A student with intellectual disability in the school space-selected aspect of functioning

2018 ◽  
Vol 570 (5) ◽  
pp. 34-44
Author(s):  
Jolanta Lipińska-Lokś
Keyword(s):  
Intellectual Disability ◽  
Students With Disabilities ◽  
School Environment ◽  
Individual Case ◽  
Light Level ◽  
Educational Support ◽  
Full Member ◽  
The Individual ◽  
Education Of Students ◽  
Colleague Relationships

School is an important element in the reality of a young human. In its space a student spends a large part of his daily life. The school, aware of its importance, is trying to best fulfill this tasks. Particular role is played in the case of a student with a disability, whose functioning is inherently inhibited. Students with intellectual disabilities are based in a very bad position, what is shown in the presented diagnosis. The diagnosis was carried out in the area of qualitative research the individual case method using an interview technique was applied. The principles of relational diagnosis were referred to. 13-years old Mateusz, a student of fourth grade of elementary integration school, with intellectual disability at light level was interviewed. The research material was enriched with interviews with the boy's mother and his tutor, a Maths teacher. The students areas of functioning at the school were analyzed in basics: task-based functioning, relations with adults and colleagues and his self image. The diagnosis shows unfavorable situation of the boy at school. There is disorder in all areas his functioning (according relations between the subject and the adults at the school are relatively most favorable). The boy cannot cope with task situations as a student and friend. Although he attends the integration class he does not feel a full member, his colleague relationships are poor and often disorderly. He does not like to go to school, he cannot cope with study, he has low self-esteem. The causes of this state should be seen in intellectual disability and unfortunately in school environment deficiencies. In order to improve the situation, changes are necessary both in the education of students with disabilities, assistance provided to them, as well as in educational support for the social integration of students with disabilities. Without appropriate actions, these students are doomed to school failure, to the threat of social exclusion.

scholarly journals Inclusive Education of Students with Disabilities in the Regional Multidisciplinary University: The Experience of Cherepovets State University

2017 ◽  
Vol 22 (1) ◽  
pp. 119-129 ◽  
Author(s):  
O.A. Denisova ◽  
O.L. Lekhanova
Keyword(s):  
Students With Disabilities ◽  
Social Services ◽  
Inclusive Education ◽  
People With Disabilities ◽  
Educational Support ◽  
Persons With Disabilities ◽  
Governmental Organizations ◽  
Non Governmental Organizations ◽  
Education Of Students ◽  
The University

This article describes the regional experience of teaching students with disabilities in a multidisciplinary university. Analysis of resources and algorithms of educational support provided at the university creates the opportunity to share this experience and to evaluate its significance for the development of higher inclusive education, as well as to assess the perspectives for its application in similar educational environments. Consulting, education, coordination and rehabilitation services are the main forms of assistance to students and teachers at all stages of education and socialization of people with disabilities. The university has a department that provides support to students with disabilities and their teachers. The analysis of the successes and challenges of higher education of persons with disabilities shows that there is an objective need to unite the efforts of the university with the regional non-governmental organizations and the authorities of the region, with health care, education and social services in order to support young people with disabilities.

Shoulder Pain at Work: Causation Analysis

2017 ◽  
Vol 22 (1) ◽  
pp. 11-16
Author(s):  
Joel Weddington ◽  
Charles N. Brooks ◽  
Mark Melhorn ◽  
Christopher R. Brigham
Keyword(s):  
Epidemiological Data ◽  
Case Law ◽  
Individual Case ◽  
Shoulder Injury ◽  
Work Related ◽  
Clear Cut ◽  
The Individual ◽  
Causation Analysis ◽  
Injury Causation ◽  
Relevant Factors

Abstract In most cases of shoulder injury at work, causation analysis is not clear-cut and requires detailed, thoughtful, and time-consuming causation analysis; traditionally, physicians have approached this in a cursory manner, often presenting their findings as an opinion. An established method of causation analysis using six steps is outlined in the American College of Occupational and Environmental Medicine Guidelines and in the AMA Guides to the Evaluation of Disease and Injury Causation, Second Edition, as follows: 1) collect evidence of disease; 2) collect epidemiological data; 3) collect evidence of exposure; 4) collect other relevant factors; 5) evaluate the validity of the evidence; and 6) write a report with evaluation and conclusions. Evaluators also should recognize that thresholds for causation vary by state and are based on specific statutes or case law. Three cases illustrate evidence-based causation analysis using the six steps and illustrate how examiners can form well-founded opinions about whether a given condition is work related, nonoccupational, or some combination of these. An evaluator's causal conclusions should be rational, should be consistent with the facts of the individual case and medical literature, and should cite pertinent references. The opinion should be stated “to a reasonable degree of medical probability,” on a “more-probable-than-not” basis, or using a suitable phrase that meets the legal threshold in the applicable jurisdiction.

LA ORIENTACIÓN FAMILIAR EN LA SOLUCIÓN DE PROBLEMAS Y EL ANÁLISIS DE RIESGO EN LA EDUCACIÓN DE LOS ESCOLARES

2018 ◽  
Vol 3 (5) ◽  
pp. 27
Author(s):  
Rovinson Yovanni Zambrano Zambrano ◽  
Oscar Santiago Barzaga Sablón
Keyword(s):  
Problem Solving ◽  
Risk Analysis ◽  
School Environment ◽  
Comparative Method ◽  
Educational Institution ◽  
Family Counseling ◽  
Theoretical Research ◽  
Deviant Behaviors ◽  
Deductive Method ◽  
Education Of Students

La vinculación entre la familia y la escuela es esencial para la educación de los estudiantes de cualquier institución educativa. Entre sus funciones más importantes se ubica, la prevención de las posibles conductas desviadas en el ámbito escolar. El presente estudio aborda el comportamiento de la función prevención y solución de problemas de la orientación familiar, desde el análisis de riesgo; al caracterizar su estado actual y proponer una estrategia para el perfeccionamiento de la orientación familiar, para ello se utilizaron fundamentalmente métodos teóricos de investigación como el método hipotético deductivo, la abstracción científica, el método comparativo, el enfoque sistémico estructural funcional y en calidad de complemento, el diagnóstico. Ellos permitieron arribar a los resultados que presentamos, el estudio es descriptivo y causal. Específicamente el análisis toma como estudio de caso las familias de los estudiantes de la unidad educativa “Cecilia Velázquez Murillo” de la ciudad de Jipijapa en el Ecuador. PALABRAS CLAVE: Orientación familiar; solución de problemas; riesgo en la familia.  FAMILY COUNSELING IN THE SOLUTION OF PROBLEMS FROM RISK ANALYSIS  ABSTRACT  The link between family and school is essential for the education of students of any educational institution. Among its most important functions is the prevention of possible deviant behaviors in the school environment. The present study addresses the behavior of the prevention and problem solving function of family counseling, from the risk analysis; by characterizing their current state and proposing a strategy for the improvement of family orientation, fundamentally theoretical research methods such as the hypothetical deductive method, scientific abstraction, the comparative method, the functional structural systemic approach and as a complement were used., the diagnosis. They allowed us to arrive at the results we present, the study is descriptive and causal. Specifically, the analysis takes as case study the families of the students of the educational unit "Cecilia Velázquez Murillo" of the city of Jipijapa in Ecuador. KEYWORDS: Orientation; problem solving; risk in the family.

Coaching Co-Teachers: Increasing Specialized Instruction in Inclusive Settings

2021 ◽  
pp. 004005992199747
Author(s):  
Sara Cothren Cook ◽  
Lauren W. Collins ◽  
Jennifer Madigan ◽  
Kimberly McDuffie Landrum ◽  
Lysandra Cook
Keyword(s):  
Service Delivery ◽  
Students With Disabilities ◽  
Educational Outcomes ◽  
Service Delivery Model ◽  
Instructional Coaches ◽  
Delivery Model ◽  
Effective Professional Development ◽  
Inclusive Settings ◽  
Need Support ◽  
The Individual

Although the co-teaching service delivery model is the most commonly used service delivery model used to support co-teachers in the inclusive setting (Cook et al., 2017), research indicates that co-teachers may need support in order to increase the use of specialized instruction to meet the individual needs of students with disabilities (Scruggs et al., 2007). In this manuscript, we provide a process for instructional coaches to use to (a) develop and deliver effective professional development and (b) coach co-teachers. This process maximizes the potential of the co-teaching service delivery model in improving educational outcomes for students with disabilities.

Judicial Lawmaking, Discourse Theory, and the ICTY on Belligerent Reprisals

2011 ◽  
Vol 12 (5) ◽  
pp. 1261-1278 ◽  
Author(s):  
Milan Kuhli ◽  
Klaus Günther
Keyword(s):  
International Criminal Court ◽  
International Criminal ◽  
International Criminal Tribunal ◽  
Individual Case ◽  
Criminal Court ◽  
Discourse Theory ◽  
Criminal Courts ◽  
Normative Expectations ◽  
Judicial Lawmaking ◽  
The Individual

Without presenting a full definition, it can be said that the notion of judicial lawmaking implies the idea that courts create normative expectations beyond the individual case. That is, our question is whether courts' normative declarations have an effect which is abstract and general. Our purpose here is to ask about judicial lawmaking in this sense with respect to international criminal courts and tribunals. In particular, we will focus on the International Criminal Tribunal for the Former Yugoslavia (ICTY). No other international criminal court or tribunal has issued so many judgments as the ICTY, so it seems a particularly useful focus for examining the creation of normative expectations.

scholarly journals Education of Students with Disabilities, Science, and Randomized Controlled Trials

2021 ◽  
pp. 154079692110323
Author(s):  
Samuel L. Odom
Keyword(s):  
Students With Disabilities ◽  
Controlled Trial ◽  
Effect Sizes ◽  
Random Assignment ◽  
Randomized Controlled ◽  
School Based ◽  
Efficacy Research ◽  
School Based Interventions ◽  
Education Of Students ◽  
Education Science

The purpose of this article is to examine the application of randomized controlled trial (RCT) methodology for determining the efficacy of school-based interventions in general and special education. In education science, RCTs are widely acknowledged as the gold standard of efficacy research, with other methodologies relegated to a lower level of credibility. However, scholars from different disciplines have raised a variety of issues with RCT methodology, such as the utility of random assignment, external validity, and the challenges of applying the methodology for assessing complex service interventions, which are necessary for many students with disabilities. Also, scholars have noted that school-based RCT studies have largely generated low effect sizes, which indicate that the outcomes of the interventions do not differ substantially from services as usual. The criticisms of RCT studies as the primary methodology in school-based intervention research for students with disabilities are offered along with recommendations for extending the acceptability of a broader variety of research approaches.

Assessing the validity of NART-estimated premorbid IQs in the individual case

1990 ◽  
Vol 29 (4) ◽  
pp. 435-436 ◽  
Author(s):  
J. R. Crawford ◽  
K. M. Allan ◽  
R. H. B. Cochrane ◽  
D. M. Parker
Keyword(s):  
Individual Case ◽  
The Individual

AN EMPIRICAL STUDY OF THE TYPES OF SCHOOL EDUCATIONAL ENVIRONMENT IN THE SITUATION OF INCLUSIVE EDUCATION

2021 ◽  
Vol 53 (1) ◽  
pp. 66-75
Author(s):  
O. A. Belyaeva ◽  
Keyword(s):  
General Education ◽  
Inclusive Education ◽  
School Environment ◽  
Personal Characteristics ◽  
Educational Needs ◽  
Educational Environment ◽  
Educational Process ◽  
Special Educational Needs ◽  
Social Significance ◽  
The Individual

The ideas of the article are based on the high social significance of discussing the practices of inclusive interaction in various spheres of life and ensuring the variability of approaches to the integration of children with special educational needs into the general education system. On the basis of the environmental approach in education, presented in the works of domestic and foreign authors, the basic principles are outlined and the general difficulties of the functioning of inclusive practice at the present stage are identified. The strategy of applying the vector approach to the examination and modeling of the environment of inclusive interaction and designing ways to improve it for the organization of psychological and pedagogical support of the educational process in school is justified. On the basis of the generalized results of the survey of teachers who organize the education of children with disabilities in non-specialized classes, the features and the type of relations that are currently developing in the joint education of schoolchildren with different educational needs during their integration into a single educational space are characterized. Using the methodology of psychological and pedagogical expertise of the school environment, the typification of the most characteristic influences exerted at modern schools on a child with a developmental disorder is carried out. The emerging dominant modality of the educational environment, its orientation to the development of relationships between teachers and peers, based on the priority of stimulating the activity of the individual with different degrees of manifestation of its freedom or dependence, is revealed. The article describes potential capabilities of each of the diagnosed types of environment in terms of its resources for ensuring freedom of choice of activities, stimulating activity, developing students' independence, and forming their personal characteristics. The diagnosed priority of creative and career-oriented orientation allowed us to draw conclusions about the currently established approaches to the inclusion of children with deviant development in the environment of normotypic peers.

Changing Beliefs About Emotions in IBS: A Single Case Design

2018 ◽  
Vol 47 (3) ◽  
pp. 303-317
Author(s):  
H.M. Bowers ◽  
A.L. Wroe
Keyword(s):  
Single Case ◽  
Individual Case ◽  
Single Case Design ◽  
Emotional Suppression ◽  
Cognitive Behavioural ◽  
Scale Scores ◽  
Irritable Bowel ◽  
The Individual ◽  
Beliefs About Emotions

Background: Previous research suggests benefits of targeting beliefs about the unacceptability of emotions in treatment for irritable bowel syndrome (IBS). Aims: The current study developed and tested an intervention focusing on beliefs and behaviours around emotional expression. Method: Four participants with IBS attended five group sessions using cognitive behavioural techniques focusing on beliefs about the unacceptability of expressing emotions. Bi-weekly questionnaires were completed and a group interview was conducted. This study used an AB design with four participants. Results: Averages indicate that participants showed decreases in beliefs about unacceptability of emotions and emotional suppression during the intervention, although this was not reflected in any of the individual trends in Beliefs about Emotions Scale scores and was significant in only one individual case for Courtauld Emotional Control Scale scores. Affective distress and quality of life improved during follow-up, with only one participant not improving with regard to distress. Qualitative data suggest that participants felt that the intervention was beneficial, referencing the value in sharing their emotions. Conclusions: This study suggests the potential for beliefs about emotions and emotional suppression to be addressed in cognitive behavioural interventions in IBS. That beliefs and behaviours improved before outcomes suggests they may be important processes to investigate in treatment for IBS.

scholarly journals The possible contexts of inclusion and special educational needs in the light of an international research

2021 ◽  
Vol 12 (32) ◽  
pp. 109-129
Author(s):  
Mihály Fónai ◽  
Nóra Barnucz ◽  
Lajos Hüse
Keyword(s):  
Social Support ◽  
Students With Disabilities ◽  
Educational Needs ◽  
Learning Problems ◽  
Subjective Perception ◽  
Special Educational Needs ◽  
Legal Term ◽  
Educational Concept ◽  
Education Of Students ◽  
Segregated Education

The relationship between school integration and special educational needs (hereinafter: SEN) is analyzed in the framework of an international resarch in this study. In the theoretical part the process of segregation, integration and inclusion is introduced, and also the use of the concepts is dicussed. The integration in the school system means the approach and practice against segregated education of students with disabilities with the aim to eliminate segregated education. SEN is not a diagnostic but an educational concept, and the its special pedagogy and legal term do not coincide. The research was extended to Ukrainian (the Transcarparthian n=280), Polish (n=271) and Hungarian students (n=552). The results show that school inclusion and social support are increased by school success. Success can increase the self-esteem of students with learning problems, which co-occures with the subjective perception of increasing social support and decreasing exclusion.

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