General Educators' Involvement in Interventions for Students With Intellectual Disability

Inclusion ◽  
2021 ◽  
Vol 9 (2) ◽  
pp. 134-150
Author(s):  
Emily M. Kuntz ◽  
Erik W. Carter
Keyword(s):  
High School ◽  
Systematic Review ◽  
Intellectual Disability ◽  
Inclusive Education ◽  
Intervention Studies ◽  
General Educators ◽  
Peer Involvement ◽  
Research And Practice ◽  
General Educator ◽  
Class Instruction

Abstract General educators are crucial players in efforts to support inclusive education for students with intellectual disability. In this systematic review, we examined the roles of general educators within interventions delivered and evaluated in their middle and high school classrooms. Among these 40 intervention studies, the involvement of general educators could be characterized as mixed and often minimal. Across studies, general educator involvement spanned six different areas: developing the intervention, arranging peer involvement, implementing intervention components, providing perspectives, collecting data, and delivering class instruction. The ways in which general educators have contributed to the delivery of interventions in their classrooms remains uneven. We offer recommendations for research and practice aimed at increasing the involvement of general educators in providing support to students with intellectual disability.

Are Speech-Generating Devices Viable AAC Options for Adults with Intellectual Disabilities?

2010 ◽  
pp. 161-176 ◽  
Author(s):  
Dean Sutherland ◽  
Jeff Sigafoos ◽  
Ralf W. Schlosser ◽  
Mark F. O’Reilly ◽  
Giulio E. Lancioni
Keyword(s):  
Systematic Review ◽  
Intellectual Disability ◽  
Intellectual Disabilities ◽  
Intervention Studies ◽  
Evidence Based Practice ◽  
Communication Intervention ◽  
Evidence Based ◽  
Absence Of Evidence ◽  
Adults With Intellectual Disabilities ◽  
Communication Impairments

Many adults with intellectual disabilities have severe communication impairments and are therefore potential candidates for the use of speech-generating technologies. However, there may be reluctance to prescribe speech-generating devices for adults with intellectual disabilities in the absence of evidence demonstrating that such persons are capable of learning and interested in using this technology. In this chapter, the authors provide an overview of intellectual disability and the use of speech-generating technologies for adults with intellectual disability. This overview is followed by a systematic review of intervention studies that have sought to teach the use of speech-generating technologies to adults with intellectual disability. An overview and review of this type may help to inform and advance evidence-based practice in the provision of communication intervention for adults with intellectual disability.

scholarly journals The Most Common Comorbidities in Dandy-Walker Syndrome Patients: A Systematic Review of Case Reports

2017 ◽  
Vol 32 (10) ◽  
pp. 886-902 ◽  
Author(s):  
Emelina Stambolliu ◽  
Myrsini Ioakeim-Ioannidou ◽  
Kimonas Kontokostas ◽  
Maria Dakoutrou ◽  
Antonis A. Kousoulis
Keyword(s):  
Systematic Review ◽  
Mental Illness ◽  
Intellectual Disability ◽  
Case Reports ◽  
Ductus Arteriosus ◽  
Multidisciplinary Research ◽  
Research And Practice ◽  
Severe Intellectual Disability ◽  
Common Malignancy ◽  
Patent Ductus

Objective: Dandy-Walker syndrome (DWS) is a rare neurologic multi-entity malformation. This review aimed at reporting its main nonneurologic comorbidities. Methods: Following PRISMA guidelines, search in Medline was conducted (2000-2014, keyword: dandy-walker). Age, sex, country, DWS type, consanguinity or siblings with DWS, and recorded coexistent conditions (by ICD10 category) were extracted for 187 patients (46.5% male, 43% from Asia) from 168 case reports. Results: Diagnosis was most often set in <1 year old (40.6%) or >12 years old (27.8%). One-third of cases had a chromosomal abnormality or syndrome (n = 8 PHACE), 27% had a cardiovascular condition (n = 7 Patent Ductus Arteriosus), 24% had a disease of eye and ear (n = 9 cataract); most common malignancy was nephroblastoma (n = 8, all Asian). Almost one-fifth had a mental illness diagnosis; only 6.4% had mild or severe intellectual disability. Conclusion: The spread of comorbidities calls for early diagnosis and multidisciplinary research and practice, especially as many cases remain clinically asymptomatic for years.

Sport-Specific Yearly Risk and Incidence of Anterior Cruciate Ligament Tears in High School Athletes: A Systematic Review and Meta-Analysis

PEDIATRICS ◽  
2016 ◽  
Vol 137 (Supplement 3) ◽  
pp. 561A-561A
Author(s):  
Alex L. Gornitzky ◽  
Ariana Lott ◽  
Joseph L. Yellin ◽  
Peter D. Fabricant ◽  
Theodore J. Ganley
Keyword(s):  
High School ◽  
Systematic Review ◽  
Anterior Cruciate Ligament ◽  
Cruciate Ligament ◽  
Meta Analysis ◽  
High School Athletes ◽  
Anterior Cruciate ◽  
Cruciate Ligament Tears

INTERVENTION OF THIRSTY IN CONGESTIVE HEART FAILURE (CHF) PATIENTS TO INCREASED ADHERENCE OF FLUID RESTRICTION: A SYSTEMATIC REVIEW

2017 ◽  
Vol 3 (1) ◽  
pp. 7
Author(s):  
DIAN HUDIYAWATI
Keyword(s):  
Heart Failure ◽  
Systematic Review ◽  
Congestive Heart Failure ◽  
Intervention Studies ◽  
Cold Water ◽  
Fluid Restriction ◽  
Common Symptom ◽  
Oral Swab ◽  
Hand Search ◽  
Effective Interventions

Introduction. Thirst is a common symptom of chronic heart failure (CHF) patients. Difficulties to adherence with fluid restrictions are among the effects of thirst in HF patients and therefore have an impact on worsening condition, but intervention studies aimed specifically at reducing thirst in CHF are lacking.Purpose. Purpose of this manuscript is to assess the effective intervention to reduce thirst intensity in CHF patients.Methods. Medline, Pubmed, EBSCO and hand search were searched using the key words thirst, intervention, heart failure, CHF, fluis restriction, therapy.Result.� Eighteen articles were found, six studies were inluded. Any kind of interventions in each articles, include: drink cold water 5oC, chewing gum, saliva substitute, sucking ice cubes and three bundle of interventions (oral swab, water sprays and menthol moisturizer).Conclusions. The most effective interventions to alleviate thirst was sucking ice cubes. But, no intervention studies were found in congestive heart failure patients. So investigations in people with heart failure is needed.�Keywords: thirst, intervention, heart failure, systematic review

scholarly journals Who Is Centered? A Systematic Review of Early Childhood Researchers’ Descriptions of Children and Caregivers From Linguistically Minoritized Communities

2021 ◽  
Vol 41 (1) ◽  
pp. 18-30
Author(s):  
Xigrid T. Soto-Boykin ◽  
Anne L. Larson ◽  
Arnold Olszewski ◽  
Veena Velury ◽  
Anna Feldberg
Keyword(s):  
Systematic Review ◽  
Early Childhood ◽  
Young Children ◽  
Early Childhood Special Education ◽  
Children And Families ◽  
Research And Practice ◽  
Strength Based ◽  
Multiple Languages ◽  
Linguistic Backgrounds ◽  
Infants And Young Children

Young children with and without disabilities who are bilingual or in the process of learning multiple languages have many strengths; however, educational policies and bias related to bilingualism for children from linguistically minoritized groups have typically included deficit-based views. The purpose of this systematic review was to identify how researchers describe these children and their caregivers. Thirty research studies were included in the review. Each study was published in Infants and Young Children, Journal of Early Intervention, or Topics in Early Childhood Special Education between 1988 and 2020. Studies were coded to determine participant characteristics and whether deficit- or strength-based descriptions of participants were used. Although researchers’ descriptions of participants’ linguistic backgrounds varied, most were English-centric, and deficit-based descriptions of bilingualism were more prevalent than strength-based descriptions. Preliminary recommendations are provided for describing children and families from linguistically minoritized communities and including strength-based language in research and practice.

A Systematic Review of School Teleconsultation: Implications for Research and Practice

2021 ◽  
pp. 1-20
Author(s):  
Hunter C. King ◽  
Bradley S. Bloomfield ◽  
Shengtian Wu ◽  
Aaron J. Fischer
Keyword(s):  
Systematic Review ◽  
Research And Practice

scholarly journals Teachers’ Attitudes toward Educational Inclusion in Spain: A Systematic Review

2021 ◽  
Vol 11 (2) ◽  
pp. 58
Author(s):  
Irene Lacruz-Pérez ◽  
Pilar Sanz-Cervera ◽  
Raúl Tárraga-Mínguez
Keyword(s):  
Systematic Review ◽  
Inclusive Education ◽  
Complete Analysis ◽  
Attitudes Toward Inclusion ◽  
Special Educational Needs ◽  
Educational Framework ◽  
Positive Attitudes ◽  
Teachers Attitudes ◽  
Key Aspects ◽  
Educational Inclusion

Inclusive education is currently one of the main aspirations of the Spanish educational system and one of the key aspects for its achievement is teachers’ attitudes toward educational inclusion. In recent years, many studies worldwide have analyzed this aspect, but so far, any systematic review has specifically focused on the Spanish educational framework. For this reason, the purpose of this paper is to review the studies published from 2010 to 2019 whose aim was to analyze teachers’ attitudes towards educational inclusion in Spain. After a literature search in four different databases (PsycInfo, ERIC, Dialnet Plus, and Google Scholar), 34 studies were selected and reviewed. The results suggest that Spanish teachers’ attitudes toward educational inclusion are generally positive, although in some cases they are ambiguous. Teachers’ attitudes are mainly influenced by the amount of training and their contact or not with students with special educational needs. The discussion highlights that more studies with a greater methodological diversity are required in order to provide a complete analysis of teachers’ attitudes toward inclusion and that teacher training is one of the best tools to generate positive attitudes.

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