From eligibility assessment to intervention for students with autism spectrum disorder

The mean age of identification for autism spectrum disorder (ASD) occurs during the months before children enter kindergarten. The incidence and prevalence of “autistic behaviors” in the general population are not fully understood, however, census-matched studies of these behaviors have yielded important new data. As children presenting with behaviors characteristic of ASD enter school, school psychologists are increasingly faced with the assessment and determination of individuals with disabilities improvement act (IDEIA) eligibility, often with students yet to be formally diagnosed with ASD. In many US states, a clinical diagnosis of ASD is not required for a child's eligibility to be served under the category of other health impaired as autism. Nor does a diagnosis of ASD automatically qualify a student as eligible under IDEIA. Eligibility hinges on educational impact. This article briefly reviews the current state of knowledge as it relates to understanding and evaluating children with suspected ASD in the schools, offers a framework for assessment, and discusses a set of proposed guidelines to assist in effectively utilizing assessment data in the development of individualized education plan goals.     

Ethical and legal landmines: Causal inference in special education decisions

In this article, we discuss conflict between law and science relative to the presumption in special education law that multidisciplinary teams and others identify the causes of problems giving rise to special education needs. First, we explain eligibility criteria, highlighting ambiguities therein and why criteria constitute a mandate for causal inference, and present illustrative examples of how judges have interpreted this mandate. Second, we discuss as a counterpoint school psychologists’ ethical duties to conduct evaluations based on the best available science, and highlight the clear conflicts between the law, ethics, and research. We present the biopsychosocial model of development as a potential framework for reconciling one's legal duty to infer causation with the current evidence base. We conclude with implications for policy and practice and suggestions for future research.     

利用边缘像素负载信息的二值图像密写

We present a novel scheme for embedding secret data into a binary image without introducing noticeable artifacts. Unlike some block-based methods, the proposed scheme encodes the secret bits directly into boundary pixels by checking each pixel of the cover image in a pseudo-random order for embedding eligibility. A set of rules ensures correct identification of data-carrying pixels in blind extraction. The proposed scheme does not generate isolated dots, and can incorporate various coding methods such as matrix encoding to further improve the embedding performance. It is shown that up to one fourth of the boundary pixels may be used to carry secret data. Experimental results indicate that the method can achieve good visual quality with fairly large data capacity.     

论讯问笔录的证据资格及其程序保障

讯问笔录作为诉讼证据的证据资格,我国法律并未明确规定,但在我国司法实践中,人民法院还是将其作为犯罪嫌疑人被告人供述辩解而承认其证据资格.笔者认为,讯问笔录可以具有诉讼证据资格,但应当作为书证使用,以便于对这类证据举证、质证和认证.同时,如果要更好地发挥讯问笔录的证据作用,就应当完善有关的证据规则,在完善对讯问笔录的程序保障功能的同时,使其充分发挥作为诉讼证据的作用.这种制度上的完善,不仅有利于保障人权,而且有利于刑事诉讼制度的民主化、科学化和规范化,有利于实现司法公正.     

高职院校双师素质教师基本特征及资格标准研究——基于39所国家骨干高职立项建设院校的分析

为更好地了解高职院校双师素质教师的基本特征及资格标准,本文对39所国家骨干高职立项建设院校的数据和资料进行分析,研究发现：具有不同年龄、性别、学历、学位、专业技术职务等级、职业资格证书等级或专业领域等特征的校内专任教师群体中,双师素质教师所占比例存在差异;各院校的资格标准在认定范围、认定类型和认定条件等方面存在差异。建议：将校外兼职教师纳入认定范围;将双师素质教师按职业成长阶段划分为不同层次,建立资格标准层级体系。     

Comparison of Female Athlete Triad Coalition and RED-S risk assessment tools

ABSTRACT

The Female Athlete Triad Coalition (Triad Coalition) and Relative Energy Deficiency in Sport (RED-S) consensus statements each include risk assessment tools to guide athlete eligibility decisions. This study examined how these tools categorized the same set of individuals to an overall risk factor score and qualitatively compared athlete eligibility decisions resulting from each tool. Exercising women (n = 166) with complete screening/baseline datasets from multiple previously conducted studies were assessed. Data used for risk assessment included: anthropometric measurements, dual-energy x-ray absorptiometry scans, exercise and health status surveys, and two disordered eating questionnaires (Three Factor Eating Questionnaire and Eating Disorder Inventory). Individuals were scored on each tool and subsequently categorized as either fully cleared, provisionally cleared, or restricted from play. Based on the Triad Coalition tool, 25.3% of subjects were classified as fully cleared, 62.0% as provisionally cleared, and 12.7% as restricted from play. Based on the RED-S tool, 71.7% of subjects were classified as fully cleared, 18.7% as provisionally cleared, and 9.6% as restricted from play. The Triad Coalition and RED-S tools resulted in different clearance decisions (p < 0.001), with the Triad Coalition tool recommending increased surveillance of a greater number of athletes.     

美国特殊教育学生的鉴定评估与启示

特殊教育学生的鉴定评估是特殊教育工作中的关键环节,它对于后续的教育安置、教育计划制定、教育数据统计和政府资金拨付等都具有重要意义.近年来我国越来越重视特殊儿童的鉴定评估工作,各地的残疾人教育专家委员会陆续发挥作用.美国在这一方面的工作体系已相对成熟,本文介绍了美国特殊教育学生鉴定评估工作相关的法律、流程、方法措施等内容...     

香港幼儿教师法律与政策研究:特点及其启示

近年,香港特区政府重视通过制定法律政策,保障并不断促进幼儿教师社会地位和专业水平的提升,有力地推动了香港学前教育事业的健康持续发展。通过对香港重要的幼儿教师法律政策的分析,可以看出其主要具有以下四方面的特点:明确特区政府在幼儿教师队伍建设中的重要职责;参照公务员标准实施幼儿教师薪级津贴制度,保障并提高幼儿教师待遇;明确并不断提高幼儿教师和园长的资质要求,完善准入机制;加强幼儿教师在职培训,提高教师队伍质量。香港幼儿教师政策法律对我国内地幼儿教师政策法律的制定和学前教育事业发展具有重要的启示与借鉴价值。     

基于STCW公约马尼拉修正案的高职轮机专业课程体系优化探研

分析了STCW公约马尼拉修正案背景下我国海船船员适任考试、评估和发证规则以及船舶轮机三管轮考试科目与考试大纲的修订内容,在此基础上,提出了高职轮机专业课程体系结构调整、课程解构与重构以及教学实施等方面的具体改革措施建议,为高职航海院校轮机专业顺应新形势发展、进行课程体系优化提供参考。     

Student composition in the PISA assessments: Evidence from Brazil

PISA is one of the most widely used instruments to assess student performance in the world. This paper investigates how changes in testing dates and students’ dates of birth (eligibility) between 2000 and 2018 have affected results in Brazil. Controlling for changes in students’ grade distribution over time, we show that changes in grade composition are correlated with increases in average score. We estimate that about 60 % of improvements in math are unrelated to student improvement. Since changes in testing date and eligibility are unrelated to the school system, performance increases over time might not be a result of a country’s educational policy.