Enrollment Status of Pupils With Genetic Diseases That Have High Relevance to Intellectual Disability: Results From a Survey of Special Education Schools

Objective: Although data on publicly available special education are informative and offer a glimpse of trends in autism spectrum disorder (ASD) and use of educational services, using these data for population-based public health monitoring has drawbacks. Our objective was to evaluate trends in special education eligibility among 8-year-old children with ASD identified in the Autism and Developmental Disabilities Monitoring Network. Methods: We used data from 5 Autism and Developmental Disabilities Monitoring Network sites (Arizona, Colorado, Georgia, Maryland, and North Carolina) during 4 surveillance years (2002, 2006, 2008, and 2010) and compared trends in 12 categories of special education eligibility by sex and race/ethnicity. We used multivariable linear risk regressions to evaluate how the proportion of children with a given eligibility changed over time. Results: Of 6010 children with ASD, more than 36% did not receive an autism eligibility in special education in each surveillance year. From surveillance year 2002 to surveillance year 2010, autism eligibility increased by 3.6 percentage points ( P = .09), and intellectual disability eligibility decreased by 4.6 percentage points ( P < .001). A greater proportion of boys than girls had an autism eligibility in 2002 (56.3% vs 48.8%). Compared with other racial/ethnic groups, Hispanic children had the largest increase in proportion with autism eligibility from 2002 to 2010 (15.4%, P = .005) and the largest decrease in proportion with intellectual disability (–14.3%, P = .004). Conclusion: Although most children with ASD had autism eligibility, many received special education services under other categories, and racial/ethnic disparities persisted. To monitor trends in ASD prevalence, public health officials need access to comprehensive data collected systematically, not just special education eligibility.

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Attitudes of Mainstream and Special-Education Teachers toward Intellectual Disability in Italy: The Relevance of Being Teachers

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph17197325 ◽

2020 ◽

Vol 17 (19) ◽

pp. 7325

Author(s):

Laura Arcangeli ◽

Alice Bacherini ◽

Cristina Gaggioli ◽

Moira Sannipoli ◽

Giulia Balboni

Keyword(s):

Quality Of Life ◽

Special Education ◽

Intellectual Disability ◽

Special Education Teachers ◽

Perceived Support ◽

Effective School ◽

Mainstream Teachers ◽

Training Support ◽

Positive Attitudes

The attitudes of teachers toward intellectual disability (ID) contribute to an effective school inclusion of students with ID, thereby enhancing their quality of life. The present study was aimed at investigating the attitude differences toward ID of mainstream and special-education teachers in Italy and the general and specific teachers’ characteristics most related to these attitudes. An online version of the Attitudes toward Intellectual Disability (ATTID) questionnaire was filled by 307 mainstream teachers and 237 special-education teachers. The findings show that special-education teachers held more positive attitudes. Specific ATTID dimensions were positively affected for both types of teachers by previous training in special education/ID, perceived support, and promotion of positive attitudes toward ID, in addition to the quality of relationships with individuals with ID, while they were positively affected for special-education teachers by perceived efficacy of ID knowledge. No or very limited effects were observed for previous experience in teaching students with typical development or ID (even with severe/profound ID). Fostering resources to provide teachers with high-quality training, support, and resources and strategies to promote positive attitudes toward ID seems a relevant approach leading to favorable attitudes, thereby improving the quality of life of students with ID.

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Exploring factors related to access to general education contexts for students with intellectual disability: a survey of district special education administrators in one state

International Journal of Inclusive Education ◽

10.1080/13603116.2020.1818140 ◽

2020 ◽

pp. 1-19

Author(s):

Julia M. White ◽

Meghan Cosier ◽

Qiu Wang

Keyword(s):

Special Education ◽

Intellectual Disability ◽

General Education ◽

Special Education Administrators ◽

Education Administrators

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Evidence‐Based Practice in the Classroom: Evaluating a Procedure for Reducing Perseverative Requesting in an Adolescent with Autism and Severe Intellectual Disability

Australasian Journal of Special Education ◽

10.1017/s1030011200025756 ◽

2008 ◽

Vol 32 (1) ◽

pp. 55-65

Author(s):

Jeff Sigafoos ◽

Jennifer Ganz ◽

Mark O’Reilly ◽

Giulio Lancioni

Keyword(s):

Special Education ◽

Intellectual Disability ◽

Special Educators ◽

Evidence Based Practice ◽

Evidence Based ◽

Individual Level ◽

Severe Intellectual Disability ◽

Speech Generating Device ◽

The Individual ◽

Response Interruption

Management of inappropriate behaviour is a major priority in special education. Evidence‐based practice dictates that interventions to reduce inappropriate behaviour should be evaluated at the individual level to demonstrate their efficacy in the classroom. This study illustrates the evaluation of an evidence‐based procedure (response interruption) for reducing perseverative requesting in an adolescent boy with autism and severe intellectual disability. The boy used a speech‐generating device to request snacks during baseline and response interruption conditions. During both conditions, the boy had to wait 30 seconds while the snack was being prepared. Requests that occurred during this wait interval were defined as perseverative. Intervention involved blocking perseverative requests and prompting the child to wait. An ABAB design was used to evaluate the effects of the response interruption procedure. The results demonstrated that response interruption effectively reduced perseverative requesting, while maintaining appropriate requesting at other times. The study illustrates how special educators might evaluate evidence‐based practice in the classroom.

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Hubungan Pendidikan Orang Tua dengan Tingkat Kemandirian Personal Hygiene Saat Menstruasi Pada Remaja Dengan Intellectual Disability

Journal of Holistic Nursing Science ◽

10.31603/nursing.v6i1.2405 ◽

2019 ◽

Vol 6 (1) ◽

pp. 13-21

Author(s):

Dwiyati Dwiyati ◽

Himas Arumti Sudarno

Keyword(s):

Special Education ◽

Intellectual Disability ◽

Data Collection ◽

Educational Background ◽

Personal Hygiene ◽

P Value ◽

Cross Sectional ◽

Education School ◽

Special Education School ◽

Parents Education

Teenagers with intellectual disability have delays and limitations related to the developmental area in adaptation skills such as self-care including personal hygiene during menstruation.They need continuousstimulation in order to increase their independence in performing personal hygiene. The parents’ style in educating their children cannot be separated from their educational background. Higher parents education is expected to be able to set their children in performing their personal hygiene during menstruation This research aimed to know the correlation between parents’ education and independence of personal hygiene during menstruation among adolescent with intellectual disability in Marsudi Putra Outstanding School Bantul. This type was quantitative research used cross sectional approach. The study population was parents who have intellectual disability children who have menstruated in Marsudi Putra Outstanding School as many 35 respondents, with a total sampling sampling technique as many 35 respondents. Data collection used closed questionnaire. Data analysis with spearmen test. The majority of respondents were high school educated as many 11 respondents (31.4%), while the level of independence of personal hygiene during menstruation in intellectual disability children was mostly in independent category as many 17 children (48.6%). There was a significant correlation between parents’ education and independence level of personal hygiene during menstruation among teenagers with intellectual disability in Marsudi Putra Special Education School with p-value of 0,000 (p<0,05) with high proximity of correlation (r=0,776).Thank you to the students, teachers, head master of Marsudi Putra Special Education School who have helped in the data collection process and all parties so that this research can be completed.

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SCIENCE EDUCATION FOR STUDENTS WITH INTELLECTUAL DISABILITY: A CASE STUDY

Journal of Baltic Science Education ◽

10.33225/jbse/15.14.804 ◽

2015 ◽

Vol 14 (6) ◽

pp. 804-820

Author(s):

Canan Sola Özgüç ◽

Atilla Cavkaytar

Keyword(s):

Special Education ◽

Science Education ◽

Intellectual Disability ◽

Special Needs ◽

Scientific Literacy ◽

Mild Intellectual Disability ◽

Structured Interviews ◽

Students With Special Needs ◽

Technology Course

Scientific literacy is a principle objective of education almost in every country. It is mostly underlined in science education. Science education helps students become more productive individuals with the knowledge they acquire by promoting their thinking and learning skills and these skills help individuals to improve their scientific literacy. This research aims to determine the needs and problems in teaching science & technology course in a special education middle school, attended by students with mild intellectual disability. This is a case study based on collecting and analyzing qualitative data. Semi-structured interviews, conducted with two teachers, 11 students, and their parents, researcher’s diary, in class artifacts, field notes, and video recordings were used to depict the situation in the science & technology course mentioned above. The data were analyzed through content analysis via Nvivo 10. Research findings display that the school in which this research study took place must be enriched with high technological tools; special education teachers’ attitudes towards the necessity of the science & technology course for students with special needs must be improved; and teachers must be provided with knowledge and skills of differentiation and adaptation techniques to provide science & technology activities in order for the science & technology course to be taught in a more inclusive manner. Key words: case study, science for all, students with special needs.

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Preparing Interns to Use Functional Story-Based Instruction to Teach Students With a Severe Intellectual Disability in Rural Schools

Rural Special Education Quarterly ◽

10.1177/8756870519826928 ◽

2019 ◽

Vol 38 (4) ◽

pp. 217-230

Author(s):

Glenda Hyer ◽

Karena Cooper-Duffy

Keyword(s):

Special Education ◽

Intellectual Disability ◽

Elementary Students ◽

Emergent Literacy ◽

Rural Schools ◽

Hand Washing ◽

Severe Intellectual Disability ◽

Secondary Purpose ◽

Based Instruction ◽

Multiple Probe

The primary purpose of this study was to prepare special education interns to implement two-task analyses to teach elementary students with severe intellectual disability (SID) emergent literacy and hand washing skills. The secondary purpose was to evaluate the effect of intern instruction on both the independent emergent literacy and hand washing responses of the students. A multiple probe across participant design was used to evaluate the effects of a multicomponent instruction package on the number of steps interns completed correctly on story-based and hand washing task analyses. A second simultaneous multiple probe across students design was used to evaluate the effects of functional story-based instruction on the independent emergent literacy and hand washing responses. Collateral behaviors showed as interns correctly implemented the steps of the story-based and hand washing task analyses, the students with SID increased emergent literacy and hand washing responses. Implications for rural educators are provided.

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