This article reports a follow-up study of school leavers with mental retardation or learning disabilities who were surveyed 1- and 3-years after they left school to determine what they were doing in major life areas (employment, independent living or community integration). Students were divided into two groups based on self-determination scores collected during their final year at high school. Comparisons between these groups on outcomes at 1 and 3 years post-graduation indicate that students who were more self-determined fared better across multiple life categories, including employment and access to health and other benefits, financial independence, and independent living.
This study investigates use of magic tricks to increase self-esteem and self-confidence of children with disabilities. Twenty-six children with various disabilities at both elementary and secondary levels volunteered for the study. Participants were taught various magic tricks and were given weeks of practice time to Perfect their presentation prior to performing for others. Pre- and post-test measures of self-esteem and self-confidence were determined using the Self-Image domain from the Self-Confidence dimension on the Student Self-Concept Scale. Overall results indicate that a statistical increase in self-esteem and self-confidence was noted for the entire group at the end of the study. Significance of results and their implications are discussed.
This study investigates use of computer simulation for teaching ATM use to adults with intellectual disabilities. ATM-SIM is a computer-based trainer used for teaching individuals with intellectual disabilities how to use an automated teller machine (ATM) to access their personal bank accounts. In the pilot evaluation, a prototype system was developed and used to train nine adults with intellectual disabilities how to use a local ATM. Participants were pre-tested on their ability to use an ATM and then were trained using the ATM-SIM prototype. After a brief training period, participants were again tested on their capacity to operate the actual ATM. Results demonstrate preliminary evidence that computer simulation can be used effectively to teach a specific independent living skill to adults with mental retardation. Participants required significantly fewer help prompts and made fewer errors when operating the real ATM after ATM-SIM training. Potential for electronic and information technologies to Promote community inclusion was discussed.
This review provides an updated synthesis on peer tutoring research focusing on school-age students with mental retardation serving as tutors and/or tutees. The focus included peer tutoring implementations in the areas of academic, social, and daily living/self-help skills. Results of the 52 studies were categorized and discussed according to elementary or secondary level.
The purpose of the study was to evaluate use of multi-media instruction to teach students with intellectual disabilities to locate grocery items by reading words on aisle signs that are associated with the target item word. A multiple probe design across three sets of word pairs, replicated across 3 students with mild, to moderate intellectual disabilities was used to evaluate the effectiveness of the program. Instruction was conducted using a simulated multi-media program with text, photographs, and video recordings depicting the target grocery items and the associated word on an aisle sign. All generalization probes, including generalizing to a novel grocery store not depicted in the computer-based program, were assessed in community grocery stores. Results indicate that the multi-media program was effective in teaching generalized reading of the associated word Pairs and location of the grocery items in the store. Recommendations for enhancing the program are discussed.
This study compares generalized effects of a social-emotional skills training for girls and boys with autism in resource rooms on promoting positive social behaviors in general education classrooms in Taiwan. A single subject design, was used to compare outcomes for 2 girls and 2 boys with autism in the experimental group with 2 boys with autism in the control group. Results of regression analyses revealed that all 4 participants in the experimental group significantly increased frequencies of positive social behaviors over time, while the two control participants did not demonstrate trends in the data. After adjusting for trends, the training had a medium effect size for 2 participants and a small effect size for 2 participants in the experimental group. This training was developed in response to educational services in Taiwan; suggestions are provided for development of interventions for children with autism that fit within general education classrooms.
This paper synthesizes literature on person-centered planning and Asian American families who have children with disabilities. The purpose of the Paper is to evaluate the extent to which core values of person-centered planning are consistent with those held by Asian American subgroups. Based on existing research studies, values of person-centered planning do not seem to be explicitly consistent with Asian American cultural values. However, given specific modifications, person-centered planning may be implemented and effective for some Asian American families. Guidelines and suggestions for implementation are presented.
This study investigated effects of a positive behaviour support plan accompanied by an argumentative and alternative communication (AAC) intervention on the reduction of challenging behaviors manifested by children with moderate and severe mental retardation. A multiple-probe design across Participants was used for collecting data on various challenging behaviors exhibited by students including: self-injurious behaviors, pinching, pulling, screaming, and crying. All behaviors were assessed using functional assessment, followed by a positive AAC support plan created by the school team. Participants were taught to use more appropriate alternative means to communicate. Results indicated a reduction in the percentage of intervals of challenging behaviors. The positive support plans created, by the whole school staff used AAC for enhancing communicative behaviors. This plan provided, students with alternatives, which also enabled them to enhance the learning of class material.
Accountability is perhaps the most significant issue facing educators today. How can school professionals document that their work results in significant positive outcomes? This issue is especially critical to the many special and general educators moving into collaborative partnerships, given the dramatic shifts in their professional roles inherent in this move. A 2 X 2 "Collaboration Evaluation Matrix" outlines two basic types of information (objective and subjective) and two basic dimensions of any program (processes and outcomes) that might be considered in evaluation of collaboration. Multiple data sources enhance validity and utility of these evaluation efforts.
Under IDEA, when youths reach the age of majority they become responsible for their educational program, unless they are determined to be incompetent. When considering student competence, the issue of guardianship is often raised. Guardianship is inconsistent with the recent emphasis on self-determination. This study examined guardianship practices as they relate to young adults who have developmental disabilities. Review of 221 court files found that (a) disability label, limited ability to make decisions, and youth reaching the age of majority were main reasons why petitions were filed; (b) evidence used to "prove" incompetence was unclear; (c) ward's "conditions" remained constant following the guardian appointment; and (d) guardianship did not necessarily resolve the areas of concern. Guardianship is a complex issue in need of further investigation.
This article discusses a new model for service delivery, the Transition Service Integration Model. This model integrates resources and expertise of three primary systems responsible for transition from school to adulthood for individuals with significant support needs. These entities are public schools, rehabilitation and developmental disability systems. The model involves school districts forming a partnership directly with private non-profit agencies that typically serve adults with significant support needs. Through this partnership personnel from the school district and private agencies work together during a student's last year in public school to develop a paid direct-hire competitive job and a variety of inclusive community activities to engage in when not working that establish a person-centered and self-determined adult lifestyle prior to school exit. Support needed to maintain these work and non-work activities after graduation is shared by the rehabilitation and developmental disability systems with the same non-profit agency authorized to continue the same services on the first service day after school exit, creating a seamless transition for the individual. After four years of implementation, involving 234 students from 14 school districts in California and Maryland, 63% of all graduates have been employed at school exit and 88% of all graduates have experienced a seamless transition, that is, having no break in support services following school exit. Three year maintenance information shows that 90% of these graduates are still receiving support from the same non-profit agency and that 71% are still employed.
Friendship is a very important component in human lives, but it is difficult for children with disabilities to make friends with their typical peers. This study investigated quality of play behaviors in friendships between children with and without disabilities and analyzed how typical peers perceive friendships with children with disabilities. Fifteen pairs of children with and without disabilities who chose each other as friends were selected in elementary regular classrooms. Fifteen pairs of children without disabilities and their normal friends were also selected. Each pair's play behaviors were observed twice for 30 minutes. Then children without disabilities were interviewed about their perception of friendship with their friends with disabilities. Results showed that play role and positive/neutral affect of dyads without and with disabilities was different from dyads of normal peers. Children without disabilities perceived children with disabilities as playing mates, but they noted that limitations in communication, as well as behavior problems made it difficult to maintain friendship. Future research directions were discussed.
This study compared efficacy and efficiency of constant time delay and interspersal of known items to teach sight words to students with mild mental retardation and learning disabilities. Procedures were counterbalanced across time of day and instructional groups in a parallel treatments design. For students with mild mental retardation, constant time delay was more effective and efficient based on words learned, percentage of errors, instructional time, and sessions through criterion. For students with Learning disabilities, procedures were equally effective, but constant time delay was more efficient across most measures. Results support effectiveness of constant time delay and suggest that interspersal of known items may be more effective for students with Learning disabilities than students with mild mental retardation.
One of the great teachers I had during my doctoral studies at Teachers College, Columbia University was Professor Ignacy Goldberg. As great teachers often do, Dr. Goldberg engaged his students with stories from his own life. I remember clearly his accounts from early in his career of working in an institution for persons diagnosed as mentally retarded. He recalled that during his first days there an experienced staff member explained to him that there were actually three different populations of people in the institution, the “retarded retarded,” the “normal retarded,” and the “minimally gifted.” The retarded retarded needed constant care. The normal retarded and the minimally gifted often provided this help to them. The normal retarded were the mainstream population of the institution. They lived relatively independent lives within the culture of the institution. They were often given the most basic and unpleasant work to do (cleaning and caring for the retarded retarded). The minimally gifted made certain that things ran smoothly in the wards of the institution. They occupied the upper echelon of the residential society and were rewarded by the institution’s staff for doing things the employees were actually paid to do. Their rewards included cigarettes, money, privileges and other favors. The quality of institutional life often depended on the abilities, sensibilities, and compassion of the minimally gifted. Dr. Goldberg discussed the degrading nature of the terms used to describe the institution’s residents, particularly the sarcastic designation “minimally gifted.” The concept underlying the terms, however, he found to be valid. There were distinctly different groups of people in the institution, yet all of them were referred to as being the retarded. He used his story to question the monolith that mental retardation had become in the thinking of the public and in many professional circles (Smith & Mitchell, 2001).
This study examined effects of Person-centered planning on career choice and employment outcomes attained by 83 supported employees. Choice was measured by analyzing degree of match between employees' career preferences and their current employment. High and moderate levels of preference match were attained by 72 (83%) of employees studied. Wages and length of employment did not differ significantly by level of match. These employment outcomes tended to favor employees in high and moderate match groups, however. Implementation and evaluation issues related to person-centered planning were further examined through a focus group of service providers. Responses identified measuring effectiveness of person-centered planning, supporting training and commitment of service providers, collaborative problem solving, and continuous process improvement as issues requiring further research.
Class action litigation resulted in the closing of Hissom Memorial Center in Oklahoma. Most of the members of the plaintiff class were placed in community based homes and guaranteed a certain level of set-vices. Services provided to these class members were compared with services provided to persons who were not in the plaintiff class. It was found that members of the plaintiff class received more hours of service per month, experienced a stronger staffing ratio, participated more in community integration activities, and received a greater share of the mental retardation dollar. These differences withstood statistically equating adaptive behavior ratings and limiting the analysis to persons with profound mental retardation. Results are discussed in terms of impact on the national waiting list problem.
This article explores three broad themes about transitions that have emerged in a naturalistic study of experiences of families with young children with disabilities. Generalizations regarding early transitions include families going through a birth crisis have difficulty understanding all the information they are provided. Not only is their role unclear (Should I stay with the mother or follow the baby?), familiarity with medical technology is typically limited. In a crisis state the mind may take in nothing more once it accepts the concept of an extremely critical or life threatening condition. In addition, mothers who have had emergency Cesarean sections are struggling through pain medication and their own trauma. Secondly, parents may not feel comfortable assessing their abilities to care for their children as they transition from the hospital to home. Finally, the transition from home-based early intervention to center-based preschool can cause anxiety for parents. An IEP meeting may be the first introduction into the world of special education. Formality of public schooling involves new learning such as definitions, categories, and placement decisions.
The purpose of this study was to compare effectiveness of a word study phonics technique called word sorts on word recognition, pseudoword recognition, phonological awareness, and spelling between a group of children with mental retardation and a group of struggling young readers without identified disabilities. Word sort instruction involved categorizing words into groups based upon common sound and spelling patterns. As sessions progressed, both groups of children were successful at completing the sorts. A MANCOVA revealed that there were no significant differences between the groups on posttest measures of word recognition, pseudoword recognition, phonological awareness, and spelling while holding pretest performance on these variables constant. There was variability in performance within groups, especially within the group of children with mental retardation. Some children within the groups made more substantial gains from pretests to posttests than others. Children without disabilities made greater gains on a pseudoword naming task. Implications are discussed for how the word sort technique provides an analogy-based approach for helping children read words unknown to them.
A survey assessed attitudes of 1636 Zambian and Finnish teachers towards inclusive education and consequently the perceptions of appropriate educational environment for children with different disabilities. On the whole, attitudes varied but were quite critical. Structure of the attitudes was similar in both countries; factor analyses extracted four attitude dimensions: 1) social justice, 2) meeting special needs of students with severe disabilities, 3) teachers' competence, and 4) quality of education for non-disabled students. On inclusion in general, the Finnish ordinary teachers were the most critical group and the Finnish special education teachers the most optimistic. Most respondents felt that inclusive education enhances social justice. However, pursuit of inclusion in practice, especially the guarantee of good and effective education for all, was seen as problematic. Compared to Finnish respondents, the Zambian respondents preferred a more segregated educational environ- ment for children with different disabilities. Type and severity of disability affected the preferred educational setting and there were clear differences in this regard between respondents from the two countries. Findings support the idea that teachers' attitudes towards inclusion are important in developing inclusive school systems and that inclusive education is best understood as a multi-dimensional concept, which, at the practical level, is highly context-dependent.
The extent of reported information can significantly influence meta-analytic face validity and subsequent conclusions for theory and practice. I reviewed 26 meta-analyses in mental retardation across six domains of information necessary for securing face validity. Results indicate a wide variation in the amount of reported data similar to other analyses of meta-analytical literature in special education.
