在综合考虑色散、PMD和非线性效应情况下,CSRZ-DPSK调制格式特性更好.     

利用ICP—AES法同时测定松花鸡蛋中钙、铁、锌、铜含量

湿法消解样品后,文中利用ICP—AES法同时测定松花鸡蛋中钙、铁、锌、铜4种微量元素的含量．在优化实验条件下,RSD为0．30％-1．30％,加标回收率为95．45％-110．28％．方法简便、快速、准确、灵敏．     

Students with autism in regular classes: a long-term follow-up study of a satellite class transition model

Students with autism spectrum disorders (ASDs) are increasingly being educated within mainstream schools. While there is often an assumption that students with ASD who are academically capable will succeed in an inclusive educational placement, previous research has indicated that this is not always the case. Indeed, it seems that students with ASDs are often not equipped to cope with the social and communication demands of a mainstream classroom. Autism Spectrum Australia's (Aspect) satellite class programme aims to address this gap by blending specialised intervention with strategies to prepare students and receiving schools for transition to more inclusive educational placements. A long-term follow-up study comprising a parent survey of satellite class graduates and four detailed case studies was undertaken to determine whether these classes led to successful placement of students with ASD in more inclusive educational settings. Results indicated that a majority of graduates remained placed in more inclusive educational settings. Overall, parents were satisfied with the programme. Attendance at a satellite class was just one of a number of factors associated with positive outcomes in late adolescence. These findings are discussed in terms of their implications for teachers and school staff planning for and supporting students with ASDs in their transition to inclusive educational settings.     

Including people with disabilities: an indigenous perspective

Being victims of racial prejudice, religious intolerance, poverty, disempowerment and language loss it could be expected that indigenous people would be supportive of the Inclusion Movement with its philosophy of valuing and acceptance of all people. This supposition is examined for Māori, the indigenous people of Aotearoa/New Zealand. In particular, three research studies investigating Māori perspectives of intellectual disability, blindness and vision impairment, and autism spectrum disorder (ASD) are examined for evidence of inclusive and exclusive attitudes and practices. Findings show that while Māori participants’ opinions varied, people with intellectual disabilities, ASD, blindness and vision impairment were generally valued family members and many examples of inclusive attitudes and practices were shared. Core Māori values support Inclusion. It is proposed that incorporating these values into education and disability services will not only result in more culturally appropriate provisions for Māori but will also contribute to the greater inclusion of all disabled people whatever their ethnicity.     

Inclusion of students with emotional and behavioural disorders in general education settings: a scoping review of research in the US

ABSTRACT

Inclusion of students with disabilities in general education settings has been an international focus for over two decades. In the US, federal laws [e.g. Individuals with Disabilities Education Improvement Act (IDEIA). 2004. H.R. 1350, 108th Congress] mandate access to the general education curriculum for all students, including those with disabilities. These mandates codify a philosophical orientation of least restrictive environment, within a free appropriate public education, while explicitly requiring evidence-based practices. The policies support and protect inclusive practices for individuals with emotional and behavioural disabilities, yet the state of the empirical literature is unknown. A review is needed to provide an overview of the research and reveal the breadth of the literature. To this end, scoping review methodology was used to map the state of the literature. This particular approach is recommended for topics with myriad and complex definitions and issues, as is the case with inclusive education. Results map six themes (professional and student experience, strategy effectiveness, policy and programmes, perception of influencing factors, teacher training, teacher knowledge) and reveal several gaps in the literature. Recommendations are made for systematic review, meta-analyses, and individual studies to address the gaps in the literature.     

Pre-service educators’ dispositions toward inclusive practices for students with emotional and behavioural difficulties

ABSTRACT

In response to challenging behaviour from students with emotional and behavioural difficulties (EBD), teachers around the world often label students as challenging, defining them by their disability. Negative views of students with EBD are a barrier to their inclusion and a major challenge for policy in the United States and elsewhere associated with access to the education system for students with disabilities. Pre-service teacher education has been highlighted as an optimum time to instil in pre-service educators a more equitable disposition toward behaviour management and inclusive practices. Therefore, the purpose of the current mixed-methods study was to assess whether or not an undergraduate course focused on relationship-based approaches to positive behaviour support could impact pre-service educators’ dispositions toward inclusive classroom practices for students with EBD. Survey results from 41 pre-service educators indicated that participants made significant improvements in their knowledge and understanding of compassionate behaviour management, intentional relationship building, and establishment of a welcoming classroom environment. Analysis of participants’ written responses to open-ended questions revealed several themes regarding changes in dispositions toward students with EBD. Implications for pre-service educator preparation and inclusion of students with EBD are discussed.     

Peer relations and emotion regulation of children with emotional and behavioural difficulties with and without a developmental disorder

Children with emotional and behavioural difficulties (EBD) and those who also have developmental disorders, such as attention deficit hyperactivity disorder (ADHD) or autism spectrum disorder (ASD), can experience the same adverse consequences in their peer interactions and relationships. This present study compared the emotion regulation and peer relationships of children aged 8–12 years (M = 9.86 years, SD = 1.49) with EBD (N = 33) and children with EBD plus a diagnosed developmental disorder (N = 28). Multivariate analysis of variance (MANOVA) with Bonferroni adjusted alpha levels revealed no significant main effect for emotion regulation according to EBD status. There was, however, a multivariate main effect for sex, with females presenting with higher levels of negative emotional intensity (e.g., frustration, anger, aggression) than males. A second MANOVA revealed no significant main effect for peer relationships according to EBD status and sex. Significant correlations revealed that the EBD-only group experienced greater adverse peer interactions than the EBD-plus-developmental disorder group. These findings are important for educators and researchers involved in the development and evaluation of prevention and intervention programms for children with EBD.     

Reducing subjectivity in special education referrals by educators working with Latino students: using functional behavioral assessment as a pre-referral practice in student support teams

Over the past several decades, the Latino population throughout the USA has demonstrated significant growth and exceeded that of other ethnic minority groups. This influx is particularly evident in the student enrollment of US schools as the number of Latino students has increased by approximately 10 million within the past 10 years. With this dramatic increase, there are a number of critical issues that present significant barriers to a high-quality educational experience for Latino students, specifically overrepresentation of Latinos receiving disciplinary actions and the high number of referrals to special education evaluation for emotional and behavioral disorders. This paper will discuss the impact of the Latino population in US schools, the concern of overrepresentation and biased referrals, and the use of a culturally attuned functional behavioral assessment as a pragmatic solution to better serve this growing population.     

Effects of the WhyTry social skills program on students with emotional and/or behavioral problems in an alternative school

Social skills training (SST) is an evidence-based intervention to help increase social competence for students with emotional and behavioral disorders (EBD), but there is limited research that addresses SST for students identified as experiencing EBD at alternative campuses. A mixed methods design was utilized to examine SST at an alternative campus for students identified as experiencing EBD. Pre-intervention data were collected for students' attendance, grades, office disciplinary referrals, and behavioral rating scales, after which the WhyTry SST program (Moore 2008 Moore, C. 2008. The WhyTry Program, Salt Lake City, UT: WhyTry.  [Google Scholar], WhyTry, Salt Lake City, UT, USA) was implemented. Following the intervention, the same data were collected. Non-parametric statistics guided the quantitative analysis, because of the small population being studied. Differences from pre- to post-intervention were examined. Students exhibited significant differences from pre- to post-intervention in the number of office disciplinary referrals and several areas on the behavioral rating scales. Triangulation methods drove the qualitative data collection through observations, student interviews, and teacher interviews. Insight into motivation and perceptions was gained through the qualitative analysis.     

Community‐based early intervention for children with behavioural,emotional and social problems: evaluation of the Scallywags Scheme

Scallywags is a community‐based, early intervention programme for young children (aged 3–7) with behavioural, emotional and social problems, which integrates work in the home and school with a parenting curriculum and direct work with children. A pre‐post intervention study across multi‐sites of 340 participants is reported. Using standardised measures, the study found statistically significant reductions in problems at home and school experienced by children who completed the programme, and in parental stress levels. Participation was found to be high and the project acceptable to parents, many of whom would be described as hard to reach. The rigorous evaluation of this real‐life service and its positive outcomes highlight the potential of such programmes to tackle the needs of these children and families, and help prevent longer‐term problems associated with early onset behavioural problems, including social exclusion, antisocial behaviour and educational failure.