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The American Psychologist Jan 2020Specific learning disabilities (SLDs) are highly relevant to the science and practice of psychology, both historically and currently, exemplifying the integration of... (Review)
Review
Specific learning disabilities (SLDs) are highly relevant to the science and practice of psychology, both historically and currently, exemplifying the integration of interdisciplinary approaches to human conditions. They can be manifested as primary conditions-as difficulties in acquiring specific academic skills-or as secondary conditions, comorbid to other developmental disorders such as attention-deficit hyperactivity disorder. In this synthesis of historical and contemporary trends in research and practice, we mark the 50th anniversary of the recognition of SLDs as a disability in the United States. Specifically, we address the manifestations, occurrence, identification, comorbidity, etiology, and treatment of SLDs, emphasizing the integration of information from the interdisciplinary fields of psychology, education, psychiatry, genetics, and cognitive neuroscience. SLDs, exemplified here by specific word reading, reading comprehension, mathematics, and written expression disabilities, represent spectrum disorders, each occurring in approximately 5% to 15% of the school-aged population. In addition to risk for academic deficiencies and related functional social, emotional, and behavioral difficulties, those with SLDs often have poorer long-term social and vocational outcomes. Given the high rate of occurrence of SLDs and their lifelong negative impact on functioning if not treated, it is important to establish and maintain effective prevention, surveillance, and treatment systems involving professionals from various disciplines trained to minimize the risk and maximize the protective factors for SLDs. (PsycINFO Database Record (c) 2020 APA, all rights reserved).
Topics: Child; Education, Special; Educational Status; Evidence-Based Practice; History, 20th Century; History, 21st Century; Humans; Learning Disabilities; Schools; Teaching; United States
PubMed: 31081650
DOI: 10.1037/amp0000452 -
International Journal of Environmental... May 2020Cerebral palsy results in the progressive loss of motor functions, with a negative impact on daily activities and participation. Despite the well described benefits of...
Cerebral palsy results in the progressive loss of motor functions, with a negative impact on daily activities and participation. Despite the well described benefits of aquatic therapy in children, little is known about the effects of the same in school settings. This study aimed to describe the experience of children and youth with cerebral palsy participating in an aquatic therapy program within a special education school considering their educational and therapeutic perspectives. A qualitative descriptive case study with embedded units was developed, comprising 27 participants. This study employed purposeful sampling to include children and youth with cerebral palsy from the Asociación Ayuda a la Paralisis Cerebral (APACE) special education school, together with their parents, the special education teachers, and health care professionals. Data were collected via non-participant observation, semi-structured and informal interviews, focus groups, and researcher field notes. A thematic analysis was conducted, revealing the following themes: (a) the connection with the environment; (b) postural improvements and mobility; (c) the opportunity to perform tasks; (d) learning and transfer. A motivating environment leads to physical, cognitive and social benefits, both at school and in the home. Aquatic therapy was viewed as a means for learning and participation. These findings may enhance understanding regarding the potential benefits of implementing multidisciplinary aquatic therapy programs in specialist school settings.
Topics: Adolescent; Cerebral Palsy; Child; Education, Special; Focus Groups; Humans; Physical Therapy Modalities; Qualitative Research; Schools; Swimming Pools
PubMed: 32456241
DOI: 10.3390/ijerph17103690 -
Trends in Hearing 2019In 2019, the Manchester Centre for Audiology and Deafness celebrates its 100th anniversary. To mark the centenary, this special issue is a collection of papers that...
In 2019, the Manchester Centre for Audiology and Deafness celebrates its 100th anniversary. To mark the centenary, this special issue is a collection of papers that showcases current research in Manchester Centre for Audiology and Deafness. The Editorial provides a brief history and description of the Centre and an overview of the special issue.
Topics: Audiology; Deafness; Education of Hearing Disabled; History, 20th Century; History, 21st Century; Humans; United Kingdom
PubMed: 31774038
DOI: 10.1177/2331216519886239 -
Cognitive Research: Principles and... Mar 2021
Topics: Education, Special; Educational Status; Learning
PubMed: 33755812
DOI: 10.1186/s41235-021-00274-5 -
Sensors (Basel, Switzerland) Jul 2021This work describes an assistive technology development for cognitive support and training to be used by children of special education schools in Spain. Design is based...
This work describes an assistive technology development for cognitive support and training to be used by children of special education schools in Spain. Design is based on and guided by cognitive support findings coming from a long-term collaboration of a team of engineers (University of Zaragoza) and special education teachers (Alborada Special Education School, Zaragoza). The description starts by providing a structure of such findings in five cognitive-social areas (interface usability, virtual representations understanding, time orientation, self-awareness, and social interaction). Design requirements are extracted by applying those findings to four support services (home control, time orientation, behavior contention, and context anticipation). Technological system description follows, together with the degree of implementation and testing for each service. A major result is the benefit of using a services interface with the same structure and appearance as the alternative and augmentative communication system that children are already acquainted with. Based on regulatory conditions, the needed flexibility, and reduced available budgets, this support platform is built on mainstream technology and low-cost single-board computers with standard databases and free software packages. Results show evidence of benefit in children's cognitive and social performance, in addition to offering a technological tool for deeper educational research.
Topics: Child; Cognition; Education, Special; Humans; Schools; Self-Help Devices; Spain
PubMed: 34300609
DOI: 10.3390/s21144871 -
Developmental Medicine and Child... Aug 2014
Topics: Adolescent; Child; Down Syndrome; Education, Special; Female; Humans; Intellectual Disability; Male; Persons with Mental Disabilities; Psychotherapy
PubMed: 25040724
DOI: 10.1111/dmcn.12532 -
International Journal of Environmental... Sep 2022Musculoskeletal disorder (MSD) is a major health problem, which can lead to an enormous burden to the institution as well as chronic disability to the individual.... (Review)
Review
Musculoskeletal disorder (MSD) is a major health problem, which can lead to an enormous burden to the institution as well as chronic disability to the individual. Teachers are at risk of developing MSD due to the exposure to various ergonomic risk factors. Teachers of special education, for example, are expected to perform extra duty such as lifting and moving students, feeding food, changing diapers, and helping them in ambulation. Although there is an adequate amount of scientific research on MSD's prevalence and its risk factors among regular teachers, only few studies have focused on special education teachers. This review aimed to address these gaps by describing the evidence from various papers on the prevalence of MSD among regular and special education teachers and the related risk factors. The papers have been gathered using electronic databases, including PubMed, Science Direct, Google Scholar, and Springer. The prevalence of MSD among regular teachers ranges from 48.7% to 73.7%, while the prevalence ranges from 38.7% to 94% in special education teachers. Risk factors, such as individual (age, duration of teaching, working hours, and work burden), physical (teaching activities, affected body areas), and psychological factors (stress, anxiety, fear), were identified. From the review, it is recommended to implement ergonomically designed workplaces, comprehensive ergonomic training, psychological approaches, and functional training among teachers at risk.
Topics: Education, Special; Ergonomics; Humans; Musculoskeletal Diseases; Occupational Diseases; Prevalence; Risk Factors
PubMed: 36141974
DOI: 10.3390/ijerph191811704 -
Journal of Autism and Developmental... May 2022This study examined how teachers and paraprofessionals in 126 kindergarten-second grade general and special education classrooms talked with their 194 students with... (Observational Study)
Observational Study
This study examined how teachers and paraprofessionals in 126 kindergarten-second grade general and special education classrooms talked with their 194 students with autism, and further, how individual student characteristics in language, autism symptoms, and social abilities influenced this talk. Using systematic observational methods and factor analysis, we identified a unidimensional model of teacher language for general and special education classrooms yet observed differences between the settings, with more language observed in special education classrooms-much of which included directives and close-ended questions. Students' receptive vocabulary explained a significant amount of variance in teacher language beyond its shared covariance with social impairment and problem behavior in general education classrooms but was non-significant within special education classrooms. Research implications are discussed.
Topics: Autism Spectrum Disorder; Autistic Disorder; Child; Education, Special; Humans; Language; Students
PubMed: 34106392
DOI: 10.1007/s10803-021-05115-4 -
International Journal of Environmental... Sep 2020Due to their high expectations, teachers often hide their real emotions and play a role that conforms to public expectations of educational work. Special education...
Due to their high expectations, teachers often hide their real emotions and play a role that conforms to public expectations of educational work. Special education teachers face a group of students with physical and mental disabilities who have high heterogeneity and require individualized services every day. Using social support theory, this study discusses special education teachers' emotional labor and well-being. A total of 439 special education teachers in China participated in this study. We collected data at two different time-points and verified the research hypotheses with hierarchical regression and structural equation modeling analysis. The research findings show the mediating role of emotional labor in social support and well-being. It is, therefore, suggested that schools should pay more attention to special education teachers' mental health and provide them with regular guidance and support.
Topics: Adult; Asian People; China; Education, Special; Emotions; Female; Humans; Male; School Teachers; Schools; Social Support; Young Adult
PubMed: 32967136
DOI: 10.3390/ijerph17186884 -
Pediatrics Jan 2021Because most physical abuse goes unreported and researchers largely rely on retrospective reports of childhood abuse or prospective samples with substantiated...
BACKGROUND
Because most physical abuse goes unreported and researchers largely rely on retrospective reports of childhood abuse or prospective samples with substantiated maltreatment, long-term outcomes of physical abuse in US community samples are unknown. We hypothesized that early childhood physical abuse would prospectively predict adult outcomes in education and economic stability, physical health, mental health, substance use, and criminal behavior.
METHODS
Researchers in two multisite studies recruited children at kindergarten entry and followed them into adulthood. Parents completed interviews about responses to the child's problem behaviors during the kindergarten interview. Interviewers rated the probability that the child was physically abused in the first 5 years of life. Adult outcomes were measured by using 23 indicators of education and economic stability, physical health, mental health, substance use, and criminal convictions reported by participants and their peers and in school and court records.
RESULTS
Controlling for potential confounds, relative to participants who were not physically abused, adults who had been abused were more likely to have received special education services, repeated a grade, be receiving government assistance, score in the clinical range on externalizing or internalizing disorders, and have been convicted of a crime in the past year (3.20, 2.14, 2.00, 2.42, 2.10, and 2.61 times more likely, respectively) and reported levels of physical health that were 0.10 SDs lower. No differences were found in substance use.
CONCLUSIONS
Unreported physical abuse in community samples has long-term detrimental effects into adulthood. Pediatricians should talk with parents about using only nonviolent discipline and support early interventions to prevent child abuse.
Topics: Adult Survivors of Child Abuse; Child; Child Abuse; Criminal Behavior; Education, Special; Female; Health Status; Humans; Internal-External Control; Longitudinal Studies; Male; Physical Abuse; Prospective Studies; Public Assistance; Substance-Related Disorders; Young Adult
PubMed: 33318226
DOI: 10.1542/peds.2020-0873