身心障碍者自我决策研究及对当前特殊教育的启示

自我决策被认为是继专业化运动和父母争取权利运动后,促进障碍教育与福利发展的第三波障碍权利运动。它对身心障碍者未来的生活具有相当关键性的影响。文章对自我决策的理论内涵、发展、法律法规、研究成果和未来研究趋势做了综述,分析了自我决策对特殊教育和身心障碍学生的影响和意义,并针对当前特殊教育的现状提出了切实可行的培养办法。对于发展身心障碍学生的自我决策能力、增进积极的转衔成果、提高生活质量有一定的现实意义。     

Understanding Developmental Needs of College Students in Mentoring Relationships with Professors

College sutdents may present complex mentoring relationships with professors which reflect unresolved developmental issues that may become a primary focus in therapy. Contemporary Self Psychology theory (Kohut, 1971, 1977, 1984, 1985, 1987) is applies to the student/professor mentoring relationship as a basis for understanding how the student unconsciously uses the professor as a selfobject to : (a) fulfill unmet archaic needs, and (b) achieve greater personal and professional maturity. The mentoring relationship may parallel various tranference patterns of a narcissistic nature (idealization, mirroring, and twinship) reflecting early childhood deficits. Therapists working with students in mentoring relationships may find it useful to identify transference patterns as a basis for examining and helping students resolve developmental issues.     

Inclusive education for pupils with autistic spectrum disorders in secondary mainstream schools: teacher attitudes,experience and knowledge

The aim of the current study was to examine the experience, attitudes and knowledge of school staff in relation to inclusive education for pupils with autistic spectrum disorders (ASDs) in mainstream secondary schools. Fifty-three participants from 11 secondary schools in the north-west of England completed a survey that covered socio-demographic information and teaching experience, perceptions of inclusion within their school, experience and knowledge of ASDs, influences on integration of pupils with ASDs, ability to cope with behaviours associated with ASDs and benefits and problems associated with integration of pupils with ASD in mainstream schools. Respondents tended to indicate positive attitudes towards inclusion. Our analysis also showed that senior managers and Special Educational Needs Co-ordinators reported greater self-efficacy in teaching pupils with ASD and in coping with behaviours associated with ASD than did subject teachers. Finally, respondents reported social inclusion as both a potential benefit and challenge for pupils with ASD. The implications of these findings for future training and practice are discussed.     

Inclusion in the United States: correlations between key state variables

ABSTRACT

The United States (U.S.) Department of Education reports that the range for all students with disabilities included for at least 80% of the day in the general education classroom in different states is between 83.6% and 36.9%. Such a range also exists for individual disability groups. While other studies have noted these differences, none have attempted to determine factors associated with them. In the present study, using the 50 states as subjects, extant data sources were used to determine correlations between the percent of three groups of students included for at least 80% of the day in each state, and key state variables representing states’ political leanings, educational levels, financial conditions, and formal complaints as allowed under the Individuals with Disabilities Education Improvement Act (Individuals with Disabilities Education Act, 20 U.S.C. § 1400. 2004). Also analyzed was the relationship between states’ educational achievements and levels of inclusion. Findings are reported in terms of correlations between the variables and the variance accounted for in inclusion by different variables.     

河南省沟通障碍儿童的康复需求探析

河南省沟通障碍儿童数量众多,类型多样,康复需求迫切,专业康复人员缺少,家长基本康复知识贫乏,社会支持力量不足。急需在法律政策、人员培养、康复教育、支持系统、科普宣传、组织建设等方面同时着手,构建满足沟通障碍康复需求的社会疗育体系。     

A Library Research Course for Graduate and Professional Students in Communication Sciences and Disorders

SUMMARY

This article describes the formation and content of a required library and information research course for graduate and professional students enrolled in the Communication Sciences and Disorders Master of Arts degree program at Western Washington University. The course was created as a result of library assessment, student feedback, and faculty observations. In place since 2003, the curriculum continues to evolve and is sustained through the collaborative efforts of the library and the department faculty.     

Individualized sleep education improves subjective and objective sleep indices in elite cricket athletes: A pilot study

ABSTRACT

The aim of the current study was to evaluate the effect of personalized sleep hygiene education on sleep indices in elite athletes. Nine elite male cricket players performed 3 weeks of baseline sleep monitoring (PRE), followed by group and individualized sleep hygiene education and a further 3 weeks of sleep monitoring (POST). Subjective sleep questionnaires included the Athlete Sleep Behaviour Questionnaire (ASBQ), the Epworth Sleepiness Scale (ESS) and the Pittsburgh Sleep Quality Index (PSQI). Objective sleep indices were monitored via wrist actigraphy. There were significant improvements (p < 0.05) in two of the sleep questionnaires (ESS and PSQI) and in sleep efficiency (+5%), sleep latency (?29 min) and sleep onset variance (?28 min) following the intervention, all associated with large or very large effect sizes (d= 1.38, ?0.85 and ?0.88, respectively). The current study reports that personalized sleep hygiene education using the ASBQ to target maladaptive sleep behaviours may be effective in acutely improving sleep indices in elite male athletes.     

Brain disease and the study of learning disabilities in the Netherlands (c. 1950–85)

This paper discusses the role brain disease has played in the discourse and practices of child scientists involved in the study of learning disabilities and behavioural disorders from the 1950s up to the mid-1980s, particularly in the Netherlands as part of a developing international scientific community. In the pre-ADHD era, when child sciences established themselves as academic fields of study and special education expanded quickly, brain-related psychiatric labels like “minimal brain damage” (MBD, later “dysfunction”) were often used for inattentive or hyperactive children. These diagnoses seem to have contributed to the academic status of the developing field of study by connecting neurological research into brain dysfunction with the study of learning problems and their treatment. The increasing differentiation between medical and educational research provided opportunities for those who focused on the development of American-style treatment such as behaviouristic conditioning. By 1980, more than a decade after their Anglo-American colleagues had done so, Dutch child scientists had finally lost confidence in the unspecific and overinclusive MBD label. Its popularity among the larger public, as well as concern about the rapidly growing number of diagnoses, continued to stimulate demand for more research into the nature of learning disabilities and methods of remedial teaching.