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Sample records for iep individualized education

  1. 34 CFR 300.112 - Individualized education programs (IEP).

    Science.gov (United States)

    2010-07-01

    ... 34 Education 2 2010-07-01 2010-07-01 false Individualized education programs (IEP). 300.112 Section 300.112 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF... education programs (IEP). The State must ensure that an IEP, or an IFSP that meets the requirements of...

  2. My IEP: A Student-Directed Individualized Education Program Model

    Science.gov (United States)

    Royer, David J.

    2017-01-01

    Students with disabilities need to be more involved in planning and presenting individualized education program (IEP) meetings, and teachers need an effective, efficient curriculum to teach students how. "My IEP" curriculum uses folding graphic organizers to teach students to self-direct IEP meetings, targeting self-advocacy and…

  3. Individualized Education Plans (IEPs) (For Parents)

    Science.gov (United States)

    ... of specific school skills, such as reading or math, as well as more general developmental skills, such ... to update the goals and make sure the levels of service meet your child's needs. However, IEPs ...

  4. Individualized Education Program (IEP) Facilitation. A Guide for Parents of Children & Youth (Ages 3-21)

    Science.gov (United States)

    Center for Appropriate Dispute Resolution in Special Education (CADRE), 2014

    2014-01-01

    Individualized Education Program (IEP) Facilitation is an optional process, not required by the Individuals with Disabilities Education Act (IDEA), that state educational agencies (SEA) or school districts may provide to parents and schools. The goal of a Facilitated IEP meeting is to develop an IEP that is supported by team members and benefits…

  5. Individualized Education Program (IEP Mata Pelajaran Kimia untuk Siswa Slow Learner

    Directory of Open Access Journals (Sweden)

    Rovik Rovik

    2017-06-01

    [Siswa slow learner menempati populasi tertinggi untuk siswa berkebutuhan khusus. Sebagai salah satu jenis learning disability, slow learner masih dapat belajar dengan teman sebayanya asalkan guru mempersiapkan program pembelajaran khusus yang telah dimodifikasi dari pembelajaran reguler. Program ini disebut Individualized Education Program (IEP. Penelitian ini mencoba mengembangkan IEP mata pelajaran kimia untuk slow learner, mengidentifikasi komponen yang dibutuhkan dalam menyusun IEP untuk slow learner, dan menganalisis judgement reviewers (guru kimia dan guru pendamping khusus dan peer reviewers terhadap IEP yang dikembangkan. Hasil penelitian menunjukkan slow learner membutuhkan IEP sebagai dokumen utama panduan guru dalam pembelajaran kimia di kelas. Komponen pengembangan IEP meliputi identitas peserta didik, tim pengembangan dan pelaksana, asesmen yang pernah dilakukan, hambatan dan kekuatan, kebutuhan dan perlakuan, faktor pendukung dan penghambat, rencana perlakuan, dan modifikasi terhadap perangkat pembelajaran kimia reguler

  6. Islam - Science Integration Approach in Developing Chemistry Individualized Education Program (IEP for Students with Disabilities

    Directory of Open Access Journals (Sweden)

    Jamil Suprihatiningrum

    2017-11-01

    Full Text Available The paper is based on a research which tries to explore, explain and describe Islam - science integration approach to develop an Individualized Education Program (IEP for students with disabilities in chemistry lesson. As a qualitative case study, this paper is aimed at investigating how Islam - science integration approach can be underpinned for developing the IEP for Chemistry. Participants were recruited purposively and data were collected by interviews; documents’ analysis; and experts’ assessment (i.e. material experts, inclusive education experts, media experts, chemistry teachers and support teachers, then analyzed using content-analysis. The result shows Islam - science integration approach can be a foundation to develop the chemistry IEP by seeking support for the verses of the Qur'an and corresponding hadiths. Even although almost all the subject matter in chemistry can be integrated with Islamic values, this study only developed two contents, namely Periodic System of Elements and Reaction Rate.

  7. Background of Individual Education Plans (IEPs) Policy in Some Countries: A Review

    Science.gov (United States)

    Alkahtani, Mohammed Ali; Kheirallah, Sahar Abdelfattah

    2016-01-01

    This paper seeks to provide a cogent outline of the current policies that six separate countries have on Individual Education Plans (IEPs), identifying the key features in each system. The chosen countries are Australia (Queen Island), Canada (British Columbia), New Zealand, the United Kingdom, the United States of America, and Saudi Arabia. The…

  8. Opinions of Prospective Classroom Teachers about Their Competence for Individualized Education Program (IEP)

    Science.gov (United States)

    Debbag, Murat

    2017-01-01

    This research aims to determine the opinions of prospective classroom teachers about preparation and implementation of Individualized Education Program (IEP). In this study, a qualitative research method was used. The participants were 20 classroom-teaching students that had been selected through the purposive sampling method. In the study, the…

  9. Writing IEPs for the Audience of Teachers, Parents, and Students: The Case for the Communicative Individual Education Program

    Science.gov (United States)

    Lucido, Richard J.

    2013-01-01

    Our current paradigm of Individualized Education Program (IEP) construction, the creation of a legal document or contract between parents and schools, needs rethinking. This paradigm's unintended consequences have resulted in vast inefficiencies in special education and have detracted from the core purpose of the IEP document, the communication of…

  10. The inadequacy of Individual Educational Program (IEP) goals for high school students with word-level reading difficulties.

    Science.gov (United States)

    Catone, William V; Brady, Susan A

    2005-06-01

    This investigation analyzed goals from the Individual Educational Programs (IEPs) of 54 high school students with diagnosed reading disabilities in basic skills (decoding and/or word identification). Results showed that for 73% of the students, the IEPs written when they were in high school failed to specify any objectives regarding their acute difficulties with basic skills. IEPs from earlier points in the students' educations were also reviewed, as available. For 23 of the students, IEPs were present in the students' files for three time points: elementary school (ES), middle school (MS), and high school (HS). Another 20 students from the sample of 54 had IEPs available for two time points (HS and either MS or ES). Comparisons with the IEPs from younger years showed a pattern of decline from ES to MS to HS in the percentage of IEPs that commented on or set goals pertaining to weaknesses in decoding. These findings suggest that basic skills deficits that persist into the upper grade levels are not being sufficiently targeted for remediation, and help explain why older students frequently fail to resolve their reading problems.

  11. IEP Use by General and Special Education Teachers

    OpenAIRE

    Kathleen Rotter

    2014-01-01

    The role of general and special educators in implementing the Individualized Education Program (IEP) is critical. This study investigated the perceptions of those teachers on when they read the IEP, how they measure attainment of IEP goals and objectives, and the IEPs usefulness in instructional planning. Four hundred twenty-six teachers from suburban school districts in central New Jersey were respondents. Results ind...

  12. In the Best Interests of the Child: Individualized Education Program (IEP) Meetings When Parents Are in Conflict

    Science.gov (United States)

    Feinberg, Edward; Moses, Philip; Engiles, Anita; Whitehorne, Amy; Peter, Marshall

    2014-01-01

    Individual Education Program (IEP) teams are composed of diverse individuals, each bringing a unique set of experiences, knowledge, and skills to the table. Given this, it is not uncommon for team members to have different views on the special education and related services needs of the student whose plan is being developed. When divergent views…

  13. Attitudes of Special Education Teachers and School Psychologists toward Individualized Education Plan IEPs Developed Using Traditional Assessments versus IEPs Developed Using a Multiple Intelligence Assessment

    Science.gov (United States)

    Alhajri, Meshari A SH A.

    2011-01-01

    The purpose of this research was to determine the usefulness of Multiple Intelligence for educational planning for students in special education. More specifically, this study applied the Multiple Intelligences Developmental Assessment Scales (MIDAS) to a sample of students receiving special education services who had IEPs developed using…

  14. Music in the IEP: Therapy/Education.

    Science.gov (United States)

    Alley, Jayne M.

    1979-01-01

    The article discusses the roles of music education and music therapy in special education, specifically with reference to the concept of the individualized education program (IEP) as mandated by the Education for All Handicapped Children Act (P.L. 94-142). Journal availability: National Association for Music Therapy, Inc., P.O. Box 610, Lawrence,…

  15. IEP Use by General and Special Education Teachers

    Directory of Open Access Journals (Sweden)

    Kathleen Rotter

    2014-04-01

    Full Text Available The role of general and special educators in implementing the Individualized Education Program (IEP is critical. This study investigated the perceptions of those teachers on when they read the IEP, how they measure attainment of IEP goals and objectives, and the IEPs usefulness in instructional planning. Four hundred twenty-six teachers from suburban school districts in central New Jersey were respondents. Results indicated that the majority of general and special education teachers are reading their students’ IEPs in a fairly timely manner and that they find them moderately useful in planning instruction. Results also suggested that teachers relied heavily on grades to document attainment of IEP goals and that teachers felt that the IEPs themselves could be improved if they were shorter with student-specific, critical information that was more relevant to classroom instruction.

  16. Tablet Technology to Monitor Physical Education IEP Goals and Benchmarks

    Science.gov (United States)

    Lavay, Barry; Sakai, Joyce; Ortiz, Cris; Roth, Kristi

    2015-01-01

    The Individual with Disabilities Education Act (IDEA) mandates that all children who are eligible for special education services receive an individualized education program (IEP). Adapted physical education (APE) professionals who teach physical education to children with disabilities are challenged with how to best collect and monitor student…

  17. Individualized Education Program (IEP) Mata Pelajaran Kimia untuk Siswa Slow Learner

    OpenAIRE

    Rovik Rovik

    2017-01-01

    The implementation of inclusive education is one of the government's efforts to providing quality education for all levels of society. However, to date, inclusive education is not working correctly, students with special needs must adapt to learning tailored to their abilities, interests and talents (integration education). As a result, they can not achieve learning objectives, and the worst thing is they will stay class or drop out. A slow learner is one type of disability who received less ...

  18. A Guide for Minnesota Parents to the Individualized Education Program (IEP), 2014 Edition

    Science.gov (United States)

    PACER Center, 2014

    2014-01-01

    Every child is unique and learns in different ways. Some children are identified as needing special education services to support his or her learning at school. Parents can play a major role in shaping the services a child receives. This guidebook has been written for parents, guardians, and surrogate parents of a child (ages 3 to 21 or…

  19. Understanding, Developing, and Writing Effective IEPs: A Step-by-Step Guide for Educators

    Science.gov (United States)

    Pierangelo, Roger; Giuliani, George A.

    2007-01-01

    Creating and evaluating Individualized Education Programs (IEPs) for students with disabilities is a major responsibility for teachers and school leaders, yet the process involves legal components not always understood by educators. In "Understanding, Developing, and Writing Effective IEPs," legal and special education experts Roger…

  20. The IEP Meeting: Perceptions of Parents of Students Who Receive Special Education Services

    Science.gov (United States)

    Fish, Wade W.

    2008-01-01

    The author investigated parental perceptions of the individualized education program (IEP) meeting among 51 parents of students who were receiving special education services from 1 family support service agency. Survey questions pertained to the following areas: (a) IEP meeting experiences, (b) knowledge level of special education law, (c)…

  1. Desarrollando el IEP de su Hijo. Guia para Padres (Developing Your Child's IEP. A Parent's Guide).

    Science.gov (United States)

    Rebhorn, Theresa

    This Spanish language guide for parents of children with disabilities explains the basics of the special education process, especially parent participation developing the child's individualized education program (IEP). The first section reviews the IEP process, including what's involved, the IEP meeting, who attends the IEP meeting, the role of…

  2. "Doug C. v. Hawaii Department of Education": Parental Participation in IEP Development

    Science.gov (United States)

    Yell, Mitchell L.; Katsiyannis, Antonis; Losinski, Mickey

    2015-01-01

    Parental participation is a crucial component of the Individuals with Disabilities Education Act. When developing students' Individualized Education Programs (IEPs), school-based teams must place a high priority on involving students' parents in a collaborative effort to develop their children's educational programs and determine their placements.…

  3. How Individualised Are the Individualised Education Programmes (IEPs): An Analysis of the Contents and Quality of the IEPs Goals

    Science.gov (United States)

    Sanches-Ferreira, Manuela; Lopes-dos-Santos, Pedro; Alves, Sílvia; Santos, Miguel; Silveira-Maia, Mónica

    2013-01-01

    The Individualised Education Programme (IEP) is a fundamental document that describes all educational responses to the additional support needs of students, setting up the guideline for their learning and developmental experiences. Specifically, the IEP goals represent the personal destination translated into desirable behaviours and skills that…

  4. Advancing Inclusive Mathematics Education: Strategies and Resources for Effective IEP Practices

    Science.gov (United States)

    Tan, Paulo

    2017-01-01

    Personal experiences promoting inclusive mathematics education for my own child have mostly been met with staunch resistance on the part of educators, and a resulting breakdown in collaborative efforts during individualized education program (IEP) meetings. However, I found that utilizing certain strategies and introducing innovative mathematics…

  5. INDIVIDUAL EDUCATION PROGRAMS

    Directory of Open Access Journals (Sweden)

    Snezhana NIKOLIKJ

    2006-06-01

    Full Text Available Inclusion, as a process of enrolling of children with disability in regular schools, demands obligation for adequate preparing regular schools, teachers, pupils and their parents for accepting those children. It, also, means that special services must be prepared to help teachers and children with disability too, in an adequate way. The first and most important step is developing of Individualized education programs (IEP.The purpose of IEP is to provide a disabled child with specialized or individualized assistance in school. In order an IEP to be developed for a child, it is necessary to evaluate a child, and than to determine goals of individual achievements for every pupil with disability.The aim of this paper is to show one of many ways for construction IEP. The paper will give some examples of IEP recommendation (general and special, goals and steps to determine programs and types of services.

  6. 34 CFR 300.321 - IEP Team.

    Science.gov (United States)

    2010-07-01

    ... 34 Education 2 2010-07-01 2010-07-01 false IEP Team. 300.321 Section 300.321 Education Regulations... Placements Individualized Education Programs § 300.321 IEP Team. (a) General. The public agency must ensure that the IEP Team for each child with a disability includes— (1) The parents of the child; (2) Not less...

  7. INDIVIDUAL EDUCATION PROGRAMS

    OpenAIRE

    ILICH-STOSHOVIКЈ Danijela; NIKOLIКЈ Snezhana

    2015-01-01

    Inclusion, as a process of enrolling of children with disability in regular schools, demands obligation for adequate preparing regular schools, teachers, pupils and their parents for accepting those children. It, also, means that special services must be prepared to help teachers and children with disability too, in an adequate way. The first and most important step is developing of Individualized education programs (IEP).The purpose of IEP is to provide a disabled child with specialized or i...

  8. The Development of Individualized Education Programs

    Directory of Open Access Journals (Sweden)

    William H. Blackwell

    2014-04-01

    Full Text Available There are more than 6.6 million students with disabilities in U.S. public schools who receive special education services, which means that there are 6.6 million Individualized Education Programs (IEPs that have been developed and are being implemented at any given time. Each IEP represents real cost in educational opportunity, relationship building between families and schools, time, and resource allocation. Given this information, it is important to examine what we have learned from research on the development of IEPs, and to begin charting a new direction for research and practice related to IEP development. This literature review examines published, peer-reviewed research studies that have examined IEP development since the 1997 reauthorization of the Individuals With Disabilities Education Act (IDEA. The review concludes with a discussion of how findings from previous research on IEP development can inform future research agendas, educator practice, and federal and state policies.

  9. Facilitated IEP Meetings. PHP-c90

    Science.gov (United States)

    PACER Center, 2004

    2004-01-01

    To help special education planning teams reach agreements, the Minnesota Department of Education and the Minnesota Special Education Mediation Service (MNSEMS) provide the option of facilitated IEP meetings. This option is available for IEP (Individualized Education Program), IIIP (Individual Interagency Intervention Plan), and IFSP (Individual…

  10. Examining the Quality of IEPs for Young Children with Autism

    OpenAIRE

    Ruble, Lisa A.; McGrew, John; Dalrymple, Nancy; Jung, Lee Ann

    2010-01-01

    The purpose of this study was to develop an Individual Education Program (IEP) evaluation tool based on Individuals with Disabilities Education Act (IDEA) requirements and National Research Council recommendations for children with autism; determine the tool’s reliability; test the tool on a pilot sample of IEPs of young children; and examine associations between IEP quality and school, teacher, and child characteristics. IEPs for 35 students with autism (Mage = 6.1 years; SD = 1.6) from 35 d...

  11. Six Tips for Successful IEP Meetings

    Science.gov (United States)

    Diliberto, Jennifer A.; Brewer, Denise

    2012-01-01

    Individuals with Disabilities Education Improvement Act (IDEIA, 2004) mandates that each student with a disability has an individualized education program (IEP). The IEP serves as the curriculum roadmap for special education services. In order to generate a clear roadmap, full team communication is necessary. The purpose of this paper is to…

  12. Perceptions of Self-Determination by Special Education and Rehabilitation Practitioners Based on Viewing a Self-Directed IEP versus an External-Directed IEP Meeting

    Science.gov (United States)

    Branding, Dave; Bates, Paul; Miner, Craig

    2009-01-01

    This study investigated perception of self-determination by special education and rehabilitation practitioners following their exposure to a videotaped simulation of a self-directed IEP meeting and an external-directed IEP meeting involving an adolescent with mild mental retardation. Groups of special education practitioners and rehabilitation…

  13. Enhancing Recognition of High Quality, Functional IEP Goals: A Training Activity for Early Childhood Special Education Staff

    Science.gov (United States)

    Lucas, Anne; Gillaspy, Kathi; Peters, Mary Louise; Hurth, Joicey

    2014-01-01

    This training activity was created to support participants' understanding of the criteria needed to develop and write high quality, participation-based Individualized Education Program (IEP) goals. The term "functional" is often used to describe what goals ought to be, yet many Early Childhood Special Education (ECSE) staff (e.g.,…

  14. Special Education Electronic Individualized Education Program (IEP) System. Fiscal Year 2016 Report to the Legislature. As Required by Minnesota Statutes, Section 125A.085

    Science.gov (United States)

    Minnesota Department of Education, 2016

    2016-01-01

    In 2013, the Minnesota Legislature appropriated $1.763M for Fiscal Year 2014 to create a statewide system for special education paperwork. In 2014, the Legislature greatly expanded the requirements of the system but did not appropriate additional resources to maintain ongoing operation of the system. The 2014 legislation codified the system in…

  15. The Impact of Vocational Assessment Information on the Individualized Education Planning Process. Supporting Curriculum-Based Assessment.

    Science.gov (United States)

    Stodden, Robert A.; And Others

    1989-01-01

    Educational records of 127 secondary students with disabilities were reviewed to assess impact of vocational assessment information in Individualized Education Plan (IEP) development process. Results focus on the impact of information on the number of IEP vocational goals and objectives written, kinds of IEP items written, and number of IEP goals…

  16. Individualized Education Programs for Students with Autism: Including Parents in the Process.

    Science.gov (United States)

    Simpson, Richard L.

    1995-01-01

    The involvement of parents in developing individualized education programs (IEPs) for their children with autism is discussed. Essential components of IEP documents are outlined, and strategies that professionals can use to promote significant family involvement are considered. (Author/SW)

  17. The pediatrician's role in development and implementation of an Individual Education Plan (IEP) and/or an Individual Family Service Plan (IFSP). American Academy of Pediatrics. Committee on Children with Disabilities.

    Science.gov (United States)

    1999-07-01

    The Individual Education Plan and Individual Family Service Plan are legally mandated documents developed by a multidisciplinary team assessment that specifies goals and services for each child eligible for special educational services or early intervention services. Pediatricians need to be knowledgeable of federal, state, and local requirements; establish linkages with early intervention, educational professionals, and parent support groups; and collaborate with the team working with individual children.

  18. Creating a "Win-Win IEP" for Students with Autism: A How-To Manual for Parents and Educators. Second Edition.

    Science.gov (United States)

    Fouse, Beth

    This book is intended to provide parents of students with autism with necessary information for the Individualized Education Program (IEP) process and includes relevant information from the 1997 Individuals with Disabilities Education Act. Chapters discuss the following topics: (1) introductory information; (2) definitions of autism, the basic…

  19. Beyond Legal: Crafting High-Quality IEPs for Children With Complex Communication Needs

    Science.gov (United States)

    Rowland, Charity Mary; Quinn, Emily Dayle; Steiner, Sandra A. M.

    2015-01-01

    The Individualized Education Program (IEP) is a legal document developed for each student with a disability. The IEP outlines the student's learning needs and associated educational goals, as well as the program placement and services required to support the attainment of these goals in the least restrictive environment. Most IEPs include all…

  20. Satisfaction with Individualized Education Programs among Parents of Young Children with ASD

    Science.gov (United States)

    Slade, Nicole; Eisenhower, Abbey; Carter, Alice S.; Blacher, Jan

    2018-01-01

    We examined parents' satisfaction with multiple aspects of their children's individualized education programs (IEPs). Parents (n = 142) raising children ages 4 to 8 years old with autism spectrum disorder (ASD) reported their satisfaction with four aspects of their children's IEPs: (a) content of the IEP document, (b) services provided, (c)…

  1. Individualized Education Program Team Decisions: A Preliminary Study of Conversations, Negotiations, and Power

    Science.gov (United States)

    Ruppar, Andrea L.; Gaffney, Janet S.

    2011-01-01

    Given the centrality of the Individualized Education Program (IEP) to services for students with disabilities, the decision-making process during the IEP meeting deserves attention in research and implementation. In this case study, IEP team decision-making is examined as a socially situated practice. Transcripts of an initial evaluation and IEP…

  2. Examining the Quality of IEPs for Young Children with Autism

    Science.gov (United States)

    Ruble, Lisa A.; McGrew, John; Dalrymple, Nancy; Jung, Lee Ann

    2010-01-01

    The purpose of this study was to develop an Individual Education Program (IEP) evaluation tool based on Individuals with Disabilities Education Act (IDEA) requirements and National Research Council recommendations for children with autism; determine the tool's reliability; test the tool on a pilot sample of IEPs of young children; and examine…

  3. Transformational Leadership in Special Education: Leading the IEP Team

    Science.gov (United States)

    Lentz, Kirby

    2012-01-01

    Using the principles of transformational leadership, IEP teams become effective tools to ensure student success and achievements. There is a difference of teams that are simply chaired and those that are lead. Teams with transformational leaders promote the best efforts of all participants including parents and students to effectively deliver…

  4. Back to the Basics: Practical Tips for IEP Writing

    Science.gov (United States)

    Patti, Angela L.

    2016-01-01

    The individualized education program (IEP) is the foundation for the provision of special education services for a child with a disability. While special education teachers learn about IEP writing in their teacher preparation programs, it can still be difficult to translate this knowledge into practice. Therefore, when faced with the task of…

  5. Perceptions of self-determination by special education and rehabilitation practitioners based on viewing a self-directed IEP versus an external-directed IEP meeting.

    Science.gov (United States)

    Branding, Dave; Bates, Paul; Miner, Craig

    2009-01-01

    This study investigated perception of self-determination by special education and rehabilitation practitioners following their exposure to a videotaped simulation of a self-directed IEP meeting and an external-directed IEP meeting involving an adolescent with mild mental retardation. Groups of special education practitioners and rehabilitation practitioners did not differ from each other in their perceptions of self-determination before or after viewing either the self-directed or external-directed IEP meeting simulation. However, both groups of respondents had higher perceptions of the self-determination capability of the confederate student when they viewed her in a self-directed meeting. In addition, respondents consistently rated the self-directed meeting simulation as being of higher overall quality than the external-directed meeting. Results are discussed in relation to practitioner recommendations and future research in regard to the development and enabling of self-determination skills involving persons with disabilities.

  6. High School General Education English Teachers' Perception of IEP Accommodations for Students with Asperger Syndrome

    Science.gov (United States)

    Krones, Mary Patricia

    2016-01-01

    The purpose of this qualitative design study was to better understand the experiences of high school general education English teachers who have students with Asperger Syndrome in their classes. More specifically, this researcher wanted to better understand the teacher's perception of the IEP-denoted accommodations the general education teachers…

  7. The Effectiveness of Alternative IEP Dispute Resolution Practices

    Science.gov (United States)

    Scanlon, David; Saenz, Lauren; Kelly, Michael P.

    2018-01-01

    Alternative Individualized Education Program (IEP) dispute resolution models should respond to limitations of current options. An experimental IEP dispute resolution program provides parents and schools with an evidence-supported neutral perspective on what is needed for free and appropriate education (FAPE) and least restrictive environment…

  8. Promoting IEP Participation: Effects of Interventions, Considerations for CLD Students

    Science.gov (United States)

    Griffin, Megan M.

    2011-01-01

    Various interventions have been developed to promote student individualized education program (IEP) participation. Although they are generally endorsed by educators and researchers, critics argue that interventions to promote self-determination and IEP participation may be counter to the values of culturally and linguistically diverse (CLD)…

  9. Individual Education Program Kaitannya dengan Differentiated Assessment: Strategi Mengakomodir Siswa Berkebutuhan Khusus di Sekolah Umum

    Directory of Open Access Journals (Sweden)

    Dina Sekar Vusparatih

    2011-10-01

    Full Text Available Individual Education Program (IEP is a plan made by a team consists of parents, teachers, and other school elements. The purpose of IEP is to help students reach expected academic target. IEP is designed for students in special needs that not only defined academic target but also the methods for reaching the target. The article explains the stages in defining IEP. The primary purpose of IEP is to give the same chance for students with special needs to have standard and public school education for other normal students. Through public schools, the students with special needs could interact and socialize with other students. 

  10. Building Strategically Aligned Individualized Education Programs for Transition

    Science.gov (United States)

    Flannery, K. Brigid; Hellemn, Lisa A.

    2015-01-01

    The Individualized Education Programs (IEPs) for students 16 years of age or above must address specific transition components. Studies to date have focused on the presence and quality of these transition components, yet the alignment of these components and their role in leading the development of the IEP is just as critical. This qualitative…

  11. Increasing Student Involvement in IEPs

    Science.gov (United States)

    Nolan-Spohn, Hannah

    2016-01-01

    In this article, the author proposes that students who led their Individual Education Program (IEP) meetings were better informed about their own disabilities, rights, and accommodations, and that the act of leading the meeting resulted in improved self-advocacy and self-confidence. Also, in understanding their list of accommodations and…

  12. Individual Education Program Kaitannya dengan Differentiated Assessment: Strategi Mengakomodir Siswa Berkebutuhan Khusus di Sekolah Umum

    OpenAIRE

    Dina Sekar Vusparatih

    2011-01-01

    Individual Education Program (IEP) is a plan made by a team consists of parents, teachers, and other school elements. The purpose of IEP is to help students reach expected academic target. IEP is designed for students in special needs that not only defined academic target but also the methods for reaching the target. The article explains the stages in defining IEP. The primary purpose of IEP is to give the same chance for students with special needs to have standard and public school educatio...

  13. Investigation of Health Care Components in Transition IEPs

    Science.gov (United States)

    Repetto, Jeanne B.; Jaress, Jennifer; Lindsey, Jenna; Bae, Jungah

    2016-01-01

    The purpose of this study was to assess the inclusion of health care components in transition Individualized Education Programs (IEPs) for students diagnosed with Other Health Impaired (OHI). In this study, we analyzed 50 IEPs of students with an OHI diagnosis to establish whether there are health-related components or other common health care…

  14. An Investigation into the Involvement of California Central Valley High School Students with Disabilities in the IEP Process

    Science.gov (United States)

    Anderson, Cheryle Ann

    2012-01-01

    The purpose of this study was to investigate the involvement of California Central Valley high school students with disabilities in the Individual Education Plan (IEP) process. Specifically, this study investigated the involvement of students with disabilities in the development of the IEP and IEP meetings. In addition, this study explored the…

  15. Individualized education programme in special programme of education – an effective work plan or merely a legal requirement

    OpenAIRE

    Stergar, David

    2016-01-01

    The undergraduate thesis presents the development of Individualized Education Programmes (hereinafter IEP) at the Education, Work and Care Centre Dobrna. The theoretical part deals with the legislation in the field of IEP development and placement of children with special needs, the guidelines for IEP development, and the characteristics of people with mental health disorders and autism spectrum disorders at the Education, Work and Care Centre Dobrna. The empirical part of the thesis p...

  16. 34 CFR 300.23 - Individualized education program team.

    Science.gov (United States)

    2010-07-01

    ... 34 Education 2 2010-07-01 2010-07-01 false Individualized education program team. 300.23 Section 300.23 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF... education program team. Individualized education program team or IEP Team means a group of individuals...

  17. Facilitated IEP Meetings. PACER Center ACTion Information Sheets: PHP-c90

    Science.gov (United States)

    PACER Center, 2014

    2014-01-01

    To help special education planning teams reach agreements, the Minnesota Department of Education, Compliance and Assistance, Alternative Dispute Resolution Services provide the option of facilitated IEP (Individualized Education Program) meetings. This option is available for IEP, IIIP (Individual Interagency Intervention Plan), and IFSP…

  18. Barriers to Full Participation in the Individualized Education Program for Culturally and Linguistically Diverse Parents

    Science.gov (United States)

    Tamzarian, Arpi; Menzies, Holly M.; Ricci, Leila

    2012-01-01

    The Individuals with Disabilities Education Improvement Act (2004) mandates that schools facilitate parent participation in planning the Individual Education Program (IEP). However, culturally and linguistically diverse parents are less likely to feel fully included in the IEP process. In this article we examine three sources of cross-cultural…

  19. Individual Education Plans in the Republic of Ireland: An Emerging System

    Science.gov (United States)

    Rose, Richard; Shevlin, Michael; Winter, Eileen; O'Raw, Paul; Zhao, Yu

    2012-01-01

    The Education for Persons with Special Educational Needs Act in Ireland advocated the development of individual education plans (IEPs). However, this section of the Act has never been fully implemented and there is no obligation upon schools to develop IEPs. Research conducted across the country by Richard Rose and Yu Zhao of the University of…

  20. The Impact of Professional Development on the Quality of the Transition Components of IEPs

    Science.gov (United States)

    Flannery, K. Brigid; Lombardi, Allison; Kato, Mimi McGrath

    2015-01-01

    Under the Individuals With Disabilities Education Act (IDEA), transition needs and services are to be discussed as part of the Individual Education Program (IEP) planning process, and decisions based on students' future goals are to be documented in the IEP. These transition requirements were included in IDEA in order to plan with the student,…

  1. 34 CFR 300.22 - Individualized education program.

    Science.gov (United States)

    2010-07-01

    ... CHILDREN WITH DISABILITIES General Definitions Used in This Part § 300.22 Individualized education program. Individualized education program or IEP means a written statement for a child with a disability that is developed... 34 Education 2 2010-07-01 2010-07-01 false Individualized education program. 300.22 Section 300.22...

  2. Accessing the Common Core Standards for Students with Learning Disabilities: Strategies for Writing Standards-Based IEP Goals

    Science.gov (United States)

    Caruana, Vicki

    2015-01-01

    Since the reauthorization of the Individuals With Disabilities Education Act (IDEA) in 2004, standards-based individualized education plans (IEPs) have been an expectation for serving students with disabilities in the K-12 public school setting. Nearly a decade after the mandates calling for standards-based IEPs, special educators still struggle…

  3. Culturally and Linguistically Diverse Parents' Perceptions of the IEP Process

    Science.gov (United States)

    Wolfe, Katie; Durán, Lillian K.

    2013-01-01

    Many parents of students with disabilities face barriers to meaningful participation in Individualized Education Plan (IEP) meetings; parents who are culturally and linguistically diverse (CLD) encounter additional challenges. Given the changing demographics of the United States and the central role of the IEP in special education, it is important…

  4. The Relationship of IEP Quality to Curricular Access and Academic Achievement for Students with Disabilities

    Science.gov (United States)

    La Salle, Tamika P.; Roach, Andrew T.; McGrath, Dawn

    2013-01-01

    The purpose of this study was to investigate the quality of Individualized Education Programs (IEPs) and its influence on academic achievement, inclusion in general education classrooms, and curricular access for students with disabilities. 130 teachers from the state of Indiana were asked to submit the most recent IEP of one of their students in…

  5. Hearing Parents of Children with Hearing Loss: Perceptions of the IEP Process

    Science.gov (United States)

    Stegman, Robin Fern

    2016-01-01

    Under federal guidelines, parents of school-aged children with hearing loss are required to attend an individualized education program (IEP) meeting on behalf of their child. However, it remains unclear how prepared hearing parents are to oversee development of IEPs that guarantee their children the best educational outcomes, as well as how much…

  6. Which Procedural Parts of the IEP Process Are the Most Judicially Vulnerable?

    Science.gov (United States)

    Zirkel, Perry A.; Hetrick, Allyse

    2017-01-01

    To provide a missing piece to the legal foundation of professional development and practice for the individualized education program (IEP) process, the authors report the results of a comprehensive systematic analysis of court decisions specific to IEP-related procedural violations after the 2004 amendments of the Individuals With Disabilities…

  7. The Effects of Using the Transition Planning Inventory and a Structured IEP Process as a Transition Planning Intervention on IEP Meeting Outcomes

    Science.gov (United States)

    Rehfeldt, Jason D.; Clark, Gary M.; Lee, Steven W.

    2012-01-01

    This study examined two areas. First, the authors looked at whether secondary individualized education program (IEP) teams who used the "Transition Planning Inventory" (TPI) in conjunction with a structured IEP meeting that based discussions and decisions on TPI data as a planning intervention generated significantly more…

  8. Assessments and Intervention for Pupils with Reading Difficulties in Sweden--A Text Analysis of Individual Education Plans

    Science.gov (United States)

    Andreasson, Ingela; Wolff, Ulrika

    2015-01-01

    Since 1995 all Swedish compulsory schools have been required to establish Individual Educational Plans (IEPs) for pupils with special educational needs. According to the Swedish Education Act such a plan should be drawn up if pupils do not achieve the goals in the curriculum or the syllabus. The process of IEPs covers a prior investigation to…

  9. An Analysis of Legal Hearings and Cases Related to Individualized Education Programs for Children with Autism.

    Science.gov (United States)

    Etscheidt, Susan

    2003-01-01

    This article reviews 68 hearings and cases concerned with disputes regarding individualized education programs (IEPs) for students with disabilities. It concludes that IEP goals must be matched to evaluation data, team members must be qualified to develop programs, and the methodology selected must be able to assist the students in achieving…

  10. Understanding the Everyday Practice of Individualized Education Program Team Members

    Science.gov (United States)

    Hartmann, Elizabeth S.

    2016-01-01

    The Individuals with Disabilities Education Improvement Act of 2004 states that individualized education program (IEP) teams are composed of members with distinct identities, roles, expertise, and histories. Although team members must work together to implement educational and related services for learners with special needs, little is known about…

  11. Student IEP Participation and Academic Achievement across Time

    Science.gov (United States)

    Barnard-Brak, Lucy; Lechtenberger, DeAnn

    2010-01-01

    The Individuals with Disabilities Education Act mandates that students with disabilities be provided the necessary special education and related services that will allow them the benefit of a free and appropriate public education. Individualized Education Programs (IEPs) are the product of a team planning process that facilitates the coordination…

  12. Structured Intervention as a Tool to Shift Views of Parent-Professional Partnerships: Impact on Attitudes toward the IEP

    Science.gov (United States)

    Mereoiu, Mariana; Abercrombie, Sarah; Murray, Mary M.

    2016-01-01

    The Individualized Education Program (IEP) is the roadmap that helps educators and families drive the education of students with disabilities, improve outcomes, and fulfill each child's potential. However, the IEP can be challenging due to the large number and diversity of stakeholders, dynamics and culture of collaboration, and the complex…

  13. Teachers' Perceptions of the Efficacy of Standards-Based IEP Goals

    Science.gov (United States)

    Smith, Traci Nicole

    2013-01-01

    Although standards-based IEP goals have been mandated in many states for almost a decade, their effectiveness is unknown. Standards-based IEP goals were first created to meet the requirements of No Child Left Behind and Individuals with Disabilities Education Improvement Act, which increased accountability for all students as well as those with…

  14. Let's Get Parents Ready for Their Initial IEP Meeting

    Science.gov (United States)

    Hammond, Helen; Ingalls, Lawrence

    2017-01-01

    Parental participation in the initial Individual Education Program (IEP) meeting is a critical component of the process. Even though parents have rights to be equally involved in making decisions at the IEP meetings, frequently parents aren't prepared to be equal members on the team with school personnel. This study focused on a preparation…

  15. Individualized Education Programs for Youth with Autism Spectrum Disorders

    Science.gov (United States)

    Wilczynski, Susan M.; Menousek, Kathryn; Hunter, Melissa; Mudgal, Dipti

    2007-01-01

    Children with Autism Spectrum Disorders (ASD) present with a broad array of deficits and excesses that require educational intervention. The Individualized Education Program (IEP) serves as the blueprint for educational intervention but it can sometimes be difficult to identify which goals and objectives should be addressed with this population.…

  16. The content of goals in individual educational programs for students with complex communication needs.

    Science.gov (United States)

    Klang, Nina; Rowland, Charity; Fried-Oken, Melanie; Steiner, Sandra; Granlund, Mats; Adolfsson, Margareta

    2016-01-01

    The aim of the study was to explore the contents of communication-related goals in individualized education programs (IEPs) for students with complex communication needs. Goals in 43 IEPs were linked to the International Classification of Functioning, Disability and Health, Children and Youth version (ICF-CY). The results show that the communication-related IEP goals contain information on multiple domains of functioning in the ICF-CY. However, judging by the amount of codes linked to ICF-CY chapters, the IEPs contain a relatively small proportion of goals that focus on interaction with others, or participation in classroom and leisure activities. Special education teachers and speech-language pathologists working with students with complex communication needs may need support to formulate communication-related IEP goals with a focus on interaction and participation in school activities.

  17. Individual Education.

    Science.gov (United States)

    Corsini, Raymond

    1981-01-01

    Paper presented at the 66th Convention of the International Association of Pupil Personnel Workers, October 20, 1980, Baltimore, Maryland, describes individual education based on the principles of Alfred Adler. Defines six advantages of individual education, emphasizing student responsibility, mutual respect, and allowing students to progress at…

  18. Legal IEPs: A Common Sense Approach with Barbara Bateman. [Videotape].

    Science.gov (United States)

    Council for Exceptional Children, Reston, VA. Div. for Learning Disabilities.

    In this 2-hour videotape workshop designed for teachers, administrators, parents, and others, Dr. Barbara Bateman answers many key questions that have been raised about Individualized Education Programs (IEPs) since the 1997 amendments to the Individuals with Disabilities Education Act (IDEA) and the 1999 regulations. The videotape reviews the…

  19. The Role of the School Nurse in the Special Education Process: Part 2: Eligibility Determination and the Individualized Education Program.

    Science.gov (United States)

    Shannon, Robin Adair; Yonkaitis, Catherine Falusi

    2017-07-01

    This is the second of two articles outlining the professional school nurse's role in the special education process for students with disabilities. The Individuals with Disabilities in Education Improvement Act of 2004 mandates the special education process: identification, full and individual evaluation, eligibility determination, and development of the individual education program (IEP), including special education placement. Part 1 focused on the importance of the school nurse's role in student identification, response to intervention, and the full and individual evaluation. Part 2 highlights the school nurse's vital and unique contribution to the subsequent special education steps of eligibility determination, IEP development, and special education services placement and minutes.

  20. 34 CFR 300.320 - Definition of individualized education program.

    Science.gov (United States)

    2010-07-01

    ... aligned to alternate academic achievement standards, a description of benchmarks or short-term objectives... than the first IEP to be in effect when the child turns 16, or younger if determined appropriate by the... EDUCATION OF CHILDREN WITH DISABILITIES Evaluations, Eligibility Determinations, Individualized Education...

  1. A comparison of the individualized education plan and the individualized family service plan.

    Science.gov (United States)

    Decker, B

    1992-03-01

    The individualized education plan (IEP) and the individualized family service plan (IFSP) are mandated for children with special needs. Occupational therapists participate in the development of both the IEP and the IFSP. This paper summarizes the similarities and the differences in the mandated components. The components addressed are (a) information about the child's status, (b) information about the family, (c) outcomes for the child and family, (d) intervention services, (e) other services, (f) dates and duration of services, (g) selection of a case manager, and (h) transition plans.

  2. 45 CFR 1308.19 - Developing individualized education programs (IEPs)

    Science.gov (United States)

    2010-10-01

    ... HUMAN DEVELOPMENT SERVICES, DEPARTMENT OF HEALTH AND HUMAN SERVICES THE ADMINISTRATION FOR CHILDREN... present level of functioning in the social-emotional, motor, communication, self-help, and cognitive areas... to assure that the parents understand the purpose and proceedings and that they are encouraged to...

  3. Teacher Use of Brain-Based Research, Response to Intervention, and Teacher Efficacy in Elementary Schools with High and Low Individual Education Plan Growth for English Language Learners

    Science.gov (United States)

    Fernandez, Nicole

    2012-01-01

    The purpose of this study was to explore the possible causes that might contribute to the disproportionate percentage of English language learners ELLs with special education individual education plans (IEPs). Elementary school classroom teachers from school districts that exhibited high growth in the percentage of ELLs with IEPs during 2007-2010…

  4. Individual Education Plan Goals and Services for Adolescents with Autism: Impact of Age and Educational Setting

    Science.gov (United States)

    Kurth, Jennifer; Mastergeorge, Ann M.

    2010-01-01

    The purpose of this study is to describe the educational programs for adolescents with autism (age 12-16 years) in inclusion and noninclusion settings as reflected in their Individual Education Plan (IEP) goals, services, and curricular adaptations. Students who were included in general education math and language arts instruction had fewer…

  5. The HAWK Highway: A Vertical Model for Student IEP Participation

    Science.gov (United States)

    Quann, Monica; Lyman, Jennifer; Crumlish, Jamie; Hines, Sally; Williams, Lynn; Pleet-Odle, Amy; Eisenman, Laura

    2015-01-01

    Special educators at an inclusive career-technical high school created a model to support annually increasing expectations for self-determination and levels of student participation in Individualized Education Program (IEP) planning and implementation. The grade-specific components of the model and supporting context are described. Students were…

  6. Are We Practicing What We Are Preaching? An Evaluation of Self-Determination Instructional Components in IEPs at a Midwestern High School

    Science.gov (United States)

    Lopez, Nancy; Stoner, Julia B.

    2017-01-01

    Promoting self-determination in students with disabilities is recognized as an integral component of education today. For most students with disabilities, self-determination should be addressed through instruction and in the Individualized Education Program (IEP). Yet, IEPs are rarely evaluated to determine if goals targeting self-determination…

  7. Six Things to Never Say or Hear during an IEP Meeting: Educators as Advocates for Families

    Science.gov (United States)

    Cheatham, Gregory A.; Hart, Juliet E.; Malian, Ida; McDonald, Joan

    2012-01-01

    The purpose of this paper is to support school professionals in their work with parents as they meet IDEA (2004) requirements during IEP meetings. The authors share tools to help recognize when IDEA principles are violated and provide alternative responses that school professionals and parents can offer. Definitions and brief explanations of the…

  8. Collaboratively Crafting Individualized Education Program Goals for Culturally and Linguistically Diverse Students

    Science.gov (United States)

    Jozwik, Sara L.; Cahill, Alice; Sánchez, Gilberto

    2018-01-01

    Individualized education programs (IEPs) reflect the spirit of individualized instruction that lies at the heart of special education. Quality annual goal statements, which propel the implementation of special education programming, use clear language to communicate measurable, meaningful, and standards-aligned expectations to all members of the…

  9. The Use of Individual Education Programs for Children in Australian Schools

    Science.gov (United States)

    Dempsey, Ian

    2012-01-01

    A cornerstone of special education practice is customising instruction to meet individual students' needs. Individual education programs (IEPs) are used in many countries to document the manner in which such instruction is customised and to provide a record of student outcomes. Using 2009 data from the Longitudinal Study of Australian Children,…

  10. Do the symptoms of language disorder align with treatment goals? An exploratory study of primary-grade students' IEPs.

    Science.gov (United States)

    Schmitt, Mary Beth; Justice, Laura M; Logan, Jessica A R; Schatschneider, Christopher; Bartlett, Christopher W

    2014-01-01

    Individual Education Plans (IEPs) are legal documents that guide the treatment of students with language disorder (LD). This exploratory study investigated the extent to which students' symptoms of LD align with goals on their IEPs. A total of 99 kindergarten and first-grade students receiving treatment for LD in the public schools participated. IEPs were collected and coded for each student and norm-referenced measures were used to assess students' grammar, vocabulary, listening comprehension, and literacy skills in the fall of the academic year. Results showed there to be alignment between students' symptoms and IEP goals only in the area of vocabulary, such that students who had an IEP goal for vocabulary had lower scores on a vocabulary assessment than those without a goal. In general, there is limited alignment between observed symptoms of LD and treated symptoms as identified on students' IEPs. The limited alignment found in this study suggests more investigation is needed to understand the extent to which IEP goals, as potential indicators of treatment foci, should map on to students' symptoms. Readers will be able to: (1) explain the theoretical and practical relevance of treatment goals aligning to symptoms for children with language impairment; (2) identify three analytic methods used to investigate alignment between treatment goals and symptoms; and (3) describe the extent to which IEP goals align to children's symptoms in a sample of children receiving services in the public schools. Copyright © 2014 Elsevier Inc. All rights reserved.

  11. Social Media Literacy as an IEP Intervention for Social and Emotional Learning

    Science.gov (United States)

    Probst, Donnell

    2017-01-01

    Media literacy and special education communities have largely ignored the impact of digital media useonspecial education students with Autism spectrum disorder and Emotional and Behavioral Disorder. This paper investigates the possibility of using social media literacy education as part of an individualized education plan (IEP) intervention for…

  12. Parent Feedback about Individualized Education Program Team Meetings for Students in Kindergarten through Grade 12

    Science.gov (United States)

    Cooper-Martin, Elizabeth; Wilson, Heather M.

    2014-01-01

    This report presents parent feedback from a study that focused on experiences at Individualized Education Program (IEP) team meetings and also explored parent satisfaction with delivery of special education services. The study included all parents of Montgomery County (Maryland) Public Schools (MCPS) students who had educational disabilities, were…

  13. Collaboration during IEP and IFSP Meetings in a Refugee Resettlement Community: Lessons from Cultural Liaisons

    Science.gov (United States)

    Hurley, Jennifer J.; Clark, David W.; Fonseca-Foster, Katherine A.; Pyne, Sabina K.; Warren, Rachel A.

    2017-01-01

    Teachers working with refugee families who are culturally and linguistically diverse (CLD) and receiving special education services often rely on cultural liaisons to provide interpreter and translator services during Individualized Educational Program (IEP) and Individualized Family Service Plan (IFSP) meetings. The purpose of this qualitative…

  14. How Well Does Your IEP Measure Up?: Quality Indicators for Effective Service Delivery.

    Science.gov (United States)

    Twachtman-Cullen, Diane; Twachtman-Reilly, Jennifer

    This book is intended to offer guidance in writing individualized education programs (IEPs) that deliver high-quality, need-based educational programming for students with autism spectrum disorders. Following an introductory historical overview of special education law, the remaining chapters in part 1 address the quality indicators for each of…

  15. Lessons Learned from Research on Individual Educational Plans in Sweden: Obstacles, Opportunities and Future Challenges

    Science.gov (United States)

    Andreasson, Ingela; Asp-Onsjö, Lisa; Isaksson, Joakim

    2013-01-01

    Since 1995, all Swedish compulsory schools have had a legal obligation to establish individual educational plans (IEPs) for pupils with special educational needs. However, previous research shows that there are a number of issues associated with how these plans are used in schools' overall work and identifies a discrepancy between educational…

  16. Demystifying the IEP Process for Diverse Parents of Children with Disabilities

    Science.gov (United States)

    Lo, Lusa

    2012-01-01

    The complicated individualized education program (IEP) process and annual team meetings can be very stressful for families of children with disabilities, especially for those whose primary language is not English and those who are unfamiliar with the American special education system. Cultural and language barriers and lack of information…

  17. Red de iep

    NARCIS (Netherlands)

    Hiemstra, J.A.; Kopinga, J.; Buiteveld, J.

    2007-01-01

    Het gebruik van de iep - ook resistente iepen - is in de afgelopen decennia dan ook sterk afgenomen. Hierdoor verdwijnt de iep steeds meer uit het Nederlandse landschap. De onvrede van groenbeheerders en boomkwekers leidde in de afgelopen jaren tot een aantal discussiebijeenkomsten over de toekomst

  18. IEP goals for school-age children with speech sound disorders.

    Science.gov (United States)

    Farquharson, Kelly; Tambyraja, Sherine R; Justice, Laura M; Redle, Erin E

    2014-01-01

    The purpose of the current study was to describe the current state of practice for writing Individualized Education Program (IEP) goals for children with speech sound disorders (SSDs). IEP goals for 146 children receiving services for SSDs within public school systems across two states were coded for their dominant theoretical framework and overall quality. A dichotomous scheme was used for theoretical framework coding: cognitive-linguistic or sensory-motor. Goal quality was determined by examining 7 specific indicators outlined by an empirically tested rating tool. In total, 147 long-term and 490 short-term goals were coded. The results revealed no dominant theoretical framework for long-term goals, whereas short-term goals largely reflected a sensory-motor framework. In terms of quality, the majority of speech production goals were functional and generalizable in nature, but were not able to be easily targeted during common daily tasks or by other members of the IEP team. Short-term goals were consistently rated higher in quality domains when compared to long-term goals. The current state of practice for writing IEP goals for children with SSDs indicates that theoretical framework may be eclectic in nature and likely written to support the individual needs of children with speech sound disorders. Further investigation is warranted to determine the relations between goal quality and child outcomes. (1) Identify two predominant theoretical frameworks and discuss how they apply to IEP goal writing. (2) Discuss quality indicators as they relate to IEP goals for children with speech sound disorders. (3) Discuss the relationship between long-term goals level of quality and related theoretical frameworks. (4) Identify the areas in which business-as-usual IEP goals exhibit strong quality.

  19. Maximizing the Use of Electronic Individualized Education Program Software

    Science.gov (United States)

    More, Cori M.; Hart, Juliet E.

    2013-01-01

    With the growing use of technology in today's schools, electronic IEP programs are being adopted by many school districts around the nation as part of special education service delivery. These programs provide a useful technology that can facilitate compliance with IDEA requirements in IEP development while concurrently lessening teacher paperwork…

  20. Toward Authentic IEPs and Transition Plans: Student, Parent, and Teacher Perspectives

    Science.gov (United States)

    Cavendish, Wendy; Connor, David

    2018-01-01

    This mixed-methods study examined perspectives on factors that influence meaningful student and parent involvement in Individualized Education Program (IEP) transition planning. Survey data and open-ended qualitative interviews with urban high school students with a learning disability (LD; n = 16), their parents (n = 9), and their teachers (n =…

  1. The Essential and Interrelated Components of Evidenced-Based IEPs: A User's Guide

    Science.gov (United States)

    Hauser, Marc D.

    2017-01-01

    Individualized education program (IEP) goals and objectives often provide illogical or insufficient methodological detail (e.g., Capizzi, 2008). Insufficient methods can lead to ambiguity among the staff members responsible for data collection or to data that fail to take into account factors that can affect performance or behavioral expression…

  2. A Functional Assessment of the Use of Virtual Simulations to Train Distance Preservice Special Education Teachers to Conduct Individualized Education Program Team Meetings

    Science.gov (United States)

    Mason, Lee Landrum

    2011-01-01

    The individualized education program (IEP) is a critical component of providing special education services to children with disabilities, outlining the services and modifications that will be provided to help them make progress towards the general curriculum. While simulations have been shown to be an effective means of teaching special education…

  3. Preparing for Life after High School: The Characteristics and Experiences of Youth in Special Education. Findings from the National Longitudinal Transition Study 2012. Volume 1: Comparisons with Other Youth. Full Report. NCEE 2017-4016

    Science.gov (United States)

    Lipscomb, Stephen; Haimson, Joshua; Liu, Albert Y.; Burghardt, John; Johnson, David R.; Thurlow, Martha L.

    2017-01-01

    The National Longitudinal Transition Study (NLTS) 2012 is a national study of nearly 13,000 youth with and without an individualized education program (IEP). These students were chosen to represent all students with and without an IEP in the United States in grades 7 through 12 (or secondary ungraded classes). Among the youth with an IEP are…

  4. Preparing for Life after High School: The Characteristics and Experiences of Youth in Special Education. Findings from the National Longitudinal Transition Study 2012. Volume 1: Comparisons with Other Youth. Executive Summary. NCEE 2017-4017

    Science.gov (United States)

    Lipscomb, Stephen; Haimson, Joshua; Liu, Albert Y.; Burghardt, John; Johnson, David R.; Thurlow, Martha L.

    2017-01-01

    The National Longitudinal Transition Study (NLTS) 2012 is a national study of nearly 13,000 youth with and without an individualized education program (IEP). These students were chosen to represent all students with and without an IEP in the United States in grades 7 through 12 (or secondary ungraded classes). Among the youth with an IEP are…

  5. Effects of Individualized Education Program Meeting Facilitation on Parent and Educator Relationships

    Science.gov (United States)

    Barrett, Frances Ziehr

    2013-01-01

    For a student with a disability to receive special education services, an IEP team composed of education professionals and the student's parents must reach consensus on eligibility, programming, and placement. Conflict, mistrust, and dissatisfaction contributed to the breakdown in the IEP process. These three factors were examined through a…

  6. Evaluating the content of Individualized Education Programs and 504 Plans of young adolescents with attention deficit/hyperactivity disorder.

    Science.gov (United States)

    Spiel, Craig F; Evans, Steven W; Langberg, Joshua M

    2014-12-01

    The purpose of this study was to evaluate the degree with which Individualized Education Programs (IEPs) and 504 Plans prepared for middle school students with attention deficit/hyperactivity disorder (ADHD) conformed to best practices and included evidence-based services. Specifically, we examined the problem areas identified in the statement of students' present level of academic achievement and functional performance (PLAAFP) and targeted in the students' measurable annual goals and objectives (MAGOs). In addition, we compared services with lists of recommended services provided by the U.S. Department of Education (ED) and reviews of evidence-based practices. Participants were 97 middle school students with ADHD, 61.9% with an IEP, and 38.1% with a 504 Plan. Most (85%) IEP PLAAFP statements described nonacademic/behavior problems, but fewer than half had MAGOs targeting these areas of need. Services listed on IEPs and Section 504 Plans were frequently consistent with ED recommendations, but had little to no research supporting their effectiveness. In addition, services with evidence supporting benefit to students with ADHD were rarely included on IEPs or 504 Plans. Implications for special education policy and future directions are discussed. PsycINFO Database Record (c) 2014 APA, all rights reserved.

  7. IEP Meetings: Building Compassion and Conversation

    Science.gov (United States)

    Fialka, Janice; Fialka-Feldman, Emma

    2017-01-01

    Why are IEP meetings often uncomfortable, awkward, and stiff? Educators and families all have a common goal--to support the growth of a child. Yet educators often feel confused that families act like reluctant participants who are just fulfilling a requirement. And families often feel that they're viewed as intruders, whose insights and dreams for…

  8. Title I--improving the academic achievement of the disadvantaged; Individuals with Disabilities Education Act (IDEA)--assistance to states for the education of children with disabilities. Final regulations.

    Science.gov (United States)

    2007-04-09

    The Secretary amends the regulations governing programs administered under Title I of the Elementary and Secondary Education Act of 1965 (ESEA), as amended by the No Child Left Behind Act of 2001 (NCLB) (referred to in these regulations as the Title I program) and the regulations governing programs under Part B of the Individuals with Disabilities Education Act (IDEA) (referred to in these regulations as the IDEA program). These regulations provide States with additional flexibility regarding State, local educational agency (LEA), and school accountability for the achievement of a small group of students with disabilities whose progress is such that, even after receiving appropriate instruction, including special education and related services designed to address the students' individual needs, the students' individualized education program (IEP) teams (IEP Teams) are reasonably certain that the students will not achieve grade-level proficiency within the year covered by the students' IEPs.

  9. IEP Documentation for Effective Systematic Facilitation

    Science.gov (United States)

    Eng, Peng-Sim

    2015-01-01

    This paper discusses how the process for IEP documentation was used in a training program for a group of young inexperienced teachers and teaching aides to effectively address the educational needs of children with diverse disabilities. Teachers at Kianh Centre in Vietnam received explicit instructions for writing effective functional individual…

  10. Has Technology Been Considered? A Guide for IEP Teams. CASE/TAM Assistive Technology Policy and Practice Series.

    Science.gov (United States)

    Chambers, A. C.

    This guide compiles information essential to a working knowledge of assistive technology for children with disabilities. It addresses the definition of assistive technology and provides information on laws which direct the provision of assistive technology. The manual provides a framework to guide the Individualized Education Program (IEP) team as…

  11. The Use of a Rubric as a Tool to Guide Pre-Service Teachers in the Development of IEPs

    Science.gov (United States)

    Rosas, Clarissa E.; Winterman, Kathleen G.

    2012-01-01

    The challenge of developing Individualized Education Program documents that are representative of a team decision making process and are in compliance with IDEA 2004 is well documented in the literature. One of the main objectives of IEPs is to serve as the foundation of a child's academic program. Inclusion of children with disabilities in the…

  12. Pathways to Leadership and Professional Development: Inspiring Novice Special Educators

    Science.gov (United States)

    Kaufman, Roberta C.; Ring, Mary

    2011-01-01

    Well-trained new special education teachers know that the individualized education program (IEP) team is the crux of the special education program. The IEP team addresses academic goals and behavior intervention plans for the student but rarely addresses in depth the social environment of the school, classroom, or family. Important aspects of the…

  13. Pediatricians’ knowledge, attitudes, and practice patterns regarding special education and Individualized Education Programs

    Science.gov (United States)

    Shah, Reshma P.; Kunnavakkam, Rangesh; Msall, Michael E.

    2013-01-01

    Objective The medical community has called upon pediatricians to be knowledgeable about an Individualized Education Program (IEP). We sought to: (1) Evaluate pediatricians’ knowledge and attitudes regarding special education (2) Examine the relationship between perceived responsibilities and practice patterns and (3) Identify barriers that impact pediatricians’ ability to provide comprehensive care to children with educational difficulties. Methods Surveys were mailed to a national sample of 1000 randomly selected general pediatricians and pediatric residents from October 2010 to February 2011. Results The response rate was 47%. Of the knowledge items, respondents answered an average of 59% correctly. The majority of respondents felt pediatricians should be responsible for identifying children who may benefit from special education services and assist families in obtaining services, but less than 50% felt they should assist in the development of an IEP. The majority of pediatricians inquired whether a child is having difficulty at school, but far less conducted screening tests or asked parents if they needed assistance obtaining services. Overall, the prevalence of considering a practice a pediatrician’s responsibility is significantly higher than examples of such a practice pattern being reported. Financial reimbursement and insufficient training were amongst the most significant barriers impacting a pediatrician’s ability to provide care to children with educational difficulties. Conclusion In order to provide a comprehensive medical home, pediatricians must be informed about the special education process. This study demonstrates there are gaps in pediatricians’ knowledge and practice patterns regarding special education that must be addressed. PMID:23707687

  14. Pediatricians' knowledge, attitudes, and practice patterns regarding special education and individualized education programs.

    Science.gov (United States)

    Shah, Reshma P; Kunnavakkam, Rangesh; Msall, Michael E

    2013-01-01

    The medical community has called upon pediatricians to be knowledgeable about an individualized education program (IEP). We sought to: 1) evaluate pediatricians' knowledge and attitudes regarding special education; 2) examine the relationship between perceived responsibilities and practice patterns; and 3) identify barriers that impact pediatricians' ability to provide comprehensive care to children with educational difficulties. Surveys were mailed to a national sample of 1000 randomly selected general pediatricians and pediatric residents from October 2010 to February 2011. The response rate was 47%. Of the knowledge items, respondents answered an average of 59% correctly. The majority of respondents thought pediatricians should be responsible for identifying children who may benefit from special education services and assist families in obtaining services, but less than 50% thought they should assist in the development of an IEP. The majority of pediatricians inquired whether a child is having difficulty at school, but far fewer conducted screening tests or asked parents if they needed assistance obtaining services. Overall, the prevalence of considering a practice a pediatrician's responsibility is significantly higher than examples of such a practice pattern being reported. Financial reimbursement and insufficient training were among the most significant barriers affecting a pediatrician's ability to provide care to children with educational difficulties. In order to provide a comprehensive medical home, pediatricians must be informed about the special education process. This study demonstrates that there are gaps in pediatricians' knowledge and practice patterns regarding special education that must be addressed. Copyright © 2013 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.

  15. Resistentie geeft Iep weer toekomst

    NARCIS (Netherlands)

    Hiemstra, J.A.

    2013-01-01

    De iep was lang één van de meest gekweekte boomsoorten in Nederland, totdat deze door problemen met de iepziekte bij veel afnemers een slechte naam kreeg. Onderzoek door PPO en Alterra laat nu echter zien dat de iep weer volop toekomst heeft. De nieuwe rassen die inmiddels op de markt zijn, hebben

  16. IEP (Individualized Educational Program) Co-operation between Optimal Support of Students with Special Needs

    Science.gov (United States)

    Ogoshi, Yasuhiro; Nakai, Akio; Ogoshi, Sakiko; Mitsuhashi, Yoshinori; Araki, Chikahiro

    A key aspect of the optimal support of students with special needs is co-ordination and co-operation between school, home and specialized agencies. Communication between these entities is of prime importance and can be facilitated through the use of a support system implementing ICF guidelines as outlined. This communication system can be considered to be a preventative rather than allopathic support.

  17. Effects of the CD-Rom Version of the "Self-Advocacy Strategy" on Quality of Contributions in IEP Meetings of High School Students with Intellectual Disability

    Science.gov (United States)

    Cease-Cook, Jennifer; Test, David W.; Scroggins, La' Shawndra

    2013-01-01

    This study used a multiple-probe across participants design to examine the effects of the CD-Rom version of the "Self-Advocacy Strategy" on quality of contributions in Individual Education Plan (IEP) meetings of five high school students with intellectual disability. Results indicated a functional relationship between using the CD-Rom…

  18. Parent Perspectives on the Individual Education Program Process and Product for the Child with Autism

    Science.gov (United States)

    Brandt, Camille M.

    2011-01-01

    This study examined the perspectives of parents of children with autism receiving special education services in an upper Midwestern state. This study sought to determine parent perspectives of priorities for the child's IEP, parent perspectives of content of the child's IEP, and parent perspectives of their experiences at the school, comfort level…

  19. Substance Use and Special Education: Should We Pay Attention?

    Science.gov (United States)

    Berg, Katherine; Eisenberg, Marla

    2018-01-01

    This study aims to identify the relationships between Individualized Education Program (IEP) status and substance use. More than 122,000 eighth-, ninth-, and eleventh-grade students provided survey data in 2013. Analyses tested associations between IEP status and tobacco, alcohol, and marijuana use, accounting for emotional distress and…

  20. The IEP from A to Z: How to Create Meaningful and Measurable Goals and Objectives

    Science.gov (United States)

    Twachtman-Cullen, Diane; Twachtman-Bassett, Jennifer

    2011-01-01

    With the skyrocketing diagnoses of ADHD, autism spectrum disorders, and related conditions in U.S. schools, there is a growing need for information on creating effective IEPs for exceptional students. The "IEP From A to Z" is a step-by-step guide showing teachers and parents how to get the right education plan in place for students with ADHD,…

  1. Student and Parent IEP Collaboration: A Comparison across School Settings

    Science.gov (United States)

    Williams-Diehm, Kendra L.; Brandes, Joyce A.; Chesnut, Pik Wah; Haring, Kathryn A.

    2014-01-01

    The purpose of this study was to determine if differences existed across rural, urban, and suburban environments when special education teachers reported perceived levels of student and parent involvement and participation during IEP meetings. The investigators surveyed special education teachers (N = 159) across a Southwest state and applied log…

  2. Readability of Individualized Education Programs

    Science.gov (United States)

    Lo, Lusa

    2014-01-01

    An individualized education program is a legal document that details information regarding the special education program of a student with a disability. For parents to determine whether they agree with the individualized education program that is proposed by the school, they must first be able to read and comprehend the document. This study aimed…

  3. Collaboration and Conflict: Insights regarding Reducing Barriers to Participation through a Survey Study of Parents and School Administrators during Special Education Planning

    Science.gov (United States)

    Tucker, Vanessa E.

    2009-01-01

    Parents and school administrators are both stakeholders in the IEP (Individualized Education Plan) process. While the inclusion of parents in the process as full members is mandated by IDEA 2004 there remains a growing problem of conflict within this process. Research has reviewed the process of conflict during the IEP meeting and other…

  4. De iep heeft weer toekomst

    NARCIS (Netherlands)

    Hiemstra, J.A.

    2013-01-01

    Door de iepziekte is de iep grotendeels uit het landschap verdwenen. Zonde, want het is voor veel moeilijke plekken de ideale boom. Onderzoek van PPO en Alterra laat nu echter zien dat er voldoende resistente iepen zijn om de boom weer volop te gaan gebruiken.

  5. Special Education and General Education--Coordinated or Separated? A Study of Curriculum Planning for Pupils with Special Educational Needs

    Science.gov (United States)

    Nilsen, Sven

    2017-01-01

    The central issue of this article is the coordination between special and general education in curriculum planning for pupils with special educational needs. The focus is on individual education plans (IEPs) in special education and work plans in general education. This is also viewed in relation to how special and general education teachers…

  6. Affairs and Issues of Special Education for Autistic Children in Canada

    OpenAIRE

    渡部, かなえ

    2008-01-01

    In developing a curriculum for training educational specialists of autistic children, an inspection of the educational system for autistic children in Canada was carried out. A School Base Team (members:School Master, Head Teacher or Resource Teacher; Behavior Consultant, Classroom teacher) plans and practices IEPs (Individual Education Plan). To achieve the IEP goal, the School Board dispatches workers by the hour. An allowance is paid to the school and the guardian during compulsory school ...

  7. Weer volop toekomst voor de iep

    NARCIS (Netherlands)

    Hiemstra, J.A.

    2014-01-01

    De iep is eeuwenlang een van de beeldbepalende bomen geweest in het Nederlandse landschap en de Nederlandse steden. Door de opkomst van de iepziekte zijn in de loop van de vorige eeuw veel van deze Hollandse iepen verdwenen. Door de voortdurende problemen met de iepziekte kreeg de iep bij veel

  8. Individual Educational Paths in the Universities of Russia and Great Britain (Theoretical Aspects

    Directory of Open Access Journals (Sweden)

    Natalya Yu. Shaposhnikova

    2015-01-01

    Full Text Available The author highlights the necessity for higher education institutions to form and realize students' individual educational paths in the learning process, which is stated in the Federal Law on Education and FSES HPE of the third generation. The article presents an overview of the different approaches to the definition of the term «individual educational path» (IEP. It also gives a brief overview of the existing terms in the Russian terminological system, which are close in meaning to the term above. The author formulates her own tentative definition of the term «IEP» which is based on the analysis made. The article further addresses the solution to the problem of the individualization of higher education learning process in Great Britain, which is described through the term «Personal Development Planning». The meaning of the term is shown through the set of actions: planning, doing things, recording of the self experience, reviewing and evaluating, using the personal knowledge derived from reflection and self understanding as well as own learning abilities to plan future actions. In conclusion, the meanings of the terms «IEP» and «PDP» are compared. The author emphasires the importance of studying Great Britain's experience - the practice of solving problems connected with the individualization of the university learning process and the possibilities to use it to facilitate the implementation of students' individual educational paths in Russian higher education institutions.

  9. 34 CFR 361.45 - Development of the individualized plan for employment.

    Science.gov (United States)

    2010-07-01

    ... special education services is developed— (i) In consideration of the student's IEP; and (ii) In accordance...) OFFICE OF SPECIAL EDUCATION AND REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION STATE VOCATIONAL... 34 Education 2 2010-07-01 2010-07-01 false Development of the individualized plan for employment...

  10. Assessment to Guide Individualized Transition Plans from School to Post-School for Children Ages 14+ with Moderate Disabilities

    Science.gov (United States)

    Skidmore, Kevin

    2014-01-01

    As a part of the Individualized Education Plan (IEP), special education teachers work along with their student with special needs and their parent(s)/guardian(s) to create and implement Individualized Transition Plans (ITP) to assist the student with their transition to the post-school environment. As mandated by Individuals with Disabilities…

  11. CORPORATE STRATEGY: RELATIONSHIP BETWEEN THE IDP, IEP AND PLANNING STRATEGIC IN IFB

    Directory of Open Access Journals (Sweden)

    Pedro Henrique Rodrigues de Camargo Dias

    2017-08-01

    Full Text Available This study aims to identify and characterize the relationship of the Institutional Development Plan - IDP -, Institutional Educational Project - IEP, - and the strategic planning, specifically in the context of organizational effectiveness.  IDP, IEP and Strategic Planning at the Federal Institution of Brasilia (Instituto Federal de Brasilia IFB interrelate and interact due to its strategic nature and focus on organizational results. The qualitative study of applied nature and exploratory personality, is instrumentalized by documentary techniques  and semi-structured interviews and content analysis. The results showed that the efficient integration of IDP, IEP and Strategic Planning, and also communicate the mission, objectives and institutional goals, corroborate the construction of a reference institution with the quality of education, stating its social function, guiding the action of servers and managers.

  12. Personal protective equipment use among students with special health care needs reporting injuries in school-sponsored vocational, career, and technical education programs in New Jersey.

    Science.gov (United States)

    Rubenstein, Eric; Shendell, Derek; Eggert, Brain C; Marcella, Stephen W

    2014-01-01

    Students with special health care needs (SHCNs) and individualized education plans (IEPs) may be injured more often in vocational, career, and technical education (CTE) programs. No research to date considers personal protective equipment (PPE) use among students with SHCNs in school-based programs reporting injuries to agencies. Data from 1999 to 2011 on PPE use among injured students in CTE programs in public schools and private secondary schools for the disabled were analyzed; students with SHCNs were distinguished by IEP status within New Jersey Safe Schools surveilance data. Among students with IEPs using PPE, 36% of injuries occurred to body parts PPE was meant to protect. Likely injury types were cuts-lacerations and burns for students with IEPs using PPE and cuts-lacerations and sprains for students with IEPs not using PPE. Females with IEPs using PPE were injured less often than males across ages. Results suggested students with SHCNs with IEPs need further job-related training with increased emphasis on properly selecting and fitting PPE.

  13. De iep is weer te vertrouwen

    NARCIS (Netherlands)

    Hiemstra, J.A.; Beintema, N.

    2012-01-01

    De iep is door de iepziekte grotendeels uit Europa verdwenen. Mede dankzij Wagenings onderzoek zijn er nu resistente rassen op de markt. Wat nog ontbreekt is het vertrouwen van beheerders om de karakteristieke boom weer aan te planten. ‘Iepen waren synoniem met ellende.’

  14. Language Interpretation for Diverse Families: Considerations for Special Education Teachers

    Science.gov (United States)

    More, Cori M.; Hart, Juliet E.; Cheatham, Gregory A.

    2013-01-01

    The special education field is challenged by a lack of attention to and recruitment of well-trained language interpreters in schools. As such, special education teachers need to take a leadership role in working with interpreters to ensure diverse families are collaborative members of individualized education program (IEP) teams. Using the…

  15. The Education of the Individual

    Science.gov (United States)

    Montessori, Maria

    2015-01-01

    Only when we look at education from birth and follow the inner development of the child from the beginning can we truly see the child's psychological progress. Montessori states that personality cannot develop fully without freedom; even the formation of healthy social life requires freedom to associate, not coercion. The early childhood level…

  16. Manual for Preparing Individualized Education Programs.

    Science.gov (United States)

    Baylor, Terrill D.

    Presented are guidelines for developing an individualized program and services plan, an individual implementation plan, and daily activity and strategy plans for handicapped students. Instructions are outlined for utilizing forms related to planning and implementation of individualized education programs. Appended are sample forms. (SBH)

  17. 34 CFR 300.323 - When IEPs must be in effect.

    Science.gov (United States)

    2010-07-01

    ... disability within its jurisdiction, an IEP, as defined in § 300.320. (b) IEP or IFSP for children aged three...), the IEP Team must consider an IFSP that contains the IFSP content (including the natural environments... accordance with the IEP procedures under this part. The IFSP may serve as the IEP of the child, if using the...

  18. Aggregate Unemployment Decreases Individual Returns to Education

    Science.gov (United States)

    Ammermueller, Andreas; Kuckulenz, Anja; Zwick, Thomas

    2009-01-01

    Aggregate unemployment may affect individual returns to education through qualification-specific responses in participation and wage bargaining. This paper shows that an increase in regional unemployment by 1% decreases returns to education by 0.005 percentage points. This implies that higher skilled employees are better sheltered from labour…

  19. Study of Problems of Individual's Social Education

    Science.gov (United States)

    Duisenbayev, Abay K.; Baltymova, Mira R.; Akzholova, Aktoty T.; Bazargaliyev, Gabit B.; Zhumagaziyev, Arman Zh.

    2016-01-01

    The importance of the study of social education of the individual as an integral process covering all stages of human development, supported by factors of modern development of children, adolescents, youth in the conditions of reforming education. Currently, the scientific literature has accumulated a sufficient fund of theoretical knowledge,…

  20. The surface chemistry of sapphire-c: A literature review and a study on various factors influencing its IEP.

    Science.gov (United States)

    Lützenkirchen, J; Franks, G V; Plaschke, M; Zimmermann, R; Heberling, F; Abdelmonem, A; Darbha, G K; Schild, D; Filby, A; Eng, P; Catalano, J G; Rosenqvist, J; Preocanin, T; Aytug, T; Zhang, D; Gan, Y; Braunschweig, B

    2018-01-01

    A wide range of isoelectric points (IEPs) has been reported in the literature for sapphire-c (α-alumina), also referred to as basal plane, (001) or (0001), single crystals. Interestingly, the available data suggest that the variation of IEPs is comparable to the range of IEPs encountered for particles, although single crystals should be much better defined in terms of surface structure. One explanation for the range of IEPs might be the obvious danger of contaminating the small surface areas of single crystal samples while exposing them to comparatively large solution reservoirs. Literature suggests that factors like origin of the sample, sample treatment or the method of investigation all have an influence on the surfaces and it is difficult to clearly separate the respective, individual effects. In the present study, we investigate cause-effect relationships to better understand the individual effects. The reference IEP of our samples is between 4 and 4.5. High temperature treatment tends to decrease the IEP of sapphire-c as does UV treatment. Increasing the initial miscut (i.e. the divergence from the expected orientation of the crystal) tends to increase the IEP as does plasma cleaning, which can be understood assuming that the surfaces have become less hydrophobic due to the presence of more and/or larger steps with increasing miscut or due to amorphisation of the surface caused by plasma cleaning. Pre-treatment at very high pH caused an increase in the IEP. Surface treatments that led to IEPs different from the stable value of reference samples typically resulted in surfaces that were strongly affected by subsequent exposure to water. The streaming potential data appear to relax to the reference sample behavior after a period of time of water exposure. Combination of the zeta-potential measurements with AFM investigations support the idea that atomically smooth surfaces exhibit lower IEPs, while rougher surfaces (roughness on the order of nanometers) result

  1. Supporting Youth with Disabilities To Access and Succeed in Postsecondary Education: Essentials for Educators in Secondary Schools. Issue Brief.

    Science.gov (United States)

    Stodden, Robert A.; Conway, Megan A.

    This information brief on the successful transition of students with disabilities to postsecondary educational settings focuses on the importance of the student's full participation in the Individualized Education Program (IEP) process during secondary school and the student's developing understanding of differences between secondary and…

  2. Curriculum Implementation: Adaptation to the IEP.

    Science.gov (United States)

    Novelli-Olmstead, Tina

    1980-01-01

    The article describes an overall approach used by model Ohio teachers to improve special education instruction for the hearing impaired through individualized education programing as required by P.L. 94-142 (the Education for All Handicapped Children Act). Sections address four program components: prescription, teaching, reassessment, and…

  3. Getting Involved in the IEP Process

    Science.gov (United States)

    Kowalski, Ellen; Lieberman, Lauren J.; Daggett, Sara

    2006-01-01

    Although, in many districts, physical educators are integral members of the Individualized Education Program (designed for students with disabilities such as Down syndrome and autism), in other districts, physical educators are only partially involved in the process or are not given the opportunity to be involved at all. However, the physical…

  4. Receipt of special education services following elementary school grade retention.

    Science.gov (United States)

    Silverstein, Michael; Guppy, Nicole; Young, Robin; Augustyn, Marilyn

    2009-06-01

    To estimate the proportion of children who receive an Individualized Education Program (IEP) following grade retention in elementary school. Longitudinal cohort study. Children retained in kindergarten or first (K/1) grade and third grade, presumably for academic reasons, were followed up through fifth grade. Presence or absence of an IEP. A total of 300 children retained in K/1 and 80 retained in third grade were included in the study. Of the K/1 retainees, 68.9% never received an IEP during the subsequent 4 to 5 years; of the third-grade retainees, 72.3% never received an IEP. Kindergarten/first-grade retainees in the highest quintile for socioeconomic status and those with suburban residence were less likely to receive an IEP than retained children in all other socioeconomic status quintiles (adjusted odds ratio, 0.17; 95% confidence interval, 0.05-0.62) and in rural communities (0.16; 0.06-0.44). Among K/1 retainees with persistently low academic achievement in math and reading, as assessed by standardized testing, 38.2% and 29.7%, respectively, never received an IEP. Most children retained in K/1 or third grade for academic reasons, including many of those who demonstrated sustained academic difficulties, never received an IEP during elementary school. Further studies are important to elucidate whether retained elementary schoolchildren are being denied their rights to special education services. In the meantime, early-grade retention may provide an opportunity for pediatricians to help families advocate for appropriate special education evaluations for children experiencing school difficulties.

  5. Education, Individuality and Community; International Comparisons.

    Science.gov (United States)

    King, Edmund

    1980-01-01

    The author states that nearly all nationally stated aims in education profess to cherish individual qualities. He suggests, however, that this ideal is a generalization which cannot be discussed in any universalistic way through all time in all countries, culture-contexts, and ideologies. (KC)

  6. Parent's Guide to Special Education in Washington State, 1985-86 [and] Guia para Padres: Para Educacion Especial en el Estado de Washington.

    Science.gov (United States)

    Washington Office of the State Superintendent of Public Instruction, Olympia.

    This pamphlet guides parents of children with disabilities through the procedures for acquiring special education services in the state of Washington. Following an overview of special education, the pamphlet presents information on notice and consent procedures, confidentiality of records, individualized education programs (IEP), the placement…

  7. Making MEPA-IEP work: tools for professionals.

    Science.gov (United States)

    McRoy, Ruth; Mica, Maryanne; Freundlich, Madelyn; Kroll, Joe

    2007-01-01

    The Multiethnic Placement Act of 1994 and the Interethnic Adoption Provisions of 1996 (MEPA-IEP) require states to develop plans that "provide for the diligent recruitment of potential foster and adoptive families that reflect the ethnic and racial diversity of children in the state for whom foster and adoptive homes are needed." This paper explores the background of MEPA-IEP, describes the disparate outcomes for minority children in the child welfare system, and identifies agency challenges in finding permanent families for African American children. Tools are provided for successfully recruiting families while following MEPA-IEP and avoiding potentially discriminatory practices in placement decisionmaking.

  8. The Receipt of Special Education Services Following Elementary School Grade Retention

    Science.gov (United States)

    Silverstein, Michael; Guppy, Nicole; Young, Robin; Augustyn, Marilyn

    2009-01-01

    Objective To estimate the proportion of children who receive an Individualized Education Program (IEP) following grade retention in elementary school. Design/setting Descriptive analysis of a nationally representative, longitudinal cohort. Participants Children retained in K/1 and 3rd grade for presumed academic reasons, followed through fifth grade. Outcome measure Presence or absence of an IEP. Results 300 children retained for presumed academic reasons in K/1, and 80 in 3rd grade were included in the study. Of the K/1 retainees, 68% never received an IEP over the subsequent four to five years; of the 3rd grade retainees, 73% never received an IEP. K/1 retainees in the highest SES quintile and suburban K/1 retainees were less likely to receive an IEP than retained children in all other SES quintiles (aOR 0.17; 95% CI 0.05-0.62) and in rural communities (aOR 0.16; 95% CI 0.06-0.44), respectively. Among K/1 retainees with persistent low academic achievement in reading and math (as assessed by standardized testing), 37% and 28%, respectively, never received an IEP. Conclusions The majority of children retained in K/1 or 3rd grade for academic reasons, including a many of those who demonstrate sustained academic difficulties, never receive an IEP during elementary school. Further studies are important to elucidate whether retained elementary school children are being denied their rights to special education services. In the meantime, early grade retention may provide an opportunity for pediatricians to help families advocate for appropriate special education evaluations for children experiencing school difficulties. PMID:19487611

  9. What Are the Lived Experiences of Parents Regarding Special Education Service Decisions for Their Children and Their Interactions with School Officials?

    Science.gov (United States)

    Doorn, Sean Travis

    2017-01-01

    This study utilized symbolic interaction theory and a phenomenological methodology to explore the meanings and perceptions of special education by parents whose children have special needs (i.e., disabilities) and their experiences working with school professionals. Parents who accepted Individualized Educational Plan (IEP) services and parents…

  10. Using expanded individualized health care plans to assist teachers of students with complex health care needs.

    Science.gov (United States)

    Heller, Kathryn Wolff; Tumlin, Jennifer

    2004-06-01

    As special education teachers have increasing numbers of students requiring health care procedures in their classrooms, school nurses need to help these teachers maintain a safe, healthy environment for their students. Part of this consists of having teachers know the steps to take should certain problems arise. This article examines the receptivity of using an expanded version of an individualized health care plan (IHP) to provide critical information to address health care problems, as well as having individualized education program (IEP) objectives for instructional targets identified in the IHP. The findings of this study indicate that a high percentage of school nurses and special education teachers were in favor of an expanded version of the IHP. There was also support for teaching students to independently or partially participate in performing their own health care procedures and having this instruction formalized as IEP objectives.

  11. Toekomst voor de iep : Resistentie, vermeerdering en gebruikswaarde van het huidige sortiment

    NARCIS (Netherlands)

    Hiemstra, J.A.; Buitenveld [sic], J.; Kopinga, J.

    2012-01-01

    De iep was aan het begin van de 20e eeuw de belangrijkste laanboomsoort in Nederland. Door de problemen met iepziekte nam het belang van de iep in de loop van de 20e eeuw sterk af. De iep is echter een ideale laan-en straatboom die in grote delen van Nederland niet gemist kan worden. Inmiddels zijn

  12. Designing Individual Education in a Group Setting

    NARCIS (Netherlands)

    Damgrave, R. G. J.; Lutters, E.

    2016-01-01

    The structure of the educational program of Industrial Design Engineering at the University of Twente is based on project-led education. Consequently, students are experienced in working as a group in dynamic settings with changing characteristics for every project. The first and second year of the

  13. Methodological Individualism, Educational Administration, and Leadership

    Science.gov (United States)

    Evers, Colin W.; Lakomski, Gabriele

    2013-01-01

    There are two major categories of explanation for organisational performance: structural and individual. With the shift away from systems-theoretic accounts that occurred in the 1980s, structural explanations have been replaced increasingly by the individualism of leadership and leader-centric explanations, especially when it comes to schools. In…

  14. Belang en toekomst van de iep in Nederland

    NARCIS (Netherlands)

    Hiemstra, J.A.; Buiteveld, J.; Kopinga, J.; Kranenborg, K.G.; Ravesloot, M.B.M.; Sluis, van der B.J.; Vries, de S.M.G.

    2006-01-01

    In dit rapport het resultaat van een door PPO Bomen en Alterra uitgevoerde orienterende studie in opdracht van het PT naar de rol, het belang en de toekomstmogelijkheden van de iep in Nederland. Hierbij aandacht voor de in Nederland inheemse iepensoorten en hun eigenschappen, de gebruikswaarde van

  15. Iep of Olm - Karakterboom van de Lage Landen -

    NARCIS (Netherlands)

    Heybroek, H.; Goudzwaard, L.; Kaljee, H.

    2009-01-01

    Iep of Olm – karakterboom van de Lage Landen vertelt het verhaal van deze karakteristieke bomen in het licht van 7500 jaar Nederlandse cultuurgeschiedenis. Het boek geeft een historisch overzicht van iepen in stad en landschap, vertelt over oeroude gebruiken en schetst de geschiedenis van een eeuw

  16. Individualized Special Education with Cognitive Skill Assessment.

    Science.gov (United States)

    Kurhila, Jaakko; Laine, Tei

    2000-01-01

    Describes AHMED (Adaptive and Assistive Hypermedia in Education), a computer learning environment which supports the evaluation of disabled children's cognitive skills in addition to supporting openness in learning materials and adaptivity in learning events. Discusses cognitive modeling and compares it to previous intelligent tutoring systems.…

  17. Designing and Realization of an Individual Educational Program

    Science.gov (United States)

    Yunusova, Gulnaz R.; Karunas, Ekaterina V.

    2016-01-01

    Relevance of the issue is caused by the change of a knowledge-oriented educational paradigm into an individual-oriented one. This change means that an individual is the most significant value in the modern process of teaching. The aim of the article is to find a theoretical proof for an individual study program design and test it in pedagogical…

  18. The effect of cognitive education on the performance of students with neurological developmental disabilities.

    Science.gov (United States)

    Jepsen, Ruthanne H; VonThaden, Karen

    2002-01-01

    A cognitive education program was developed to facilitate acquisition of cognitive skills and address the learning deficits of adolescent students with neurological, developmental disabilities, and autism. This study examined the outcomes of incorporating mediated cognitive education into special education classrooms. Cognitive education provided cognitive training utilizing REHABIT materials through mediated teaching. Following a matched pair model, forty-six students were assigned to either a treatment or a control group. All students received weekly instruction in Individual Educational Program (IEP) goals. Curriculum areas included IEP objectives in reading, math, social skills, health, science and social studies. Students in the control group received regular classroom instruction. Students in the treatment group participated in cognitive educated one hour per week replacing thirty minutes of reading and thirty minutes of math. Pre and posttest comparisons on measures of intelligence, achievement and adaptive behavior showed those students in the treatment group attained higher scores across measures.

  19. INFORMATION MANAGEMENT SYSTEM FOR CREATION OF INDIVIDUAL STUDENTS’ EDUCATIONAL TRAJECTORY

    Directory of Open Access Journals (Sweden)

    Anatolii V. Bohdanov

    2016-09-01

    Full Text Available The article is devoted to development of information support for building an individual educational path of a student. European Tools for Mobility, Tools for Quality, Tools for Transparency as well as Portals and Databases are analyzed. These tools may be useful for the development and following of an individual educational path. Principles and structure of open module-based portal for information support for building individual educational tracks are presented. Its core modules are described. It is recommended to integrate modules using LEARNING TOOLS INTEROPERABILITY specification. It is demonstrated how to connect modules «Knowledge area» and «Abilities definer».

  20. Analysis Of Economic Motivation When Individuals Choose An Educational Path

    Directory of Open Access Journals (Sweden)

    Viktor Anatolyevich Koksharov

    2015-03-01

    Full Text Available The authors consider the economic motivations when individuals choose an educational path. This line of research is relevant from both, the point of view of science — research of economic behavior of an individual, and the point of view of practice — allows to increase efficiency of investments in a human capital. The authors have developed the economic and mathematical model of choice of optimum educational paths by individuals. The model is realized in the software and approved on real data on more than 5,5 thousand students. For the analysis of the importance of rational economic expectations when an educational path has to be chosen, the paths chosen by students is compared and the educational paths optimum from the point of view of economic rationality are calculated. The analysis of the results has showed that mainly, the choice of educational paths happens according to the economic motivations. On the considered selection, 66 % of prospective students have chosen an optimum path from the point of view of economic preferences. The most significant factor providing development of optimum educational paths is an expectation of higher income upon completion of education — 22 % of all educational paths, and a possibility of cost-cutting of educating or state-subsidized education — 12 %. In our opinion, one of the most important practical results of the research of optimum educational path is the need to consider expectations of students and prospective student when developing a state policy of investment in human capital.

  1. Students' Individual and Social Behaviors with Physical Education Teachers' Personality

    Science.gov (United States)

    Arbabisarjou, Azizollah; Sourki, Mehdi Sadeghian; Bonjar, Seyedeh Elaham Hashemi

    2016-01-01

    The main objective for this survey is to assess the relationship between physical education teachers' personality and students' individual with social behaviors. The statistical population of the study was all the teachers of physical education working at high schools in the academic year 2012-2013. The sample consisted of sixty teachers that were…

  2. Post-Mao China: Educational Services for Exceptional Individuals

    Science.gov (United States)

    Ding, Yi; Yang, Ling-Yan; Xiao, Fei; Van Dyke, Don C.

    2008-01-01

    When William Moore, a Scottish Presbyterian pastor, established the first special school in China in 1874, the country began her long and circuitous journey toward establishing formal educational services for individuals with special needs. Special education in China developed slowly on the infertile soil of continual wars, political instability,…

  3. Compilation of PZC and IEP of sparingly soluble metal oxides and hydroxides from literature.

    Science.gov (United States)

    Kosmulski, Marek

    2009-11-30

    The values of PZC and IEP of metal oxides reported in the literature are affected by the choice of the specimens to be studied. The specimens, which have PZC and IEP similar to the "recommended" value, are preferred by the scientists. The biased choice leads to accumulation of results for a few specimens, and the other specimens are seldom studied or they are subjected to washing procedures aimed at shift of the original IEP toward the "recommended" value. Taking the average or median of all published PZC and IEP for certain oxide as the "recommended" value leads to substantiation of previously published results due to overrepresentation of certain specimens in the sample.

  4. Local anti-fertility effect of inhibin-enriched preparation (IEP) in female hamsters.

    Science.gov (United States)

    Bapat, B V; Nandedkar, T D; Sheth, A R

    1984-04-01

    An inhibin-enriched preparation (IEP) involved in the regulation of follicle stimulating hormone (FSH) is known to play an important role in the normal ovarian cycle. In utero administration of 10 micrograms of IEP on day 3 of pregnancy completely prevented implantation in hamsters. No toxic effect of IEP was observed on the blastocysts as indicated by the dye exclusion test performed with Trypan blue. Thus, the results of the present study indicate an extra-pituitary site of action for the anti-implantation effect of IEP.

  5. BC Hydro's integrated resource planning : the 2004 IEP and beyond

    International Nuclear Information System (INIS)

    Soulsby, R.

    2004-01-01

    An outline of BC Hydro Integrated Electricity Plan (IEP) was presented in this paper, along with details of its environmental, social and business performance and statistics of its net income and revenue for 2003-2004. The IEP was created to match long term load to supply in the most cost-effective way and is also the basis for resource acquisition plans. In addition, the IEP models performance of portfolios of resources on a system-wide basis, considers uncertainties through sensitivity analysis and measures and evaluates multiple attributes from various portfolios. A flow chart of processes informed by the IEP was presented. Guiding principles behind the creation of the plan include low electricity rates and public ownership; secure, reliable supply; private sector development; environmental responsibility, with no nuclear power sources; ensuring energy self-sufficiency; and maintaining a balanced portfolio of resources. A pie chart of BC Hydro's current portfolio mix was presented as well as a supply and demand outlook and details of plans and new capacity resources required before 2013. Various resource options were presented. Key outcomes of First Nations and stakeholder engagement include the acceptance of BC Hydro as a sustainable energy company; a desire for higher priority on reliability and low cost; an agreement over the Power Smart 10 year plan; a general agreement that the current, balanced approach to resource acquisition was appropriate; and a desire for more rate options. There was an assurance that BC Hydro would continue to engage First Nations and stakeholders in integrated electricity planning. Other outcomes included requests for more information about outage and outage planning and process improvements; support to maintain low rates; a preference for maximizing use of existing facilities; support for wood waste cogeneration. A broad range of options were reviewed, but no superior portfolio was identified within the parameters of this paper

  6. The impacts of individualization on equity educational policies

    Directory of Open Access Journals (Sweden)

    Guadalupe Francia

    2013-01-01

    Full Text Available The present article has as its aim to illustrate and discuss the impacts of individualization strategies on equity educational policies through the analysis of individualized teaching strategies applied within the framework of educational priority policies in Sweden. The methodology used in our research work includes: (a the study of research literature about the individualization of teaching implemented in the Swedish comprehensive compulsory school; and (b the study of research literature about educational priority policies aimed at children from socially and ethnically segregated areas. Comparative research of educational policies considers the individualization of teaching carried out in the Swedish comprehensive compulsory school as a relevant explanation for the successful application of equitable educational policies in that country. However, research studies published during the 2000s in Sweden show a more complex perspective regarding the effects of individualized teaching strategies. This contribution reviews European comparative research studies on individualization strategies followed in the context of equity policies. It raises questions about the lack of analyses referring to the impacts of individualization on schools located in socially and ethnically segregated areas. It argues that this ideology tends to reduce the issue of school failure to ethnic segregation and individualized teacher support. This article claims that Individualization strategies based on differentiated curricula for students run the risk of increasing the discrimination of students for reasons of language or ethnic background. Even though the present study focuses on the Swedish experience, it can lead to a better understanding of the impacts caused by individualization strategies on equity in other European countries.

  7. The algorithm of individualization in physical education students

    Directory of Open Access Journals (Sweden)

    Barybina L.N.

    2012-11-01

    Full Text Available The algorithm of individualization of process of physical education is offered in higher educational establishment. Basis of algorithm is made by the physical, functional and psychophysiological features of students. In research took part 413 students (177 girls and 236 youths. The stages of algorithm of the author system of individualization of physical education of students are presented. It is set that youths (a type of sport is basketball and volleyball have a similar structure of indexes of psycho-physiological possibilities, physical preparedness and progress. High meaningfulness of the computer programs which are instrumental in perfection of the system of physical education is set. Also the programs allow quickly and effectively to determine the psycho-physiological features of students. It is recommended to distribute students on sporting specializations in obedience to their individual features.

  8. Weer volop toekomst voor de iep Nieuwe iepen: zeer hoge mate van resistentie en algemeen bruikbaar

    NARCIS (Netherlands)

    Hiemstra, J.A.

    2013-01-01

    De iep is eeuwenlang een van de beeldbepalende bomen geweest in het Nederlandse landschap en de Nederlandse steden. Door de opkomst van de iepziekte zijn in de loop van de vorige eeuw veel van deze Hollandse iepen verdwenen. Door de voortdurende problemen met de iepziekte kreeg de iep bij veel

  9. Self-Advocacy Skills as a Predictor of Student IEP Participation among Adolescents with Autism

    Science.gov (United States)

    Barnard-Brak, Lucy; Fearon, Danielle D.

    2012-01-01

    The importance of student IEP participation has been indicated by both legislative mandates such as IDEA and research literature. The purpose of the current study was to examine those variables that predict student IEP participation among adolescents with autism spectrum disorders as compared to adolescents with disabilities other than autism…

  10. Perceptions of Parents of Students with Autism towards the IEP Meeting: A Case Study of One Family Support Group Chapter

    Science.gov (United States)

    Fish, Wade W.

    2006-01-01

    This case study investigated parental perceptions of students with autism towards the IEP meeting from one family support group chapter in the north Texas area. Participants were asked to share their experiences of previous IEP meetings and to provide input regarding not only measures that school districts may take towards improving IEP meetings,…

  11. Latino Demographics, Democratic Individuality, and Educational Accountability: A Pragmatist's View

    Science.gov (United States)

    Martinez Aleman, Ana M.

    2006-01-01

    In an era of heightened teacher and school accountability, what are the implications of standards-based reform for individual Latino children and their democratic self-realization? The educational demography of the fastest-growing and largest ethnic group in the United States suggests that the future of Latino self-realization is in jeopardy.…

  12. Towards a Pedagogy for Clinical Education: Beyond Individual Learning Differences

    Science.gov (United States)

    Kinchin, Ian M.; Baysan, Aylin; Cabot, Lyndon Bruce

    2008-01-01

    The development of teaching in higher education towards a more learner-orientated model has been supported by the literature on individual learning differences and on learning styles in particular. This has contributed to the evolution of university pedagogy away from a medieval transmission model than runs counter to contemporary understanding of…

  13. Effect of individualized diabetes education for type 2 diabetes ...

    African Journals Online (AJOL)

    Background: To evaluate the effect of individualized education for patients with type 2 diabetes mellitus (T2DM). Methods: A total of 280 patients (158 males, mean age 63 ± 10 years) with T2DM were randomly divided into study and control group. Eysenck Personality questionnaire was used to assess the personality of the ...

  14. Individuals in Action: Bringing about Innovation in Higher Education

    Science.gov (United States)

    Hasanefendic, Sandra; Birkholz, Julie M.; Horta, Hugo; van der Sijde, Peter

    2017-01-01

    This article addresses academics who innovate in higher education and their characteristics. We undertake a qualitative case study of six individuals who implemented disruptive and transformative pedagogical approaches and curricular practices in their departments and/or at their institutions. Our findings point to six common…

  15. Individuality In the Educational Philosophy of Allama Muhammad Iqbal

    Directory of Open Access Journals (Sweden)

    Imam Bahroni

    2011-06-01

    Full Text Available Nowadays, Muslim Ummah all over the world likely at the cross road,at the position where they watch clearly a phenomenon of life that directsthem into surprising modern civilization with full creativities and innovations,but far away from the true values of Islamic education. On the other hand,they observe vividly numerous dimensions of life that direct every individualinto strong morality, norms and right way of life to discover the Ultimate Reality.This social fact at the end compelled every one of modern people to selectwhich one among these two is the correct ideal for the truth of life.This article tries to elaborate the concept of individuality in the educationalphilosophy of Allama Muhammad Iqbal 2 . In his Lectures, Iqbal elaborated thatindividuality is not a datum but an achievement. It is the fruit of a constant,strenuous effort in and against the forces of the external environment as well asthe disruptive tendencies within man himself. The life of individuality (the Ego,he further explained is a kind of tension caused by the Ego invading theenvironment and the environment invading the Ego.An individual is the basis of all aspects of educations, which then mustbe educated and concerned together with the development of its relationshipto the community. Like the philosopher, the educator must necessarily inquireinto the nature of these two terms of his active individual and the environment,which ultimately determine the solution of all his problems.

  16. Individualism, Nationalism, and Universalism: The Educational Ideals of Mordecai M. Kaplan's Philosophy of Jewish Education

    Science.gov (United States)

    Ackerman, Ari

    2008-01-01

    This article will examine educational ideals by exploring the relation between the individual, the collective, and humanity in Kaplan's Jewish and educational philosophy. Generally the goals of individualism, nationalism, and universalism are seen as mutually exclusive. By contrast, Kaplan argues for the symbiotic relationship between…

  17. PSYCHOLOGICAL GUIDING OF STUDENTS’ INDIVIDUAL EDUCATIONAL TRAJECTORIES IN VOCATIONAL SCHOOL

    Directory of Open Access Journals (Sweden)

    Evald F. Zeer

    2015-01-01

    Full Text Available The purpose of the article is to prove the possibility and necessity of psychological support of students’ individual educational trajectories. The essence of individual educational trajectories is informed and responsible choices subject target orientation to realize their professional and educational potential in accordance with traditional values, attitudes and meanings of life. Methods. «Method of research of a locus of the control» by J. Rotter was used in pilot study of personal development features of students for studying of specificity of the person control and responsibility attribution for events occurring to personality; a questionnaire «Style of self-control of behaviour» by V. I. Morosanova for estimation of abilities to plan achievement of the vital purposes, abilities to self-organising; the method «Personal differential» by Ch. Osguda to find out representations of the individual about himself/herself, something own, level of aspiration, strong-willed selfcontrol, degree of communicativeness in interpersonal relations; the method of studying of requirement for achievements by Yu. M. Orlov was used to reveal features of displays of activity and behaviour. Results. It is shown that high dynamics of economic processes and the integration of manufacturing technologies have generated the need for its networking, and led to a new organizational form of educationindividual learning paths. The choice of educational trajectory is determined by socio-professional orientation of students, their value-sense orientation, the availability of alternative educational programs, opportunities for educational organizations. The structurally functional model of psychological guiding of working out and realisation of individually-educational trajectories is proposed. The authors have described basic elements of the given model – the purpose, object, subject, subject matter, principles, means, conditions and results. In particular

  18. PSYCHOLOGICAL GUIDING OF STUDENTS’ INDIVIDUAL EDUCATIONAL TRAJECTORIES IN VOCATIONAL SCHOOL

    Directory of Open Access Journals (Sweden)

    Evald F. Zeer

    2015-05-01

    Full Text Available The purpose of the article is to prove the possibility and necessity of psychological support of students’ individual educational trajectories. The essence of individual educational trajectories is informed and responsible choices subject target orientation to realize their professional and educational potential in accordance with traditional values, attitudes and meanings of life. Methods. «Method of research of a locus of the control» by J. Rotter was used in pilot study of personal development features of students for studying of specificity of the person control and responsibility attribution for events occurring to personality; a questionnaire «Style of self-control of behaviour» by V. I. Morosanova for estimation of abilities to plan achievement of the vital purposes, abilities to self-organising; the method «Personal differential» by Ch. Osguda to find out representations of the individual about himself/herself, something own, level of aspiration, strong-willed selfcontrol, degree of communicativeness in interpersonal relations; the method of studying of requirement for achievements by Yu. M. Orlov was used to reveal features of displays of activity and behaviour. Results. It is shown that high dynamics of economic processes and the integration of manufacturing technologies have generated the need for its networking, and led to a new organizational form of educationindividual learning paths. The choice of educational trajectory is determined by socio-professional orientation of students, their value-sense orientation, the availability of alternative educational programs, opportunities for educational organizations. The structurally functional model of psychological guiding of working out and realisation of individually-educational trajectories is proposed. The authors have described basic elements of the given model – the purpose, object, subject, subject matter, principles, means, conditions and results. In particular

  19. Concept of Educational Assistance to Health Protection of the Individual

    Science.gov (United States)

    Levanova, Elena Aleksandrovna; Kokorina, Olga Rafailovna; Nikitin, Yuriy Vladimirovich; Perepelkina, Tatiyna Vladislavovna; Segodina, Polina Anatolievna

    2016-01-01

    The article describes the theoretical and practical need for the development of the concept of assistance to health protection of the individual in order to address the problem of health protection of students and teachers in the conditions of a higher pedagogical education. The problem of studying human health, its entirety, systemacity and connection with the environment attracts particular attention in recent years. This was one of the reasons to study the problem of “healthy lifestyle” as the qualitative characteristic of a human life aimed at health, due to the fact that a healthy lifestyle is one of the determinants of health. This is made possible with the use of specific health-protecting technologies aimed at searching for ways and means of protection and conservation of health of students and teachers in the conditions of the educational process and using educational tools, which is currently included into the priorities of education. PMID:26493439

  20. Cognitive visualization as a support instrument by individual education

    Directory of Open Access Journals (Sweden)

    V. A. Uglev

    2014-01-01

    Full Text Available The process of individual education, as the most effective form of gaining domain knowledge can be intensified through the organizational methods (involving a tutor, hardware (using computing technology, and psychological techniques (in particular, applying a cognitive visual representation. Of particular interest is a combination of traditional and computer-aided tutor support for individualized learning approaches based on the specific means of mapping.A tutor is an intermediary between a student (pupil and a teacher or between a student and a knowledge source in case of self-learning to orient the educational process to the student's personal goals and implement the L. S. Vygotsky's mediation principle. Thus, the tutor faces a task to identify the personal learning goals, disclose the learning prospects and its supports, but the student plays a role of a decision-maker. One of the nuclear problems of tutorage is making an individual educational or didactic path, which expects making a kind of distinctive cognition route.An application of cognitive visualization as a tutor's tools, is aimed, primarily, at a comprehensive representation of subjective educational student's space. A student has to be oriented inside this space to reach the denoted goals. In this context it is possible to formulate the navigation problem, which may be solved it in the most rational way by educational space mapping and navigating in it at any moment of the educational process. All three basic qualities of maps (the presence of different spatial objects in the corresponding metric, vector and scale can be usefully applied to support an individualized learning process.The paper shows that personality-resource maps can be used for describing the learning situation and building an individual study program in graphical form when the specifics of direct individualized learning is taken into account. Performing both the implementation function and the signum one, a

  1. THE PRICE OF HIGHER EDUCATION AND INDIVIDUAL DEMAND

    Directory of Open Access Journals (Sweden)

    Filiz Golpek

    2012-01-01

    Full Text Available The rise in the living standards in most of the world, the rise in population and schooling rates have increased the demand for higher education. The attribution of semi public property becomes determinant to decide whom will provide the supply and the production in semi public properties is realized by means of a supply and demand mechanism. The supply of higher education is mostly secured in accordance with the public demand as well as the resources available.  In addition, the fact that higher education services have produced significant benefits has led to over demand. This situation relates to a simple economic rule that a commodity or service which costs almost nothing or little will increase until the mariginal benefit of its demand equals to 0 or almost 0. However, the educational supply and demand is difficult to identify in accordance to the supply and demand and balance of price as observed in the economic theory. The high profits that would be attracted in the future are significant factors influencing individual’s decisions for investment. The decision for investment depends on the possible return in the future, the cost of investment, and the current interest rates. Higher education with investment purposes is influenced by these three factors and higher education is demanded more and more by individuals on the expectation that they will gain high profits In theory, it is accepted that the basic factors identifying the demand for higher education are in harmony with empirical research results in several countries including Turkey.

  2. Increasing implementation of special education instruction in mainstream preschools: direct and generalized effects of nondirective consultation.

    Science.gov (United States)

    Peck, C A; Killen, C C; Baumgart, D

    1989-01-01

    Two studies evaluated a consultation strategy for increasing teachers' implementation of instruction related to specific Individualized Education Plan objectives for handicapped children mainstreamed into regular preschool programs. In the first study, teachers viewed videotaped sequences of regular classroom routines and were asked to generate ideas for embedding IEP-related instruction into those routines. All teachers demonstrated increases in instructional behaviors in targeted routines, and 2 of the 3 teachers increased instruction in additional settings that had not been the focus of the consultation. Children demonstrated concomitant increases in IEP-targeted behaviors. In follow-up questionnaires and interviews, teachers reported increased confidence in their ability to implement specialized instruction. These findings were replicated in a second study in which the videotaping was replaced by teacher interview, and in which the consultation was carried out by a previously untrained special education teacher.

  3. Individual and Institutional Productivity in Educational Psychology Journals from 2009 to 2014

    Science.gov (United States)

    Greenbaum, Hannah; Meyer, Lisa; Smith, M. Cecil; Barber, Amanda; Henderson, Heather; Riel, David; Robinson, Daniel H.

    2016-01-01

    This article examines the productivity of both individuals and institutions, indexed through an examination of five educational psychology journals ("Cognition and Instruction," "Contemporary Educational Psychology," "Educational Psychologist," "Educational Psychology Review," and "Journal of…

  4. 78 FR 39271 - Applications for New Awards; Educational Technology, Media, and Materials Program for Individuals...

    Science.gov (United States)

    2013-07-01

    ... DEPARTMENT OF EDUCATION Applications for New Awards; Educational Technology, Media, and Materials...: Educational Technology, Media, and Materials Program for Individuals with Disabilities--Center on Technology... Description Purpose of Program: The purpose of the Educational Technology, Media, and Materials for...

  5. Speech and Language Impairments

    Science.gov (United States)

    ... parents to develop an Individualized Education Program , or IEP . The IEP is similar to an IFSP. It describes the ... whose physical conditions make communication difficult. Each student’s IEP team will need to consider if the student ...

  6. PHYSICAL EDUCATION AND INDIVIDUAL CHARACTERISTICS OF THE AGE SPECIFIC DEVELOPMENT

    Directory of Open Access Journals (Sweden)

    Е. М. Revenko

    2017-01-01

    Full Text Available The aim of this paper is scientific substantiation of the importance of the individual characteristics of the age specific youth development which will result in the rational modelling of students’ physical education.Methodology and research methods. The methods involve collection of experimental data carried out by means of evaluation of motor abilities and general intelligence of students. Motor abilities of students were studied by measuring of strength (dead lift dynamometry, strength endurance (pull-up, speed and power abilities (standing jump, as well as speed ability (running 30, 60 or 100 m, depending on age, aerobic endurance (running 1000 or 3000 m, depending on age. The dynamics of integral physical preparedness (DIPP of each student was calculated by calculation the arithmetic mean values of the growth rates of the development of motor abilities. Assessment of General Intelligence (GI of the 8th, 10th and 11th-grades school pupils as well as the 1st to 3rd year students was carried out through the test of R. Amthauer in the adaptation of L. A. Yazykova, and school pupils of the 6th grade were assessed through the Intelligent Test (GIT.Results. Discrepancies in the dynamics of the mental and motor areas development of maturing personality, which are interpreted as individual characteristics of the age specific development are experimentally revealed. Individual psychological differences leading to the different susceptibility to the development of motor and intellectual abilities appearing in adolescence and early adolescence are analysed. A leading role of activity in formation of the individual characteristics of the age specific development is substantiated. The conclusion of necessity to formulate to the students differing in individual characteristics of the age specific development differentiated in the complexity requirements and motor tasks in the course of physical training is made.Scientific novelty. For the first time

  7. Mentorship as individualization in education Each one teach one movement

    Directory of Open Access Journals (Sweden)

    Ana Krajnc

    2012-05-01

    Full Text Available The development of lifelong education is increasingly bringing individualization into learning. Quantitatively group education (courses, seminars is on the decrease, whereas individual, independent mentor-supported learning is growing. In the information or learning society, people typically have less and less time from the moment they become aware of their need for specific knowledge and the moment they need to possess this knowledge. So they search for the most rational way of learning, one that is adapted to their particular needs. The new society requires a one-of-a-kind personality with an increased competitive value. In the recent decades we have witnessed emergence of new types of education also in Slovenia. People do not stay only with their basic profession, they pursue training and education in other fields (specializing in different discipline(s, diversifying their knowledge, thus producing impressive professional portfolios.Informal mentoring and mentoring in pairs have been promoted by the Third Age University through the move- ment »Each One Teach One« since 2009. Informal mentors offer their computer knowledge to other persons, they introduce learning in pairs, a technique where a mentor helps a mentee with e-mail, the internet, skype, facebook, text writing and editing, digital photography etc. If the mentee wishes, he can receive instruction at home, on his computer, because he is more familiar with it and can make faster progress. The company ST Slovenia supports the Each One Teach One movement and is introducing it into its companies. Mentoring, or mentorship, is becoming an ever- more- common form of individual education. There are two kinds, formal and informal. The former, with an officially appointed mentor, focuses on acquisition of knowledge, whereas the latter fosters personal growth, through elimination of fear, raised self-confidence and design of new plans. Each mentor cannot mentor anybody. The qualities a mentor

  8. MODERN RISK MEASURES FOR INDIVIDUAL HIGHER EDUCATION INVESTMENT RISK EVALUATION

    Directory of Open Access Journals (Sweden)

    Vona Mate

    2014-07-01

    Full Text Available One of the reasons why people get degree and participate in organized education is that they want to raise their human capital or signal their inner abilities to future employers by sorting themselves out. In both cases they can expect return to their investment, because they can expect higher life-time earnings than those who do not have degree. In this paper we will refer this activity as higher education investment or education investment. In this paper the investment of the state into educating their citizens will not be considered. The question of this paper will develop the findings of Vona (2014. I suggested to introduce modern risk measures because individual risk-taking became a serious question. It was considered that modern risk measures can help to solve some issues with the relation of investment and risk. However before applying some measures from a different field of science, namely investment finance and financial mathematics, to another, economics of education, there must be a very careful consideration, because there are debate over these measures applicability even on their field of science. Value at Risk is not coherent and Expected Shortfall is only one of a great deal of possible tail loss measures. For this reason it will be discussed in detail how should we should adopt the measures, what kind of data is necessary for calculating this risk measures and what kind of new insight they can bring. With the aid of a numerical example it will be shown that with expected shortfall measure we can reflect some large losses, and potential high value of diversification. We show the value at risk based measure is not coherent and this means it points out something different in this environment. It is can be an indicator of loss in opportunities for high end returns.

  9. Psychopathology and special education enrollment in children with prenatal cocaine exposure.

    Science.gov (United States)

    Levine, Todd P; Lester, Barry; Lagasse, Linda; Shankaran, Seetha; Bada, Henrietta S; Bauer, Charles R; Whitaker, Toni M; Higgins, Rosemary; Hammond, Jane; Roberts, Mary B

    2012-06-01

    This study evaluated how enrollment in special education services in 11-year-old children relates to prenatal cocaine exposure (PCE), psychopathology, and other risk factors. Participants were 498 children enrolled in The Maternal Lifestyle Study, a prospective, longitudinal, multisite study examining outcomes of children with PCE. Logistic regression was used to examine the effect of PCE and psychopathology on enrollment in an individualized education plan (IEP; a designation specific to children with special education needs), with environmental, maternal, and infant medical variables as covariates. PCE, an interaction of PCE and oppositional defiant disorder, child attention-deficit hyperactivity disorder, parent-reported internalizing behaviors, and teacher-reported externalizing behaviors, predicted enrollment in an IEP. Other statistically significant variables in the model were male gender, low birth weight, being small for gestational age, white race, caregiver change, low socioeconomic status, low child intelligence quotient, caregiver depression, and prenatal marijuana exposure. PCE increased the likelihood of receiving an IEP with adjustment for covariates. Psychopathology also predicted this special education outcome, in combination with and independent of prenatal cocaine exposure.

  10. Education and training issues in individual monitoring of ionising radiation

    International Nuclear Information System (INIS)

    Dimitriou, P.; Kamenopoulou, V.

    2011-01-01

    The present article deals with the education and training (E and T) issues of individual monitoring (IM) of ionising radiation, based on the requirements provided by the Basic Safety Standards EURATOM Directive and the European Commission Technical Recommendations for IM of external radiation. The structure and the objectives of E and T programmes addressed to the staff of dosimetry services, in order to allow the recognition and ensure the continuity of expertise are discussed. The necessity for the establishment of a national strategy for building competence in IM through information, education, training and retraining programmes, addressed to the individually monitored personnel is underlined. The train the trainers' concept is recognised as being an important tool for optimising resources and transferring the skills necessary for building competence. The conditions under which an efficient train the trainers' approach can be established are discussed. Examples of curricula concerning the key persons involved in the provision of E and T in occupational radiation protection are also given. (authors)

  11. Cloning and characterization of Bacillus subtilis iep, which has positive and negative effects on production of extracellular proteases.

    Science.gov (United States)

    Tanaka, T; Kawata, M

    1988-08-01

    We have isolated a DNA fragment from Bacillus subtilis 168 which, when present in a high-copy plasmid, inhibited production of extracellular alkaline and neutral proteases. The gene responsible for this activity was referred to as iep. The open reading frame of iep was found to be incomplete in the cloned DNA fragment. When the intact iep gene was reconstructed after the missing part of the iep gene had been cloned, it showed an enhancing effect on the production of the extracellular proteases. The open reading frame encodes a polypeptide of 229 amino acids with a molecular weight of ca. 25,866. Deletion of two amino acids from the N-terminal half of the putative iep protein resulted in dual effects, i.e., a decrease in the inhibitory activity shown by the incomplete iep gene and a slight increase in the enhancing activity shown by the complete iep gene. These results show that the iep gene product is a bifunctional protein, containing inhibitory and enhancing activities for the exoprotease production in the N-terminal and C-terminal regions, respectively. It was found by genetic and functional analyses that iep lies very close to sacU.

  12. Praktické využití aplikované behaviorální analýzy při tvorbě individuálně vzdělávacích plánů u dětí s autismem

    OpenAIRE

    Chrapková, Kateřina

    2013-01-01

    TITLE: Practical use of Applied Behavioral Analysis in creating an individual education plan for a child with autism. AUTHOR: Kateřina Chrapková DEPARTMENT: The Department of Special Education SUPERVISOR: PaedDr. Jaroslava Zemková, Ph.D. ABSTRACT: This bachelor`s thesis deals with the practical use of Applied Behavioral Analysis (ABA) in creating an Individual Education Plan (IEP) for child with autism. It also attempts to provide a more comprehensive view of the ABA intervention, which provi...

  13. 78 FR 66343 - Agency Information Collection Activities; Comment Request; Special Education-Individual Reporting...

    Science.gov (United States)

    2013-11-05

    ...; Comment Request; Special Education-Individual Reporting on Regulatory Compliance Related to the Personnel... of Special Education and Rehabilitative Services (OSERS), Department of Education (ED) ACTION: Notice... to this notice will be considered public records. Title of Collection: Special Education-Individual...

  14. Architectural accessibility of shools: Implications for individual education plans for pupils with physical disabilities

    Directory of Open Access Journals (Sweden)

    Nikolić Snežana

    2015-01-01

    Full Text Available In available studies of inclusive practice and IEP, emphasis was placed on the activities undertaken to reach the accessibility of teaching programs for students with special needs. Architectural accessibility of schools and its implementation for IEP has not been researched enough. The main aim of this research was to highlight the importance of architectural barriers for the process of creating IEP for pupils with physical disabilities, trough determining a current situation in regular elementary schools in Belgrade. An observation list, with 38 variables of architectural accessibility was used in this research. The sample consisted of 12 elementary schools in “Zvezdara” Municipality, Belgrade. The results show that there is complete architectural accessibility in nine out of 38 variables. All nine variables belong to “universal design”. In other variables, elements that measure specific components of architectural accessibility for pupils with physical disabilities mainly intermit. This must be taken into consideration when we discuss IEP, primarily from the aspect of planning additional help and support to professionals, providing additional time for pupils’ work and learning in class, and providing adequate place for learning.

  15. Implementation of Children's Rights: What Is in "The Best Interests of the Child" in Relation to the Individual Education Plan (IEP) Process for Pupils with Autistic Spectrum Disorders (ASD)?

    Science.gov (United States)

    Prunty, Anita

    2011-01-01

    The concept of children's rights evolved during the 1980s giving prominence to the role of children as active participants in the construction of their lives. The rhetoric of children's rights has emerged as an important consideration in all policy and practice relating to children. Implementation of children's rights in practice is necessary to…

  16. The Development and Evaluation of a Professional Development Model to Build Meaningful and Effective IEPs for Transition-Aged Students

    Science.gov (United States)

    Doren, Bonnie; Flannery, K. Brigid; Lombardi, Allison

    2012-01-01

    The purpose of the study was to examine the potential efficacy of a professional development training model targeting IEP case managers of transition-age students. A training model was developed and a pilot study conducted to understand the promise of the model to improve the development of critical components within the IEP document that support…

  17. The Individuals With Disabilities Education Act (IDEA) for Children With Special Educational Needs.

    Science.gov (United States)

    Lipkin, Paul H; Okamoto, Jeffrey

    2015-12-01

    The pediatric health care provider has a critical role in supporting the health and well-being of children and adolescents in all settings, including early intervention (EI), preschool, and school environments. It is estimated that 15% of children in the United States have a disability. The Individuals with Disabilities Education Act entitles every affected child in the United States from infancy to young adulthood to a free appropriate public education through EI and special education services. These services bolster development and learning of children with various disabilities. This clinical report provides the pediatric health care provider with a summary of key components of the most recent version of this law. Guidance is also provided to ensure that every child in need receives the EI and special education services to which he or she is entitled. Copyright © 2015 by the American Academy of Pediatrics.

  18. Teacher and child predictors of achieving IEP goals of children with autism.

    Science.gov (United States)

    Ruble, Lisa; McGrew, John H

    2013-12-01

    It is encouraging that children with autism show a strong response to early intervention, yet more research is needed for understanding the variability in responsiveness to specialized programs. Treatment predictor variables from 47 teachers and children who were randomized to receive the COMPASS intervention (Ruble et al. in The collaborative model for promoting competence and success for students with ASD. Springer, New York, 2012a) were analyzed. Predictors evaluated against child IEP goal attainment included child, teacher, intervention practice, and implementation practice variables based on an implementation science framework (Dunst and Trivette in J Soc Sci 8:143-148, 2012). Findings revealed one child (engagement), one teacher (exhaustion), two intervention quality (IEP quality for targeted and not targeted elements), and no implementation quality variables accounted for variance in child outcomes when analyzed separately. When the four significant variables were compared against each other in a single regression analysis, IEP quality accounted for one quarter of the variance in child outcomes.

  19. IEP as a parameter characterizing the pH-dependent surface charging of materials other than metal oxides.

    Science.gov (United States)

    Kosmulski, Marek

    2012-01-01

    The numerical values of points of zero charge (PZC, obtained by potentiometric titration) and of isoelectric points (IEP) of various materials reported in the literature have been analyzed. In sets of results reported for the same chemical compound (corresponding to certain chemical formula and crystallographic structure), the IEP are relatively consistent. In contrast, in materials other than metal oxides, the sets of PZC are inconsistent. In view of the inconsistence in the sets of PZC and of the discrepancies between PZC and IEP reported for the same material, it seems that IEP is more suitable than PZC as the unique number characterizing the pH-dependent surface charging of materials other than metal oxides. The present approach is opposite to the usual approach, in which the PZC and IEP are considered as two equally important parameters characterizing the pH-dependent surface charging of materials other than metal oxides. Copyright © 2012 Elsevier B.V. All rights reserved.

  20. Immunoevasive protein (IEP)-containing surface layer covering polydnavirus particles is essential for viral infection.

    Science.gov (United States)

    Furihata, Shunsuke; Tanaka, Kohjiro; Ryuda, Masasuke; Ochiai, Masanori; Matsumoto, Hitoshi; Csikos, Gyorge; Hayakawa, Yoichi

    2014-01-01

    Polydnaviruses (PDVs) are unique symbiotic viruses associated with parasitoid wasps: PDV particles are injected into lepidopteran hosts along with the wasp eggs and express genes that interfere with aspects of host physiology such as immune defenses and development. Recent comparative genomic studies of PDVs have significantly improved our understanding of their origin as well as the genome organization. However, the structural features of functional PDV particles remain ambiguous. To clear up the structure of Cotesia kariyai PDV (CkPDV) particles, we focused on immunoevasive protein (IEP), which is a mediator of immunoevasion by the wasp from the encapsulation reaction of the host insect's hemocytes, because it has been demonstrated to be present on the surface of the virus particle. We discovered that IEP tends to polymerize and constitutes a previously unidentified thin surface layer covering CkPDV particles. This outermost surface layer looked fragile and was easily removed from CkPVD particles by mechanical stressors such as shaking, which prevented CkPDV from expressing the encoded genes in the host target tissues such as fat body or hemocytes. Furthermore, we detected IEP homologue gene expression in the wasp's venom reservoirs, implying IEP has another unknown biological function in the wasp or parasitized hosts. Taken together, the present results demonstrated that female C. kariyai wasps produce the fragile thin layer partly composed of IEP to cover the outer surfaces of CkPDV particles; otherwise, they cannot function as infectious agents in the wasp's host. The fact that IEP family proteins are expressed in both venom reservoirs and oviducts suggests an intimate relationship between both tissues in the development of the parasitism strategy of the wasp. Copyright © 2013 Elsevier Inc. All rights reserved.

  1. Quality of Individualised Education Programme Goals and Objectives for Preschool Children with Disabilities

    Science.gov (United States)

    Rakap, Salih

    2015-01-01

    Individualised education programmes (IEPs) are the road maps for individualising services for children with disabilities, specifically through the development of high-quality child goals/objectives. High-quality IEP goals/objectives that are developed based on a comprehensive assessment of child functioning and directly connected to intervention…

  2. Using laser technological unit ALTI "Karavella" for precision components of IEP production

    Science.gov (United States)

    Labin, N. A.; Chursin, A. D.; Paramonov, V. S.; Klimenko, V. I.; Paramonova, G. M.; Kolokolov, I. S.; Vinogradov, K. Y.; Betina, L. L.; Bulychev, N. A.; Dyakov, Yu. A.; Zakharyan, R. A.; Kazaryan, M. A.; Koshelev, K. K.; Kosheleva, O. K.; Grigoryants, A. G.; Shiganov, I. N.; Krasovskii, V. I.; Sachkov, V. I.; Plyaka, P. S.; Feofanov, I. N.; Chen, C.

    2015-12-01

    The paper revealed the using of industrial production equipment ALTI "Karavella-1", "Karavella-1M", "Karavella-2" and "Karavella-2M" precision components of IEP production [1-4]. The basis for the ALTI using in the IEP have become the positive results of research and development of technologies of foil (0.01-0.2 mm) and thin sheets (0.3-1 mm) materials micromachining by pulsed radiation CVL [5, 6]. To assess the micromachining quality and precision the measuring optical microscope (UHL VMM200), projection microscope (Mitutoyo PV5100) and Carl Zeiss microscope were used.

  3. Coaching – A successful training and educational method of an individual

    Directory of Open Access Journals (Sweden)

    Ana Krajnc

    2008-12-01

    Full Text Available Current level of development demands an ever growing forms of the personal and customized, as a result in the last few decades group trainings (seminars, courses, public lectures have been replaced by individual forms of education/training, such as: mentoring, educational counseling and e-training. Among these a special individual form of education/training has appeared, called coaching.

  4. Teachers’ individual action theories about competence-based education: the value of the cognitive apprenticeship model

    NARCIS (Netherlands)

    Seezink, Audrey; Poell, Rob; Kirschner, Paul A.

    2009-01-01

    Seezink, A., Poell, R. F., & Kirschner, P. A. (2009). Teachers' individual action theories about competence-based education: The value of the cognitive apprenticeship model. Journal of Vocational Education & Training, 61, 203-215.

  5. [Randomized clinical trial of IEP and EP regimens in the treatment of patients with small cell lung cancer].

    Science.gov (United States)

    Zhou, Hui; Wang, Anlan; Huang, Zhihua; Zhou, Wenwei

    2004-06-20

    To observe and compare the efficacy and safety of IEP and EP regimens for small cell lung cancer (SCLC). Sixty-four patients with SCLC pathologically proved were randomly divided into IEP group ( n =32) and EP group ( n =32). All the 64 patients were evaluable for response and toxicity. In IEP group, the total responsive rate, responsive rates of limited-stage patients and extensive-stage patients were 84.4%(27/32), 100.0%(15/15) and 70.6%(12/17) respectively; while in EP group, those were 75.0%(24/32), 85.7%(12/14) and 66.7% (12/18) respectively. The median duration of remission was 6 months and 1-year survival rate was 62.5% in IEP group, and 5 months and 56.2% in EP group. There was no significant difference in response rate, median duration of remission and 1-year survival between the two groups ( P > 0.05). The main toxicity was myelosuppression. Incidences of leukopenia at grade III-IV, nausea, vomiting and alopecia were significantly higher in the IEP arm than those in the EP arm ( P IEP and EP. IEP regimen shows a similar response rate compared with EP regimen. They might be considered as relevant regimens in initial patients with small cell lung cancer.

  6. State of the Art Student Support Services in an IEP Learning Center

    Science.gov (United States)

    Hanson, Jessica; Maxwell, Jeffrey; Mulder, Monika

    2015-01-01

    Intensive English language programs (IEPs) at American universities have the task of recruiting, retaining, and preparing international students for mainstream classes. In order to achieve these tasks, many programs have explored using supplemental instruction (SI) in the form of learning centers (LCs) to support their students. In this study, we…

  7. Improvement of radiological penumbra using intermediate energy photons (IEP) for stereotactic radiosurgery

    International Nuclear Information System (INIS)

    O'Malley, Lauren; Pignol, Jean-Philippe; Beachey, David J; Keller, Brian M; Presutti, Joseph; Sharpe, Michael

    2006-01-01

    Using efficient immobilization and dedicated beam collimation devices, stereotactic radiosurgery ensures highly conformal treatment of small tumours with limited microscopic extension. One contribution to normal tissue irradiation remains the radiological penumbra. This work aims at demonstrating that intermediate energy photons (IEP), above orthovoltage but below megavoltage, improve dose distribution for stereotactic radiosurgery for small irradiation field sizes due to a dramatic reduction of radiological penumbra. Two different simulation systems were used: (i) Monte Carlo simulation to investigate the dose distribution of monoenergetic IEP between 100 keV and 1 MeV in water phantom; (ii) the Pinnacle 3 TPS including a virtual IEP unit to investigate the dosimetry benefit of treating with 11 non-coplanar beams a 2 cm tumour in the middle of a brain adjacent to a 1 mm critical structure. Radiological penumbrae below 300 μm are generated for field size below 2 x 2 cm 2 using monoenergetic IEP beams between 200 and 400 keV. An 800 kV beam generated in a 0.5 mm tungsten target maximizes the photon intensity in this range. Pinnacle 3 confirms the dramatic reduction in penumbra size. DVHs show for a constant dose distribution conformality, improved dose distribution homogeneity and better sparing of critical structures using a 800 kV beam compared to a 6 MV beam

  8. Improvement of radiological penumbra using intermediate energy photons (IEP) for stereotactic radiosurgery

    Science.gov (United States)

    O'Malley, Lauren; Pignol, Jean-Philippe; Beachey, David J.; Keller, Brian M.; Presutti, Joseph; Sharpe, Michael

    2006-05-01

    Using efficient immobilization and dedicated beam collimation devices, stereotactic radiosurgery ensures highly conformal treatment of small tumours with limited microscopic extension. One contribution to normal tissue irradiation remains the radiological penumbra. This work aims at demonstrating that intermediate energy photons (IEP), above orthovoltage but below megavoltage, improve dose distribution for stereotactic radiosurgery for small irradiation field sizes due to a dramatic reduction of radiological penumbra. Two different simulation systems were used: (i) Monte Carlo simulation to investigate the dose distribution of monoenergetic IEP between 100 keV and 1 MeV in water phantom; (ii) the Pinnacle3 TPS including a virtual IEP unit to investigate the dosimetry benefit of treating with 11 non-coplanar beams a 2 cm tumour in the middle of a brain adjacent to a 1 mm critical structure. Radiological penumbrae below 300 µm are generated for field size below 2 × 2 cm2 using monoenergetic IEP beams between 200 and 400 keV. An 800 kV beam generated in a 0.5 mm tungsten target maximizes the photon intensity in this range. Pinnacle3 confirms the dramatic reduction in penumbra size. DVHs show for a constant dose distribution conformality, improved dose distribution homogeneity and better sparing of critical structures using a 800 kV beam compared to a 6 MV beam.

  9. An Investigation of Student Involvement in IEP Meetings in Suffolk County, New York

    Science.gov (United States)

    Jurgens, Matthew A.

    2016-01-01

    The purpose of this study was to identify the possible barriers as to why student involvement in IEP meetings has not been occurring in the past and to subsequently suggest further action and research as to how to potentially combat these barriers so students with disabilities in Suffolk County, Long Island can begin to be offered these kinds of…

  10. Assessment of two culturally competent diabetes education methods: individual versus individual plus group education in Canadian Portuguese adults with type 2 diabetes.

    Science.gov (United States)

    Gucciardi, Enza; Demelo, Margaret; Lee, Ruth N; Grace, Sherry L

    2007-04-01

    To examine the impact of two culturally competent diabetes education methods, individual counselling and individual counselling in conjunction with group education, on nutrition adherence and glycemic control in Portuguese Canadian adults with type 2 diabetes over a three-month period. The Diabetes Education Centre is located in the urban multicultural city of Toronto, Ontario, Canada. We used a three-month randomized controlled trial design. Eligible Portuguese-speaking adults with type 2 diabetes were randomly assigned to receive either diabetes education counselling only (control group) or counselling in conjunction with group education (intervention group). Of the 61 patients who completed the study, 36 were in the counselling only and 25 in the counselling with group education intervention. We used a per-protocol analysis to examine the efficacy of the two educational approaches on nutrition adherence and glycemic control; paired t-tests to compare results within groups and analysis of covariance (ACOVA) to compare outcomes between groups adjusting for baseline measures. The Theory of Planned Behaviour was used to describe the behavioural mechanisms that influenced nutrition adherence. Attitudes, subjective norms, perceived behaviour control, and intentions towards nutrition adherence, self-reported nutrition adherence and glycemic control significantly improved in both groups, over the three-month study period. Yet, those receiving individual counselling with group education showed greater improvement in all measures with the exception of glycemic control, where no significant difference was found between the two groups at three months. Our study findings provide preliminary evidence that culturally competent group education in conjunction with individual counselling may be more efficacious in shaping eating behaviours than individual counselling alone for Canadian Portuguese adults with type 2 diabetes. However, larger longitudinal studies are needed to

  11. Chilean management education: rhetoric of pragmatism, consumerism, individualism and elitism

    Directory of Open Access Journals (Sweden)

    Marcela Mandiola Cotroneo

    Full Text Available The aim of this paper is to understand the character and the role of higher education in business in relation to the wider institutional and structural contexts within which they function. Being loyal to that widespread background, business schools in Chile have become efficient providers of appropriate goods and services for their respective clients and consumers, behaving more like corporations and businesses rather than educational institutions. From this perspective, business education's alignment with the wider political and socio-economic shifts associated with the developments of market economies and economic globalization is a necessary reflection. In this paper we will provide an account of our problematization of management education practices in Chile. This practice was pictured as one of the main characters at the forefront of the Chilean neo-liberal revolution during the final years of the last century. In particular, we will unravel more closely the chain of signifiers articulating the meaning of Chilean higher business education. This articulation is recuperated mainly around how those involved in the management education practice talk about (ourthemselves. As well as specialised press writings, some academic accounts and fragments from our own 'ethnographic' involvement are used for this purpose. Particular attention is paid to the social, political and fantasmatic logics (GLYNOS; HOWARTH, 2007 as key elements of our own explanation of this practice, which in turn informs our critical standpoint.

  12. Teaching Students with Disabilities: A Review of Music Education Research as It Relates to the Individuals with Disabilities Education Act

    Science.gov (United States)

    Jones, Sara K.

    2015-01-01

    This article explores trends in research since the 1975 passage of the Education for All Handicapped Children Act (now known as the Individuals with Disabilities Education Act), notes gaps in the literature, and offers suggestions for future directions music education researchers could take in exploring the needs and experiences of music teachers…

  13. Examining educators of the deaf as "highly qualified" teachers: roles and responsibilities under IDEA and NCLB.

    Science.gov (United States)

    Luft, Pamela

    2008-01-01

    Educators of the deaf were long considered "highly qualified" if they obtained state licensure from approved deaf education programs. But the No Child Left Behind Act (2001) redefined qualifications based on core academic content areas, without recognizing disability-specific expertise. NCLB's reauthorization will provide opportunities for examining definitions of "highly qualified" and ensuring that both general and special educators are appropriately prepared. Under the Individuals With Disabilities Education Act, educators of the deaf are primarily responsible for supporting implementation of each assigned student's individualized education program. When done skillfully and knowledgeably, IEP execution maximizes learning outcomes, and therefore would support NCLB mandates for improved student achievement. Instead of academic attainment alone, the primary "qualification" of educators of the deaf should be training and expertise in providing communication, learning, and assistive technology supports that allow access to academic content and, ultimately, address deaf students' historical underachievement.

  14. A Review of Educational Approaches for Individuals with Autism.

    Science.gov (United States)

    Dempsey, Ian; Foreman, Phil

    2001-01-01

    This article reviews research on educational approaches to the management of autism. Approaches include sensory-motor therapies (sensory integration training, auditory integration therapy, music therapy), applied behavior analysis, communication therapies, multi-treatment programs, and play and group therapy. Recommendations are made about the…

  15. Individuals with Disabilities Education Act: An Overview. CRS Report for Congress.

    Science.gov (United States)

    Aleman, Steven R.

    The Individuals with Disabilities Education Act (IDEA) authorizes several programs to support and improve the education of children with disabilities. The grants to States, preschool, and infants and toddlers programs are formula grant programs that fund special education services. The discretionary grant programs fund research, demonstrations,…

  16. Educational Process Quality in Preschools at the Individual Child Level: Findings from a German Study

    Science.gov (United States)

    Smidt, Wilfried; Rossbach, Hans-Günther

    2016-01-01

    A large body of research has examined the quality of educational processes in preschools, but it has usually been studied at the group level. Thus, there is a lack of research on the quality of educational processes as experienced by individual children. Therefore, this study investigated the quality of educational processes in preschools at the…

  17. Testing Results and Prospects of Educational Module “Individualization and Personalization of Educational Work with Students of Different Types”

    Directory of Open Access Journals (Sweden)

    Zaslavskaya O.Y.

    2015-11-01

    Full Text Available The article presents the testing results of educational module “Individualization and Personalization of Educational Work with Students of Different Types” in pedagogical master program, Teacher education (secondary general education teacher training direction. The module based on the professional direction, involving the connection of the objectives, content, forms, tools, and educational results with the main educational results according to Federal State Educational standard, as well as the content of different professional activities of future teachers of secondary education, are contained in the professional standards of the teacher. We characterized the structure and content of module subjects, the kinds of master educational activity organization, assessment tools which were used for the module educational outcomes (competencies, job functions and teacher activity in master students. The article describes the changes and updates that have been made in teaching and guidance documents on the results of the module testing and presents the perspectives of module in master students training.

  18. Variation in Educational Services Receipt Among US Children With Developmental Conditions.

    Science.gov (United States)

    Lindly, Olivia J; Sinche, Brianna K; Zuckerman, Katharine E

    2015-01-01

    To examine the relationship between ease of access to needed community-based services (ease of access) and educational services receipt, and variation in educational services receipt by sociodemographic and need factors among a nationally representative sample of children with autism spectrum disorder (ASD), developmental delay (DD), and/or intellectual disability (ID). Data from the 2009-2010 National Survey of Children with Special Health Care Needs were linked to the 2011 Survey of Pathways to Diagnosis and Services on a sample of 3502 US children aged 6 to 17 years with ASD, DD, and/or ID. Descriptive statistics, chi-square tests, and multivariable logistic regression models were used to determine associations of educational services receipt with ease of access and sociodemographic and need factors. Among children with developmental conditions, nearly half (49.7%) lacked easy access to services, and 16.9% did not have an individualized education program (IEP). Among children with an IEP, those with ease of access were more likely to have an IEP that addressed parent concerns about the child's development and education than those unable to easily access services (adjusted odds ratio 2.77; 95% confidence interval 1.71-4.49). Need factors, including functional limitations status, care coordination need, developmental condition type, and early intervention receipt, were significantly associated with educational services receipt. Cross-systems initiatives facilitating service access remain important to ensuring the developmental needs of children with ASD, DD, and/or ID are met. Increased interprofessional collaboration promoting quality educational services receipt for children diagnosed with developmental conditions may further reduce disparities. Copyright © 2015 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.

  19. Education of the Individual by Means of Art

    Science.gov (United States)

    Lazutina, Tatyana V.; Ovsyannikova, Oksana A.; Zhukova, Anna M.; Prokofeva, Irina V.

    2016-01-01

    The paper analyzes the role of art in the process of upbringing of the rising generation. Revealing the specific nature of mechanisms of artistic images influencing the personality of an individual perceiving a work of art has brought about the analysis of the nature of symbols creation, thus giving grounds for the use of semiotic approach to the…

  20. Individual and Instructional Determinants of Student Engagement in Physical Education

    Science.gov (United States)

    Bevans, Katherine; Fitzpatrick, Leslie-Anne; Sanchez, Betty; Forrest, Christopher B.

    2012-01-01

    This study was conducted to identify student characteristics and instructional factors that impact student engagement in physical education (PE). Data were derived from the systematic observation of 124 sessions taught by 31 physical educators and the administration of health and PE engagement questionnaires to 2,018 students in grades 5–8. Physical activity was directly affected by student engagement and perceived competence in PE and indirectly affected by students’ body image through its association with PE engagement. Multilevel analyses revealed that the proportion of class time devoted to game play was negatively associated with student engagement in PE. Although less frequently used during PE sessions, skill practice was positively associated with student engagement and inactive instruction was negatively associated with student engagement. These effects were particularly pronounced among students with poor competence beliefs. Implications for PE instructional practice and future research are presented. PMID:22844176

  1. Analysis of Parent, Teacher, and Consultant Speech Exchanges and Educational Outcomes of Students With Autism During COMPASS Consultation.

    Science.gov (United States)

    Ruble, Lisa; Birdwhistell, Jessie; Toland, Michael D; McGrew, John H

    2011-01-01

    The significant increase in the numbers of students with autism combined with the need for better trained teachers (National Research Council, 2001) call for research on the effectiveness of alternative methods, such as consultation, that have the potential to improve service delivery. Data from 2 randomized controlled single-blind trials indicate that an autism-specific consultation planning framework known as the collaborative model for promoting competence and success (COMPASS) is effective in increasing child Individual Education Programs (IEP) outcomes (Ruble, Dal-rymple, & McGrew, 2010; Ruble, McGrew, & Toland, 2011). In this study, we describe the verbal interactions, defined as speech acts and speech act exchanges that take place during COMPASS consultation, and examine the associations between speech exchanges and child outcomes. We applied the Psychosocial Processes Coding Scheme (Leaper, 1991) to code speech acts. Speech act exchanges were overwhelmingly affiliative, failed to show statistically significant relationships with child IEP outcomes and teacher adherence, but did correlate positively with IEP quality.

  2. A Study on the Effect of Computer Assisted Math Fact Fluency Intervention on Math Achievement for Elementary and Middle School Special Education Students in a Chicago South Suburban School District

    Science.gov (United States)

    Nottke, Regina

    2017-01-01

    The gap in academic achievement between regular and special education students is well documented. Math was once the stronger area for students with IEPs; however, the scores in Illinois in 2013 suggest that for the subgroup of IEP students, reading and math performance has reached an all-time ten-year low, even when correcting for the change in…

  3. 45 CFR 2530.60 - What is the impact of transferring or receiving a transferred education award on an individual's...

    Science.gov (United States)

    2010-10-01

    ... transferred education award on an individual's eligibility to receive additional education awards? 2530.60... AND COMMUNITY SERVICE TRANSFER OF EDUCATION AWARDS § 2530.60 What is the impact of transferring or receiving a transferred education award on an individual's eligibility to receive additional education...

  4. Assessment and evaluation of individual prerequisites for dental education.

    Science.gov (United States)

    Heintze, U; Radeborg, K; Bengtsson, H; Stenlåås, A

    2004-11-01

    Since 2001 the School of Dentistry of Malmo University in Sweden has used an alternative admissions procedure based on results of an investigation supported by the Swedish Council for the Renewal of Undergraduate Education. The investigation concerned possibilities of predicting dental school performance on the basis of an interview, as well as tests of general intelligence, spatial ability, manual dexterity, empathy and social competence. Two groups of incoming students were followed from start to completion of their training. Significant relationships were found between (i) number of course examinations failed and poor results on interviews, as well as low scores on intelligence, spatial ability, and a test of spatial-manual ability, (ii) good results in a pre-clinical course in cavity preparation and high scores on spatial ability, (iii) assessments of high social competence during training and good results on interviews, as well as high scores on empathy and non-verbal intelligence. Dropout from the study programme could not be predicted, possibly due to the varying reasons for it. Copyright 2004 Blackwell Munksgaard

  5. Individual and Group Education in Diabetes and Outcomes

    Directory of Open Access Journals (Sweden)

    Elif Ünsal-Avdal

    2014-01-01

    Full Text Available el propósito del presente estudio fue examinar los efectos de las dos técnicas de educación diabética que se estaban im - plementando en un entorno real sobre los resultados de la atención (los niveles de conocimiento, el manejo del auto - cuidado, A1c , BMI. Métodos: la investigación se llevó a cabo como un estudio correlacional y descriptivo. El muestreo fue compuesto por 391 personas. Los datos se seleccionaron mediante formularios de evaluación diabética, formularios de evaluación de los conocimientos diabéticos, la Escala de Agencia de Autocuidado y formularios de evaluación de A1c y BMI. Resultados: los resultados indicaron que la modalidad de la técnica educativa fue capaz de afectar a los niveles de conocimiento en un 77 % , a la agencia de autocuidado en un 76 % , a los niveles de A1c en un 78 % y al índice de masa corporal en un 75 % . Conclusion: se ve que una combinación de educación diabética individual y grupal es un mejor método para asegurar la autogestión eficaz de un individuo.

  6. Business and International Education Program

    Science.gov (United States)

    Office of Postsecondary Education, US Department of Education, 2012

    2012-01-01

    This paper presents an overview of the Business and International Education Program of the International Education Programs Service (IEPS). This program provides funds to institutions of higher education that enter into an agreement with a trade association, a business, or both for the purpose of improving business curriculum and as a means of…

  7. Identifying Desistance Pathways in a Higher Education Program for Formerly Incarcerated Individuals.

    Science.gov (United States)

    Runell, Lindsey Livingston

    2017-06-01

    The link between education and crime is a topic that requires special attention with respect to the converging influence of individual, social, and environmental factors. This article will investigate the educational pathways followed by students in a higher education program for formerly incarcerated individuals at a large state university in the northeastern United States. Specifically, it will explore the extent to which their postincarceration educational experiences served as a "hook for change" and also related impediments tied to street influences, financial constraints, stigma, academic and social development. Data were collected from a sample of 34 current and former students in the program, each of whom participated in a face-to-face interview. The higher education program played a key role in propelling the desistance process for research participants. This article will discuss how personal agency can be sustained through participation in higher education post release and the implications for future research on crime avoidance.

  8. Individual and Contextual Factors Related to Secondary Special Education Teachers' Reading Instructional Practices

    Science.gov (United States)

    Leko, Melinda M.; Chiu, Ming Ming; Roberts, Carly A.

    2018-01-01

    This article reports findings from an initial investigation of the impact multiple individual and contextual factors have on secondary special educators' reading instructional practices. Data from 577 special educators from 221 school districts in a large Midwestern state were collected via an online and paper survey and analyzed using…

  9. Education Technologies in Addressing the Problem of Forming the Socially Active Individual

    Science.gov (United States)

    Popova, Irina N.

    2016-01-01

    The article is devoted to the analysis of technological support of the educational process in solving the problem of forming the socially active individual. The authors studied the value of the category "social activity" and analyzed educational technologies that have an impact on its formation. The obtained results gave the possibility…

  10. Individualism versus Socialism in American Education: Rereading Mortimer Adler and "The Paidea Proposal."

    Science.gov (United States)

    Weltman, Burton

    2002-01-01

    Discusses Adler's "The Paideia Proposal," which raised the issue of socialism versus individualism in order to rally educational reformers to move the educational debate out of a cycle of academic bickering. The paper examines the intellectual road that led Adler to socialism and reexamines the book in light of his socialist views,…

  11. Ethics Education: Using Inductive Reasoning to Develop Individual, Group, Organizational, and Global Perspectives

    Science.gov (United States)

    Taft, Susan H.; White, Judith

    2007-01-01

    Ethics education that prepares students to address ethical challenges at work is a multifaceted and long-term endeavor. In this article, the authors propose an inductive ethics pedagogy that begins the process of ethics education by grounding students in their own individual ethical principles. The approach centers on developing students' ethical…

  12. The Value of Higher Education for Individuals and Society in the Asia-Pacific Region

    Science.gov (United States)

    Collins, Christopher S.; Bethke, Robert J.

    2017-01-01

    Central to this study is an exploration of the degree to which higher education is perceived as an individual and/or a collective value. Seminal literature supports the notion that colleges and universities are Western institutions. Throughout the Asia Pacific, higher education is expanding in a hybrid form in collectivist societies. This…

  13. The Four Personae of Racism: Educators' (Mis)Understanding of Individual vs. Systemic Racism

    Science.gov (United States)

    Young, Evelyn Y.

    2011-01-01

    This study used CRT to engage educators in critical discourse regarding the persistence of racism in urban schooling. A combined method of action research and critical case study was employed to raise a group of educators' race consciousness through antiracist training. Findings revealed conflicting views of racism as an individual pathology vs. a…

  14. The Social Benefits of Initial Vocational Education and Training for Individuals in Europe

    Science.gov (United States)

    Sabates, Ricardo; Salter, Emma; Obolenskaya, Polina

    2012-01-01

    This article investigates the social benefits of initial vocational education and training (VET) for individuals in different European contexts. Drawing on data from the European Community Household Panel, results show that initial VET is associated with positive changes in social outcomes for individuals across Europe. Health benefits were mainly…

  15. The Costs and Benefits of Undertaking Adult Education Courses from the Perspective of the Individual

    Science.gov (United States)

    AONTAS The National Adult Learning Organisation, 2009

    2009-01-01

    The aim of this study is to examine the costs and benefits of undertaking adult education courses from the perspective of the individual, using three different case studies. This will give a snapshot of the benefits and the types of costs incurred by three adult learners. Three individuals were contacted by Aontas and were asked if they would be…

  16. Sexuality Education for Individuals with Autism Spectrum Disorders: Critical Issues and Decision Making Guidelines

    Science.gov (United States)

    Travers, Jason; Tincani, Matt

    2010-01-01

    Individuals with autism spectrum disorders (ASD) present unique needs regarding sexuality education. While the topic of sexuality has received increased attention in the fields of intellectual and developmental disabilities generally, less consideration has focused on the unique needs of individuals with ASD specifically. This paper presents one…

  17. The legislative and litigation history of special education.

    Science.gov (United States)

    Martin, E W; Martin, R; Terman, D L

    1996-01-01

    Between the mid 1960s and 1975, state legislatures, the federal courts, and the U.S. Congress spelled out strong educational rights for children with disabilities. Forty-five state legislatures passed laws mandating, encouraging, and/or funding special education programs. Federal courts, interpreting the equal protection and due process guarantees of the Fourteenth Amendment to the U.S. Constitution, ruled that schools could not discriminate on the basis of disability and that parents had due process rights related to their children's schooling. Congress, in legislation now retitled the Individuals with Disabilities Education Act (IDEA), laid out detailed procedural protections regarding eligibility for special educational services, parental rights, individualized education programs (IEPs), the requirement that children be served in the least restrictive environment, and the need to provide related (noneducational) services. Decisions on instructional matters such as curricula and the elements of the IEP remain the province of local and state authorities. Advocates for students with disabilities have continually sought separate (categorical) funding for special education services. Current movements toward block grants rather than categorical programs and toward greater inclusion of special education students in general education classrooms raise concerns in some quarters about whether students with disabilities will continue to have full access to the special services they need. While the cost of special services may be an unexpressed criterion in many decisions made by school districts, nowhere does the IDEA explicitly allow cost to be considered. Where a service is necessary for an individual child, cost considerations would not allow a school district to escape its obligations to the child. However, in instances where more than one appropriate configuration of services is available to meet a child's needs, the school district may be allowed to consider the cost

  18. Communicative foreign language education for development of individual in different cultures

    International Nuclear Information System (INIS)

    Solovieva, T.S.

    2001-01-01

    Social changes in community and also in principles of education, psychology of activity and philosophy lead to changes in views on human as a whole, on place of individual in society and on definition of individual itself, on essence of education and on foreign language as business communication mean and separate discipline. In this article the development of the individual in the sphere of nuclear industry and technology is considered on the example of Obninsk Institute of Nuclear Power Engineering as the model of totality of all these factors. (author)

  19. Guiding IEP Teams on Meeting the Least Restrictive Environment Mandate

    Science.gov (United States)

    Marx, Teri A.; Hart, Jennifer L.; Nelson, Leslie; Love, Jessica; Baxter, Christine M.; Gartin, Barbara; Schaefer Whitby, Peggy J.

    2014-01-01

    Two diametrically opposed beliefs are held concerning the meaning of the least restrictive environment (LRE) when determining the class placements of students with disabilities. One group adheres to the placement philosophy that the LRE is always the general education setting. The other group believes that the LRE is where the students' needs may…

  20. INDIVIDUAL EDUCATIONAL PATHWAY AS THE MAIN INSTRUMENT OF EDUCATION IN INFORMATION SOCIETY

    Directory of Open Access Journals (Sweden)

    Vladimir V. Dik

    2014-01-01

    Full Text Available The article is devoted to "customization" of educational process at the expense of possibility of creation by the trainee of personal educational pathways if he can tell: "I know, what I don't know". Such understanding of educational process smoothly enters the concept of information society and opens new opportunities for universities in the future.

  1. The Design of Individual Knowledge Sharing Platform Based on Blog for Online Information Literacy Education

    Science.gov (United States)

    Qun, Zeng; Xiaocheng, Zhong

    Knowledge sharing means that an individual, team and organization share the knowledge with other members of the organization in the course of activities through the various ways. This paper analyzes the obstacle factors in knowledge sharing based on the technical point, and chooses the Blog technology to build a platform for improving knowledge sharing between individuals. The construction of the platform is an important foundation for information literacy education, and it also can be used to achieve online information literacy education. Finally, it gives a detailed analysis of its functions, advantages and disadvantages.

  2. Educational Barriers of Rural Youth: Relation of Individual and Contextual Difference Variables

    Science.gov (United States)

    Irvin, Matthew J.; Byun, Soo-yong; Meece, Judith L.; Farmer, Thomas W.

    2014-01-01

    The purpose of this study was to examine the relation of several individual and contextual difference factors to the perceived educational barriers of rural youth. Data were from a broader national investigation of students’ postsecondary aspirations and preparation in rural high schools across the United States. The sample involved more than 7,000 rural youth in 73 high schools across 34 states. Results indicated that some individual (e.g., African American race/ethnicity) and contextual (e.g., parent education) difference factors were predictive while others were not. Extensions to, similarities, and variations with previous research are discussed. Implications, limitations, and suggestions for future research are also discussed. PMID:24474843

  3. Black deaf individuals' reading skills: influence of ASL, culture, family characteristics, reading experience, and education.

    Science.gov (United States)

    Myers, Candace; Clark, M Diane; Musyoka, Millicent M; Anderson, Melissa L; Gilbert, Gizelle L; Agyen, Selina; Hauser, Peter C

    2010-01-01

    Previous research on the reading abilities of Deaf individuals from various cultural groups suggests that Black Deaf and Hispanic Deaf individuals lag behind their White Deaf peers. The present study compared the reading skills of Black Deaf and White Deaf individuals, investigating the influence of American Sign Language (ASL), culture, family characteristics, reading experience, and education. (The descriptor Black is used throughout the present article, as Black Deaf individuals prefer this term to African American. For purposes of parallel construction, the term White is used instead of European American.) It was found that Black Deaf study participants scored lower on measures of both reading and ASL. These findings provide implications for possible interventions at the primary, secondary, and college levels of education.

  4. Students individual work on pediatric surgery chair as one of credit-modular education system factors

    Directory of Open Access Journals (Sweden)

    O. V. Lyaturinska

    2014-02-01

    Full Text Available Introduction. Joining European educational space for Ukrainian medical higher education is a complex and multifaceted task that requires addressing many issues at the state level and in each university. Modern medical society more than anyone else needs professionals who are able to think creatively and independently. Newest technologies require young professionals in addition to getting education also acquire such qualities as self-reliance, confidence, responsibility, the ability to live and work in the new environment, be socially oriented. Therefore, individual work of future doctors is of great importance. Individual work is a means of students' learning activation and obligatory condition for the self-sufficiency formation in the following work. To be able to think independently is the most important professional quality that characterizes the ability of a future doctor to systematize, plan and make decisions on which health and sometimes the patient's life depend.[1, 3, 4, 5]. Object. The object of the educational process is the education of a competent person, future-oriented, able to solve common problems and tasks on the basis of acquired learning experiences and adequate assessment of the clinical situation. The lecturer should bring to a student’s mind knowledge and skills dependence from his motivation and personal contribution to the learning process, handling the thesis "no one can be taught, but everyone can learn". Students should have the skills of individual work, firm aspiration for continuous replenishment, renewal and knowledge improvement in the process of individual work. During individual work student must learn to distinguish cognitive task, to choose means of its resolving, to exercise self-control operations for literacy performance of tasks, to improve methods of the creative knowledge realization. Skills and knowledge formation of students’ individual work can occur not only at the conscious, but on an intuitive

  5. Stutent’s Individuality within the Framework of Innovative Physical Education .

    Directory of Open Access Journals (Sweden)

    V. A. Salnikov

    2012-01-01

    Full Text Available The paper looks at the necessity of developing a new person- oriented paradigm of physical education, which involves a transition from the normative approach to sport-oriented one in training children, adolescents and young adults; compliance of educational means, forms, methods and conditions with the student’s psychological peculiarities; and sport specialization according to personal inclinations and abilities. The research subject is defined as the physically active personality development with the reference to psychological and age peculiarities. The aim of the study is to update the existing physical education system according to the demands for its health promoting and preserving functions. The methodology compiles the systematic and person-oriented approaches. Personal characteristics of students choosing different kinds of sports for physical education are described along with the correlation between their individual qualities and specificity of physical development. The research findings can be used in developing the curricula for physical education on different levels. 

  6. Social Workers' Role in the Disproportionality of African American Students in Special Education

    Directory of Open Access Journals (Sweden)

    Kristen Faye Bean

    2011-11-01

    Full Text Available There is an overrepresentation of African American students in special education. Research on this phenomenon has primarily focused on educators within schools. School social workers are in unique positions to impact the disproportionality. Patricia Collins’ Domains-of-Power Framework is used to demonstrate how school social workers can practice transformational resistance to eliminate the overrepresentation of African American students in special education. School social workers should: 1 attend IEP meetings and conduct home visits and biopsychosocial evaluations with students who are being assessed for special education services, 2 offer to evaluate and conduct home visits with students whom teachers deem to be “at-risk” to prevent inappropriate assessments for special education, 3 create a school culture of acceptance of difference, and 4 ask themselves how they individually foster racial domination or emancipation in their daily actions.

  7. Effect of Education on Perceived Self-Efficacy for Individuals with Arthritis

    Directory of Open Access Journals (Sweden)

    Magfiret Kara Kasikci

    2010-01-01

    Full Text Available Background: Arthritis self-efficacy characterizes individuals’ confidence in managing their arthritis. Patienteducation in arthritis aims to improve health outcomes by prompting people to adopt self-managementbehaviours. Therefore, perceived self-efficacy and patient education in arthritis is of great importance.Aims: This study was performed to determine the effects of education on self-efficacy perception in arthritisindividuals.Methodology: This study was a semi-experimental of pre-test and post test design in an equivalent controlgroup. The research was conducted in a physiotherapy and immunology clinics in Erzurum, Turkey. The datawere obtained from 80 individuals with arthritis. These eighty arthritis individuals were composed 40 of whomwere in the experimental and 40 of whom were in control group. As the data gathering tools, a questionnaireform and arthritis self-efficacy scale (ASES were used. ASES developed by Lorig et al. and adjusted fromEnglish to Turkish by Ünsal&Kaşıkçı was used to measure individuals’ self-efficacy. Questionnaire form andscale were completed by the individuals in both groups. Patients in the experimental group were educated withthe booklet. The education program was applied 4 times, once in 3 weeks. The time required for each stage was45~60 minutes. In the control group, care was provided according to the usual routine.Results: There was no statistically significant difference between the pre-test ASES scores of the individuals inboth groups. Self-efficacy levels after education were significantly improved in the experimental groupcompared to the control group.Conclusions: The results of this study showed that the planned education can be considered an effectiveintervention for increasing self-efficacy perception in arthritis individuals.

  8. Teacher Self-Efficacy for Teaching Students to Lead IEP Meetings

    Science.gov (United States)

    Scott, LaRon

    2010-01-01

    The level of self-efficacy exhibited by an individual has been closely linked to how that individual will perform a given task. Previous studies on teacher self-efficacy focused on general activities and were less specific regarding special education teachers' perceived ability to perform a given task. Based on the theoretical framework of…

  9. Provision of educationally-related services for children and adolescents with chronic diseases and disabling conditions. American Academy of Pediatrics. Committee on Children with Disabilities.

    Science.gov (United States)

    2000-02-01

    Children and adolescents with chronic diseases and disabling conditions often need related services. As medical home professionals, pediatricians can assist children, adolescents, and their families with the complex federal, state, and local laws, regulations, and systems associated with these services. Expanded roles for pediatricians in Individual Family Service Plan, Individualized Education Plan, and 504 Plan development and implementation are recommended. The complex range of federal, state, and local laws, regulations, and systems for special education and related services for children and adolescents in public schools is beyond the scope of this statement. Readers are referred to the policy statement "The Pediatrician's Role in Development and Implementation of an Individual Education Plan (IEP) and/or an Individual Family Services Plan"(1) by the American Academy of Pediatrics for additional background materials.

  10. 45 CFR 2526.60 - May an individual receive an education award and related interest benefits from the National...

    Science.gov (United States)

    2010-10-01

    ... an individual receive an education award and related interest benefits from the National Service... education award and related interest benefits from the National Service Trust for a term of service and have... 45 Public Welfare 4 2010-10-01 2010-10-01 false May an individual receive an education award and...

  11. Individualized In-Service Teacher Education. (Project IN-STEP). Evaluation Report, Phase II.

    Science.gov (United States)

    Thurber, John C.

    Phase 2 of Project IN-STEP was conducted to revise, refine, and conduct further field testing of a new inservice teacher education model. The method developed (in Phase 1--see ED 003 905 for report) is an individualized, multi-media approach. Revision activities, based on feedback provided for Phase 1, include the remaking of six videotape…

  12. Contract Learning as an Approach to Individualizing EFL Education in the Context of Assessment for Learning

    Science.gov (United States)

    Zandi, Hamed; Kaivanpanah, Shiva; Alavi, Sayyed Mohammad

    2015-01-01

    Contract learning as an approach to individualizing education in the context of assessment for learning is relatively underexplored in English as a Foreign Language instruction. The present study used a mixed-methods design to investigate its efficacy to provide feedback to students and improve self-directed learning. Furthermore, it studied…

  13. Understanding Effective Higher Education Programs in Prisons: Considerations from the Incarcerated Individuals Program in North Carolina

    Science.gov (United States)

    Anders, Allison Daniel; Noblit, George W.

    2011-01-01

    The North Carolina Workplace and Community Transition Youth Offender Program (YOP), recently renamed the Incarcerated Individuals Program (IPP), has proven to be effective in terms of its growth and expansion, the support of education directors across the correctional facilities, university collaboration, student evaluations, and a low recidivism…

  14. Individuals with Disabilities Education Act: Reauthorization Overview. CRS Report for Congress.

    Science.gov (United States)

    Aleman, Steven R.

    This report provides a review of programs authorized under the Individuals with Disabilities Education Act (IDEA) and an overview of potential reauthorization issues, as the second session of the 103rd Congress considers revisions to these programs. The Infants and Toddlers Program (Part H of IDEA) provides formula grants to participating States…

  15. Informal Music Education: The Nature of a Young Child's Engagement in an Individual Piano Lesson Setting

    Science.gov (United States)

    Kooistra, Lauren

    2016-01-01

    The purpose of this study was to gain insight into the nature of a young child's engagement in an individual music lesson setting based on principles of informal learning. The informal educational space allowed the child to observe, explore, and interact with a musical environment as a process of enculturation and development (Gordon, 2013;…

  16. Astonishing Technological Faith: Individuals Can Grow Spiritually When Christian Education Is Taught through Distance Learning

    Science.gov (United States)

    Stapleton, Deborah Leah

    2013-01-01

    My project examined if individuals can grow spiritually when Christian Education is taught through online interactive distance learning. Jesus' comment--in Matthew 8:5-13--regarding the astonishing faith of the centurion who asked Jesus to heal his servant from a distance was used for my Biblical Foundation. The centurion stated that Jesus did not…

  17. Addressing the Sexuality and Sex Education of Individuals with Autism Spectrum Disorders

    Science.gov (United States)

    Sullivan, Amanda; Caterino, Linda C.

    2008-01-01

    This paper addresses the need for sexuality education for individuals with autism spectrum disorders. It provides a brief overview of autism and Asperger's Syndrome as well as a summary of the existing literature regarding the sexuality of this population. The existing research suggests that there is a high frequency of sexual behaviors among…

  18. Factors Affecting Individual Education Demand at the Entrance to University: Adnan Menderes University Sample

    Science.gov (United States)

    Sarpkaya, Ruhi

    2010-01-01

    The aim of this research is to determine the factors affecting individual education demands at the entrance to university. The research is in survey model. The universe of the study consists of 1630 freshmen at the faculties and vocational schools of Adnan Menderes University, Aydin. 574 students from 7 schools were included in the sample. The…

  19. Vacillating between Opposing Conceptions of Personhood: Individualism and Conformism in Turkish Educational Practices

    Science.gov (United States)

    Ceyhan, Muge Ayan

    2009-01-01

    Based on one and a half years of participant observation at Bakis School, this article aims to explore two different sets of educational practices, one which seemingly promotes sameness, obedience and conformity, and the other difference, entrepreneurialism and individualism. By way of discussing the shifting cultural values, beliefs and…

  20. Saving for Success: Financial Education and Savings Goal Achievement in Individual Development Accounts

    Science.gov (United States)

    Grinstead, Mary L.; Mauldin, Teresa; Sabia, Joseph J.; Koonce, Joan; Palmer, Lance

    2011-01-01

    Using microdata from the American Dream Demonstration, the current study examines factors associated with savings and savings goal achievement (indicated by a matched withdrawal) among participants of individual development account (IDA) programs. Multinomial logit results show that hours of participation in financial education programs, higher…

  1. Students' Attitudes towards Individual Musical Instrument Courses in Music Education Graduate Programs in Turkey

    Science.gov (United States)

    Önder, Gülten Cüceoglu

    2015-01-01

    The Individual Musical Instrument course is a compulsory part of the curriculum, in the Music Education Departments of universities in Turkey. The main purpose of the course is to ensure that each student is able to play a musical instrument and, use the instrument once they become music teachers. This study aims to determine the attitudes of…

  2. Potentials of Togetherness: Beyond Individualism and Community in Nordic Art Education

    Science.gov (United States)

    Illeris, Helene

    2013-01-01

    Historically, art education has focused mainly on individual learning processes. Today, poststructuralist theories of subjectivity and subjectivation are challenging these modernist discourses by proposing more dynamic models of multiple and instable learning selves, always in the making. In this commentary, the author turns her attention away…

  3. The Implications of the Individualism/Communitarian Debate for Civic Education: Observations and Prejudices.

    Science.gov (United States)

    Smith, Duane E.

    This paper evaluates how civic education in the United States currently is impacted by the competing theories of individualism ("liberalism") and communitarianism. Each theory's intellectual history and meaning is explained briefly. The implications of the "debate between the defenders of liberalism and their communitarian critics…

  4. Recessions and Tax-Cuts: Economic Cycles' Impact on Individual Giving, Philanthropy, and Higher Education

    Science.gov (United States)

    Drezner, Noah D.

    2006-01-01

    Few researchers have examined how individual giving to higher education is effected by the economy, specifically during downturns and periodic changes in tax laws. Further understanding the relationship between the economy's cycles and philanthropic giving, including the correlation of tax cuts to donations, will help colleges and universities…

  5. The Feasibility of an eLearning Nutrition Education Program for Low-Income Individuals.

    Science.gov (United States)

    Stotz, Sarah; Lee, Jung Sun; Rong, Hui; Murray, Deborah

    2016-08-09

    Online eLearning may be an innovative, efficient, and cost-effective method of providing nutrition education to a diverse low-income audience. The intent of this project is to examine perceptions of nutrition educators regarding the feasibility of an eLearning nutrition education program tailored to low-income Georgians. Semistructured individual interviews were conducted, guided by the constructivist theory. The interview guide focused on three themes: accessibility, literacy, and content. A prototype of the program also served as a talking point. Interviews were conducted in two urban Georgian counties in a location chosen by each participant. We recruited a convenience sample of Georgian nutrition educators (n = 10, 100% female, 50% Black). Interviews were transcribed and analyzed using constant comparative method. Motivation is considered the primary barrier to program feasibility. Neither access to the Internet nor literacy are considered significant barriers. Inclusion of skill-based, visual education methods such as cooking videos, recipes, and step-by-step teaching tools was highlighted. Nutrition educators perceived this program would be a feasible form of nutrition education for the priority audience. Findings from this study will inform the user-centered development of the program. © 2016 Society for Public Health Education.

  6. Education Pays, 2010: The Benefits of Higher Education for Individuals and Society. Trends in Higher Education Series

    Science.gov (United States)

    Baum, Sandy; Ma, Jennifer; Payea, Kathleen

    2010-01-01

    Students who attend institutions of higher education obtain a wide range of personal, financial, and other lifelong benefits; likewise, taxpayers and society as a whole derive a multitude of direct and indirect benefits when citizens have access to postsecondary education. Accordingly, uneven rates of participation in higher education across…

  7. Equity Audit: Focusing on Distance Education Students and Students with Individualized Educational Plans

    Science.gov (United States)

    Dupree, Almecia

    2016-01-01

    Problem: Many inequities frequently have been found to exist in representations of students and access to school programs in public schools. Theory: The purpose of this equity audit is to utilize theoretical positioning and conduct an empirical study involving student representations and access to educational opportunities. The audit focuses on…

  8. "No Child Left Behind," the "Individuals with Disabilities Education Act" and Functional Curricula: A Conflict of Interest?

    Science.gov (United States)

    Bouck, Emily C.

    2009-01-01

    Is a functional curriculum aligned with the federal education policies of No Child Left Behind (2002) and the Individuals with Disabilities Education Act (IDEA, 2004)? This article analyzes the alignment, or lack thereof, between this approach to educating secondary students with mild mental impairment and the two main federal education laws…

  9. Can Appreciative Inquiry Increase Positive Interactions, Student Self-Advocacy and Turn-Taking during IEP Meetings?

    Science.gov (United States)

    Kozik, Peter L.

    2018-01-01

    This comparative research study in the context of action research documents the effects of Appreciative Inquiry (AI) on positive participant interactions, student turn-taking and self-advocacy interactions during IEP meetings that focused on student transition to post-secondary outcomes. AI was implemented as a written protocol for conducting IEP…

  10. Effects of School Counselor Supervised Peer Tutoring in Inclusive Settings on Meeting IEP Outcomes of Students with Developmental Disabilities

    Science.gov (United States)

    Odluyurt, Serhat; Tekin-Iftar, Elif; Ersoy, Gulhan

    2014-01-01

    The purpose of this study was to investigate the effects of school counselor supervised peer tutoring intervention on meeting IEP outcomes of six inclusion students with developmental disabilities in a public elementary and secondary school. The effectiveness of this intervention was evaluated by using multiple probe design across students.…

  11. Identifying real and perceived barriers to therapeutic education programs for individuals with inflammatory arthritis.

    Science.gov (United States)

    Bain, Lorna; Sangrar, Ruheena; Bornstein, Carolyn; Lukmanji, Sara; Hapuhennedige, Sandani; Thorne, Carter; Beattie, Karen A

    2016-09-01

    Therapeutic Education Programs (TEPs) grounded in self-management principles have been shown to improve quality of life of patients with chronic conditions and reduce patient-related healthcare costs. Though these programs are becoming more readily available, patients often experience barriers in participating. This study sought to identify barriers faced by inflammatory arthritis (IA) patients in attending a TEP and understand how patients overcame perceived barriers. A mixed-method study design was used. Questionnaires were distributed to individuals with IA who were invited to attend a TEP between 2010 and 2013. Respondents were those that chose not to attend (group A), individuals who attended ≤4 of 10 sessions (group B), individuals who attended ≥5 of 10 sessions prior to May 2013 (group C), and individuals who attended ≥5 of 10 sessions from June 2013 to November 2013 (group D). Individuals in group D were also invited to participate in focus groups to discuss how they had overcome perceived barriers. Real barriers identified by individuals in groups A and B included time, distance, and cost associated with attendance. Individuals who overcame perceived barriers (groups C and D) discussed strategies they used to do so. Aspects of the overall program experience and access to clinic and program also contributed to patients being able to overcome barriers. Time, distance, and cost are external barriers that prevented individuals from utilizing self-management education opportunities. These barriers were overcome if and when individuals had resources available to them. Readiness for behavior change also influenced commitment to participate in the program.

  12. NAVIGATION AIDS AS TOOLS TO SUPPORT THE DEVELOPMENT OF COMPETENCES IN THE CONDITIONS OF REALIZATION OF INDIVIDUAL EDUCATIONAL TRAJECTORY

    Directory of Open Access Journals (Sweden)

    E. F. Zeer

    2017-01-01

    Full Text Available Introduction. Continuing education or «education through all life» is required of the person by modern realities of the information, quickly changing society; thus, continuing education is carried out on a development trajectory, individual for each person. Maintenance of such educational process needs effective tools. The relevance of its development caused the research presented in the publication.The aim is to show the possibilities of navigation aids during realization of individual routes of the training conforming to federal state educational standards and considering the purposes and interests of each separately taken personality.Methodology and research methods. The leading methodological basis is personality-oriented approach in the implementation of individual educational trajectory. Logical-pedagogical analysis of students’ individual educational trajectory progress is used.Results and scientific novelty. The interrelation of the concepts «individual educational trajectory» and «individual educational route» is revealed. The conceptual model of maintenance of an individual educational trajectory as a set of reference points of mastering of competences necessary for the expert is offered. Navigators of educational process and cases of individual educational achievements assessment act as didactic means in model. It is shown whence application of components of models allows to: organize the professional orientation actions more effectively; exercise entrance control of knowledge prior to training; control actions during vocational training; correlate an individual trajectory of training to the standard; have a guide when studying disciplines of various cycles, when passing educational and production training, protection of final qualification work; finally, it is possible for a pupil to carry out self-estimation of the acquired competences.Practical significance. The materials of the present publication will be useful to

  13. Practice Teachers’ Role in Teacher EducationIndividual Practices across Educational Curricula

    Directory of Open Access Journals (Sweden)

    Kirsten Elisabeth Thorsen

    2016-04-01

    Full Text Available Praksislærere har en sentral rolle i lærerutdanning. Forskning peker imidlertid på at både tilfeldigheter og uklarheter er knyttet til utøvelse av rollen. Forskningsprosjektet “Teachers` Professional Qualifications” (TPQ, undersøker intensjoner med den nye lærerutdannings­reformen i Norge i et bredt perspektiv. Denne artikkelen undersøker hvordan praksislærere oppfatter sin rolle og sine oppgaver på bakgrunn av at reformen har ambisjoner om praksis­lærere som likeverdige samarbeidspartnere i lærerutdanning. Studien har utgangspunkt i en spørreundersøkelse med 45 praksislærere i tillegg til dybdeintervju med åtte andre.Resultatene viser at det som kjennetegner rollen som praksislærer, først og fremst er lang erfaring som lærer. I tillegg viser resultatene at generelle læreroppgaver har mer oppmerk­somhet i praksisperioder enn det som er mål i lærerutdanningsprogrammet. På den måten legitimerer praksislærere sin rolle ut av en lærerutdanningskontekst. Studien bekrefter også det internasjonal forskning viser: behovet for å involvere praksislærere i felles prosesser for å utvikle sammenhenger mellom teoristudier og praksisopplæring i lærerutdanning.Fire år etter implementering av lærerutdanningsreformen i Norge er det grunn til å stille spørsmål ved i hvilken grad intensjonene i reformen har blitt realisert. Diskusjonen er i hovedsak knyttet til profesjonalisering av praksislærerrollen og praksislærere som likeverdige samarbeidspartnere i lærerutdanning.Nøkkelord: lærerutdanning, lærerutdannere, praksislærere, forholdet teori-praksisAbstractPractice teachers have a central role in teacher education. However, research indicates ran­domness and obscurity in performing this role. The research project “Teachers’ Professional Qualifications” (TPQ examines objectives regarding the new Teacher Education Reform in Norway from 2010 in a broad perspective. As the reform places high demands on practice

  14. The application of the algorithm of the individualization of students’ physical education process

    Directory of Open Access Journals (Sweden)

    L.N. Barybina

    2014-12-01

    Full Text Available Purpose: theoretically and experimentally justify the use of the algorithm of physical education process individualization in universities taking into account the psychophysiological features of students. Material: the study involved 413 students. It was defined indicators of the level of physical fitness and functional status, psycho-physiological features. Results: it was worked out the algorithm of individualization of students’ physical education process. It was defined the structure of the complex preparedness and it was developed models of characteristics of students - representatives of different sports specializations. It was established that for the successful construction of the training process, it is necessary to combine the parameters of physical, functional training and physiological indicators into a single integral evaluation of the individual characteristics of students. It was shown that at the students of the experimental group was improved indicators of functional, psychophysiological capabilities and physical preparedness. Conclusions: the application of the algorithm of the individualization of process of physical education enhances the functionality of the students.

  15. Individual or group antenatal education for childbirth or parenthood, or both.

    Science.gov (United States)

    Gagnon, A J; Sandall, J

    2007-07-18

    Structured antenatal education programs for childbirth or parenthood, or both, are commonly recommended for pregnant women and their partners by healthcare professionals in many parts of the world. Such programs are usually offered to groups but may be offered to individuals. To assess the effects of this education on knowledge acquisition, anxiety, sense of control, pain, labour and birth support, breastfeeding, infant-care abilities, and psychological and social adjustment. We searched the Cochrane Pregnancy and Childbirth Group's Trials Register (April 2006), CINAHL (1982 to April 2006), ERIC (1984 to April 2006), EMBASE (1980 to April 2006) and PsycINFO (1988 to April 2006). We handsearched the Journal of Psychosomatic Research from 1956 to April 2006 and reviewed the reference lists of retrieved studies. Randomized controlled trials of any structured educational program provided during pregnancy by an educator to either parent that included information related to pregnancy, birth or parenthood. The educational interventions could have been provided on an individual or group basis. Educational interventions directed exclusively to either increasing breastfeeding success, knowledge of and coping skills concerning postpartum depression, improving maternal psycho-social health including anxiety, depression and self-esteem or reducing smoking were excluded. Both authors assessed trial quality and extracted data from published reports. Nine trials, involving 2284 women, were included. Thirty-seven studies were excluded. Educational interventions were the focus of eight of the studies (combined n = 1009). Details of the randomization procedure, allocation concealment, and/or participant accrual or loss for these trials were not reported. No consistent results were found. Sample sizes were very small to moderate, ranging from 10 to 318. No data were reported concerning anxiety, breastfeeding success, or general social support. Knowledge acquisition, sense of control

  16. Individual moral philosophies and ethical decision making of undergraduate athletic training students and educators.

    Science.gov (United States)

    Caswell, Shane V; Gould, Trenton E

    2008-01-01

    Ethics research in athletic training is lacking. Teaching students technical skills is important, but teaching them how to reason and to behave in a manner that befits responsible health care professionals is equally important. To expand ethics research in athletic training by (1) describing undergraduate athletic training students' and educators' individual moral philosophies and ethical decision-making abilities and (2) investigating the effects of sex and level of education on mean composite individual moral philosophies and ethical decision-making scores. Stratified, multistage, cluster-sample correlational study. Mailed survey instruments were distributed in classroom settings at 30 institutions having Commission on Accreditation of Allied Health Education Programs (CAAHEP)-accredited athletic training programs. Undergraduate students and educators (n = 598: 373 women, 225 men; mean age = 23.5 +/- 6.3 years) from 25 CAAHEP-accredited athletic training programs. We used the Ethics Position Questionnaire and the Dilemmas in Athletic Training Questionnaire to compute participants' mean composite individual moral philosophies (idealism and relativism) and ethical decision-making scores, respectively. Three separate 2 (sex: male, female) x 3 (education level: underclass, upper class, educator) between-subjects factorial analyses of variance using idealism, relativism, and ethical decision-making scores as dependent measures were performed. Respondents reported higher idealism scores (37.57 +/- 4.91) than relativism scores (31.70 +/- 4.80) (response rate = 83%). The mean ethical decision-making score for all respondents was 80.76 +/- 7.88. No significant interactions were revealed. The main effect for sex illustrated that men reported significantly higher relativism scores ( P = .0014, eta (2) = .015) than did women. The main effect for education level revealed significant differences between students' and educators' idealism ( P = .0190, eta (2) = .013), relativism

  17. Individuals with greater science literacy and education have more polarized beliefs on controversial science topics

    Science.gov (United States)

    2017-01-01

    Although Americans generally hold science in high regard and respect its findings, for some contested issues, such as the existence of anthropogenic climate change, public opinion is polarized along religious and political lines. We ask whether individuals with more general education and greater science knowledge, measured in terms of science education and science literacy, display more (or less) polarized beliefs on several such issues. We report secondary analyses of a nationally representative dataset (the General Social Survey), examining the predictors of beliefs regarding six potentially controversial issues. We find that beliefs are correlated with both political and religious identity for stem cell research, the Big Bang, and human evolution, and with political identity alone on climate change. Individuals with greater education, science education, and science literacy display more polarized beliefs on these issues. We find little evidence of political or religious polarization regarding nanotechnology and genetically modified foods. On all six topics, people who trust the scientific enterprise more are also more likely to accept its findings. We discuss the causal mechanisms that might underlie the correlation between education and identity-based polarization. PMID:28827344

  18. Individuals with greater science literacy and education have more polarized beliefs on controversial science topics.

    Science.gov (United States)

    Drummond, Caitlin; Fischhoff, Baruch

    2017-09-05

    Although Americans generally hold science in high regard and respect its findings, for some contested issues, such as the existence of anthropogenic climate change, public opinion is polarized along religious and political lines. We ask whether individuals with more general education and greater science knowledge, measured in terms of science education and science literacy, display more (or less) polarized beliefs on several such issues. We report secondary analyses of a nationally representative dataset (the General Social Survey), examining the predictors of beliefs regarding six potentially controversial issues. We find that beliefs are correlated with both political and religious identity for stem cell research, the Big Bang, and human evolution, and with political identity alone on climate change. Individuals with greater education, science education, and science literacy display more polarized beliefs on these issues. We find little evidence of political or religious polarization regarding nanotechnology and genetically modified foods. On all six topics, people who trust the scientific enterprise more are also more likely to accept its findings. We discuss the causal mechanisms that might underlie the correlation between education and identity-based polarization.

  19. Cognitive Remediation for Individuals with Psychosis in a Supported Education Setting: A Pilot Study

    Directory of Open Access Journals (Sweden)

    Sean A. Kidd

    2012-01-01

    Full Text Available Cognitive remediation (CR is a treatment approach that is being increasingly examined as a means through which the cognitive impacts of schizophrenia might be ameliorated. While CR has demonstrated good outcomes when paired with supported employment, little is known regarding how it might be integrated within supported education contexts. In this study CR was examined in a supported education context with 16 individuals with psychosis. The findings indicated that CR aligned well with the academic curriculum with very low attrition, was found useful by students, and showed similar pre-post differences on cognitive measures as those found in previous work.

  20. Skin care education and individual counselling versus treatment as usual in healthcare workers with hand eczema

    DEFF Research Database (Denmark)

    Ibler, K.S.; Jemec, G.B.E.; Thomsen, S.F.

    2012-01-01

    Objective: To evaluate the effect of a secondary prevention programme with education on skin care and individual counselling versus treatment as usual in healthcare workers with hand eczema. Design: Randomised, observer blinded parallel group superiority clinical trial. Setting: Three hospitals...... in Denmark. Participants: 255 healthcare workers with self reported hand eczema within the past year randomised centrally and stratified by profession, severity of eczema, and hospital. 123 were allocated to the intervention group and 132 to the control group. Interventions: Education in skin care...

  1. Education Pays 2016: The Benefits of Higher Education for Individuals and Society. Trends in Higher Education Series

    Science.gov (United States)

    Ma, Jennifer; Pender, Matea; Welch, Meredith

    2016-01-01

    This report documents differences in the earnings and employment patterns of U.S. adults with different levels of education. It also compares health-related behaviors, reliance on public assistance programs, civic participation, and indicators of the well-being of the next generation. In addition to reporting median earnings by education level,…

  2. RadSim: a program to simulate individual particle interactions for educational purposes

    International Nuclear Information System (INIS)

    Verhaegen, Frank; Palefsky, Steven; DeBlois, Francois

    2006-01-01

    A program was developed, RadSim, which can be used to simulate certain individual interactions of photons, electrons, positrons and alpha particles with a single atom for educational purposes. The program can be run in two modes: manual and simulated. In the manual mode, an individual particle undergoing a specified interaction with a target atom can be simulated, which essentially comes down to a graphical evaluation of kinematic equations. In the simulated mode, a preset number of identical particles are allowed to undergo a specified interaction type with a target atom. The exit channel of the interaction is sampled from probability distributions using Monte Carlo methods. The incoming and outgoing particles are visualized and the frequency distribution of the kinematic variables of the exit channel is displayed graphically. It has to be emphasized that RadSim was mainly developed for educational purposes. (note)

  3. ME/CFS in Children: Fact Sheet for Parents/Guardians

    Science.gov (United States)

    ... Additional services could include an Individualized Education Plan (IEP) or a 504 Plan. A 504 plan lists ... disability and how the school can help. An IEP is a legal document that tells the school ...

  4. 76 FR 43995 - Notice of Proposed Information Collection Requests

    Science.gov (United States)

    2011-07-22

    ... have an individualized education plan (IEP) but who have a condition that qualifies them for... cohorts of youth with an IEP who were studied in the past. Districts and youth will be randomly selected...

  5. 76 FR 9338 - List of Correspondence

    Science.gov (United States)

    2011-02-17

    ... individualized education program (IEP) goals for transfer students with disabilities during the time period when the new public agency is required to provide services comparable to those described in the child's IEP...

  6. Study on safety educations against individual causal factors of unsafe acts and specification of target trainees

    International Nuclear Information System (INIS)

    Hirose, Ayako; Takeda, Daisuke

    2016-01-01

    Many accidents and incidents are caused by unsafe acts. It is important to reduce these unsafe acts for preventing the accidents. The countermeasures for each causal factor behind unsafe acts are needed, however, comparing with improvement of facilities, workers-oriented measures such as safety educations are not sufficient. Then the purposes of this study are as follows: 1) to investigate the individual factors which have great impact of unsafe acts and the existing safety educations which aim to mitigate the impact of these factors, 2) to specify the target trainees to perform these safety educations. To identify common factors that affect unsafe act significantly, a web survey was conducted to 500 workers who have regularly carried out accident prediction training (i.e. Kiken-Yochi training). They were asked the situation which they were apt to act unsafely by free description. As the result, the following three main factors were extracted: impatience, overconfidence, and bothersome. Also, it was found that there were few existing safety educations which aim to mitigate the impact of these factors except for overconfidence. To specify the target trainees to perform safety educations which aim to mitigate the impact of these three factors, another web survey was conducted to 200 personnel in charge of safety at the workplace. They were asked the features of workers who tended to act unsafely by age group. The relationship between the factor that need to mitigate and the trainee who need to receive the education were clarified from the survey. (author)

  7. Individualized Inservice Teacher Education (Project In-Step). Evaluation Report. Phase III.

    Science.gov (United States)

    Thurber, John C.

    This is a report on the third phase of Project IN-STEP, which was intended to develop a viable model for individualized, multi-media in-service teacher education programs. (Phase I and II are reported in ED 033 905, and ED 042 709). The rationale for Phase III was to see if the model could be successfully transferred to an area other than teaching…

  8. Special education and occupational therapy: making the relationship work.

    Science.gov (United States)

    Coutinho, M J; Hunter, D L

    1988-11-01

    Working as an occupational therapist in publicly funded schools requires a variety of skills. These skills include assessing the needs of children, serving as a member of the multidisciplinary team, developing individualized education program (IEP) goals and objectives in conjunction with other team members, providing services, and coordinating efforts with parents, teachers, and administrators. To fulfill these responsibilities, occupational therapists must have a comprehensive understanding of the complex federal and state laws that mandate the provision of special education and related services. Therefore, the purposes of this article are (a) to describe the legal framework within which decisions are made to provide occupational therapy to students in publicly funded school programs and (b) to highlight the knowledge and skills occupational therapists need to work effectively in schools with teachers, administrators, and parents.

  9. What is a good educator? A qualitative study on the perspective of individuals with coronary heart disease.

    Science.gov (United States)

    Svavarsdóttir, Margrét H; Sigurdardottir, Arun K; Steinsbekk, Aslak

    2016-12-01

    Patient views are especially important in patient education, as patient involvement is essential. However, no empirical research clarifies what knowledge, skills and competencies are needed for health professionals to competently serve as a good educator according to the patients themselves. To explore what qualities patients with coronary heart disease perceive in a good educator. A qualitative research method, with semi-structured individual interviews, was used in this study. Purposeful sampling was used to recruit participants from a general hospital in Iceland and in Norway. The data were analysed using systematic text condensation. The participants included 17 patients who had been through a percutaneous coronary intervention and participated in formal patient education after discharge from hospital. The patients saw a good educator as one who they feel is trustworthy and who individualizes the education to patients' needs and context and translates general information to their personal situation in lay language. Building trust was dependent on the patients' perceiving the educator to be knowledgeable and good at connecting with the individual patient, so that the patients feel they are being treated as a whole person with equality and respect. The patients perceived the capability of building trust and tailoring the education to the individual as the most prominent characteristics of a good educator. Training skills that facilitate patients' trust, being observant of the patient and his learning needs and adjusting the patient education to individual needs and situations should be key objectives in health professionals' training in patient education. © The European Society of Cardiology 2015.

  10. The Effect of Person Centered Planning Activities on the IEP/Transition Planning Process.

    Science.gov (United States)

    Miner, Craig A.; Bates, Paul E.

    1997-01-01

    A study of 22 students with mental retardation and their families evaluated the impact of person-centered planning activities on several variables related to a student's individual education program/transition planning meeting. Person-centered planning had a significant effect on parent participation in meetings, but not on discussion of…

  11. 45 CFR 2526.50 - Is there a limit on the total amount of education awards an individual may receive?

    Science.gov (United States)

    2010-10-01

    ... 45 Public Welfare 4 2010-10-01 2010-10-01 false Is there a limit on the total amount of education... Welfare (Continued) CORPORATION FOR NATIONAL AND COMMUNITY SERVICE ELIGIBILITY FOR AN EDUCATION AWARD § 2526.50 Is there a limit on the total amount of education awards an individual may receive? (a) General...

  12. Ignoring free, appropriate, public education, a costly mistake: the case of F.M. & L.G. versus Barbour County.

    Science.gov (United States)

    Easterbrooks, Susan R; Lytle, Linda R; Sheets, Patricia M; Crook, Bobbie S

    2004-01-01

    In 2000, the 11th Circuit Court provided the largest single award in special education history to date, approximately $2.5 million, to two teenaged students who were deaf. The students were judged to have been denied a free, appropriate public education (FAPE), having spent their academic careers in generic special education classes for students with multiple disabilities without the benefit of access to a communication system; the services of a certified, qualified teacher of the deaf; or related services. This article describes the case from the perspective of FAPE, least restrictive environment, and due process in the presence of guardians who did not understand the implications of the Individual Education Program (IEP) teams' decisions; presents a chronology of the case; explores the implications for various stakeholders; and discusses the catastrophic impact on the social, emotional, communication, and academic development and earning potential of the students.

  13. Education Pays, 2013: The Benefits of Higher Education for Individuals and Society. Trends in Higher Education Series

    Science.gov (United States)

    Baum, Sandy; Ma, Jennifer; Payea, Kathleen

    2013-01-01

    This report documents differences in the earnings and employment patterns of U.S. adults with different levels of education. It also compares health-related behaviors, reliance on public assistance programs, civic participation, and indicators of the well-being of the next generation. Financial benefits are easier to document than nonpecuniary…

  14. VR Employment Outcomes of Individuals with Autism Spectrum Disorders: A Decade in the Making

    Science.gov (United States)

    Alverson, Charlotte Y.; Yamamoto, Scott H.

    2018-01-01

    This study utilized hierarchical linear modeling analysis of a 10-year extant dataset from Rehabilitation Services Administration to investigate significant predictors of employment outcomes for vocational rehabilitation (VR) clients with autism. Predictor variables were gender, ethnicity, attained education level, IEP status in high school,…

  15. INDIVIDUAL CHARACTERISTICS OF THE STUDENTS ENROLLED IN DIFFERENT TYPES OF MOTOR ACTIVITY OF PHYSICAL EDUCATION

    Directory of Open Access Journals (Sweden)

    E. M. Revenko

    2017-01-01

    Full Text Available The aim of this study was to examine intensity of motor and intellectual abilities and motivation for physical activity of students engaged in physical education in different sports groups.Methodology and research methods. Motor abilities of the students were assessed by measuring: hand, strength endurance, speed-power abilities, speed ability and general stamina. Assessment of general intelligence (GI was carried out by R. Amthauer’s test in the adaptation of L. A. Yasjukova. Formal-dynamic characteristics of the individuality (FDCI were studied using the technique of FDCI feedback form proposed by V. M. Rusalov. Assessment of motivation to implement motor activity was performed using the author's questionnaire. The method of statistical information processing has allowed the author to reveal correlation communications between motor abilities and GI of first-year students.Results. Significant differences in the manifestation of the individual students’ characteristics choosing practicing in different types of physical activity are experimentally established. In particular, students who chose table tennis, are inferior to the students who went in for wrestling in the manifestation of certain (power, motor skills, motivation for physical activity, but at the same time show relatively higher rates of certain intellectual abilities.Formal-dynamic traits of individuality are peculiar to students involved in table tennis, reflecting lower psychomotor activity (integrated indicator PDI - Psychomotor Development Index, in comparison with students who prefer fighting. The material presented provides a basis to argue that sports-oriented approach has some potential in the aspect of increase of efficiency of students’ physical education, distinguished by individual characteristics of age specific development.Scientific novelty. Scientific findings on distinct differences in motivation to physical activity, manifestation of motor and mental

  16. Provision of educationally related services for children and adolescents with chronic diseases and disabling conditions.

    Science.gov (United States)

    Cartwright, J Daniel

    2007-06-01

    Children and adolescents with chronic diseases and disabling conditions often need educationally related services. As medical home providers, physicians and other health care professionals can assist children, adolescents, and their families with the complex federal, state, and local laws, regulations, and systems associated with these services. Expanded roles for physicians and other health care professionals in individualized family service plan, individualized education plan, and Section 504 plan development and implementation are recommended. Recent updates to the Individuals With Disabilities Education Act will also affect these services. Funding for these services by private and nonprivate sources also continue to affect the availability of these educationally related services. The complex range of federal, state, and local laws, regulations, and systems for special education and related services for children and adolescents in public schools is beyond the scope of this statement. Readers are referred to the American Academy of Pediatrics policy statement "The Pediatrician's Role in Development and Implementation of an Individual Education Plan (IEP) and/or an Individual Family Service Plan (IFSP)" for additional background materials. The focus of this statement is the role that health care professionals have in determining and managing educationally related services in the school setting. This policy statement is a revision of a previous statement, "Provision of Educationally Related Services for Children and Adolescents With Chronic Diseases and Disabling Conditions," published in February 2000 by the Committee on Children With Disabilities (http://aappolicy.aappublications.org/cgi/content/full/pediatrics;105/2/448).

  17. Engaging Physician Learners Through a Web-Based Platform: Individualized End-of-Life Education.

    Science.gov (United States)

    Bergman, Jonathan; Ballon-Landa, Eric; Lerman, Steven E; Kwan, Lorna; Bennett, Carol J; Litwin, Mark S

    2016-09-01

    Web-based modules provide a convenient and low-cost education platform, yet should be carefully designed to ensure that learners are actively engaged. In order to improve attitudes and knowledge in end-of-life (EOL) care, we developed a web-based educational module that employed hyperlinks to allow users access to auxiliary resources: clinical guidelines and seminal research papers. Participants took pre-test evaluations of attitudes and knowledge regarding EOL care prior to accessing the educational module, and a post-test evaluation following the module intervention. We recorded the type of hyperlinks (guideline or paper) accessed by learners, and stratified participants into groups based on link type accessed (none, either, or both). We used demographic and educational data to develop a multivariate mixed-effects regression analysis to develop adjusted predictions of attitudes and knowledge. 114 individuals participated. The majority had some professional exposure to EOL care (prior instruction 62%; EOL referral 53%; EOL discussion 56%), though most had no family (68%) or personal experience (51%). On bivariate analysis, non-partnered (p = .04), medical student training level (p = .03), prior palliative care referral (p = .02), having a family member (p = .02) and personal experience of EOL care (p improvements. Auxiliary resources accessible by hyperlink are an effective adjunct to web-based learning in end-of-life care. © The Author(s) 2015.

  18. GWAS of 126,559 Individuals Identifies Genetic Variants Associated with Educational Attainment

    Science.gov (United States)

    Rietveld, Cornelius A.; Medland, Sarah E.; Derringer, Jaime; Yang, Jian; Esko, Tõnu; Martin, Nicolas W.; Westra, Harm-Jan; Shakhbazov, Konstantin; Abdellaoui, Abdel; Agrawal, Arpana; Albrecht, Eva; Alizadeh, Behrooz Z.; Amin, Najaf; Barnard, John; Baumeister, Sebastian E.; Benke, Kelly S.; Bielak, Lawrence F.; Boatman, Jeffrey A.; Boyle, Patricia A.; Davies, Gail; de Leeuw, Christiaan; Eklund, Niina; Evans, Daniel S.; Ferhmann, Rudolf; Fischer, Krista; Gieger, Christian; Gjessing, Håkon K.; Hägg, Sara; Harris, Jennifer R.; Hayward, Caroline; Holzapfel, Christina; Ibrahim-Verbaas, Carla A.; Ingelsson, Erik; Jacobsson, Bo; Joshi, Peter K.; Jugessur, Astanand; Kaakinen, Marika; Kanoni, Stavroula; Karjalainen, Juha; Kolcic, Ivana; Kristiansson, Kati; Kutalik, Zoltán; Lahti, Jari; Lee, Sang H.; Lin, Peng; Lind, Penelope A.; Liu, Yongmei; Lohman, Kurt; Loitfelder, Marisa; McMahon, George; Vidal, Pedro Marques; Meirelles, Osorio; Milani, Lili; Myhre, Ronny; Nuotio, Marja-Liisa; Oldmeadow, Christopher J.; Petrovic, Katja E.; Peyrot, Wouter J.; Polašek, Ozren; Quaye, Lydia; Reinmaa, Eva; Rice, John P.; Rizzi, Thais S.; Schmidt, Helena; Schmidt, Reinhold; Smith, Albert V.; Smith, Jennifer A.; Tanaka, Toshiko; Terracciano, Antonio; van der Loos, Matthijs J.H.M.; Vitart, Veronique; Völzke, Henry; Wellmann, Jürgen; Yu, Lei; Zhao, Wei; Allik, Jüri; Attia, John R.; Bandinelli, Stefania; Bastardot, François; Beauchamp, Jonathan; Bennett, David A.; Berger, Klaus; Bierut, Laura J.; Boomsma, Dorret I.; Bültmann, Ute; Campbell, Harry; Chabris, Christopher F.; Cherkas, Lynn; Chung, Mina K.; Cucca, Francesco; de Andrade, Mariza; De Jager, Philip L.; De Neve, Jan-Emmanuel; Deary, Ian J.; Dedoussis, George V.; Deloukas, Panos; Dimitriou, Maria; Eiriksdottir, Gudny; Elderson, Martin F.; Eriksson, Johan G.; Evans, David M.; Faul, Jessica D.; Ferrucci, Luigi; Garcia, Melissa E.; Grönberg, Henrik; Gudnason, Vilmundur; Hall, Per; Harris, Juliette M.; Harris, Tamara B.; Hastie, Nicholas D.; Heath, Andrew C.; Hernandez, Dena G.; Hoffmann, Wolfgang; Hofman, Adriaan; Holle, Rolf; Holliday, Elizabeth G.; Hottenga, Jouke-Jan; Iacono, William G.; Illig, Thomas; Järvelin, Marjo-Riitta; Kähönen, Mika; Kaprio, Jaakko; Kirkpatrick, Robert M.; Kowgier, Matthew; Latvala, Antti; Launer, Lenore J.; Lawlor, Debbie A.; Lehtimäki, Terho; Li, Jingmei; Lichtenstein, Paul; Lichtner, Peter; Liewald, David C.; Madden, Pamela A.; Magnusson, Patrik K. E.; Mäkinen, Tomi E.; Masala, Marco; McGue, Matt; Metspalu, Andres; Mielck, Andreas; Miller, Michael B.; Montgomery, Grant W.; Mukherjee, Sutapa; Nyholt, Dale R.; Oostra, Ben A.; Palmer, Lyle J.; Palotie, Aarno; Penninx, Brenda; Perola, Markus; Peyser, Patricia A.; Preisig, Martin; Räikkönen, Katri; Raitakari, Olli T.; Realo, Anu; Ring, Susan M.; Ripatti, Samuli; Rivadeneira, Fernando; Rudan, Igor; Rustichini, Aldo; Salomaa, Veikko; Sarin, Antti-Pekka; Schlessinger, David; Scott, Rodney J.; Snieder, Harold; Pourcain, Beate St; Starr, John M.; Sul, Jae Hoon; Surakka, Ida; Svento, Rauli; Teumer, Alexander; Tiemeier, Henning; Rooij, Frank JAan; Van Wagoner, David R.; Vartiainen, Erkki; Viikari, Jorma; Vollenweider, Peter; Vonk, Judith M.; Waeber, Gérard; Weir, David R.; Wichmann, H.-Erich; Widen, Elisabeth; Willemsen, Gonneke; Wilson, James F.; Wright, Alan F.; Conley, Dalton; Davey-Smith, George; Franke, Lude; Groenen, Patrick J. F.; Hofman, Albert; Johannesson, Magnus; Kardia, Sharon L.R.; Krueger, Robert F.; Laibson, David; Martin, Nicholas G.; Meyer, Michelle N.; Posthuma, Danielle; Thurik, A. Roy; Timpson, Nicholas J.; Uitterlinden, André G.; van Duijn, Cornelia M.; Visscher, Peter M.; Benjamin, Daniel J.; Cesarini, David; Koellinger, Philipp D.

    2013-01-01

    A genome-wide association study of educational attainment was conducted in a discovery sample of 101,069 individuals and a replication sample of 25,490. Three independent SNPs are genome-wide significant (rs9320913, rs11584700, rs4851266), and all three replicate. Estimated effects sizes are small (R2 ≈ 0.02%), approximately 1 month of schooling per allele. A linear polygenic score from all measured SNPs accounts for ≈ 2% of the variance in both educational attainment and cognitive function. Genes in the region of the loci have previously been associated with health, cognitive, and central nervous system phenotypes, and bioinformatics analyses suggest the involvement of the anterior caudate nucleus. These findings provide promising candidate SNPs for follow-up work, and our effect size estimates can anchor power analyses in social-science genetics. PMID:23722424

  19. Pathways to Higher Education for Native Hawaiian Individual Development Account Participants

    Directory of Open Access Journals (Sweden)

    David W. Rothwell

    2013-11-01

    Full Text Available As the cost of higher education rises, a growing body of theory and research suggests that asset holding in the form of savings and net worth positively influence education expectations and outcomes. Native Hawaiians, like other Indigenous peoples, have disproportionately low college enrollment and graduation rates tied to a history of colonization. Using data from an Individual Development Account (IDA program for Native Hawaiians, I examine the trajectories through the program and find: (a welfare receipt and unemployment reduces the chances of IDA enrollment; (b net worth increases the probability of IDA graduation; and (c IDA graduates were more likely to gain a college degree over time compared to non-graduates. The study provides empirical evidence to the debate on asset-based interventions for Indigenous peoples.

  20. Effect of Educational Debt on Emergency Medicine Residents: A Qualitative Study Using Individual Interviews.

    Science.gov (United States)

    Young, Timothy P; Brown, Madison M; Reibling, Ellen T; Ghassemzadeh, Sassan; Gordon, Dawn M; Phan, Tammy H; Thomas, Tamara L; Brown, Lance

    2016-10-01

    In 2001, less than 20% of emergency medicine residents had more than $150,000 of educational debt. Our emergency medicine residents anecdotally reported much larger debt loads. Surveys have reported that debt affects career and life choices. Qualitative approaches are well suited to explore how and why such complex phenomena occur. We aim to gain a better understanding of how our emergency medicine residents experience debt. We conducted individual semistructured interviews with emergency medicine residents. We collected self-reported data related to educational debt and asked open-ended questions about debt influence on career choices, personal life, future plans, and financial decisions. We undertook a structured thematic analysis using a qualitative approach based in the grounded theory method. Median educational debt was $212,000. Six themes emerged from our analysis: (1) debt influenced career and life decisions by altering priorities; (2) residents experienced debt as a persistent source of background stress and felt powerless to change it; (3) residents made use of various techniques to negotiate debt in order to focus on day-to-day work; (4) personal debt philosophy, based on individual values and obtained from family, shaped how debt affected each individual; (5) debt had a normative effect and was acculturated in residency; and (6) residents reported a wide range of financial knowledge, but recognized its importance to career success. Our emergency medicine residents' debt experience is complex and involves multiple dimensions. Given our current understanding, simple solutions are unlikely to be effective in adequately addressing this issue. Copyright © 2016 American College of Emergency Physicians. Published by Elsevier Inc. All rights reserved.

  1. Some considerations on the development of individual work plan for teachers of Technical and Vocational Education

    Directory of Open Access Journals (Sweden)

    Carlos Alberto Gato Armas

    2010-03-01

    Full Text Available This article analyzes, from the optics of upgrading Technical and Professional Education chief staff in the province and professors in the Technical Sciences Faculty in the University of Pedagogical Sciencies “Rafael María of Mendive” in Pinar del Río, which can facilitate the elaboration of the plan for teachers’ individual work, so that it facilitates the assessment and performance of the planned activities, and at the same time, propitiating the professional development of the teachers, in each school term.

  2. Inteligência emocional percebida (IEP ajuste emocional e actividade física na terceira idade

    Directory of Open Access Journals (Sweden)

    Maria Manuela Lima de Figueiredo Queirós

    2007-06-01

    Full Text Available O interesse deste estudo está centrado na forma como interage a inteligência emocional percebida (IEP com a prática da actividade física e que peso específi co tem cada uma das variáveis estudadas sobre o ajuste emocional das pessoas nesta faixa etária e, consequentemente, na sua qualidade de vida.

  3. Attitudes of preservice physical educators toward individuals with disabilities at University Parthenope of Napoli

    Directory of Open Access Journals (Sweden)

    Marco Di Nardo

    2014-12-01

    Full Text Available Background: Inclusion refers to the notion that all students, regardless of disability (mild or severe, will be taught in regular education classes even if special resources are needed. Attitudes about inclusion are extremely complex and vary from country to country and school to school. One of the factors influencing the effective implementation of inclusion is the teacher's attitudes. The latest results from literature show that attitudes toward people with disabilities are changing in a positive direction over the last few decades. Objective: The purpose of this study was to examine the effects of an undergraduate adapted physical education course on the attitudes of pre-service physical educators toward individuals with disabilities. Methods: The Attitudes Towards Individuals with Physical Disabilities in Physical Education (ATIPDPE instrument, based upon the Theory of Planned Behaviour (Ajzen, 1991 was used to measure the attitudes of pre-service teachers within three groups of students of the Department of Sport Science at the Università Degli Studi di Napoli "Parthenope" (Italy enrolled in the 1st and 3rd year of Bachelor's studies in the Department of Sport Science, and students enrolled in the last year of a Master degree in Motor Activities and Preventive for Health. The software package SPSS 19.0 was used to analyze results via a Mann-Whitney U test and multiple regression analysis. Results: Although no significant differences between the groups were found in relation to group year or subject major, results found positive attitudes of pre-service teachers towards inclusion (Physical Education (PE 1st year attitude (ATT mean = 58.93; PE 3rd year ATT mean = 61.11; Postgraduate 2nd year mean = 59.80, as well as very high intentions. Attitudes were found to account for 30% of variance of intentions (R2 = .30. Conclusion: This research concluded that it is necessary to further improve and develop attitudes and intentions

  4. Complex educational and care (geron)technology for elderly individuals/families experiencing Alzheimer's disease.

    Science.gov (United States)

    Ilha, Silomar; Santos, Silvana Sidney Costa; Backes, Dirce Stein; Barros, Edaiane Joana Lima; Pelzer, Marlene Teda; Costenaro, Regina Gema Santini

    2017-01-01

    To describe the contributions of the Integrated Multidisciplinary Care Group for Caregivers of Individuals with Alzheimer's Disease as an educational and care (geron)technology in the context of Alzheimer's disease in elderly individuals from the perspective of family members/caregivers. Exploratory, descriptive study with a qualitative approach conducted with 13 family members/caregivers of elderly people participating in the support group of a university institution of the state of Rio Grande do Sul, Brazil. Data collected between January and April 2016 through a semi-structured interview were submitted to discursive textual analysis. Family members/caregivers pointed out education and care as contributions of the group; education for care and for the future; exchange, socialization, and development of knowledge through the range of knowledge existing in the Group. The Group contributes as a (geron)technology of care and education for care in which knowledge is built and applied in practice, supporting the experienced disorders and improving the quality of care provided for elderly individuals with Alzheimer's disease. Descrever as contribuições do Grupo de Assistência Multidisciplinar Integrada aos Cuidadores de Pessoas com a Doença de Alzheimer como (geronto)tecnologia cuidativo-educacional no contexto da doença de Alzheimer em pessoas idosas, na perspectiva de familiares/cuidadores. Pesquisa exploratório-descritiva, qualitativa, realizada com 13 familiares/cuidadores de pessoas idosas, participantes do grupo de apoio de uma instituição universitária do Rio Grande do Sul, Brasil. Os dados coletados entre janeiro a abril/2016, com uma entrevista semiestruturada, foram submetidos à análise textual discursiva. Os familiares/cuidadores referiram como contribuições do Grupo a educação e o cuidado; a educação para o cuidado e para o futuro; a troca, socialização e construção do conhecimento por meio dos diversos saberes existentes no Grupo. O

  5. Use of health, education, and social services by individuals with fetal alcohol spectrum disorder.

    Science.gov (United States)

    Brownell, Marni D; de B Hanlon Dearman, Ana C; Macwilliam, Leonard R; Chudley, Albert E; Roos, Noralou P; Yallop, Lauren P; A Longstaffe, Sally E

    2013-01-01

    Fetal Alcohol Spectrum Disorder (FASD) is the leading cause of intellectual disability in western society, presenting a significant burden on health, education and social services. Quantifying the burden of FASD is important for service planning and policy and program development. To describe the health, education and social service use of individuals with FASD to provide an indication of the burden of service use of the disorder. Using a matched-cohort design health, education and social service data were linked with clinical records on individuals 6+ years diagnosed with FASD between 1999/2000-2009/10 (N=717). Matching was 2:1 with a general population (gPop) and asthma group by age, sex and area-level income. Adjusted rates and relative risks were calculated using Generalized Linear Models. Hospitalizations were higher in the FASD compared to gPop (adjusted relative risk=3.44 (95% confidence interval=2.29, 5.17)) and asthma (2.87 (1.94, 4.25)) groups, whereas for physician visits and overall prescriptions, the FASD group differed from only the gPop group (1.58 (1.34, 1.84); 1.44 (1.22, 1.72), respectively). Antibiotics, pain killers and anti-psychotics were similar across groups whereas antidepressants and psychostimulants were higher in the FASD group (antidepressants: FASD vs. gPop 8.76 (2.82, 27.21); FASD vs. asthma 2.10 (1.15, 3.83); psychostimulants: FASD vs. gPop 5.78 (2.89, 11.57); FASD vs. asthma 2.47 (1.37, 4.47)). Attention-deficit\\hyperactivity disorder was higher in the FASD than the gPop and asthma groups (6.41 (3.29, 12.49); 3.12 (1.97, 4.93), respectively). Education and social service use was higher for the FASD than either of the other groups for all measures (FASD vs. gPop and FASD vs. asthma, respectively for: grade repetition 3.06 (1.58, 5.94); 3.48 (1.79, 6.78); receipt of any special education funding 9.22 (6.23, 13.64); 6.10 (4.14, 8.99); family receipt of income assistance 1.74 (1.33, 2.27); 1.89 (1.45, 2.47); child in care 13.19 (5

  6. Randomized comparison of group versus individual genetic education and counseling for familial breast and/or ovarian cancer.

    Science.gov (United States)

    Calzone, Kathleen A; Prindiville, Sheila A; Jourkiv, Oxana; Jenkins, Jean; DeCarvalho, Maria; Wallerstedt, Dawn B; Liewehr, David J; Steinberg, Seth M; Soballe, Peter W; Lipkowitz, Stan; Klein, Pamela; Kirsch, Ilan R

    2005-05-20

    An efficient approach to education and counseling before BRCA1 and BRCA2 mutation testing is necessary for effective utilization of testing in the community. Education and counseling, when delivered individually, are limited by a shortage of trained health care providers as well as by financial and time constraints. The purpose of this study was to determine whether pretest education and counseling for breast cancer genetics in a group setting is equivalent to that provided on an individual basis. One hundred forty-two patients at high risk for harboring a BRCA mutation were randomly assigned to group or individual education and counseling sessions. Group education was followed by brief individual counseling. Knowledge and Impact of Events Scales (IES) were administered at baseline and after education and counseling and at 1 week and 3, 6, and 12 months. Satisfaction with education and counseling was measured at completion of the session. Preferred method of education and counseling was solicited at 3 months. There was no difference in knowledge or IES scores between groups. When stratified by genetic test results, knowledge scores showed no difference. Regardless of group, post-test IES scores in patients with positive results were higher than patients with negative or uninformative results but returned to baseline by 12 months. Participants were equally satisfied with either method they were assigned. Significantly more time was spent per patient in individual sessions (1.25 hours) than in group education (0.74 hours). Our data suggest that group education and counseling may confer similar benefits compared with traditional individual sessions. Additional investigation of this approach in larger numbers of patients is warranted.

  7. Individualization and Modularization of Vocational Education Instructional Materials. An Annotated Bibliography of Publications and Projects. Bibliography Series No. 32.

    Science.gov (United States)

    Magisos, Joel H., Comp.; Stakelon, Anne E., Comp.

    This annotated bibliography is designed to assist applicants for research grants under part C (section 131a) of the amendments to the Vocational Education Act of 1963 by providing access to documents, journal articles, and current projects related to the individualization and modularization of vocational education instructional materials. The…

  8. Sexuality Education and Implications for Quality of Care for Individuals with Adult Onset Disability: A Review of Current Literature

    Science.gov (United States)

    Eglseder, Kate; Webb, Sheridan

    2017-01-01

    Purpose: To investigate the need for sexuality education for individuals with adult onset physical disabilities as it relates to quality of life and to identify current trends in the provision of sexuality education by health care providers relating to quality of care. Data Sources: Literature review from January 1986 to December 2016. Study…

  9. Research on Mathematics Learning at the "Center of Individual Development and Adaptive Education" (IDeA)--An Introduction

    Science.gov (United States)

    Krummheuer, Götz

    2013-01-01

    In 2008, the research center "Individual Development and Adaptive Education" was constituted by the Goethe University, the German Institute for International Educational Research, and the Sigmund Freud Institute, all located in Frankfurt am Main, Germany (http://www.idea-frankfurt.eu). The research of the center focuses on the…

  10. A novel paradigm for engineering education: virtual internships with individualized mentoring and assessment of engineering thinking.

    Science.gov (United States)

    Chesler, Naomi C; Ruis, A R; Collier, Wesley; Swiecki, Zachari; Arastoopour, Golnaz; Williamson Shaffer, David

    2015-02-01

    Engineering virtual internships are a novel paradigm for providing authentic engineering experiences in the first-year curriculum. They are both individualized and accommodate large numbers of students. As we describe in this report, this approach can (a) enable students to solve complex engineering problems in a mentored, collaborative environment; (b) allow educators to assess engineering thinking; and (c) provide an introductory experience that students enjoy and find valuable. Furthermore, engineering virtual internships have been shown to increase students'-and especially women's-interest in and motivation to pursue engineering degrees. When implemented in first-year engineering curricula more broadly, the potential impact of engineering virtual internships on the size and diversity of the engineering workforce could be dramatic.

  11. Case studies of individualized professional development at an outdoor education center

    Science.gov (United States)

    Pearsall, Marjorie

    Since the publishing of A Nation at Risk in 1983, educators across the country have directed attention and formal research studies towards discovering why American schools are not producing graduates who measure up to students in other countries. Research has been done which deals with children's responses to learning science while utilizing a variety of educational strategies. Factors such as gender, ethnicity, class size, length of the school day or school year, equipment availability and usage, have been studied and their impact analyzed. New assessment devices and testing instruments have been used to measure the amount and quality of their learning. Significant in its absence from most studies is the recognition of what classroom teachers believe about science, what they feel to be the best way(s) to teach science, and how they actually teach science. Related research on these factors laid the ground work for this study. Teaching is a profession characterized by a need for life-long learning. Some teachers study for advanced degrees. "Workshops" and "teacher institutes", either on-site at their own schools or through other enrichment situations provide learning opportunities for others. Informal educational institutions which have provided science enrichment field trip opportunities have recently begun to look at the curriculum goals and expectations of the state boards of education and regional school districts. As they become informed about these goals, their enrichment opportunities are found to serve the schools more fully. This study focuses on the Arlington Echo Outdoor Education Center, where the staff does not merely plan, prepare for, and present lessons on various age-appropriate science topics to schoolchildren which come to them. Instead, it is the policy of this center to prepare the individual classroom teachers so that the teacher assumes the responsibility to provide the preparation of the children for the experience, the facilitation of the

  12. An Effective Multimedia Item Shell Design for Individualized Education: The Crome Project

    Directory of Open Access Journals (Sweden)

    Irene Cheng

    2008-01-01

    Full Text Available There are several advantages to creating multimedia item types and applying computer-based adaptive testing in education. First is the capability to motivate learning by making the learners feel more engaged and in an interactive environment. Second is a better concept representation, which is not possible in conventional multiple-choice tests. Third is the advantage of individualized curriculum design, rather than a curriculum designed for an average student. Fourth is a good choice of the next question, associated with the appropriate difficulty level based on a student's response to the current question. However, many issues need to be addressed when achieving these goals, including: (a the large number of item types required to represent the current multiple-choice questions in multimedia formats, (b the criterion used to determine the difficulty level of a multimedia question item, and (c the methodology applied to the question selection process for individual students. In this paper, we propose a multimedia item shell design that not only reduces the number of item types required, but also computes difficulty level of an item automatically. The concept of question seed is introduced to make content creation more cost-effective. The proposed item shell framework facilitates efficient communication between user responses at the client, and the scoring agents integrated with a student ability assessor at the server. We also describe approaches for automatically estimating difficulty level of questions, and discuss preliminary evaluation of multimedia item types by students.

  13. Person-Oriented Organization of Academic Process – the Way of Genuine Flexibility and Individualization of Educational Curricula

    Directory of Open Access Journals (Sweden)

    B. A. Sazonov

    2012-01-01

    Full Text Available The paper deals with the necessity for Russian universities to switch over from the conservative stream-group scheduling to progressive individual scheduling of educational process where each particular student becomes an object of planning and implementing the higher educational curricula. The new liberal student- centered form called the «credit system» or in Russian variant the «credit units system» brings forward the students interests and rights. Gradually, such system tends to prevail in the world environment of vocational education, though in Russian higher school it still exist as an experiment and is not fast adopted. The prevailing stream-group model of educational process with steady group division throughout the whole academic period indicates our serious technological lagging behind the leaders of the world educational market. Rejection of traditional stream-group educational model and steady group formation brings about new opportunities for Russian universities providing real flexibility and individualization of educational curricula, giving students the option for individual term planning and scheduling, as well as the right for choosing teachers. Combining the modern approach to students’ assessment and person-oriented organization of academic process, the complete mass adoption of the model in question in bachelor and specialists training can guarantee a qualitative leap in developing Russian higher educational system. 

  14. Identifying the effects of education on the ability to cope with a disability among individuals with disabilities

    DEFF Research Database (Denmark)

    Bengtsson, Steen; Gupta, Nabanita Datta

    2017-01-01

    The literature on disability has suggested that an educated individual with a disability is more likely to better cope with her/his disability than those without education. However, few published studies explore whether the relationship between education and ability to cope with a disability...... is anything more than an association. Using data on disability and accommodation from a large Danish survey from 2012–13 and exploiting a major Danish schooling reform as a natural experiment, we identified a potential causal effect of education on both economic (holding a job) as well as social (cultural...... with a disability indeed had higher levels of both economic and social coping. To some extent, having more knowledge of public support systems and higher motivation explained the better coping among the group of individuals with disabilities who were educated. Our results indicated, however, that a large part...

  15. Individualized computer-aided education in mammography based on user modeling: concept and preliminary experiments.

    Science.gov (United States)

    Mazurowski, Maciej A; Baker, Jay A; Barnhart, Huiman X; Tourassi, Georgia D

    2010-03-01

    The authors propose the framework for an individualized adaptive computer-aided educational system in mammography that is based on user modeling. The underlying hypothesis is that user models can be developed to capture the individual error making patterns of radiologists-in-training. In this pilot study, the authors test the above hypothesis for the task of breast cancer diagnosis in mammograms. The concept of a user model was formalized as the function that relates image features to the likelihood/extent of the diagnostic error made by a radiologist-in-training and therefore to the level of difficulty that a case will pose to the radiologist-in-training (or "user"). Then, machine learning algorithms were implemented to build such user models. Specifically, the authors explored k-nearest neighbor, artificial neural networks, and multiple regression for the task of building the model using observer data collected from ten Radiology residents at Duke University Medical Center for the problem of breast mass diagnosis in mammograms. For each resident, a user-specific model was constructed that predicts the user's expected level of difficulty for each presented case based on two BI-RADS image features. In the experiments, leave-one-out data handling scheme was applied to assign each case to a low-predicted-difficulty or a high-predicted-difficulty group for each resident based on each of the three user models. To evaluate whether the user model is useful in predicting difficulty, the authors performed statistical tests using the generalized estimating equations approach to determine whether the mean actual error is the same or not between the low-predicted-difficulty group and the high-predicted-difficulty group. When the results for all observers were pulled together, the actual errors made by residents were statistically significantly higher for cases in the high-predicted-difficulty group than for cases in the low-predicted-difficulty group for all modeling

  16. Acceptance of homosexuality through education? Investigating the role of education, family background and individual characteristics in the United Kingdom

    NARCIS (Netherlands)

    la Roi, Chaïm; Mandemakers, Jornt

    Higher educated people tend to be more accepting of homosexuality than lower educated people. This has inspired claims that education leads to a higher acceptance of homosexuality. Alternatively, the association between education and acceptance of homosexuality could be confounded by (un)observed

  17. Effects of individual and proximate educational context on intimate partner violence: a population-based study of women in India.

    Science.gov (United States)

    Ackerson, Leland K; Kawachi, Ichiro; Barbeau, Elizabeth M; Subramanian, S V

    2008-03-01

    We examined the role of women's education and proximate educational context on intimate partner violence (IPV). We examined a sample of 83627 married women aged 15 to 49 years from the 1998 to 1999 Indian National Family Health Survey. We used multilevel multiple logistic regression modeling to estimate the relative effect of women's and their husband's levels of education, spousal education differential, and community-level literacy on women's risk of recent and lifetime IPV. In adjusted models, odds of recent IPV among women without any education were 5.61 times (95% confidence interval [CI] = 3.53, 8.92) those of college-educated women, and odds among wives of uneducated men were 1.84 times (95% CI=1.44, 2.35) those of wives of college-educated men. Women with more education than their husbands were more likely than those with educational parity to report recent IPV (odds ratio [OR]=1.18; 95% CI=1.05, 1.33). The results were similar for lifetime IPV. After we controlled for individual factors, as community male and female literacy levels increased, likelihood of IPV declined. Although increasing women's levels of education is crucial to reducing IPV for women, proximate educational context is also an important factor in reducing this public health burden.

  18. Students' Perspectives on Interprofessional Teamwork Before and After an Interprofessional Pain Education Course.

    Science.gov (United States)

    Simko, Lynn Coletta; Rhodes, Diane C; McGinnis, Kathleen A; Fiedor, Jaclyn

    2017-08-01

    Objective. To evaluate changes in pharmacy and nursing student perspectives before and after completion of an interprofessional education (IPE) course. Methods. A pre- and post-perception scale descriptive prospective study design utilizing Interdisciplinary Education Perception Scale (IEPS) and Collaboration and Satisfaction about Care Decisions (CSACD) with self-reported statements of knowledge and importance of professional roles was used. Results. Significant improvement was shown for IEPS and CSACD overall and for both pharmacy and nursing students. Post-scores improved from 2013 to 2014, with significant improvements for IEPS. Pharmacy student findings show an increase in knowledge and importance of their roles and those of nursing students. Nursing students grew significantly in their knowledge of the pharmacist's role only. Conclusion. An IPE course for nursing and pharmacy students, taught by diverse health professionals with a care plan and simulation assignments, fosters the Interprofessional Education Collaborative panel's competencies for IPE.

  19. Students’ Perspectives on Interprofessional Teamwork Before and After an Interprofessional Pain Education Course

    Science.gov (United States)

    Rhodes, Diane C.; McGinnis, Kathleen A.; Fiedor, Jaclyn

    2017-01-01

    Objective. To evaluate changes in pharmacy and nursing student perspectives before and after completion of an interprofessional education (IPE) course. Methods. A pre- and post-perception scale descriptive prospective study design utilizing Interdisciplinary Education Perception Scale (IEPS) and Collaboration and Satisfaction about Care Decisions (CSACD) with self-reported statements of knowledge and importance of professional roles was used. Results. Significant improvement was shown for IEPS and CSACD overall and for both pharmacy and nursing students. Post-scores improved from 2013 to 2014, with significant improvements for IEPS. Pharmacy student findings show an increase in knowledge and importance of their roles and those of nursing students. Nursing students grew significantly in their knowledge of the pharmacist’s role only. Conclusion. An IPE course for nursing and pharmacy students, taught by diverse health professionals with a care plan and simulation assignments, fosters the Interprofessional Education Collaborative panel’s competencies for IPE. PMID:28970605

  20. Engaging a Community for Rare Genetic Disease: Best Practices and Education From Individual Crowdfunding Campaigns.

    Science.gov (United States)

    Ortiz, Romina Alicia; Witte, Steven; Gouw, Arvin; Sanfilippo, Ana; Tsai, Richard; Fumagalli, Danielle; Yu, Christine; Lant, Karla; Lipitz, Nicole; Shepphird, Jennifer; Alvina, Fidelia B; Cheng-Ho Lin, Jimmy

    2018-02-05

    Genetic sequencing is critically important to diagnostic health care efforts in the United States today, yet it is still inaccessible to many. Meanwhile, the internet and social networking have made crowdfunding a realistic avenue for individuals and groups hoping to fund medical and research causes, including patients in need of whole exome genetic sequencing (WES). Amplify Hope is an educational program designed to investigate what factors affect the success of medical crowdfunding campaigns. We conducted a needs assessment, a series of 25 interviews concerning crowdfunding, and provided training on best practices identified through our assessment for 11 individuals hoping to run their medical crowdfunding campaigns to raise money for patients to access trio WES to identify the mutated proteins that caused their apparent inherited disease. The crowdfunding education was given in a 30-day training period with resources such as webinars, fact sheets and a crowdfunding training guide emailed to each participant. All campaigns were launched on the same date and were given 30 days to raise the same goal amount of US $5000. Reviewing the 4 crowdfunding campaigns that raised the goal amount within the 30-day period, we sought to identify features that made the 4 crowdfunding campaigns successful. In addition, we sought to assess which factors the resulting 75 donors report as influencing their decision to donate to a campaign. Finally, we investigated whether crowdfunding campaigns for exome sequencing had an impact on increasing applicant's and donors' knowledge of genomics. Of the 86 study inquiries, 11 participants submitted the required forms and launched their crowdfunding campaigns. A total of 4 of the 11 campaigns raised their goal amounts within 30 days. We found that social media played an important role in all campaigns. Specifically, a strong social media network, an active outreach process to networks, as well as engagement within the study all correlated

  1. The climate mitigation gap: education and government recommendations miss the most effective individual actions

    Science.gov (United States)

    Wynes, Seth; Nicholas, Kimberly A.

    2017-07-01

    Current anthropogenic climate change is the result of greenhouse gas accumulation in the atmosphere, which records the aggregation of billions of individual decisions. Here we consider a broad range of individual lifestyle choices and calculate their potential to reduce greenhouse gas emissions in developed countries, based on 148 scenarios from 39 sources. We recommend four widely applicable high-impact (i.e. low emissions) actions with the potential to contribute to systemic change and substantially reduce annual personal emissions: having one fewer child (an average for developed countries of 58.6 tonnes CO2-equivalent (tCO2e) emission reductions per year), living car-free (2.4 tCO2e saved per year), avoiding airplane travel (1.6 tCO2e saved per roundtrip transatlantic flight) and eating a plant-based diet (0.8 tCO2e saved per year). These actions have much greater potential to reduce emissions than commonly promoted strategies like comprehensive recycling (four times less effective than a plant-based diet) or changing household lightbulbs (eight times less). Though adolescents poised to establish lifelong patterns are an important target group for promoting high-impact actions, we find that ten high school science textbooks from Canada largely fail to mention these actions (they account for 4% of their recommended actions), instead focusing on incremental changes with much smaller potential emissions reductions. Government resources on climate change from the EU, USA, Canada, and Australia also focus recommendations on lower-impact actions. We conclude that there are opportunities to improve existing educational and communication structures to promote the most effective emission-reduction strategies and close this mitigation gap.

  2. E-Learning and Further Education: How do Individual Learning Paths support Personal Learning Processes

    Directory of Open Access Journals (Sweden)

    Bertil Haack

    2010-02-01

    Full Text Available The MOPEM project includes two fixed scenarios that have been defined to convey the idea of "learning paths". Our aim in this paper is to demonstrate the contexts and conditions for flexible learning paths that can be tailored to meet individual needs. The concept of this kind of specialised path is to enable learners to individualise the learning process and to adjust it to their personal needs. We will outline the background and pro- vide examples to explain the concept of learning stations which we use in our four courses: Online Marketing, CRM Systems, Business Communications and Event Marketing. This idea of "freely" combining subject matter naturally leads to the ques- tion of multi-applicability for the learning blocks in various educational contexts. The answers to this question are interest- ing not only in terms of the feasibility of learning paths from a content and didactic point of view, but also with regard to the economic viability of E-Learning or Blended Learning Systems, which ultimately require technical implementation. In addition we will present some first thoughts on the design of a prototype "Content Pool". It would, however, only make sense to develop and implement this within the scope of a follow-up project.

  3. Cognitive reserve and emotional stimuli in older individuals: level of education moderates the age-related positivity effect.

    Science.gov (United States)

    Bruno, Davide; Brown, Adam D; Kapucu, Aycan; Marmar, Charles R; Pomara, Nunzio

    2014-01-01

    BACKGROUND/STUDY CONTEXT: A frequently observed age-related effect is a preference in older individuals for positive stimuli. The cognitive control model proposes that this positivity effect may be mediated by executive functions. We propose that cognitive reserve, operationally defined as years of education, which tempers cognitive decline and has been linked to executive functions, should also influence the age-related positivity effect, especially as age advances. An emotional free recall test was administered to a group of 84 cognitively intact individuals aged 60 to 88, who varied in years of education. As part of a larger test battery, data were obtained on measures of executive functioning and depression. Multiple regression and moderation analyses were performed, controlling for general cognitive function, severity of depressive symptoms, and executive function. In our data, years of education appeared to moderate the effect of age on the positivity effect; age was negatively associated with recall of positive words in participants with fewer years of education, whereas a nonsignificant positive correlation was observed between age and positivity in participants with more education. Cognitive reserve appears to play a role in explaining individual differences in the positivity effect in healthy older individuals. Future studies should investigate whether cognitive reserve is also implicated in the ability to process a wide range of emotional stimuli and whether greater reserve is reflected in improved emotional regulation.

  4. Impact of educational group strategy to improve clinical and glycemic parameters in individuals with diabetes and hypertension

    Directory of Open Access Journals (Sweden)

    Danielli Teixeira Lima Favaro

    Full Text Available Objective.To evaluate the impact of an educational group strategy to improve clinical and glycemic parameters in individuals with diabetes and hypertension. Methods. This descriptive prospective study included 172 individuals living in São José do Rio Preto-SP, Brazil, who were enrolled in a well-integrated educational group called HIPERDIA (Record System for Follow-up of Hypertensive and Diabetic Individuals coordinated by a qualified multidisciplinary team. We analyzed sociodemographic, anthropometric, clinical, and laboratory data. Data were collected in the first, fifth, and eighth meeting of the educational group. Results. A total of 68.6% of patients were women, 85.4% were white, 64.0% had an incomplete basic education, 47.7% were retired, 79.7% had been diagnosed with diabetes for 6 or more years, 9.9% were smokers, and 9.9% used alcohol. Individuals' diastolic blood pressure decreased between the fifth and eighth meeting (p<0.05. Between the first and fifth meeting, both fasting glucose levels (p<0.05 and glycated hemoglobin decreased; the latter continue to drop at the fifth and eighth meetings (p<0.001. Anthropometric parameters remained unchanged. Conclusion. The results suggest that an educational group strategy is favorable for controlling diabetes mellitus and hypertension.

  5. Exploring Perceived Discrimination Among LGBT Individuals in Turkey in Education, Employment, and Health Care: Results of an Online Survey.

    Science.gov (United States)

    Göçmen, İpek; Yılmaz, Volkan

    2017-01-01

    This article explores the discrimination practices encountered by lesbian, gay, bisexual, and transgender (LGBT) individuals in education, income, employment, and health care in Turkey. Limited quantitative data on LGBT individuals are available in Turkey. This study collected data from 2,875 LGBT individuals through a Web-based survey. The findings suggest that LGBT individuals report perceived direct and indirect discrimination in accessing education, employment, and health care. In a country where LGBT rights are not yet recognized and antidiscrimination legislation covering sexual orientation and gender identity is still nonexistent, findings demonstrate perceived discrimination of LGBTs rarely turns into a legal complaint. Even when they do, most LGBTs in our sample report that they did not feel that the justice system addressed their grievances.

  6. Can individual cognitions, self-regulation and environmental variables explain educational differences in vegetable consumption?: a cross-sectional study among Dutch adults.

    Science.gov (United States)

    Springvloet, Linda; Lechner, Lilian; Oenema, Anke

    2014-12-06

    Educational differences in health-related behaviors, where low- and moderate-educated individuals have poorer outcomes than high-educated individuals, are persistent. The reasons for these differences remain poorly understood. This study explored whether individual cognitions, self-regulation and environmental-level factors may explain educational differences in vegetable consumption. A cross-sectional study was conducted among 1,342 Dutch adults, of whom 54.5% were low/moderate-educated. Individuals completed an online questionnaire, assessing education, vegetable consumption, demographics, individual cognitions (attitude towards consuming 200 grams of vegetables a day, self-efficacy, subjective norm, intention, perception of vegetables as being expensive), self-regulation (general self-regulation, vegetable-specific action- and coping planning) and environmental-level factors (perception of availability of vegetables in the supermarket and availability of vegetables at home). The joint-significance test was used to determine significant mediation effects. Low/moderate-educated individuals consumed less vegetables (M = 151.2) than high-educated individuals (M = 168.1, β = -0.15, P Attitude and availability of vegetables at home were found to partially mediate the association between education and vegetable consumption (percentage mediated effect: 24.46%). Since attitude and availability of vegetables at home partially explain the difference in vegetable consumption between low/moderate- and high-educated individuals, these variables may be good target points for interventions to promote vegetable consumption among low/moderate-educated individuals.

  7. 45 CFR 2528.40 - Is there a limit on the amount of an individual's education award that the Corporation will...

    Science.gov (United States)

    2010-10-01

    ... limit on the amount of an individual's education award that the Corporation will disburse to an... 45 Public Welfare 4 2010-10-01 2010-10-01 false Is there a limit on the amount of an individual's education award that the Corporation will disburse to an institution of higher education for a given period...

  8. The Changing Patterns of Individual and School Effects on Educational Transitions. Evidence from Catalan Data (Spain)

    Science.gov (United States)

    Benito, Ricard; Alegre, Miquel Angel

    2012-01-01

    Background: This article engages with the tradition of educational transitions research, particularly with its attempt to evaluate the effect of exogenous variables on educational attainment. The study revisits a number of hypotheses that have attempted to explain the changing patterns of such effects throughout students' educational career,…

  9. Educational Opportunity and Immigration in México: Exploring the Individual and Systemic Relationships

    Science.gov (United States)

    Martínez, José Felipe; Santibanez, Lucrecia; Serván Mori, Edson E.

    2013-01-01

    Background/Context: Much research has investigated the complex interplay between education and migration. Education has been alternatively conceptualized as playing an important role as motivator or deterrent of future migration. This relationship, however, is often investigated in terms of coarse indicators of educational attainment. Purpose: In…

  10. The individual and societal effects of the European education systems. How does structure influence the tasks of education?

    Directory of Open Access Journals (Sweden)

    Morena Cuconato

    2016-07-01

    Full Text Available Across European countries, the expansion of education has increased during the 20th century the opportunities of young people’s access to and within schooling, but it has not reduced socioeconomic and cultural inequality both in term of labour market’s entry and participation to the democratic public life. This paper proposes an analysis of the ways in which education systems are institutionalised in Europe and the effects of this institutionalisation on educational inequality, young people’ labor market entry and the promotion of their active citizenship: three hot topics in the EU agenda framing the implementation of the European knowledge societies. Educational inequality becomes particularly evident at the transition point from lower to upper secondary education as this passage confronts young people with new (adult expectations, status and practices and contributes to their positioning in a segmented labor market and an unequal society. Therefore, our special focus is set on the kinds of transitions foreseen in the education systems of the eight countries participating to an EU-funded research project on the Governance of Educational Trajectories in Europe (GOETE. The aim is to highlight how different the tasks of education are interpreted through the systemic structure of the different national education systems.

  11. 45 CFR 2526.55 - What is the impact of the aggregate value of education awards received on an individual's ability...

    Science.gov (United States)

    2010-10-01

    ... value of education awards received on an individual's ability to serve in subsequent terms of service? The aggregate value of education awards an individual has received will not impact an individual's... 45 Public Welfare 4 2010-10-01 2010-10-01 false What is the impact of the aggregate value of...

  12. Experience with post-secondary education for individuals with severe mental illness.

    Science.gov (United States)

    Padron, Jennifer M

    2006-01-01

    There is a need for increased understanding and support of students with severe and persistent psychiatric disabilities in post-secondary education. Advancements in the pharmacological treatment of psychiatric disabilities are permitting a broader range of mental health consumers to reach a level of recovery allowing these consumers to begin or restart college careers (Eudaly, 2002). A post-secondary education is now considered a mandatory investment in the future ("Higher Education," 2003). There are a growing number of people pursuing higher education including those with serious mental illness. I am working on a Master's degree in a Rehabilitation Counselor Education program and face many obstacles due to my psychiatric disability, Bipolar Disorder.

  13. How are the Experiences and Needs of Families of Individuals with Mental Illness Reflected in Medical Education Guidelines?

    Science.gov (United States)

    Riebschleger, Joanne; Scheid, Jeanette; Luz, Clare; Mickus, Maureen; Liszewski, Christine; Eaton, Monaca

    2008-01-01

    Objective: This descriptive study explored the extent that medical education curriculum guidelines contained content about the experiences and needs of family members of people with serious mental illness. Methods: Key family-focused-literature themes about the experiences and needs of families of individuals with mental illness were drawn from a…

  14. Individual Differences in the Effects of Academic Motivation on Higher Education Students' Intention to Drop Out

    Science.gov (United States)

    Rump, Markus; Esdar, Wiebke; Wild, Elke

    2017-01-01

    The present study investigated individual differences in the effects of academic motivation based on self-determination theory (SDT), particularly intrinsic motivation, as well as identified, introjected, and external regulation on higher education students' intention to drop out. Based on previous research, we challenged the assumption of a…

  15. The Role of Education in the Cultural and Artistic Development of the Individual: Developing Artistic and Creative Skills.

    Science.gov (United States)

    Barbosa, Ana Mae Tavares Bastos

    Education should be the most efficient way of arousing the individual's cultural consciousness. A concept of "interculturality" now exists, signifying the importance of the interaction between different cultures. There must no longer be a distinction between the "high class" culture of the erudite and the "low class" culture of the lower social…

  16. Effectiveness of individual health education on the practice of dengue fever prevention in an urban area of Puducherry, India

    Directory of Open Access Journals (Sweden)

    Suman Saurabh

    2014-12-01

    Full Text Available Background: Prevention of breeding of Aedes mosquito is an effective method for dengue control. Practice of source reduction to prevent breeding depends on the knowledge of the community, which can be improved by health education. Objectives: Our objective was to ascertain the knowledge and practice of the community regarding dengue and its prevention, and to assess the effectiveness of individual health education on practice of dengue prevention. Methodology: In urban service area of JIPMER, using Street-wise cluster sampling pre and post intervention data collection was done. Intervention was “Individual health education on the practice of dengue prevention”. Main outcome measures were Awareness and practice regarding dengue prevention. McNemar’s test was used in the analysis. Results: A total of 351 respondents were studied of whom 89% knew that dengue was spread by mosquitoes. Only one-fourths knew about the correct biting time and breeding condition of Aedes mosquitoes. Practice regarding draining of unused tyres, coolers, flower vases, disposal of coconut shells and keeping unused flower pots upturned were found to improve significantly after health education. Conclusions: Individual health education was effective in improving the practice of source reduction in a community with poor knowledge of vector biting and breeding habits.

  17. On the positive correlation between education and fertility intentions in Europe: Individual- and country-level evidence☆

    Science.gov (United States)

    Testa, Maria Rita

    2014-01-01

    Increasing shares of European women are making large investments in their human capital. Whether and to what extent these investments are in conflict with reproductive behaviour are issues that have repercussions for fertility levels. Using two Eurobarometer survey data (2006 and 2011) on individuals clustered in the 27 EU countries, I investigate the relationship between women's education and lifetime fertility intentions. Results suggest that a positive association between women's level of education and lifetime fertility intentions exists at both the individual and country levels, as well as in a micro–macro integrated framework. The main explanation for these findings—which remains to be proven by future research—is that, in institutional contexts allowing highly educated women to have large families, women of reproductive ages are more prone to make investments in both human capital and family size, because these choices are not seen as incompatible alternatives. PMID:26047540

  18. Comparison of Transition-Related IEP Content for Young Adults with Disabilities Who Do or Do Not Have a Legal Guardian

    Science.gov (United States)

    Millar, Dorothy Squatrito

    2009-01-01

    IEP transition-related content was compared between young adults with developmental disabilities who had or did not have legal guardians. It was found that students with guardians were more likely to earn a certificate of completion, and wanted to remain living with their families, in comparison to students without guardians who were more likely…

  19. Individual Study in Undergraduate Science. Higher Education Learning Project (h.e.l.p.) - Physics.

    Science.gov (United States)

    Ogborn, Jon, Ed.; And Others

    The bulk of this book consists of case studies of a variety of forms of individualized instruction, including Keller Plan courses. The last third of the book deals with the general aspects of using an individualized system of instruction. This portion contains many suggestions about the operational details of an individualized course. (Author/BB)

  20. Organization of Individual Work of Students under Competence-Oriented Approach to Education in Higher School

    Science.gov (United States)

    Ualiyeva, Nazym T.; Murzalinova, Alma Z.

    2016-01-01

    The main objective of this research is to identify the essence, content and specifics of organization of individual work of higher school students under competence-oriented approach. The research methodology is related to the choice of competence-oriented approach to ensure transformation of individual work into individual activity in…

  1. Black Deaf Individuals' Reading Skills: Influence of ASL, Culture, Family Characteristics, Reading Experience, and Education

    Science.gov (United States)

    Myers, Candace; Clark, M. Diane; Musyoka, Millicent M.; Anderson, Melissa L.; Gilbert, Gizelle L.; Agyen, Selina; Hauser, Peter C.

    2010-01-01

    Previous research on the reading abilities of Deaf individuals from various cultural groups suggests that Black Deaf and Hispanic Deaf individuals lag behind their White Deaf peers. The present study compared the reading skills of Black Deaf and White Deaf individuals, investigating the influence of American Sign Language (ASL), culture, family…

  2. Systematic review of peer education intervention programmes among individuals with type 2 diabetes.

    Science.gov (United States)

    Gatlin, Tricia K; Serafica, Reimund; Johnson, Michael

    2017-12-01

    To systematically review published randomised controlled trials of peer education interventions among adults with type 2 diabetes. Systematic reviews have shown mixed results for peer support interventions to improve diabetes self-management. Given the effectiveness of diabetes education by healthcare professionals, peer education interventions may be a useful alternative approach. This review addressed that gap. Systematic review. A systematic search of published randomised controlled trials between 2006-2016 was conducted using the keywords diabetes, type 2 diabetes, randomised controlled trials, self-management, peer education and peer support. The methodological quality of each study was assessed using the Jadad scale. Seven studies were included in the final review, and the Jadad scores ranged from 8-10 of a possible 13 points. There was no consistent design, setting, or outcome measurement among the studies. There were two types of peer education interventions compared to traditional diabetes education: face-to-face or a combination of face-to-face and telephone/texting. The most common clinical outcome measure was HbA1c. Two of six studies showed statistically significant improvement in HbA1c between intervention and control groups. An increase in diabetes knowledge was also statistically significant in two of five studies. Peer education could be successful in improving clinical outcomes. No evidence was found indicating that healthcare provider education was superior in regard to clinical knowledge or behavioural or psychological outcome measures than peer education. HbA1c was statistically significantly lower in some peer education groups compared to control groups. There is evidence that peer education can be useful in achieving positive clinical outcomes such as decreasing HbA1c levels and increasing diabetes knowledge. A certified diabetes educator or a trained healthcare professional should not be overlooked though when using peer educators. © 2017

  3. The Effect of Type of Education on an Individual's Self Employment Choice: Comparison of Vocational and College Education

    Science.gov (United States)

    Edenborg, Michelle D.

    2013-01-01

    Using theoretical constructs of the human capital theory (Schultz, 1959) and the resource-based view of the firm (Barney, 1991), this study examines whether the type of education completed has an impact on an individual's choice between self-employment and employment with a firm. In addition, this study seeks to understand the geographic…

  4. Uber die Vereinbarkeit individueller Bildungsbedurfnisse und betrieblicher Qualifikationsanforderungen (On the Compatibility of Individual Needs for Education and Employment-Related Qualification Requirements).

    Science.gov (United States)

    Heid, Helmut

    1999-01-01

    States that a tendency has developed to orientate educational-practical acting using learners' educational needs, while representatives of the employment system deduce political and practical educational maxims from requirements that result from economic structural changes. Defines the instructional importance of individual educational needs and…

  5. Airway Clearance Techniques (ACTs)

    Medline Plus

    Full Text Available ... PARENT AND GUARDIAN GUIDANCE Working With Your Child's School Individualized Education Programs (IEPs) and 504 Plans School Transitions for People With CF and Their Families ...

  6. Development of an Online Smartphone-Based eLearning Nutrition Education Program for Low-Income Individuals.

    Science.gov (United States)

    Stotz, Sarah; Lee, Jung Sun

    2018-01-01

    The objective of this report was to describe the development process of an innovative smartphone-based electronic learning (eLearning) nutrition education program targeted to Supplemental Nutrition Assistance Program-Education-eligible individuals, entitled Food eTalk. Lessons learned from the Food eTalk development process suggest that it is critical to include all key team members from the program's inception using effective inter-team communication systems, understand the unique resources needed, budget ample time for development, and employ an iterative development and evaluation model. These lessons have implications for researchers and funding agencies in developing an innovative evidence-based eLearning nutrition education program to an increasingly technology-savvy, low-income audience. Copyright © 2016 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

  7. 20 CFR 669.400 - What are the elements of the Individual Employment Plan that is authorized as an intensive service?

    Science.gov (United States)

    2010-04-01

    ... customer-centered case management tool, an IEP is a personal record and must receive confidential treatment. ... 20 Employees' Benefits 3 2010-04-01 2010-04-01 false What are the elements of the Individual Employment Plan that is authorized as an intensive service? 669.400 Section 669.400 Employees' Benefits...

  8. Playing educational micro-games at high schools: Individually or collectively?

    Czech Academy of Sciences Publication Activity Database

    Brom, C.; Levčík, David; Buchtová, M.; Klement, Daniel

    2015-01-01

    Roč. 48, Jul (2015), s. 682-694 ISSN 0747-5632 R&D Projects: GA MZd(CZ) NT13386 Institutional support: RVO:67985823 Keywords : educational games * collective play * learning effects * secondary education * classrooms Subject RIV: FH - Neurology Impact factor: 2.880, year: 2015

  9. Individual Differences and Possible Effects from Outdoor Education: Long Time and Short Time Benefits

    Science.gov (United States)

    Fiskum, Tove Anita; Jacobsen, Karl

    2012-01-01

    This study explores differences in the children's outcomes from outdoor education. The results revealed different outcomes within different subgroups: The children with an easy or a withdrawal temperament are good functioning both indoor and outdoor. Their outcomes from outdoor education are an increased vitality, which might be seen as a short…

  10. Health Literacy of Students with and without Individualized Education Programs: A Brief Report

    Science.gov (United States)

    Trout, Alexandra L.; Lambert, Matthew C.; Epstein, Michael H.; Avery, Marybell

    2018-01-01

    While much is known about the educational, behavioral, and social needs of adolescents receiving school-based special education services, one critical domain, health literacy, has been largely unexamined. Given the impact of health and health management on the well-being of all persons, and the likelihood of additional challenges for students…

  11. Collaborating to Plan and Implement a Sex Education Curriculum for Individuals with Disabilities

    Science.gov (United States)

    Sinclair, James; Kahn, Laurie G.; Rowe, Dawn A.; Mazzotti, Valerie L.; Hirano, Kara A.; Knowles, Christen

    2017-01-01

    Sex education is not only a necessary component of public school curriculum, but it is also an important opportunity for students with and without disabilities to learn about their own development as emerging adults. Although comprehensive sex education is not federally mandated, many states and districts choose to offer some form of sex education…

  12. From Cultural Deprivation to Individual Deficits: A Genealogy of Deficiency in Inuit Adult Education

    Science.gov (United States)

    McLean, Scott

    2016-01-01

    Adult education programs are often grounded in problematic assumptions about learners' inadequacies. The purpose of this article is to critique such assumptions through presenting a history of the manner in which representatives of Canadian governments conceptualized the education of Inuit adults from the 1940s through the 1980s. Using…

  13. Alternative Mechanisms to Encourage Individual Contributions to Vocational Education and Training

    Science.gov (United States)

    Haukka, Sandra; Keating, Jack; Lamb, Stephen

    2004-01-01

    Financing vocational education and training, as part of Australia's commitment to lifelong learning, will become a greater challenge as increased spending on other public services, such as health and welfare caused by an aging population, constrains government education expenditure. This report examines a range of mechanisms to encourage…

  14. Individual and Collective Rights Expressed in Educator and Child Interactions in Nordic Preschools

    Science.gov (United States)

    Johansson, E.; Emilson, A.; Röthle, M.; Puroila, A.-M.; Broström, S.; Einarsdóttir, J.

    2016-01-01

    This study focuses on rights and gender in educator and child interactions in Nordic preschools. The research questions are as follows: What kinds of rights are communicated in the interactions and how? What kind of gender patterns can be identified? Rights refer to entitlements related to the early childhood education context, given or claimed by…

  15. Educational Priorities for Individuals with Angelman Syndrome: A Study of Parents' Perspectives

    NARCIS (Netherlands)

    Radstaake, M.; Didden, H.C.M.; Peters-Scheffer, N.C.; Sigafoos, J.; Korzilius, H.P.L.M.; Curfs, L.M.G.

    2014-01-01

    The priorities of parents of children with intellectual disability should be considered when selecting educational goals. To this end, 77 parents of children with Angelman syndrome (AS) completed a questionnaire that involved rating their child's abilities and prioritizing educational goals across a

  16. Academic Advising in Individualized Major Programs: Promoting the Three I's of General Education

    Science.gov (United States)

    Egan, Kevin

    2015-01-01

    Academic advisers play an important role in making general education relevant and meaningful to student learning by helping to facilitate the three I's of general education: inter-disciplinarity, integration, and intentionality. This essay argues that the "advising as learning" model of academic advising embodies the kinds of advising…

  17. 34 CFR 222.50 - What definitions apply to this subpart?

    Science.gov (United States)

    2010-07-01

    ..., autism, traumatic brain injury, other health impairments, or specific learning disabilities; and (ii) Who... conformity with the individualized education program (IEP) required under section 1414(a)(5) of the Individuals with Disabilities Education Act. Individualized education program (IEP) means— (1) A written...

  18. Evaluating Individual Students' Perceptions of Instructional Quality: An Investigation of their Factor Structure, Measurement Invariance, and Relations to Educational Outcomes.

    Science.gov (United States)

    Scherer, Ronny; Nilsen, Trude; Jansen, Malte

    2016-01-01

    Students' perceptions of instructional quality are among the most important criteria for evaluating teaching effectiveness. The present study evaluates different latent variable modeling approaches (confirmatory factor analysis, exploratory structural equation modeling, and bifactor modeling), which are used to describe these individual perceptions with respect to their factor structure, measurement invariance, and the relations to selected educational outcomes (achievement, self-concept, and motivation in mathematics). On the basis of the Programme for International Student Assessment (PISA) 2012 large-scale data sets of Australia, Canada, and the USA (N = 26,746 students), we find support for the distinction between three factors of individual students' perceptions and full measurement invariance across countries for all modeling approaches. In this regard, bifactor exploratory structural equation modeling outperformed alternative approaches with respect to model fit. Our findings reveal significant relations to the educational outcomes. This study synthesizes different modeling approaches of individual students' perceptions of instructional quality and provides insights into the nature of these perceptions from an individual differences perspective. Implications for the measurement and modeling of individually perceived instructional quality are discussed.

  19. Evaluating individual students’ perceptions of instructional quality: An investigation of their factor structure, measurement invariance, and relations to educational outcomes

    Directory of Open Access Journals (Sweden)

    Ronny eScherer

    2016-02-01

    Full Text Available Students’ perceptions of instructional quality are among the most important criteria for evaluating teaching effectiveness. The present study evaluates different latent variable modeling approaches (confirmatory factor analysis, exploratory structural equation modeling, and bifactor modeling, which are used to describe these individual perceptions with respect to their factor structure, measurement invariance, and the relations to selected educational outcomes (achievement, self-concept, and motivation in mathematics. On the basis of the Programme for International Student Assessment (PISA 2012 large-scale data sets of Australia, Canada, and the USA (N = 26,746 students, we find support for the distinction between three factors of individual students’ perceptions and full measurement invariance across countries for all modeling approaches. In this regard, bifactor exploratory structural equation modeling outperformed alternative approaches with respect to model fit. Our findings reveal significant relations to the educational outcomes. This study synthesizes different modeling approaches of individual students’ perceptions of instructional quality and provides insights into the nature of these perceptions from an individual differences perspective. Implications for the measurement and modeling of individually perceived instructional quality are discussed.

  20. Conceptual Analysis and Implications of Students' Individual Differences to Curriculum Implementation in Technical Education

    Science.gov (United States)

    Akpan, Godwin A.; Essien, Emmanuel O.; Okure, Okure S.

    2013-01-01

    Individual differences refer to the unique ways each human being differs from another human being as expressed in behaviour or perceived in the physical appearance. Three factors of individual differences identified to be closely related to learning/acquisition of skills and performance of tasks. These are personality dimensions, self-efficacy and…

  1. Graduate Education to Facilitate Interdisciplinary Research Collaboration: Identifying Individual Competencies and Developmental Activities

    Science.gov (United States)

    Holt, Valerie Ciocca

    2013-01-01

    Interdisciplinary research collaborations (IDRC) are considered essential for addressing the most complex global community problems concerning science, health, education, energy, the environment, and society. In spite of technological advances, supportive funding, and even researcher proclivity to collaborate, these complex interdisciplinary…

  2. Building professional capacity in ITS : guidelines for designing an individualized training and education plan

    Science.gov (United States)

    1999-04-01

    This document presents a guide for educating and training transportation professionals on skills for Intelligent Transportation Systems (ITS). It identifies twenty ideal roles that professionals play in ITS and ITS competencies A curriculum is then p...

  3. Mental Toughness and Individual Differences in Learning, Educational and Work Performance, Psychological Well-being, and Personality: A Systematic Review.

    Science.gov (United States)

    Lin, Ying; Mutz, Julian; Clough, Peter J; Papageorgiou, Kostas A

    2017-01-01

    Mental toughness (MT) is an umbrella term that entails positive psychological resources, which are crucial across a wide range of achievement contexts and in the domain of mental health. We systematically review empirical studies that explored the associations between the concept of MT and individual differences in learning, educational and work performance, psychological well-being, personality, and other psychological attributes. Studies that explored the genetic and environmental contributions to individual differences in MT are also reviewed. The findings suggest that MT is associated with various positive psychological traits, more efficient coping strategies and positive outcomes in education and mental health. Approximately 50% of the variation in MT can be accounted for by genetic factors. Furthermore, the associations between MT and psychological traits can be explained mainly by either common genetic or non-shared environmental factors. Taken together, our findings suggest a 'mental toughness advantage' with possible implications for developing interventions to facilitate achievement in a variety of settings.

  4. Investigating supported or unsupported individual and group work in open forums in an open educational resources repository

    OpenAIRE

    Wilson, Tina

    2008-01-01

    Open Educational Resources (OERs) can play a part in advancing the lifelong learning and social inclusion agendas (Geser, 2007). The focal point of this paper is on how learners of different ages will be encouraged to adopt OERs by their teachers and facilitators. The discussion starts by looking at how the facilitators will support their learners in an open arena. This is followed by the facilitators approach to individual and group work in an open access environment. The discourse then move...

  5. Collaborating with Communities and Higher Education to Address the Health-care Needs of Individuals with Disabilities in Ecuador

    Directory of Open Access Journals (Sweden)

    Donna J. Cech

    2017-04-01

    Full Text Available Individuals with disabilities experience inequities in access to health care, education, employment, and social inclusion. Causes for Change International (CCI, a non-governmental Organization (NGO, using a community-based rehabilitation approach has worked for 20 years to build self-sufficiency, improve health-care services, and education for women, children, and persons with disabilities in Ecuador. CCI initially addressed health; advocacy for individuals with disabilities; and promoted educational opportunities for children with disabilities, starting in one rural community. CCI’s outreach has expanded through Ecuador’s coastal provinces, Andean provinces, and Galapagos Islands. CCI also focused on local health-care workforce development, developing employment skills for individuals with disabilities and social inclusion for this population. CCI collaborated with local organizations, government, and universities to provide resources, managed by local leadership. Key program elements of the CCI approach include (1 develop trust between CCI, local communities, local agencies, and government; (2 empower local groups to assume leadership and sustain programs; (3 support communities and groups invested in developing self-sufficiency; and (4 strengthen collaborations and partnerships between local and international organizations, universities, and government agencies. Key lessons learned by CCI are to be supportive of cultural differences; understand that limited financial and material resources may limit the program development; recognize that it is difficult not to foster dependent relationships with communities and appreciate the importance of working with and within the host country’s governmental systems. CCI is expanding its service base to other regions of Ecuador and is focusing on development of the Ecuadorian health-care workforce and social inclusion opportunities for individuals with disability. The efforts of a small NGO have

  6. Collaborating with Communities and Higher Education to Address the Health-care Needs of Individuals with Disabilities in Ecuador.

    Science.gov (United States)

    Cech, Donna J; Alvarado, Zully J

    2017-01-01

    Individuals with disabilities experience inequities in access to health care, education, employment, and social inclusion. Causes for Change International (CCI), a non-governmental Organization (NGO), using a community-based rehabilitation approach has worked for 20 years to build self-sufficiency, improve health-care services, and education for women, children, and persons with disabilities in Ecuador. CCI initially addressed health; advocacy for individuals with disabilities; and promoted educational opportunities for children with disabilities, starting in one rural community. CCI's outreach has expanded through Ecuador's coastal provinces, Andean provinces, and Galapagos Islands. CCI also focused on local health-care workforce development, developing employment skills for individuals with disabilities and social inclusion for this population. CCI collaborated with local organizations, government, and universities to provide resources, managed by local leadership. Key program elements of the CCI approach include (1) develop trust between CCI, local communities, local agencies, and government; (2) empower local groups to assume leadership and sustain programs; (3) support communities and groups invested in developing self-sufficiency; and (4) strengthen collaborations and partnerships between local and international organizations, universities, and government agencies. Key lessons learned by CCI are to be supportive of cultural differences; understand that limited financial and material resources may limit the program development; recognize that it is difficult not to foster dependent relationships with communities and appreciate the importance of working with and within the host country's governmental systems. CCI is expanding its service base to other regions of Ecuador and is focusing on development of the Ecuadorian health-care workforce and social inclusion opportunities for individuals with disability. The efforts of a small NGO have helped build

  7. Construction of an individual trajectory of learning computer science using an electronic database of educational material

    Directory of Open Access Journals (Sweden)

    Алексей Андреевич Заславский

    2010-09-01

    Full Text Available In this paper the approach for the use of automated information system directly in the classroom to form a personal set of tasks for a particular student and build individual trajectory of its development.

  8. Communicative foreign language education for development of individual in different cultures

    International Nuclear Information System (INIS)

    Solovieva, T.S.

    2000-01-01

    In this article the development of the individual in the sphere of nuclear industry and technology is considered on the example of Obninsk Institute of Nuclear Power Engineering as the model of totality of all these factors. (authors)

  9. The Impact of Cooperative, Competitive, and Individualistic Experiences on Minority IndividualsEducational and Career Success.

    Science.gov (United States)

    1984-05-16

    Negative attitudes toward the subject being studied based on social isolation and its corresponding boredom . f. Lack of persistence in completing...1976). The effects of cooperative vs. individualized instruction on student prosocial behavior, attitudes toward learning, and achievement. Journal

  10. Effect on return to work or education of individual placement and support modified for people with mood and anxiety disorders

    DEFF Research Database (Denmark)

    Hellström, Lone; Bech, Per; Hjorthøj, Carsten

    2017-01-01

    disorders (IPS-MA) on return to work and education compared with services as usual (SAU). Methods: In a randomised clinical superiority trial, 326 participants with mood and anxiety disorders were centrally randomised to IPS-MA, consisting of individual mentor support and career counselling (n=162) or SAU......Objectives: The effect of Individual Placement and Support (IPS) on return to work or education among people with mood or anxiety disorders is unclear, while IPS increases return to work for people with severe mental illness. We examined the effect of IPS modified for people with mood and anxiety...... returned to work or education compared with 37.8% (62/164) following SAU (OR=1.34, 95% CI: 0.86 to 2.10, p=0.20). We found no difference in mean number of weeks in employment or education (IPS-MA 32.4 weeks vs SAU 26.7 weeks, p=0.14), level of depression (Hamilton Depression 6-Item Scale score IPS-MA 5...

  11. Effectiveness of a caregiver education program on providing oral care to individuals with intellectual and developmental disabilities.

    Science.gov (United States)

    Fickert, Nancy A; Ross, Diana

    2012-06-01

    Caregivers who work in community living arrangements or intermediate care facilities are responsible for the oral hygiene of individuals with intellectual and developmental disabilities. Oral hygiene training programs do not exist in many organizations, despite concerns about the oral care of this population. The purpose of this study was to determine the effectiveness of a caregiver educational program. This study used a quasi-experimental one-group pretest/posttest design with repeated measures to describe the outcomes of an educational program. Program participants demonstrated oral hygiene skills on each other while being scored by a trained observer, after which they completed an oral hygiene compliance survey. After three months, a follow-up included the same posttest, demonstration of oral hygiene skills, and repeat of the compliance survey. Paired-sample t-tests of oral hygiene knowledge showed a statistically significant improvement from pretest to posttest and from pretest to three-month posttest. Oral hygiene skills and compliance improved. Results demonstrate evidence that caregiver education improves knowledge, skill, and compliance in oral hygiene. Further studies are required to demonstrate the value of providing oral hygiene education and training for caregivers of individuals with intellectual and developmental disabilities.

  12. Association Between Educational Level and Risk of Cancer in HIV-infected Individuals and the Background Population

    DEFF Research Database (Denmark)

    Legarth, Rebecca; Omland, Lars H; Dalton, Susanne O

    2015-01-01

    -infected individuals diagnosed (without intravenous drug abuse or hepatitis C infection) (n = 3205), and a background population cohort matched by age, gender, and country of birth (n = 22 435) were analyzed. Educational level (low or high) and cancer events were identified in Danish national registers. Cumulative...... incidences, incidence rate ratios (IRRs), and survival using Kaplan-Meier methods were estimated. RESULTS: Low educational level was associated with increased risk of cancer among HIV-infected individuals compared to population controls: all (adjusted-IRRs: 1.4 [95% confidence interval {CI}, 1.1-1.7] vs 1.......1 [95% CI, .9-1.2]), tobacco- and alcohol-related (2.1 [95% CI, 1.3-3.4] vs 1.3 [95% CI, 1.1-1.6]), and other (1.7 [95% CI, 1.1-2.8] vs 0.9 [95% CI, .7-1.0]). Educational level was not associated with infection-related or ill-defined cancers. One-year-survival was not associated with educational level...

  13. Individual Development of Professionalism in Educational Peer Group Supervision: A Multiple Case Study of GPs

    DEFF Research Database (Denmark)

    Holge-Hazelton, B.; Tulinius, Anne-Charlotte

    2012-01-01

    Background. Research has shown that peer-group supervision can strengthen GPs' professionalism, but little is known about the individual learning processes. To establish professionalism beyond professional behaviour, identity and idealism need to be included. The inner attitudinal values of profe......Background. Research has shown that peer-group supervision can strengthen GPs' professionalism, but little is known about the individual learning processes. To establish professionalism beyond professional behaviour, identity and idealism need to be included. The inner attitudinal values...

  14. Intensive individualized reinforcement education is important for the prevention of hypoglycemia in patients with type 2 diabetes.

    Science.gov (United States)

    Yong, Yun-Mi; Shin, Kyung-Mi; Lee, Kang-Min; Cho, Jae-Young; Ko, Sun-Hye; Yoon, Min-Hyang; Kim, Tae-Won; Jeong, Jong-Hyun; Park, Yong-Moon; Ko, Seung-Hyun; Ahn, Yu-Bae

    2015-04-01

    We investigated whether an intensive individualized reinforcement education program could influence the prevention of hypoglycemic events in patients with type 2 diabetes. From March 2013 to September 2013, patients aged 35 to 75 years with type 2 diabetes who had not previously participated in diabetes education, and treated with insulin or a sulfonylurea-containing regimen were included in the study. After structured group education, the patients assigned to the intensive individualized education group (IT) were requested to visit for reinforcement. All subjects in the IT were encouraged to self-manage dose adjustments. Participants in both groups (control group [CG, group education only; n=22] and IT [n=24]) attended follow-up visits at 2, 8, 12, and 24 weeks. At each visit, all patients were asked whether they had experienced hypoglycemia. The total study population consisted of 20 men (43.5%; mean age and diabetic duration of 55.9±11.0 and 5.1±7.3 years, respectively). At 24 weeks, there were no significant differences in hemoglobin A1c values between the CG and IT. The total number of hypoglycemic events per patient was 5.26±6.5 in the CG and 2.58±2.3 times in the IT (P=0.004). Adherence to lifestyle modification including frequency of exercise, self-monitoring of blood glucose, or dietary habit was not significantly different between the groups. However, adherence to hypoglycemia management, especially the dose adjustment of medication, was significantly higher in the IT compared with the CG. Compared with the structured group education, additional IT resulted in additional benefits in terms of avoidance of hypoglycemia and treating hypoglycemia in patients with type 2 diabetes.

  15. Intensive Individualized Reinforcement Education Is Important for the Prevention of Hypoglycemia in Patients with Type 2 Diabetes

    Directory of Open Access Journals (Sweden)

    Yun-Mi Yong

    2015-04-01

    Full Text Available BackgroundWe investigated whether an intensive individualized reinforcement education program could influence the prevention of hypoglycemic events in patients with type 2 diabetes.MethodsFrom March 2013 to September 2013, patients aged 35 to 75 years with type 2 diabetes who had not previously participated in diabetes education, and treated with insulin or a sulfonylurea-containing regimen were included in the study. After structured group education, the patients assigned to the intensive individualized education group (IT were requested to visit for reinforcement. All subjects in the IT were encouraged to self-manage dose adjustments. Participants in both groups (control group [CG, group education only; n=22] and IT [n=24] attended follow-up visits at 2, 8, 12, and 24 weeks. At each visit, all patients were asked whether they had experienced hypoglycemia.ResultsThe total study population consisted of 20 men (43.5%; mean age and diabetic duration of 55.9±11.0 and 5.1±7.3 years, respectively. At 24 weeks, there were no significant differences in hemoglobin A1c values between the CG and IT. The total number of hypoglycemic events per patient was 5.26±6.5 in the CG and 2.58±2.3 times in the IT (P=0.004. Adherence to lifestyle modification including frequency of exercise, self-monitoring of blood glucose, or dietary habit was not significantly different between the groups. However, adherence to hypoglycemia management, especially the dose adjustment of medication, was significantly higher in the IT compared with the CG.ConclusionCompared with the structured group education, additional IT resulted in additional benefits in terms of avoidance of hypoglycemia and treating hypoglycemia in patients with type 2 diabetes.

  16. Perturbating the assessment of individuals and groups: Listening for challenges to mathematics teacher educators

    Directory of Open Access Journals (Sweden)

    Chris Breen

    2004-10-01

    Full Text Available In this article I begin by focusing on different ways in which the term assessment can be understood and practised.  Having done this, I turn my gaze onto one particular teacher education situation and explore student teacher assessment as they are prepared for a career in teaching. In describing some of the particular ways in which I try to heighten the awareness of this particular group of student teachers regarding assessment and evaluation, I reflect on the experience and pose questions for teacher educators in general to consider about their own practice.

  17. Nutrition education for cardiovascular disease prevention in individuals with spinal cord injuries: study protocol for a randomized controlled trial.

    Science.gov (United States)

    Lieberman, Jesse A; McClelland, Jacquelyn W; Goff, David C; Racine, Elizabeth; Dulin, Michael F; Bauman, William A; Niemeier, Janet; Hirsch, Mark A; Norton, H James; Moore, Charity G

    2017-12-04

    Individuals with chronic spinal cord injuries (SCIs) have an increased prevalence of cardiovascular disease (CVD) and associated risk factors compared with age-matched control subjects. Exercise has been shown to improve selected CVD risk factors in individuals with SCI, but using nutrition education as an intervention has not been evaluated in this population. This paper describes our research plan for evaluating the effect of nutrition education on individuals with SCI. In the present study, called Eat Smart, Live Better, we are using a randomized controlled design to test an intervention adapted from an existing evidence-based program that showed a positive effect on nutrition knowledge and behavior of older adults from the general population. There will be an inpatient group (n = 100) and a community group (n = 100). The aims of our study are to compare the intervention and control groups for (1) changes in nutritional behavior, nutritional knowledge, and dietary quality by participants in the program; (2) levels of adiposity and metabolic CVD risk factors at 12-month follow-up; and (3) differential effects among individuals with SCI in the acute rehabilitation setting and those living in the community. This is a randomized controlled trial of nutrition education. The treatment groups receive six nutrition education sessions. The control groups receive the one "standard of care" nutrition lecture that is required by the Commission on Accreditation of Rehabilitation Facilities. Treatment groups include both an inpatient group, comprising patients who have been admitted to an acute rehabilitation facility because of their recent SCI, and an outpatient group, consisting of community-dwelling adults who are at least 1 year after their SCI. A total of 200 participants will be randomized 1:1 to the intervention or control group, stratified by location (acute rehabilitation facility or community dwelling). To our knowledge, this will be the first reported

  18. The Design of an IEP Decision Aid: A Tool for Diverse Parents of Children with Autism

    Science.gov (United States)

    Schuttler, Jessica Oeth

    2012-01-01

    Decision-making is a universal process that occurs constantly in life. Parent participation in educational decision-making is recognized as important by special education law, by special education and school psychology literature (Christenson & Sheridan, 2001; IDEIA, 2004;). Partnership in decision-making is especially important for parents of…

  19. Effect of Medical Education on Students' Attitudes toward Psychiatry and Individuals with Mental Disorders

    Science.gov (United States)

    Hofmann, Marzellus; Harendza, Sigrid; Meyer, Jelka; Drabik, Anna; Reimer, Jens; Kuhnigk, Olaf

    2013-01-01

    Objective: This study aimed to explore the effect of medical education on students' attitudes toward psychiatry and psychiatric patients, and examined the usefulness of a new evaluation tool: the 6-item Psychiatric Experience, Attitudes, and Knowledge (PEAK-6). Method: Authors studied the attitudes of 116 medical students toward psychiatry…

  20. African Americans and Mathematics Outcomes on National Assessment of Educational Progress: Parental and Individual Influences

    Science.gov (United States)

    Noble, Richard, III; Morton, Crystal Hill

    2013-01-01

    This study investigated within group differences between African American female and male students who participated in the 2009 National Assessment of Educational Progress mathematics assessment. Using results from participating states, we compare average scale scores of African American students based on home regulatory environment and interest…

  1. Mandating Education of Dental Graduates to Provide Care to Individuals with Intellectual and Developmental Disabilities

    Science.gov (United States)

    Waldman, H. Barry; Perlman, Steven P.

    2006-01-01

    In 2004, The Commission on Dental Accreditation adopted new standards for dental and dental hygiene education programs to ensure the preparation of practitioners to provide oral health services for persons with special health care needs. The course of action leading to the adoption of the new standards, together with the continuing obstacles of…

  2. Using Students' Knowledge to Generate Individual Feedback: Concept for an Intelligent Educational System on Logistics.

    Science.gov (United States)

    Ziems, Dietrich; Neumann, Gaby

    1997-01-01

    Discusses a methods kit for interactive problem-solving exercises in engineering education as well as a methodology for intelligent evaluation of solutions. The quality of a system teaching logistics thinking can be improved using artificial intelligence. Embedding a rule-based diagnosis module that evaluates the student's knowledge actively…

  3. Fact or Fiction? Analyzing Institutional Barriers and Individual Responsibility to Advance the Internationalization of Teacher Education

    Science.gov (United States)

    Mahon, Jennifer

    2010-01-01

    We live in a global age, and our schools and teachers must prepare today's students to take their places as global citizens. Such education requires an awareness of the world, its people, and its conditions. Some of the ways we may achieve such awareness include infusing a global perspective into the curriculum, sending students overseas, or…

  4. The Use of Migration-Related Competencies in Continuing Education: Individual Strategies, Social and Institutional Conditions

    Science.gov (United States)

    Sadjed, Ariane; Sprung, Annette; Kukovetz, Brigitte

    2015-01-01

    Focusing especially on biographical competencies that are gained through the experience of migration and socialisation in a certain country or cultural context, this article analyses how professionals define and deploy these "migration-related competencies" when it comes to employment in the field of adult education in Austria. By means…

  5. Explicit Memory among Individuals with Mild and Moderate Intellectual Disability: Educational Implications

    Science.gov (United States)

    Lifshitz, Hefziba; Shtein, Sarit; Weiss, Itzhak; Svisrsky, Naama

    2011-01-01

    We previously reported a meta-analysis of explicit memory studies in populations with intellectual disability (ID). The current study discusses the educational implications of this meta-analysis. The main factors at the core of these implications can be divided into two categories: those related to task characteristics (e.g., depth of processing,…

  6. Teachers' Individual Action Theories about Competence-Based Education: The Value of the Cognitive Apprenticeship Model

    Science.gov (United States)

    Seezink, Audrey; Poell, Rob F.; Kirschner, Paul A.

    2009-01-01

    Dutch prevocational secondary schools are reforming their educational programmes to make them more competence-based. This reform has substantial implications for the roles played by teachers. Yet, little empirical research has been conducted on teachers' processes of competence development in vocational settings. This study explores teachers'…

  7. The value of an educated population for an individual's entrepreneurship success

    NARCIS (Netherlands)

    Millán, J.M.; Congregado, E.; Román, C.; van Praag, M.; van Stel, A.

    2011-01-01

    Human capital obtained through education has been shown to be one of the strongest drivers of entrepreneurship performance. The entrepreneur's human capital is, though, only one of the input factors into the production process of her venture. The value of other input factors, such as (knowledge)

  8. The value of an educated population for an individual's entrepreneurship success

    NARCIS (Netherlands)

    Millán, J.M.; Congregado, E.; Román, C.; van Praag, M.; van Stel, A.

    2014-01-01

    Human capital obtained through education has been shown to be one of the strongest drivers of entrepreneurship performance. The entrepreneur's human capital, though, is only one of the input factors into the production process of her venture. In this paper we will analyze to what extent the

  9. The Value of an Educated Population for an Individual's Entrepreneurship Success

    DEFF Research Database (Denmark)

    Millán, José María; Congregado, Emilio; Román, Concepción

    2014-01-01

    Human capital obtained through education has been shown to be one of the strongest drivers of entrepreneurship performance. The entrepreneur's human capital, though, is only one of the input factors into the production process of her venture. In this paper we will analyze to what extent the educa...

  10. Teachers' individual action theories about competence-based education: the value of the cognitive apprenticeship model

    NARCIS (Netherlands)

    Prof. Dr. Paul A. Kirschner; Dr. Audrey Seezink; Prof. Dr. Rob F. Poell

    2009-01-01

    Dutch prevocational secondary schools are reforming their educational programmes to make them more competence-based. This reform has substantial implications for the roles played by teachers. Yet, little empirical research has been conducted on teachers' processes of competence development in

  11. The influence of age, gender and education on the performance of healthy individuals on a battery for assessing limb apraxia

    Directory of Open Access Journals (Sweden)

    Joana Mantovani-Nagaoka

    Full Text Available ABSTRACT Introduction: Apraxia is defined as a disorder of learned skilled movements, in the absence of elementary motor or sensory deficits and general cognitive impairment, such as inattention to commands, object-recognition deficits or poor oral comprehension. Limb apraxia has long been a challenge for clinical assessment and understanding and covers a wide spectrum of disorders, all involving motor cognition and the inability to perform previously learned actions. Demographic variables such as gender, age, and education can influence the performance of individuals on different neuropsychological tests. Objective: The present study aimed to evaluate the performance of healthy subjects on a limb apraxia battery and to determine the influence of gender, age, and education on the praxis skills assessed. Methods: Forty-four subjects underwent a limb apraxia battery, which was composed of numerous subtests for assessing both the semantic aspects of gestural production as well as motor performance itself. The tasks encompassed lexical-semantic aspects related to gestural production and motor activity in response to verbal commands and imitation. Results: We observed no gender effects on any of the subtests. Only the subtest involving visual recognition of transitive gestures showed a correlation between performance and age. However, we observed that education level influenced subject performance for all sub tests involving motor actions, and for most of these, moderate correlations were observed between education level and performance of the praxis tasks. Conclusion: We conclude that the education level of participants can have an important influence on the outcome of limb apraxia tests.

  12. The Agony and the Ecstasy: Current Status of Hispanic Individuals' Achievement in Higher Education and Earnings - With a Glimpse to the Future

    Science.gov (United States)

    De Los Santos, Gilberto; Asgary, Nader; Nazemzadeh, Asghar; DeShields, Jr., Oscar W.

    2005-01-01

    Some projections about Hispanic individuals point to a rosy picture regarding gains in higher educational enrollment. Other studies lament that these gains are, at best, minimal. Although the so-called higher education pie is undoubtedly expanding, this article concludes that Hispanic adults are losing, rather than gaining, educational attainment…

  13. Provision of Early Intervention and Special Education Services to Eligible DoD Dependents. Final rule.

    Science.gov (United States)

    2015-06-25

    This rule reissues the current regulations and: Establishes policy, assigns responsibilities, and implements the non-funding and non-reporting provisions in DoD for: Provision of early intervention services (EIS) to infants and toddlers with disabilities and their families, as well as special education and related services to children with disabilities entitled under this part to receive education services from the DoD; implementation of a comprehensive, multidisciplinary program of EIS for infants and toddlers with disabilities and their families who, but for age, are eligible to be enrolled in DoD schools; provision of a free appropriate public education (FAPE), including special education and related services, for children with disabilities, as specified in their individualized education programs (IEP), who are eligible to enroll in DoD schools; and monitoring of DoD programs providing EIS, and special education and related services for compliance with this part. This rule also establishes a DoD Coordinating Committee to recommend policies and provide compliance oversight for early intervention and special education.

  14. Nurses’ research utilization two years after graduation—a national survey of associated individual, organizational, and educational factors

    Science.gov (United States)

    2012-01-01

    Background Nurses’ research utilization (RU) as part of evidence-based practice is strongly emphasized in today’s nursing education and clinical practice. The primary aim of RU is to provide high-quality nursing care to patients. Data on newly graduated nurses’ RU are scarce, but a predominance of low use has been reported in recent studies. Factors associated with nurses’ RU have previously been identified among individual and organizational/contextual factors, but there is a lack of knowledge about how these factors, including educational ones, interact with each other and with RU, particularly in nurses during the first years after graduation. The purpose of this study was therefore to identify factors that predict the probability for low RU among registered nurses two years after graduation. Methods Data were collected as part of the LANE study (Longitudinal Analysis of Nursing Education), a Swedish national survey of nursing students and registered nurses. Data on nurses’ instrumental, conceptual, and persuasive RU were collected two years after graduation (2007, n = 845), together with data on work contextual factors. Data on individual and educational factors were collected in the first year (2002) and last term of education (2004). Guided by an analytic schedule, bivariate analyses, followed by logistic regression modeling, were applied. Results Of the variables associated with RU in the bivariate analyses, six were found to be significantly related to low RU in the final logistic regression model: work in the psychiatric setting, role ambiguity, sufficient staffing, low work challenge, being male, and low student activity. Conclusions A number of factors associated with nurses’ low extent of RU two years postgraduation were found, most of them potentially modifiable. These findings illustrate the multitude of factors related to low RU extent and take their interrelationships into account. This knowledge might serve as useful input in

  15. Disproportionality in Special Education: Effects of Individual and School Variables on Disability Risk

    Science.gov (United States)

    Sullivan, Amanda L.; Bal, Aydin

    2013-01-01

    We examined the risk of disability identification associated with individual and school variables. The sample included 18,000 students in 39 schools of an urban K-12 school system. Descriptive analysis showed racial minority risk varied across 7 disability categories, with males and students from low-income backgrounds at highest risk in most…

  16. Capturing Parents' Individual and Institutional Interest Toward Involvement in Science Education

    Science.gov (United States)

    Kaya, Sibel; Lundeen, Cynthia

    2010-11-01

    Parents are generally less involved in their children’s science education (as compared to reading and mathematics) due to low self-efficacy and a lack of home-school communication. This study examined parental interest and attitudes in science as well as the nature of parent-to-child questioning during an interactive home, school, and community collaboration in the southeastern United States. Study results, compiled from observations, exit surveys, and interviews revealed largely positive family interactions and attitudes about science learning and increased parental interest toward involvement in elementary science. Parents frequently used productive questioning techniques during activities. These results imply that successful home, school, and community partnerships may elevate levels of parental participation in their children’s science education and the parents’ perception of themselves as being competent in assisting in science.

  17. A case law review of the individuals with disabilities education act for children with hearing loss or auditory processing disorders.

    Science.gov (United States)

    Kreisman, Brian M; John, Andrew B

    2010-01-01

    In 1975, Congress passed the Education for All Handicapped Children Act (Public Law 94-142), and it has been revised and modified several times. At the time of this writing, this law was most recently amended by the Individuals with Disabilities Education Improvement Act (Pub. L. No. 108-446, 118 Stat. 2647, December 3, 2004), which took effect on July 1, 2005. Colloquially the law is still referred to as the Individuals with Disabilities Education Act (IDEA). Children with hearing loss or auditory processing disorder (APD) may qualify for services under IDEA. However, a review of the literature found no review of case law for such children. This article provides a comprehensive review of case law involving the IDEA and children with hearing loss or APD from the U.S. Supreme Court and U.S. courts of appeals. We conducted a systematic review of case law. A LexisNexis search for cases involving IDEA and children with hearing loss or APDs was conducted. For the purpose of the present case review, all appellate decisions (cases accepted by the U.S. courts of appeals or the U.S. Supreme Court) were included if they found that the child had hearing loss or APD, regardless of the reason for the appeal under IDEA. In the instance of multiple cases that involved the same two parties, these cases are summarized together to provide the legal context. Brief explanations of IDEA and the federal judicial process as it pertains to IDEA disputes are presented. Following these explanations, a chronological review of IDEA appellate cases concerning students with hearing loss or APD is provided. The IDEA cases reviewed focus on three main issues: placement of the child, methodology of teaching, and the provision of services. This case law review provides a helpful summary of higher court cases for educational audiologists and parents of children with hearing loss or APDs, as well as educators, individualized education program team members, school administrators, and legal

  18. American Indians and Minnesota's Private Colleges. An Evaluation of the Minnesota Private College Research Foundation's Indian Education Project, 1971-72 -- 1974-75.

    Science.gov (United States)

    Panitz, Emanuel

    The Minnesota Private College Research Foundation - Indian Education Project (MPCRF-IEP) provided additional financial support for programs that were unique, developmental, and Indian in their approach to expansion of higher educational opportunities for Native American students. Funding allocated by the Project was made on a dollar for dollar…

  19. Does more education cause lower BMI, or do lower-BMI individuals become more educated? Evidence from the National Longitudinal Survey of Youth 1979.

    Science.gov (United States)

    Benson, Rebecca; von Hippel, Paul T; Lynch, Jamie L

    2017-03-21

    More educated adults have lower average body mass index (BMI). This may be due to selection, if adolescents with lower BMI attain higher levels of education, or it may be due to causation, if higher educational attainment reduces BMI gain in adulthood. We test for selection and causation in the National Longitudinal Survey of Youth 1979, which has followed a representative US cohort from age 14-22 in 1979 through age 47-55 in 2012. Using ordinal logistic regression, we test the selection hypothesis that overweight and obese adolescents were less likely to earn high school diplomas and bachelor's degrees. Then, controlling for selection with individual fixed effects, we estimate the causal effect of degree completion on BMI and obesity status. Among 18-year-old women, but not among men, being overweight or obese predicts lower odds of attaining higher levels of education. At age 47-48, higher education is associated with lower BMI, but 70-90% of the association is due to selection. Net of selection, a bachelor's degree predicts less than a 1 kg reduction in body weight, and a high school credential does not reduce BMI. Copyright © 2017 Elsevier Ltd. All rights reserved.

  20. INDIVIDUALIZATION FACTORS OF STUDENTS’ PHYSICAL EDUCATION AT MODERN STAGE OF ITS REALIZATION

    OpenAIRE

    V.A. Druz; S.S. Iermakov; G.P. Artemyeva; Y.I. Puhach; R. Muszkieta

    2017-01-01

    Purpose: determination of main conditions for complying individual potentials of physical condition and students’ physical fitness for practicing appropriate kind of sports. Material: In the research students attending sport circles participated (n=960). Sport qualification of the participants was in the range from beginners to international masters of sports. The contingent of the tested consisted of different age groups and sport specializations. Results: for satisfaction of students’ indiv...

  1. INDIVIDUALIZATION FACTORS OF STUDENTS’ PHYSICAL EDUCATION AT MODERN STAGE OF ITS REALIZATION

    Directory of Open Access Journals (Sweden)

    V.A. Druz

    2017-01-01

    Full Text Available Purpose: determination of main conditions for complying individual potentials of physical condition and students’ physical fitness for practicing appropriate kind of sports. Material: In the research students attending sport circles participated (n=960. Sport qualification of the participants was in the range from beginners to international masters of sports. The contingent of the tested consisted of different age groups and sport specializations. Results: for satisfaction of students’ individual interests to definite kinds of sports it is necessary to have professional graphs of motor functioning in sports and ergo-graphic characteristic of competition exercises. Students shall have information about their physical condition and physical fitness. Besides, it is necessary to have the data about students’ current physical condition, which determines students’ workability. Passport data about medium of motor functioning and individual’s physical potentials permit to find adequacy of combining and success of object-medium interaction. It results in enthusiasm in practicing certain kind of sports. Conclusions: The presence of adequate compliance between determined analytical links of physiological processes of individual’s adaptive behavior and requirements to the chosen medium of sport functioning permits to maximally effectively solve the problems of students’ physical education’s individualization.

  2. Learning About Love: A Meta-Analytic Study of Individually-Oriented Relationship Education Programs for Adolescents and Emerging Adults.

    Science.gov (United States)

    Simpson, David M; Leonhardt, Nathan D; Hawkins, Alan J

    2018-03-01

    Despite recent policy initiatives and substantial federal funding of individually oriented relationship education programs for youth, there have been no meta-analytic reviews of this growing field. This meta-analytic study draws on 17 control-group studies and 13 one-group/pre-post studies to evaluate the effectiveness of relationship education programs on adolescents' and emerging adults' relationship knowledge, attitudes, and skills. Overall, control-group studies produced a medium effect (d = .36); one-group/pre-post studies also produced a medium effect (d = .47). However, the lack of studies with long-term follow-ups of relationship behaviors in the young adult years is a serious weakness in the field, limiting what we can say about the value of these programs for helping youth achieve their aspirations for healthy romantic relationships and stable marriages.

  3. Fatigue and Activity Management Education for Individuals with Systemic Lupus Erythematosus

    Directory of Open Access Journals (Sweden)

    Ruth O’Riordan

    2017-01-01

    Full Text Available Background. Fatigue and Activity Management Education (FAME is a six-week occupational therapy-led programme focusing on fatigue and stress management, exercise, nutrition, and joint protection. Each session consists of education and goal setting. Objectives of Study. To assess the impact of FAME on occupational participation and fatigue management. Methods. Three programmes were facilitated with twenty-one women with SLE. A mixed methods design was used. Quantitative data were collected using self-reported questionnaires administered before, immediately after, and eight weeks after intervention. Data were analysed using descriptive and nonparametric inferential statistics. Qualitative data were collected through focus groups and interviews. Thematic analysis was carried out on the qualitative data. Findings. There was a statistically significant improvement in depression as measured by the Hospital Anxiety and Depression Scale and categories of “burden to others” and “fatigue” in the LupusQoL. There were nonsignificant improvements in fatigue, occupational participation, self-efficacy, and anxiety. Participants reported an improved understanding of fatigue and the impact of stress on fatigue. They also identified self-management strategies they were using on a daily basis.

  4. Experiences of Individuals With Visual Impairments in Integrated Physical Education: A Retrospective Study.

    Science.gov (United States)

    Haegele, Justin A; Zhu, Xihe

    2017-12-01

    The purpose of this retrospective study was to examine the experiences of adults with visual impairments during school-based integrated physical education (PE). An interpretative phenomenological analysis (IPA) research approach was used and 16 adults (ages 21-48 years; 10 women, 6 men) with visual impairments acted as participants for this study. The primary sources of data were semistructured audiotaped telephone interviews and reflective field notes, which were recorded during and immediately following each interview. Thematic development was undertaken utilizing a 3-step analytical process guided by IPA. Based on the data analysis, 3 interrelated themes emerged from the participant transcripts: (a) feelings about "being put to the side," frustration and inadequacy; (b) "She is blind, she can't do it," debilitating feelings from physical educators' attitudes; and (c) "not self-esteem raising," feelings about peer interactions. The 1st theme described the participants' experiences and ascribed meaning to exclusionary practices. The 2nd theme described the participants' frustration over being treated differently by their PE teachers because of their visual impairments. Lastly, "not self-esteem raising," feelings about peer interactions demonstrated how participants felt about issues regarding challenging social situations with peers in PE. Utilizing an IPA approach, the researchers uncovered 3 interrelated themes that depicted central feelings, experiences, and reflections, which informed the meaning of the participants' PE experiences. The emerged themes provide unique insight into the embodied experiences of those with visual impairments in PE and fill a previous gap in the extant literature.

  5. Computer-assisted generation of individual training concepts for advanced education in manufacturing metrology

    International Nuclear Information System (INIS)

    Werner, Teresa; Weckenmann, Albert

    2010-01-01

    Due to increasing requirements on the accuracy and reproducibility of measurement results together with a rapid development of novel technologies for the execution of measurements, there is a high demand for adequately qualified metrologists. Accordingly, a variety of training offers are provided by machine manufacturers, universities and other institutions. Yet, for an interested learner it is very difficult to define an optimal training schedule for his/her individual demands. Therefore, a computer-based assistance tool is developed to support a demand-responsive scheduling of training. Based on the difference between the actual and intended competence profile and under consideration of amending requirements, an optimally customized qualification concept is derived. For this, available training offers are categorized according to different dimensions: regarding contents of the course, but also intended target groups, focus of the imparted competences, implemented methods of learning and teaching, expected constraints for learning and necessary preknowledge. After completing a course, the achieved competences and the transferability of gathered knowledge are evaluated. Based on the results, recommendations for amending measures of learning are provided. Thus, a customized qualification for manufacturing metrology is facilitated, adapted to the specific needs and constraints of each individual learner

  6. According to the Opinions of Teachers of Individuals with Intellectual Disabilities: What Are the Sexual Problems of Students with Special Education Needs? How Should Sexual Education Be Provided for Them?

    Science.gov (United States)

    Girgin-Büyükbayraktar, Çagla; Konuk-Er, Rukiye; Kesici, Sahin

    2017-01-01

    The purpose of this research is to determine what sexual problems that individuals with special educations needs have and how to provide sexual education for these students, depending on the opinions of the teachers of mentally handicapped individuals. The qualitative research technique was employed in this research. Purposeful sampling method was…

  7. Perceptions of admission committee members: some aspects on individual admission to dental education at Karolinska Institutet.

    Science.gov (United States)

    Röding, Karin

    2005-08-01

    The aim of the study was to generate an overall impression of the admission committee's (AC) perspective on individualised admission procedures, derived from some perceived experience of the individual committee members using semi-structured interviews. Qualitative research was used and data were collected by use of interviews. The results show that the committee members are highly committed to the task and try to identify desirable, non-cognitive attributes in the applicants, such as motivation, empathy, drive, and tenacity: 'emotional intelligence'. The committee members were of the opinion that it was possible to identify these attributes in an applicant. The AC further believes that the admissions procedure influences academic achievements because students regard themselves as specially selected and therefore aspire to higher achievements.

  8. A Longitudinal Study of Special Education Due Process Hearings in Massachusetts

    Directory of Open Access Journals (Sweden)

    William H. Blackwell

    2015-03-01

    Full Text Available Of the three formal dispute resolution procedures provided by the Individuals With Disabilities Education Act of 2004(IDEA, due process hearings are the most costly in terms of time, fiscal resources, and impact on relationships between school personnel and parents. This study examined 258 due process hearings held over the past 8 years in Massachusetts to examine the characteristics of students at the center of these disputes, the issues that were addressed in the hearings, and the representation utilized by parents and school districts. The findings from this study indicated that (a Massachusetts school districts utilized attorney representation and won due process hearings at notably higher levels than parents, and (b the most frequently addressed issues at due process hearings were Individualized Education Program (IEP development/implementation and educational program placement, which are issues that represent the core mandate of IDEA to provide a free appropriate public education in the least restrictive environment (34 C.F.R. §300.300, 300.550. The authors present recommendations for policy actions and areas for future research.

  9. Mental Toughness and Individual Differences in Learning, Educational and Work Performance, Psychological Well-being, and Personality: A Systematic Review

    Directory of Open Access Journals (Sweden)

    Ying Lin

    2017-08-01

    Full Text Available Mental toughness (MT is an umbrella term that entails positive psychological resources, which are crucial across a wide range of achievement contexts and in the domain of mental health. We systematically review empirical studies that explored the associations between the concept of MT and individual differences in learning, educational and work performance, psychological well-being, personality, and other psychological attributes. Studies that explored the genetic and environmental contributions to individual differences in MT are also reviewed. The findings suggest that MT is associated with various positive psychological traits, more efficient coping strategies and positive outcomes in education and mental health. Approximately 50% of the variation in MT can be accounted for by genetic factors. Furthermore, the associations between MT and psychological traits can be explained mainly by either common genetic or non-shared environmental factors. Taken together, our findings suggest a ‘mental toughness advantage’ with possible implications for developing interventions to facilitate achievement in a variety of settings.

  10. Mental Toughness and Individual Differences in Learning, Educational and Work Performance, Psychological Well-being, and Personality: A Systematic Review

    Science.gov (United States)

    Lin, Ying; Mutz, Julian; Clough, Peter J.; Papageorgiou, Kostas A.

    2017-01-01

    Mental toughness (MT) is an umbrella term that entails positive psychological resources, which are crucial across a wide range of achievement contexts and in the domain of mental health. We systematically review empirical studies that explored the associations between the concept of MT and individual differences in learning, educational and work performance, psychological well-being, personality, and other psychological attributes. Studies that explored the genetic and environmental contributions to individual differences in MT are also reviewed. The findings suggest that MT is associated with various positive psychological traits, more efficient coping strategies and positive outcomes in education and mental health. Approximately 50% of the variation in MT can be accounted for by genetic factors. Furthermore, the associations between MT and psychological traits can be explained mainly by either common genetic or non-shared environmental factors. Taken together, our findings suggest a ‘mental toughness advantage’ with possible implications for developing interventions to facilitate achievement in a variety of settings. PMID:28848466

  11. Burnout in health care and education workers: The role of situational and individual factors

    Directory of Open Access Journals (Sweden)

    Popov Stanislava

    2015-01-01

    Full Text Available The aim of the study was to examine the level of the burnout syndrome in the sample of teachers and health care workers. Another aim was to investigate the relationship between burnout and the demographic, personality and job characteristics in order to identify the most influential factors of its occurrence and maintenance. Burnout was defined as a syndrome of emotional exhaustion, depersonalisation and reduced personal accomplishment, especially prevalent in humanistic professions. The instrument which was used for the operationalisation of burnout is the most widely used instrument for assessing this construct empirically: the Maslach Burnout Inventory. The convenient sample of 186 respondents from Novi Sad and Zrenjanin (100 health care workers and 86 teachers participated in the study. The results indicate a moderate to high level of burnout measured in this sample. A higher level of Emotional exhaustion and Depersonalisation was found in health care workers. The results of hierarchical regression analysis have shown that Neuroticism and Extraversion were the most significant predictors of burnout among individual factors. Conflicts with colleagues and the management as well as dissatisfaction with the organisation at the workplace were the most influential predictors of burnout among situational factors. The results are explained by the personality traits from the Big Five Plus Two Questionnair e, by the specific characteristics of the examined professions, and by the comparison with previous studies in the area.

  12. Effective Assistive Technology Consideration and Implications for Diverse Students

    Science.gov (United States)

    Jones, Vita L.; Hinesmon-Matthews, Lezlee J.

    2014-01-01

    Often the consideration of assistive technology devices and services during the individualized education program (IEP) process is overlooked. Because the Individuals with Disabilities Education Act (IDEA) authorized this consideration, IEP team members must be keenly aware of the importance they hold in providing this valuable input. Thus, IEP…

  13. Guidelines for Successful Parent Involvement: Working with Parents of Students with Disabilities

    Science.gov (United States)

    Staples, Kelli E.; Diliberto, Jennifer A.

    2010-01-01

    According to the Individuals With Disabilities Education Improvement Act (IDEA), school systems must ensure that the individualized education program (IEP) team includes the parent of the child with a disability. Teachers often report the challenges of getting parents to attend IEP meetings often assuming parents' lack of interest with involvement…

  14. Access to Opportunities for Bilingualism for Individuals with Developmental Disabilities: Key Informant Interviews.

    Science.gov (United States)

    de Valenzuela, Julia Scherba; Bird, Elizabeth Kay-Raining; Parkington, Karisa; Mirenda, Pat; Cain, Kate; MacLeod, Andrea A N; Segers, Eliane

    The purpose of this article is to describe the results of a thematic analysis of 79 semi-structured interviews collected at six research sites in four countries in relation to the inclusion and exclusion of students with developmental disabilities (DD) in and from special education and bilingual opportunities. The participants were individuals with expertise either in special needs and/or language education to support bilingualism (e.g., second language (L2) instruction), who served as key informants about service delivery and/or policy in these areas. Six themes emerged as salient during the analysis: we include all kids, special needs drives it, time/scheduling conflicts, IEP/IPP/statement drives it, it's up to the parents, and service availability. The results suggested that access to language programs and services is limited for children with DD, even though participants at all sites reported adherence to a philosophy of inclusion. A priority on special education services over language services was identified, as well as barriers to providing children with DD access to programs and services to support bilingual development. Some of these barriers included time and scheduling conflicts and limited service availability. Additionally, the role of parents in decision making was affirmed, although, in contrast to special education services, decision-making about participation or exemption from language programs was typically left up to the parents. Overall, the results suggest a need for greater attention to providing supports for both first (L1) and L2 language development for bilingual children with DD and greater access to available language programs. Copyright © 2016 Elsevier Inc. All rights reserved.

  15. Crafts and Craft Education as Expressions of Cultural Heritage: Individual Experiences and Collective Values among an International Group of Women University Students

    Science.gov (United States)

    Kokko, Sirpa; Dillon, Patrick

    2011-01-01

    This paper explores relationships between crafts, craft education and cultural heritage as reflected in the individual experiences and collective values of fifteen female university students of different nationalities. The students (all trainee teachers) were following a course in crafts and craft education as part of an International Study…

  16. 20 CFR 641.230 - Must the individual assessment conducted by the SCSEP grantee and the assessment performed by the...

    Science.gov (United States)

    2010-04-01

    ..., section 502(b)(4) of the OAA provides that an assessment or IEP completed by the SCSEP satisfies any condition for an assessment, service strategy, or IEP completed at the One-Stop and vice-versa. These reciprocal arrangements and the contents of the SCSEP IEP and WIA IEP should be negotiated in the MOU. (OAA...

  17. Too Stressed to Teach? Teaching Quality, Student Engagement, and IEP Outcomes

    Science.gov (United States)

    Wong, Venus W.; Ruble, Lisa A.; Yu, Yue; McGrew, John H.

    2017-01-01

    Teacher stress and burnout have a detrimental effect on the stability of the teaching workforce. However, the possible consequences of teacher burnout on teaching quality and on student learning outcomes are less clear, especially in special education settings. We applied Maslach and Leiter's (1999) model to understand the direct effects of…

  18. The Significance of Social Relationships in Learning to Become a Vocational and Technical Education Teacher: A Case Study of Three Individuals

    Science.gov (United States)

    Goh, Adeline Yuen Sze

    2013-01-01

    This article about workplace learning examines the learning of individuals in becoming a Vocational and Technical Education (VTE) teacher in Brunei. Drawing on research findings from a group of student teachers, it presents case study accounts of three individuals to illustrate the importance of social relationships in learning to become a VTE…

  19. Skin care education and individual counselling versus treatment as usual in healthcare workers with hand eczema: randomised clinical trial.

    Science.gov (United States)

    Ibler, Kristina Sophie; Jemec, Gregor B E; Diepgen, Thomas L; Gluud, Christian; Lindschou Hansen, Jane; Winkel, Per; Thomsen, Simon Francis; Agner, Tove

    2012-12-12

    To evaluate the effect of a secondary prevention programme with education on skin care and individual counselling versus treatment as usual in healthcare workers with hand eczema. Randomised, observer blinded parallel group superiority clinical trial. Three hospitals in Denmark. 255 healthcare workers with self reported hand eczema within the past year randomised centrally and stratified by profession, severity of eczema, and hospital. 123 were allocated to the intervention group and 132 to the control group. Education in skin care and individual counselling based on patch and prick testing and assessment of work and domestic related exposures. The control was treatment as usual. The primary outcome was clinical severity of disease at five month follow-up measured by scores on the hand eczema severity index. The secondary outcomes were scores on the dermatology life quality index, self evaluated severity of hand eczema, skin protective behaviours, and knowledge of hand eczema from onset to follow-up. Follow-up data were available for 247 of 255 participants (97%). At follow-up, the mean score on the hand eczema severity index was significantly lower (improved) in the intervention group than control group: difference of means, unadjusted -3.56 (95% confidence interval -4.92 to -2.14); adjusted -3.47 (-4.80 to -2.14), both Pgroup at follow-up: difference of means: unadjusted -0.78, non-parametric test P=0.003; adjusted -0.92, -1.48 to -0.37). Self evaluated severity and skin protective behaviour by hand washings and wearing of protective gloves were also statistically significantly better in the intervention group, whereas this was not the case for knowledge of hand eczema. A secondary prevention programme for hand eczema improved severity and quality of life and had a positive effect on self evaluated severity and skin protective behaviour by hand washings and wearing of protective gloves. ClinicalTrials.gov NCT01012453.

  20. Do commencing nursing and paramedicine students differ in interprofessional learning and practice attitudes: evaluating course, socio-demographic and individual personality effects.

    Science.gov (United States)

    Hallam, Karen T; Livesay, Karen; Morda, Romana; Sharples, Jenny; Jones, Andi; de Courten, Maximilian

    2016-03-03

    Interprofessional education (IPE) requires health students to learn with, from and about each other in order to develop a modern workforce with client-centred care at its core. Despite the client centred focus of IPE, training programs often utilize standard approaches across student cohorts without consideration of discipline, sociodemographic and personality variability that attract students to different health disciplines. Knowing the students who engage in IPE to tailor training may prove as beneficial as knowing the client to delivered individualized client centred care in interprofessional practice (IPP). This research investigates whether students commencing undergraduate nursing and paramedicine degrees ener training with existing demographic and personality differences and, if these are associated with different attitudes towards health care teams and interprofessional education. This online study recruited 160 nursing and 50 paramedicine students in their first week of their undergraduate course. Students completed questionnaires regarding their background, personality (General Perceived Self Esteem Scale, International Mini Markers) and the attitudes towards health care teams scale (ATHCTS) and interprofessional education perception scale (IEPS). Results show that commencing nursing and paramedicine students are demographically different on education, gender, speaking a language other than English at home (LOTE) and their own experience with healthcare. The results further demonstrate that LOTE, discipline being studied and personality factors play a role in perceptions regarding interprofessional training whilst discipline being studied impacted on attitudes towards health care teams in the workforce. These results highlight a number of existing personal and psychological differences between individuals who choose to train in these selected professions. This suggests a need for tertiary education IPE programs to move towards tailoring their education to

  1. The Influence of Parental Engagement on Most Restrictive Special Education Placements for African American Students in a Major Urban Texas School District

    Science.gov (United States)

    Hawkins, Dianne Kendrick

    2017-01-01

    African American students receive placements in special education in numbers disproportionate to their representation in the population at large. They are also placed in most restrictive settings in large numbers. The current quantitative study was designed to examine the influence of participation in ARD/IEP meetings by African American parents…

  2. Education in Twins and Their Parents Across Birth Cohorts Over 100 years: An Individual-Level Pooled Analysis of 42-Twin Cohorts.

    Science.gov (United States)

    Silventoinen, Karri; Jelenkovic, Aline; Latvala, Antti; Sund, Reijo; Yokoyama, Yoshie; Ullemar, Vilhelmina; Almqvist, Catarina; Derom, Catherine A; Vlietinck, Robert F; Loos, Ruth J F; Kandler, Christian; Honda, Chika; Inui, Fujio; Iwatani, Yoshinori; Watanabe, Mikio; Rebato, Esther; Stazi, Maria A; Fagnani, Corrado; Brescianini, Sonia; Hur, Yoon-Mi; Jeong, Hoe-Uk; Cutler, Tessa L; Hopper, John L; Busjahn, Andreas; Saudino, Kimberly J; Ji, Fuling; Ning, Feng; Pang, Zengchang; Rose, Richard J; Koskenvuo, Markku; Heikkilä, Kauko; Cozen, Wendy; Hwang, Amie E; Mack, Thomas M; Siribaddana, Sisira H; Hotopf, Matthew; Sumathipala, Athula; Rijsdijk, Fruhling; Sung, Joohon; Kim, Jina; Lee, Jooyeon; Lee, Sooji; Nelson, Tracy L; Whitfield, Keith E; Tan, Qihua; Zhang, Dongfeng; Llewellyn, Clare H; Fisher, Abigail; Burt, S Alexandra; Klump, Kelly L; Knafo-Noam, Ariel; Mankuta, David; Abramson, Lior; Medland, Sarah E; Martin, Nicholas G; Montgomery, Grant W; Magnusson, Patrik K E; Pedersen, Nancy L; Dahl Aslan, Anna K; Corley, Robin P; Huibregtse, Brooke M; Öncel, Sevgi Y; Aliev, Fazil; Krueger, Robert F; McGue, Matt; Pahlen, Shandell; Willemsen, Gonneke; Bartels, Meike; van Beijsterveldt, Catharina E M; Silberg, Judy L; Eaves, Lindon J; Maes, Hermine H; Harris, Jennifer R; Brandt, Ingunn; Nilsen, Thomas S; Rasmussen, Finn; Tynelius, Per; Baker, Laura A; Tuvblad, Catherine; Ordoñana, Juan R; Sánchez-Romera, Juan F; Colodro-Conde, Lucia; Gatz, Margaret; Butler, David A; Lichtenstein, Paul; Goldberg, Jack H; Harden, K Paige; Tucker-Drob, Elliot M; Duncan, Glen E; Buchwald, Dedra; Tarnoki, Adam D; Tarnoki, David L; Franz, Carol E; Kremen, William S; Lyons, Michael J; Maia, José A; Freitas, Duarte L; Turkheimer, Eric; Sørensen, Thorkild I A; Boomsma, Dorret I; Kaprio, Jaakko

    2017-10-01

    Whether monozygotic (MZ) and dizygotic (DZ) twins differ from each other in a variety of phenotypes is important for genetic twin modeling and for inferences made from twin studies in general. We analyzed whether there were differences in individual, maternal and paternal education between MZ and DZ twins in a large pooled dataset. Information was gathered on individual education for 218,362 adult twins from 27 twin cohorts (53% females; 39% MZ twins), and on maternal and paternal education for 147,315 and 143,056 twins respectively, from 28 twin cohorts (52% females; 38% MZ twins). Together, we had information on individual or parental education from 42 twin cohorts representing 19 countries. The original education classifications were transformed to education years and analyzed using linear regression models. Overall, MZ males had 0.26 (95% CI [0.21, 0.31]) years and MZ females 0.17 (95% CI [0.12, 0.21]) years longer education than DZ twins. The zygosity difference became smaller in more recent birth cohorts for both males and females. Parental education was somewhat longer for fathers of DZ twins in cohorts born in 1990-1999 (0.16 years, 95% CI [0.08, 0.25]) and 2000 or later (0.11 years, 95% CI [0.00, 0.22]), compared with fathers of MZ twins. The results show that the years of both individual and parental education are largely similar in MZ and DZ twins. We suggest that the socio-economic differences between MZ and DZ twins are so small that inferences based upon genetic modeling of twin data are not affected.

  3. The No Child Left Behind and the Individuals with Disabilities Education Acts: The Uneven Impact of Partially Funded Federal Mandates on Education of Deaf and Hard of Hearing Children

    Science.gov (United States)

    Moores, Donald F.

    2005-01-01

    The No Child Left Behind (NCLB) Act of 2001 is having a major impact on the education of deaf and hard of hearing children, and in many ways has taken on an importance far in excess of the Individuals With Disabilities Education Act (IDEA), which has been evolving since 1975. Congress has appropriated less money for both laws than their…

  4. Educational and individual factors associated with positive change in and reaffirmation of medical students' intention to practice in underserved areas.

    Science.gov (United States)

    Boscardin, Christy K; Grbic, Douglas; Grumbach, Kevin; O'Sullivan, Patricia

    2014-11-01

    The projected U.S. physician shortage will disproportionately affect underserved areas. This study examined the impact of medical school educational experiences on positive changes in and reaffirmation of students' intention to practice in underserved areas (practice intention). Medical students (n = 7,361) from 113 U.S. MD-granting medical schools who graduated in 2009-2010 and responded to both the Association of American Medical Colleges' 2006 Matriculating Student Questionnaire and 2010 Graduation Questionnaire were included. Multilevel logistic regression analyses were conducted to determine factors associated with change in and reaffirmation of practice intention. After controlling for individual characteristics, community health field experience (adjusted odds ratio [OR]: 1.36; 95% CI: 1.18, 1.57), learning another language (OR: 1.41; 95% CI: 1.22, 1.63), cultural competence/awareness experience (OR: 1.38; 95% CI: 1.21, 1.58), becoming more aware of perspectives of individuals from different backgrounds (OR: 1.24; 95% CI: 1.04, 1.48), and attending schools with higher social mission scores (OR: 1.66; 95% CI: 1.28, 2.16) were all significantly associated with positive changes in practice intention from matriculation to graduation. Field experience in community health (OR: 1.24; 95% CI: 0.99, 1.53), learning another language (OR: 1.29; 95% CI: 1.01, 1.65), and attending schools with higher social mission scores (OR: 1.62; 95% CI: 1.09, 2.43) were all significantly associated with reaffirmation of practice intention at graduation. Multifaceted factors are associated with practice intention. This study suggests medical schools can play active roles in alleviating the physician shortage in underserved areas through targeted curricular interventions and recruitment.

  5. Peer-Reviewed Research and the IEP: Implications of "Ridley School District v. M.R. and J.R. ex rel. E.R." (2012)

    Science.gov (United States)

    Yell, Mitchell L.; Katsiyannis, Antonis; Losinski, Mickey; Marshall, Kelsey

    2016-01-01

    This article examines a case out of the U.S. Court of Appeals for the Third Circuit: "Ridley School District v. M.R and J.R. ex rel. E.R." (2012). The case is the first circuit court case in which the Individuals with Disabilities Education Improvement Act requirement that special education services be based on peer-reviewed research…

  6. The effect of education based on individual empowerment model on the quality of life in the menopause women in Zarandieh

    Directory of Open Access Journals (Sweden)

    mahmood Karimy

    2014-09-01

    Conclusion: The findings support the educational program designed based on empowerment model effects on quality of life, design and performance of similar educational program is recommended to promote the quality of life in menopausal women.

  7. ESTIMATING THE INFLUENCE OF INDIVIDUAL POVERTY-ADJUSTED EDUCATIONAL ATTAINMENT ON TERM BIRTH WEIGHT USING CONDITIONAL MODELS

    Science.gov (United States)

    Reported maternal education is an important predictor of pregnancy outcomes. Like income, it is believed to allow women to locate in more favorable conditions than less educated or affluent peers. We examine the effect of reported educational attainment on term birth weight (birt...

  8. Iqbal's Inferences from the Qur'an: Objectives of Education for Developing the Individual Self

    Science.gov (United States)

    Ali, Muhammad Abid; Hussien, Suhailah

    2017-01-01

    The Islamic Republic of Pakistan won its independence seventy years ago, yet its education system continues to be secular. If one of the main aims of education is to prepare the young generation for achieving national objectives, it is but imperative for Pakistan to design an education system from the Islamic perspective. Since Muhammad Iqbal is…

  9. Individualizing Services, Individualizing Responsibility

    DEFF Research Database (Denmark)

    Garsten, Christina; Hollertz, Katarina; Jacobsson, Kerstin

    possibilities for individual voice, autonomy and self-determination in the local delivery of activation policy? What barriers do specific organisational models and practices imply for clients to choose, determine and access tailor-made programmes and services? What policy technologies are at work in governing......-oriented, and the normative demands placed on individuals appear increasingly totalizing, concerning the whole individual rather than the job-related aspects only. The paper is based on 23 in-depth interviews with individual clients as well as individual caseworkers and other professionals engaged in client-related work...

  10. A Theoretical Rationale for Using the Individualized Meaning-Centered Approach to Braille Literacy Education with Students Who Have Mild to Moderate Cognitive Disabilities

    Science.gov (United States)

    Wormsley, Diane P.

    2011-01-01

    This article describes the components of the Individualized Meaning-centered Approach to Braille Literacy Education (I-M-ABLE) for teaching braille reading and writing to students who are blind and have additional cognitive impairments. The components of I-M-ABLE are: (1) selecting and teaching the Key Vocabulary; (2) teaching the efficient use of…

  11. Part H of the Individuals with Disabilities Education Act (IDEA) for Infants, Toddlers, and Their Families Annual Performance Report, Year IV (1990-1992).

    Science.gov (United States)

    McNulty, Brian A.; And Others

    This report on the fourth year of Colorado's participation in Part H of the Individuals with Disabilities Education Act describes major accomplishments in preparing for full implementation of Part H in Year 5. Accomplishments in the following areas are discussed: state definition of developmental delay, central directory, timetables for serving…

  12. Individual Learning on Environmental Vocational Education and Training Courses Does Not Always Lead to the Workplace Application of Knowledge and Skills

    Science.gov (United States)

    Draper, Fiona; Oltean-Dumbrava, Crina; Kara-Zaitri, Chakib; Newbury, Brian

    2014-01-01

    Empirical research on three commercial environmental vocational education and training programmes revealed distinct personal, teaching and work-based presage factors, which influenced individual learning and learning transfer to the workplace. The extent to which behaviour change and learning transfer occurred depended on a diverse range of…

  13. Association Between Educational Level and Risk of Cancer in HIV-infected Individuals and the Background Population: Population-based Cohort Study 1995-2011.

    Science.gov (United States)

    Legarth, Rebecca; Omland, Lars H; Dalton, Susanne O; Kronborg, Gitte; Larsen, Carsten S; Pedersen, Court; Pedersen, Gitte; Gerstoft, Jan; Obel, Niels

    2015-11-15

    Human immunodeficiency virus (HIV)-infected individuals have increased risk of cancer. To our knowledge, no previous study has examined the impact of socioeconomic position on risk and prognosis of cancer in HIV infection. Population-based cohort-study, including HIV-infected individuals diagnosed (without intravenous drug abuse or hepatitis C infection) (n = 3205), and a background population cohort matched by age, gender, and country of birth (n = 22 435) were analyzed. Educational level (low or high) and cancer events were identified in Danish national registers. Cumulative incidences, incidence rate ratios (IRRs), and survival using Kaplan-Meier methods were estimated. Low educational level was associated with increased risk of cancer among HIV-infected individuals compared to population controls: all (adjusted-IRRs: 1.4 [95% confidence interval {CI}, 1.1-1.7] vs 1.1 [95% CI, .9-1.2]), tobacco- and alcohol-related (2.1 [95% CI, 1.3-3.4] vs 1.3 [95% CI, 1.1-1.6]), and other (1.7 [95% CI, 1.1-2.8] vs 0.9 [95% CI, .7-1.0]). Educational level was not associated with infection-related or ill-defined cancers. One-year-survival was not associated with educational level, but HIV-infected individuals with low educational level had lower 5-year-survival following infection-related and ill-defined cancers. Education is associated with risk and prognosis of some cancers in HIV infection, and diverges from what is observed in the background population. © The Author 2015. Published by Oxford University Press on behalf of the Infectious Diseases Society of America. All rights reserved. For Permissions, please e-mail: journals.permissions@oup.com.

  14. Development of a computer-aided clinical patient education system to provide appropriate individual nursing care for psychiatric patients.

    Science.gov (United States)

    Tseng, Kuan-Jui; Liou, Tsan-Hon; Chiu, Hung-Wen

    2012-06-01

    A lot of researches have proven that health education can help patients to maintain and improve their health. And it also shortens the time staying in hospital to save medication resource. Because the patients are willing to get healthcare knowledge to enhance the ability of self-care, they pay more attention to the health education. In Taiwan, the clinical nurses play an important role in patient education, and the health education take most time in their daily work. Such work includes the collection, production and delivery of education materials. To generate the correct and customized health education material is the key of success of patient education. In this study, we established a computer-aided health education contents generating system for psychiatric patients by integrating the databases for disease, medicine and nursing knowledge to assist nurse generating the customized health education document suitable for different patients. This system was evaluated by clinical nurses in usability and feasibility. This system is helpful for nurse to carry out the clinical health education to patients and further to encourage patient to pay attention to self-health.

  15. Partnering With Community-Dwelling Individuals With Diabetes for Health Behavior Change Using Action Plans: An Innovation in Health Professionals Education and Practice.

    Science.gov (United States)

    Barry Hultquist, Teresa; Brown, Sara Goomis; Geske, Jenenne; Kaiser, Katherine Laux; Waibel-Rycek, Denise

    2015-11-01

    Health care practitioners support or hinder an individual's attempts to self-manage health behavior. Practitioners must understand an individual's health needs and goals to effectively partner for behavior change. Self-management support (SMS) promote efforts toward positive health behavior change. Practitioners need training to provide effective SMS, beginning with their formal education. The purpose of this educational practice project was to integrate an evidence-based intervention (SMS using action plans) into a nursing curriculum. Three sequential steps included (1) providing foundational SMS education, (2) SMS application with students' personal action plans, and (3) implementing SMS with community-dwelling individuals with diabetes. Students (n = 130) partnered with participants (n = 85), developing short- (n = 240) and long-term (n = 99) action plans during home visits. The average baseline Diabetes Empowerment Scale score measuring participant's perceived psychosocial diabetes management self-efficacy was 4.3 (1-5 scale, SD = 0.51, n = 83). Most common short-term actions related to physical activity (n = 100, 42%) and healthy eating (n = 61, 25%). Average participant confidence level was 7.7 (SD = 1.9, 0-10 scale). Short-term goal evaluation (n = 209) revealed 66% (n = 137) were met more than 50% of the time. Both participants (99%) and students (99%) expressed satisfaction with home visit and action plan experiences. This teaching-learning experience is replicable and applicable to any professional health care student. © 2015 Society for Public Health Education.

  16. Applied Psychology and the Case for Individual Casework: Some Reflections on the Role of the Educational Psychologist

    Science.gov (United States)

    Boyle, Christopher; Lauchlan, Fraser

    2009-01-01

    The authors consider the changing role of educational psychology in the current era and emphasise the importance of casework-based interventions not only for influencing systemic work but also for maintaining credibility within the educational marketplace. With in-school counselling and intervention becoming more popular, the natural providers of…

  17. The Effects of Vocational Leadership Development for Individuals Who Participated in the Ohio Vocational Education Leadership Institute.

    Science.gov (United States)

    Leimbach, Gale John

    The effects of vocational leadership development were studied for 23 Fellows enrolled in the 1992 Ohio Vocational Education Leadership Institute (OVELI). A literature review focused on four components: leadership styles, educational leadership development, vocational leadership development, and visionary leadership development. The Leadership…

  18. The Contribution of International Large-Scale Assessments to Educational Research: Combining Individual and Institutional Data Sources

    Science.gov (United States)

    Strietholt, Rolf; Scherer, Ronny

    2018-01-01

    The present paper aims to discuss how data from international large-scale assessments (ILSAs) can be utilized and combined, even with other existing data sources, in order to monitor educational outcomes and study the effectiveness of educational systems. We consider different purposes of linking data, namely, extending outcomes measures,…

  19. What Do Parents of Children with Autism Spectrum Disorders Think?

    Science.gov (United States)

    Thompson, Catherine Creighton

    2014-01-01

    The purpose of this mixed methods study was to better understand the perspectives of parents with children who are diagnosed with autism spectrum disorders regarding the Individualized Education Program (IEP) process, and interventions implemented to help their child meet IEP goals. The web-based survey included both closed and open-ended items.…

  20. Diabetes education through group classes leads to better care and outcomes than individual counselling in adults: a population-based cohort study.

    Science.gov (United States)

    Hwee, Jeremiah; Cauch-Dudek, Karen; Victor, J Charles; Ng, Ryan; Shah, Baiju R

    2014-05-09

    Self-management education, supported by multidisciplinary health care teams, is essential for optimal diabetes management. We sought to determine whether acute diabetes complications or quality of care differed for patients in routine clinical care when their self-management education was delivered through group diabetes education classes versus individual counselling. With the use of population-level administrative and primary data, all diabetic patients in Ontario who attended a self-management education program in 2006 were identified and grouped according to whether they attended group classes (n=12,234), individual counselling (n=55,761) or a mixture of both (n=9,829). Acute complications and quality of care in the following year were compared among groups. Compared with those attending individual counselling, patients who attended group classes were less likely to have emergency department visits for hypo/hyperglycemia (odds ratio 0.54, 95% confidence interval [CI]: 0.42-0.68), hypo/hyperglycemia hospitalizations (OR 0.49, CI: 0.32-0.75) or foot ulcers/cellulitis (OR 0.64, CI: 0.50-0.81). They were more likely to have adequate HbA1c testing (OR 1.10, CI: 1.05-1.15) and lipid testing (OR 1.25, CI: 1.19-1.32), and were more likely to receive statins (OR 1.22, CI: 1.07-1.39). Group self-management education was associated with fewer acute complications and some improvements in processes of care. Group sessions can offer care to more patients with reduced human resource requirements. With increased pressure to find efficiencies in health care delivery, group diabetes education may provide an opportunity to deliver less resource-intensive care that simultaneously improves patient care.

  1. Effects of hand hygiene education and individual feedback on hand hygiene behaviour, MRSA acquisition rate and MRSA colonization pressure among intensive care unit nurses.

    Science.gov (United States)

    Chun, Hee-Kyung; Kim, Kyung-Mi; Park, Ho-Ran

    2015-12-01

    This study was conducted to increase the frequency and level of thoroughness of hand hygiene practice by nurses, and to assess the influence of the methicillin-resistant Staphylococcus aureus (MRSA) acquired incidence rate and the MRSA colonization pressure in a medical intensive care unit (MICU). A total of 24 MICU nurses received hand hygiene education and individual feedback of hand hygiene frequency and method after a session of education, and two posteducation evaluations were followed. The frequency of hand hygiene (P = 0.001) and the methodology score of hand hygiene increased significantly (P = 0.001). The MRSA acquisition rate decreased significantly, from 11.1% before the education to 0% after (P = 0.014). The MRSA colonization pressure decreased significantly from 39.5% to 8.6% after the education sessions (P = 0.001). This indicates that providing individual feedback after hand hygiene education was very effective in increasing nurses' hand hygiene frequency and improving hand hygiene method; furthermore, it was expected to decrease health care-associated infections. © 2014 Wiley Publishing Asia Pty Ltd.

  2. School and Diabetes

    Science.gov (United States)

    ... Things That Help Feelings Expert Answers Q&A Movies & More for Teens Teens site Sitio para adolescentes ... get an individualized education plan (IEP) that outlines educational goals and how the school will achieve them. ...

  3. The Facilitators, Obstacles and Needs of Individuals with Autism Spectrum Conditions Accessing Further and Higher Education: A Systematic Review

    Science.gov (United States)

    Toor, Nicky; Hanley, Terry; Hebron, Judith

    2016-01-01

    Many young adults diagnosed with autism spectrum conditions (ASC) intend to go to college and/or university, yet research suggests that these individuals find aspects of college and university life challenging. To explore the views of individuals directly affected by these challenges, a systematic review of the existing qualitative literature in…

  4. Interplay between Individual Creativity and Group Creativity in Problem and Project-Based Learning (PBL) Environment in Engineering Education

    DEFF Research Database (Denmark)

    Zhou, Chunfang; Kolmos, Anette

    2013-01-01

    Recent studies regard Problem and Project Based Learning (PBL) as providing a learning environment which fosters both individual and group creativity. This paper focuses on the question: In a PBL environment, how do students perceive the interplay between individual and group creativity? Empirica...

  5. The impacts of the higher education experience in the quality of life : a Norwegian-based study focusing on individuals with an ethnic minority background

    OpenAIRE

    Pinheiro, Romulo Teixeira

    2005-01-01

    In the last couple of years, considerable attention has been given to the integration of ethnic minority individuals in western societies. The Scandinavian region is no exception and renewed debates on the (modern) nature of the welfare state have led to intense political manoeuvring surrounding the opportunities provided to socially disadvantaged groups such as ethnic minorities. In the Norwegian national context, the (broad) educational attainment (and performance) of ethnic minority gr...

  6. [Effects of individualized nutritional education programs on the level of nutrient intake and nutritional status of colorectal cancer patients undergoing palliative chemotherapy].

    Science.gov (United States)

    Park, Kwi Ock; Choi-Kwon, Smi

    2012-12-01

    The purpose of this study was to examine the effects of an individualized nutritional education programs on nutrient intake and nutritional status of patients with colorectal cancer who are undergoing palliative chemotherapy. Forty patients with colorectal cancer (19 experimental and 21 control patients) were recruited from a chemotherapy ward at S University Hospital in Seoul, Korea. The experimental group received two individualized nutritional counseling sessions and two telephone counseling sessions over 6 weeks. The control group received nutritional counseling after completion of data collection. Nutritional education included general guidelines for food intake while receiving chemotherapy, dietary guidelines for patients with colorectal cancer, daily meal schedules to overcome cancer, and dietary guideline for each chemotherapy side effect. Data were analyzed using χ²-test and t-test with the SPSS program 17.0. Two group comparison revealed that the experimental group had significantly improved calorie (p=.038) and total protein intake (p=.001), and serum albumin percentage change (p=.040). Body weight did not increase but remained the same as the baseline in both groups. Study results indicate that this individualized nutritional education programs are effective in enhancing nutrient intake and nutritional status of patients with colorectal cancer who are undergoing palliative chemotherapy.

  7. Correlação entre práticas educativas, depressão, estresse e habilidades sociais A correlation between educative practices, depression, stress and social abilities

    Directory of Open Access Journals (Sweden)

    Paula Inez Cunha Gomide

    2005-12-01

    Full Text Available O modelo de Estilo Parental de Gomide é composto por sete práticas educativas, sendo cinco relacionadas ao desenvolvimento de comportamentos anti-sociais (o abuso físico, a punição inconsistente, a disciplina relaxada, a monitoria negativa e a negligência e duas favoráveis ao desenvolvimento de comportamentos pró-sociais (a monitoria positiva e o comportamento moral. O Inventário de Estilos Parentais de Gomide - IEP fornece um índice final, que reflete a força das sete variáveis no modo de educar dos pais. O objetivo deste trabalho foi correlacionar o IEP com inventários de depressão, estresse e habilidades sociais. Participaram desta pesquisa oito casais e seus filhos, sendo metade das famílias identificadas como de risco e a outra metade como de não-risco por meio do IEP. Obteve-se pelo teste não-paramétrico de Mann-Whitney correlação positiva entre o IEP e o fator 2 (auto-afirmação na expressão de sentimentos positivos do Inventário de Habilidades Sociais de Del Prette e Del Prette (U=8 e p=0,01, e correlação negativa entre o IEP e Inventário de Stress de Lipp (U=7; p=0,005 e de Depressão de Beck (U=6,5 e p=0,007. A literatura aponta que famílias de risco têm práticas parentais negativas, estresse e depressão elevados e habilidades sociais rebaixadas. Os dados encontrados indicam que o IEP é um instrumento que tem indicadores de comportamento de risco e de não-risco que está em consonância com os outros instrumentos utilizados pela literatura pesquisada.Gomide's Parental Style Model is made up of seven educative practices, five of them related to antisocial behavior development (negligence, inconsistent punishment, careless discipline, negative monitoring and physical abuse; and two of them related to prosocial behaviors (moral modeling and positive monitoring. The Parental Style Inventory (IEP indicates a final index which reflects the influence of each variable on the way parents educate their children

  8. The Viewpoints of Medical Students in Acquiring Management, Educational and Individual Skills after Passing the Community Medicine Courses

    Directory of Open Access Journals (Sweden)

    Maryam Kheirmand

    2018-03-01

    Conclusion: The results of the study showed that the new lesson plan of the social medicine course is effective in changing the attitude, management and communication skills of students; however, it cannot enhance the previous learning depth and determine the future educational path through participation of job ideas with graduated doctors. Therefore, it needs to be redefined.

  9. Teacher beliefs about the aetiology of individual differences in cognitive ability, and the relevance of behavioural genetics to education.

    Science.gov (United States)

    Crosswaite, Madeline; Asbury, Kathryn

    2018-04-26

    Despite a large body of research that has explored the influence of genetic and environmental factors on educationally relevant traits, few studies have explored teachers' beliefs about, or knowledge of, developments in behavioural genetics related to education. This study aimed to describe the beliefs and knowledge of UK teachers about behavioural genetics and its relevance to education, and to test for differences between groups of teachers based on factors including years of experience and age of children taught. Data were gathered from n = 402 teachers from a representative sample of UK schools. Teachers from primary and secondary schools, and from across the state and independent sectors, were recruited. An online questionnaire was used to gather demographic data (gender, age, years of experience, age of children taught, and state vs. independent) and also data on beliefs about the relative influence of nature and nurture on cognitive ability; knowledge of behavioural genetics; openness to genetic research in education; and mindset. Data were analysed using descriptive statistics, ANOVA, correlations, and multiple regression. Teachers perceived genetic and environmental factors as equally important influences on cognitive ability and tended towards a growth mindset. Knowledge about behavioural genetics was low, but openness to learning more about genetics was high. Statistically significant differences were observed between groups based on age of children taught (openness higher among primary teachers) and state versus independent (more growth-minded in state sector). Although teachers have a limited knowledge of behavioural genetics, they are keen to learn more. © 2018 The British Psychological Society.

  10. Individual Empowerment Is Not Enough: Using a Social Norms Lens to Understand the Limited Educational Uptake of Vietnam's Hmong Girls

    Science.gov (United States)

    Jones, Nicola; Presler-Marshall, Elizabeth; Van Anh, Tran Thi

    2016-01-01

    While on a national level Vietnam has achieved--and surpassed--gender parity in education, restrictive social norms that value Hmong girls primarily for their future roles as wives, daughters-in-law and mothers have largely precluded their advancement to high school. Drawing on qualitative data collected in the country's Hmong homeland in Ha Giang…

  11. Causal Effects of Career-Technical Education on Postsecondary Work Outcomes of Individuals with High-Incidence Disabilities

    Science.gov (United States)

    Lee, Heok In; Rojewski, Jay W.; Gregg, Noel

    2016-01-01

    Using data from the National Longitudinal Transition Study-2, a propensity score analysis revealed significant causal effects for a secondary career and technical education (CTE) concentration on the postsecondary work outcomes of adolescents with high-incidence disabilities. High school students identified as CTE concentrators (three or more high…

  12. Performance Funding in Illinois Higher Education: The Roles of Politics, Budget Environment, and Individual Actors in the Process

    Science.gov (United States)

    Blankenberger, Bob; Phillips, Alan

    2016-01-01

    The completion agenda is the dominant theme in higher education policy in the United States today, and one of the primary strategies advocated in the agenda is performance funding in budgeting for public institutions. Illinois is one example of a state that has attempted to implement performance funding as a means of directing the behavior of…

  13. Description and Evaluation of the ARIES Project: Achieving Rehabilitation, Individualized Education, and Employment Success for Adolescents with Emotional Disturbance.

    Science.gov (United States)

    Bullis, Michael; Moran, Tim; Benz, Michael R.; Todis, Bonnie; Johnson, Michael D.

    2002-01-01

    A cooperative project of the University of Oregon and Springfield, Oregon, School District provided adolescents with emotional disturbances with a transition specialist to develop a service delivery plan and access services. Self-determination, competitive vocational placements, and educational support were emphasized. Project impact on…

  14. An Analysis of How Restrictive Language Policies Are Interpreted by Arizona's Department of Education and Three Individual School Districts' Websites

    Science.gov (United States)

    Jimenez-Silva, Margarita; Bernstein, Katie A.; Baca, Evelyn C.

    2016-01-01

    Restrictive language policies for education have been passed in several states in the United States. In 1998, 2000, and 2002, California, Arizona, and Massachusetts passed the most restrictive of these policies, impacting 4.4 million students classified as English language learners (ELLs). This study examines how these policies are currently…

  15. The Effect of Individual Motivation and Cognitive Ability on Student Performance Outcomes in a Distance Education Environment

    Science.gov (United States)

    Logan, James W.; Lundberg, Olof H.; Roth, Lawrence; Walsh, Kenneth R.

    2017-01-01

    The authors explored the effects of general mental ability and motivation (operationalized as conscientiousness) on performance in an online distance education course. The results supported the hypotheses that both higher levels of motivation and higher general mental ability are positively associated with academic performance in a distance…

  16. Educational achievement in psychiatric patients and their siblings : a register-based study in 30 000 individuals in The Netherlands

    NARCIS (Netherlands)

    Tempelaar, W. M.; Termorshuizen, F.; MacCabe, J. H.; Boks, M. P M; Kahn, R. S.

    Background: Poor educational achievement is associated with a range of psychiatric disorders. Several studies suggest that this underperformance is due to cognitive deficits that commence before disease onset and reflect a genetic risk for this disorder. However, the specificity and the familial

  17. The Effects of Different Teaching, Research, and Service Emphases on Individual and Organizational Outcomes in Higher Education Institutions

    Science.gov (United States)

    Terpstra, David E.; Honoree, Andre L.

    2009-01-01

    The authors investigated the relative emphasis that educators give to teaching, research, and service in the business discipline and 4 other academic disciplines. The authors also investigated the effects of different faculty activity emphases on faculty teaching effectiveness, research performance, service levels, job and pay satisfaction,…

  18. The Inward Turn in Therapeutic Education--An Individual Enterprise Promoted in the Name of the Common Good

    Science.gov (United States)

    Irisdotter Aldenmyr, Sara; Olson, Maria

    2016-01-01

    This paper focusses on the relatively new international phenomenon of therapeutic education. Taking on the fact that this phenomenon is part of the schools' assigned in relation to the formation of young people, the aim of this paper is twofold: to highlight what rationales emerge in the formation of young people's emotions in school, and to…

  19. Teachers' Beliefs about Educational Justice in an Advancement via Individual Determination (A.V.I.D.) Program

    Science.gov (United States)

    Gillmore, Marina V.; Sullivan, M. Alayne

    2014-01-01

    This research project explored the impact of seven teachers' life experiences on their core beliefs about educationally just teaching philosophy and practices. Results of a qualitative, phenomenological case study yielded six themes, each revealing particular connections between teachers' life experiences and their beliefs about educational…

  20. Education rights and the special needs child.

    Science.gov (United States)

    Dalton, Margaret A

    2002-10-01

    A child with a disability has a federally protected right to special education and related services when he or she needs them to benefit from education. The term "disability" is not limited to physical disability but rather includes mental disability, including mental retardation, serious emotional disturbance, autism, traumatic brain injury, specific learning disabilities, and other health impairments. A parent may request that a child be evaluated by the school district for special education and related services. The law sets forth specific guidelines for the evaluation, assessment, and eligibility determination. Unique to each child, the IEP is the written plan that documents the child's special education and related services. The initial IEP is developed at a meeting among parents, various school personnel, and others whom the parents may wish to invite. Parents are an integral part of the team and are involved in all decisions by the team. The IEP must be reviewed annually, with attention given to whether educational objectives have been met. For a child with mental health issues, the IEP likely contains "related services," such as counseling, and measurable goals to improve behaviors in the school setting. When a child's condition is such that he or she cannot benefit from education in the regular school setting, other placements are considered. The school district maintains the ultimate responsibility of the cost of all such education placements, including residential care. A child with behaviors that result in frequent suspensions should have a functional analysis assessment by the school psychologist. The results of the assessment can be used to create a behavioral intervention plan. (If the school refuses to perform an assessment or develop a plan, the usual remedy of a due process hearing is available to the parents.) This plan should address problem behaviors and include strategies for redirecting the child's behavior. Even if a special education child

  1. APPLICATION OF MODERN ICT TO SHAPE INDIVIDUAL EDUCATIONAL REFLECTIVE AND HUMANISTIC TRAJECTORY OF DEVELOPMENT OF THE PUPIL OF SECONDARY SCHOOL

    Directory of Open Access Journals (Sweden)

    T. Mukiy

    2015-03-01

    Full Text Available The widespread use of ICT in everyday life gives opportunities for acquiring of quality integrated knowledge in different fields, remote data management, self-education that improves and simplifies the life of modern man on the one hand. And on the other it’s caused the appearance of new psychological problems of value-motivational, cognitive, psycho-physical areas of the child’s personality due to the lack of skills of large information flow filtering. The uncontrolled behavior and mind manipulation through reflexive inability to comprehend the meaning of information resources of inhumane nature exposes a child to danger. In some way it leads to a child’s dependence on the computer and the Internet. In solving of above mentioned problems crucial importance is gained by qualities of intellectual, reflective, spiritual and humanistic potential of pupil’s personality in particular – forming of reflexive-humanistic educational development trajectory of the child’s development. Urgent problem that becomes for teacher of Informatics is the humanization of the educational process through the implementation of educational, computer-based learning tools that will develop reflexivity and humanistic pupil’s potential. The article deals with the special aspects of formation of humanistic reflexive-educational trajectory of the pupil’s development during studying Informatics at secondary school, it presents the systematization of specified definitions’ components. Ways of using the modern information and communication technologies for comprehensive harmonious development of a child’s personality in the global informatization are substantiated and generalized

  2. Forging the bonds of sympathy: Spirituality, individualism and empiricism in the ecological thought of Liberty Hyde Bailey and its implications for environmental education

    Science.gov (United States)

    Azelvandre, John Paul

    Through an examination of the life and work of Liberty Hyde Bailey, this study examines the possibility of an alternate ontological and epistemological foundation for environmental ethics and education that can adequately address the twin concerns of the status of the individual and of the social or biological whole of which the individual is a part. The thesis presented in this study is that a holistic approach that is conceived in terms of monistic idealism will not serve as well as a pluralistic approach that recognizes distinct individuals causally interconnected to form an ecological whole. The term "spirituality" is proposed as indicative of the mode of connection between individuals and wholes conceived in a pluralistic rather than monistic sense. Beginning with a critique of modern environmental philosophy as primarily oriented toward a holistic or monistic ontology, the study proceeds to an intellectual biography of Liberty Hyde Bailey (1858--1954), an important early thinker in environmental ethics and environmental education. The analysis of Bailey's life and work reveals his indebtedness both to Darwinian science, to certain strands of eighteenth century thought passed on through the agency of Freemasonry and to the liberal Protestant Christianity of the late 19th century. His mature philosophy was strongly individualistic, empirical and spiritual, where the "spiritual" is the mode of connection between self and other. Positive connections are drawn between Bailey's contemporaries John Dewey and Alfred North Whitehead, bolstering claims that the distinctly American philosophy exhibited by all three thinkers has important ramifications for environmental philosophy today. Recommendations for environmental ethics and environmental education for the twenty-first century conclude the study.

  3. Effectiveness of a Caregiver Education Program on Providing Oral Care to Individuals with Intellectual and Developmental Disabilities

    Science.gov (United States)

    Fickert, Nancy A.; Ross, Diana

    2012-01-01

    Caregivers who work in community living arrangements or intermediate care facilities are responsible for the oral hygiene of individuals with intellectual and developmental disabilities. Oral hygiene training programs do not exist in many organizations, despite concerns about the oral care of this population. The purpose of this study was to…

  4. Measuring Individual Skills in Household Waste Recycling: Implications for Citizens' Education and Communication in Six Urban Contexts

    Science.gov (United States)

    Passafaro, Paola; Bacciu, Anna; Caggianelli, Ilaria; Castaldi, Viviana; Fucci, Eleonora; Ritondale, Deborah; Trabalzini, Eleonora

    2016-01-01

    This article reports the analysis of six urban contexts in which a practical tool measuring individual skills concerning household waste recycling was tested. The tool is a structured questionnaire including a simulation task that assesses respondents' abilities to sort household waste adequately in a given context/municipality. Results indicate…

  5. Suicide mortality and marital status for specific ages, genders, and education levels in South Korea: Using a virtually individualized dataset from national aggregate data.

    Science.gov (United States)

    Park, Soo Kyung; Lee, Chung Kwon; Kim, Haeryun

    2018-09-01

    Previous studies in Eastern as well as Western countries have shown a relationship between marital status and suicide mortality. However, to date, no Korean study has calculated national suicide rates by marital status for specific genders, ages, and education levels. This study investigated whether the relationship between marital status and suicide differs by age, gender, and educational attainment, and analyzed the effect of marital status on suicide risk after controlling for these socio-demographic variables. Using national mortality data from 2015, and aggregated census data from 2010 in South Korea, we created a virtually individualized dataset with multiple weighting algorithms, including individual socio-demographic characteristics and suicide rates across the entire population. The findings show that the following groups faced the highest relative suicide risks: 1) divorced men of all ages and men aged more than 75 years, particularly divorced men aged more than 75; and 2) never-married men aged 55-64 years, and never-married women of lower education status. We did not account for important variables such as mental health, substance abuse, employment insecurity, social integration, perceived loneness, and family income which we were unable to access. This current research extends prior theoretical and methodological work on suicide, aiding efforts to reduce suicide mortality in South Korea. Copyright © 2018 Elsevier B.V. All rights reserved.

  6. Avaliação estratégica de educação em grupo e individual no programa educativo em diabetes Evaluación estratégica de educación en grupo e individual en el programa educativo en diabetes Evaluation of group and individual strategies in a diabetes education program

    Directory of Open Access Journals (Sweden)

    Heloisa de Carvalho Torres

    2009-04-01

    ñado individualmente. El acompañamiento ocurrió por seis meses durante el año de 2006, siendo evaluados por cuestionarios específicos: conocimientos en diabetes, actitudes psicológicas, cambio de comportamiento, calidad de vida. Fue realizada evaluación clínica en el tiempo inicial, después de tres y seis meses de intervención. RESULTADOS: El promedio de edad de los pacientes era de 60,6 años. Los resultados de la educación en grupo e individual fueron semejantes en la prueba de actitudes, cambio de comportamiento y calidad de vida. Se observó reducción en los niveles de HbA1c en los dos grupos, mientras que en el de educación en grupo la diferencia presentó significancia estadística (p=0,012. CONCLUSIONES: Las dos estrategias del programa educativo en diabetes fueron efectivas, sin embargo, la educación en grupo presentó mejores resultados de control glicérico en comparación con la individual.OBJECTIVE: To compare the effectiveness of individual and group strategies in a diabetes education program. METHODS: A total of 104 type-2 diabetes outpatients enrolled in an education program of a teaching hospital in Belo Horizonte, Southeastern Brazil, were randomly selected and assigned to two different education strategies: group education (54 subjects and individual education (50 subjects. Group education comprised three monthly sessions, which involved play and interactive dynamics. In parallel, a second group received individual education. Subjects were follow up for six months during 2006 and they were evaluated using specific questionnaires: knowledge of diabetes, psychological attitudes, change in behavior, quality of life. Clinical evaluation was performed at baseline, three and six months of intervention. RESULTS: Mean age was 60.6 years. The results of group and individual education were similar in the assessment tests of attitude, change of behavior and quality of life. A reduction in HbA1c levels was seen in both groups, but a statistically significant

  7. Reply to Comment on ‘The climate mitigation gap: education and government recommendations miss the most effective individual actions’

    Science.gov (United States)

    Wynes, Seth; Nicholas, Kimberly A.

    2018-04-01

    In their comment piece, van Basshuysen and Brandstedt raise three main issues: first, whether population at the global scale, or individual family planning decisions, are relevant for climate change mitigation; second, they offer useful critiques of the methodologies to attribute greenhouse gas emissions for the choice to have a child; and third, they question the appropriate ethical responsibility for emissions resulting from personal choices. Here we reply that first, we consider choices regarding family size to meet the authors’ criteria for actions ‘under the control of the individual agent and which, with a significant probability, contribute to’ (increased greenhouse gas emissions), and therefore are relevant to consider for climate mitigation. Second, we acknowledge both methodological issues inherent in allocating responsibility for emissions, and encourage more research on this topic especially for the climate impact of reproductive choices. Third, we address ethical questions about responsibility for emissions, and conclude that while such discussions are important, and individual choices are only one part of necessary emissions reductions, people alive today are the last to have a chance at remaining within the carbon budget to meet international climate targets, and therefore do have a special responsibility to reduce emissions.

  8. Low attendance at structured education for people with newly diagnosed type 2 diabetes: General practice characteristics and individual patient factors predict uptake.

    Science.gov (United States)

    Winkley, Kirsty; Stahl, Daniel; Chamley, Mark; Stopford, Rosanna; Boughdady, Monica; Thomas, Stephen; Amiel, Stephanie A; Forbes, Angus; Ismail, Khalida

    2016-01-01

    The aims were to determine the association between individual and neighbourhood factors and attendance at structured education amongst people with newly diagnosed type 2 diabetes (T2DM). Multi-level analysis of questionnaire data from a prospective cohort of adults newly diagnosed T2DM. Setting was primary care, London, UK. Main outcome was attendance at structured education within 2 years. Of 1790 people recruited, attendance data were available for 1626 (91%). Only 22.4% (n=365/1626) attended education. Attendance was independently associated with female gender (OR 1.28, 95% CI 1.05-1.46), lower HbA1c (OR 0.98 mmol/mol 95% CI 0.97-0.99) and non-smoker status (OR 1.36, 95% CI 1.07-1.55). General practice covariates, achievement of primary care targets for glycaemic control (OR 1.05, 95% C.I. 1.01-1.08) and recording of retinal screening (OR 0.96, 95% C.I. 0.93-0.99) were independently associated with attendance but unexplained general practice clustering accounted for 17% of the variance. Education uptake is low amongst people with new onset T2DM. Attenders are more likely to be female, non-smokers with better HbA1c. General practices achieving glycaemic targets are more likely to have patients who attend education. Strategies are needed to improve attendance at structured diabetes education particularly amongst hard to reach groups. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.

  9. The Mass and Individual Terror in the Mirror of the Soviet and Russian Cinema (the Feature Films of the Sound Period and Media Literacy Education

    Directory of Open Access Journals (Sweden)

    Alexander Fedorov

    2015-12-01

    Full Text Available This article gives the way for hermeneutic analysis of the topic of the mass and individual terror in the mirror of the Soviet and Russian cinema (the feature films of the sound period. The hermeneutical analysis suggests media text comprehension through comparison with historical, cultural tradition and reality; penetration of its logic; through comparison of media images in historical and cultural context by combining historical, hermeneutical analysis of the structural, plot, ethical, ideological, iconographic / visual, media stereotypes and analysis of media text characters. An analysis of this kind of media texts, in our opinion, is particularly important for media literacy education of future historians, culture and art historians, sociologists, psychologists and educators.

  10. A Diabetes Mobile App With In-App Coaching From a Certified Diabetes Educator Reduces A1C for Individuals With Type 2 Diabetes.

    Science.gov (United States)

    Kumar, Shefali; Moseson, Heidi; Uppal, Jaspreet; Juusola, Jessie L

    2018-06-01

    Purpose There are currently many diabetes apps available, but there is limited evidence demonstrating clinical impact. The purpose of this study is to evaluate the impact of a diabetes mobile app with in-app coaching by a certified diabetes educator on glycemic control for individuals with type 2 diabetes. Methods A 12 week-long single-arm intent-to-treat trial evaluated the impact of a diabetes mobile app and coaching program (One Drop | Mobile With One Drop | Experts), which facilitated tracking of self-care and included an in-app diabetes education program, on A1C for individuals with type 2 diabetes and an A1C ≥7.5% (58 mmol/mol). An online study platform (Achievement Studies, Evidation Health Inc, San Mateo, CA) was used to screen, consent, and enroll participants; collect study data; and track participants' progress throughout the study. Baseline and study end A1C measurements as well as questionnaire data from participants were collected. Results Participants (n = 146) were 52 ± 9 years old, 71% female, 25% black or Hispanic, diagnosed with diabetes for 11 ± 7 years, and with a mean baseline A1C of 9.87% ± 2.0 (84 mmol/mol). In adjusted repeated measures models, mean A1C improved by -0.86% among study completers (n = 127), -0.96% among active users of the app and coaching program (n = 93), and -1.32% among active users with a baseline A1C ≥9.0% (75 mmol/mol) (n = 53). Conclusions This program was associated with a clinically meaningful and significant reduction in A1C and can potentially increase access to effective diabetes self-management education and support for individuals with diabetes.

  11. LIFE-LONG EDUCATION AS A RESOURCE TO OVERCOME THE PSYCHOLOGICAL BARRIERS IN THE PROCESS OF PROFESSIONAL DEVELOPMENT OF THE INDIVIDUAL

    Directory of Open Access Journals (Sweden)

    Elvira E. Symanyuk

    2015-01-01

    Full Text Available The current situation in Russia is characterized by rapid modernization and development of various spheres of activity. Intense pace of social and economic development of some countries, the processes of globalization, increasing competition due to the open labor market, act as a call to the level of personal and professional specialist development, to its ability for properly planning activities, mobility reconstructed in a rapidly changing professional situation, develop innovative technology and build their professional career. The aim of this paper is a theoretical justification of continuing education as a resource for overcoming the psychological barriers in the process of professional development of the individual. Career stagnation objectively arising in the process of professionalization, the reduction of professional expectations and values mismatch personal and professional characteristics with the requirements of current professional situation are considered by the authors as psychological barriers to the professional development of an individual. Methods. The authors used theoretical methods of research – analysis of the literature on the study, the synthesis of the conceptual issues of the classification. The paper presents an analysis of the Russian and foreign theories on the origin and development of psychological barriers. Results. The terms «psychological barrier» and «overcoming the behavior» are specified. The psychological professional-development barriers of the person are highlighted and classified: professional degradation, deterioration of professional and psychological health of individuals. The resources for overcoming the psychological barriers are defined; the integral role is assigned to continuing education and self-education. As both Russian and international experience shows, adult education is becoming one of the leading forms of social activity having a wide array of technologies, methods and

  12. Effect on return to work or education of Individual Placement and Support modified for people with mood and anxiety disorders: results of a randomised clinical trial.

    Science.gov (United States)

    Hellström, Lone; Bech, Per; Hjorthøj, Carsten; Nordentoft, Merete; Lindschou, Jane; Eplov, Lene Falgaard

    2017-10-01

    The effect of Individual Placement and Support (IPS) on return to work or education among people with mood or anxiety disorders is unclear, while IPS increases return to work for people with severe mental illness. We examined the effect of IPS modified for people with mood and anxiety disorders (IPS-MA) on return to work and education compared with services as usual (SAU). In a randomised clinical superiority trial, 326 participants with mood and anxiety disorders were centrally randomised to IPS-MA, consisting of individual mentor support and career counselling (n=162) or SAU (n=164). The primary outcome was competitive employment or education at 24 months, while weeks of competitive employment or education, illness symptoms and level of functioning, and well-being were secondary outcomes. After 24 months, 44.4% (72/162) of the participants receiving IPS-MA had returned to work or education compared with 37.8% (62/164) following SAU (OR=1.34, 95% CI: 0.86 to 2.10, p=0.20). We found no difference in mean number of weeks in employment or education (IPS-MA 32.4 weeks vs SAU 26.7 weeks, p=0.14), level of depression (Hamilton Depression 6-Item Scale score IPS-MA 5.7 points vs SAU 5.0 points, p=0.12), level of anxiety (Hamilton Anxiety 6-Item Scale score IPS-MA 5.8 points vs SAU 5.1 points, p=0.17), level of functioning (Global Assessment of Functioning IPS-MA 59.1 points vs SAU 59.5 points, p=0.81) or well-being measured by WHO-Five Well-being Index (IPS-MA 49.6 points vs SAU 48.5 points, p=0.83) at 24 months. The modified version of IPS, IPS-MA, was not superior to SAU in supporting people with mood or anxiety disorders in return to work at 24 months. NCT01721824. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2017. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

  13. OBSERVANCE OF THE FUNDAMENTAL RIGHTS OF CONVICTED INDIVIDUALS DURING THE RE-EDUCATION AND SOCIAL REINSERTION PROCESS

    Directory of Open Access Journals (Sweden)

    Dorian CHIRIȚĂ

    2017-05-01

    Full Text Available The recent criminal justice reform brought by the entry into force of the new Criminal Code and the new Criminal Procedure Code carries forward the changes in approach with regard to sentence execution, introduced following the adoption of Law No. 275/2006 on the execution of sentences and the measures ordered by judicial bodies during the criminal trial. Having as a point of departure the joint standard set by Recommendation 2006/2 of the Commission of Ministers, this scientific paper is aimed at presenting the evolution of the Romanian legislative system in terms of sentence execution and the manner of regulation of the new institutions, including custodial educational measures that may be ordered for juvenile offenders, but also in terms of the positive obligations incumbent upon the institutions of the State involved in sentence enforcement and sentence execution supervision.

  14. The effect of a physiotherapy education compared with a non-healthcare education on the attitudes and beliefs of students towards functioning in individuals with back pain: an observational, cross-sectional study.

    Science.gov (United States)

    Ryan, Cormac; Murphy, Dervla; Clark, Michael; Lee, Andrew

    2010-06-01

    To investigate the difference in attitudes: (1) between first and fourth year physiotherapy students towards functioning in individuals with back pain; and (2) between physiotherapy students and non-healthcare students towards functioning in individuals with back pain. Observational, cross-sectional study. Glasgow Caledonian University, Scotland, UK. First year physiotherapy (n=61) and non-healthcare students (n=61), and fourth year physiotherapy (n=62) and non-healthcare students (n=62). All participants completed the Health Care Providers' Pain and Impairment Relationship Scale (range 15 to 105). This questionnaire measures attitudes towards functioning in individuals with back pain. Fourth year physiotherapy students had more positive attitudes towards functioning in individuals with back pain than first year physiotherapy students [57.4 vs 66.6 (mean difference -9.2, 95% confidence interval -12.2 to -6.1, Pstudents had more positive attitudes towards functioning in individuals with back pain compared with first year non-healthcare students [69.2 vs 65.3 (mean difference -3.9, 95% confidence interval -7.2 to -0.5, P=0.03)]. Physiotherapy students had more positive attitudes than non-healthcare students in the first year [66.6 vs 69.2 (mean difference -2.6, 95% confidence interval -5.5 to 0.4, P=0.08)] and the fourth year [57.4 vs 65.3 (mean difference -7.9, 95% confidence interval -11.4 to -4.4, Pphysiotherapy education brings about positive student attitudes towards functioning in individuals with back pain. This may be partly attributable to receiving a university degree education, but would appear to be further enhanced by specifically receiving a physiotherapy degree. This may facilitate students to become more evidence-based practitioners following qualification. Copyright 2009 Chartered Society of Physiotherapy. Published by Elsevier Ltd. All rights reserved.

  15. Airway Clearance Techniques (ACTs)

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    Full Text Available ... GUARDIAN GUIDANCE Working With Your Child's School Individualized Education Programs (IEPs) and 504 Plans School Transitions for ... provides standard care guidelines based on the latest research, medical evidence, and consultation with experts on best ...

  16. Airway Clearance Techniques (ACTs)

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    Full Text Available ... GUARDIAN GUIDANCE Working With Your Child's School Individualized Education Programs (IEPs) and 504 Plans School Transitions for ... many challenges, including medical, social, and financial. By learning more about how you can manage your disease ...

  17. Airway Clearance Techniques (ACTs)

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    Full Text Available ... Child's School Individualized Education Programs (IEPs) and 504 Plans School Transitions for People With CF and Their ... The Partnerships for Sustaining Daily Care Initiative Treatment Plan CF Care Center Visits Managing Your Treatment Plan ...

  18. Airway Clearance Techniques (ACTs)

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    Full Text Available ... Care PARENT AND GUARDIAN GUIDANCE Working With Your Child's School Individualized Education Programs (IEPs) and 504 Plans School ... NACFC Carolyn and C Richard Mattingly Leadership in Mental Health Care Award Mary M. Kontos Award NACFC Reflections ...

  19. Airway Clearance Techniques (ACTs)

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    Full Text Available ... GUARDIAN GUIDANCE Working With Your Child's School Individualized Education Programs (IEPs) and 504 Plans School Transitions for ... resources you need to continuously build upon this work. Awards and Grants Career Development Awards Research Awards ...

  20. Airway Clearance Techniques (ACTs)

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    Full Text Available ... care. CF Infant Care PARENT AND GUARDIAN GUIDANCE Working With Your Child's School Individualized Education Programs (IEPs) ... for Someone With Cystic Fibrosis Depression and CF Working With Your Care Team Fitness and Nutrition Fitness ...

  1. Airway Clearance Techniques (ACTs)

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    Full Text Available ... GUARDIAN GUIDANCE Working With Your Child's School Individualized Education Programs (IEPs) and 504 Plans School Transitions for People With CF and Their Families When There's More Than One Person With CF ...

  2. Three Three-Axis IEPE Accelerometers on the Inner Liner of a Tire for Finding the Tire-Road Friction Potential Indicators.

    Science.gov (United States)

    Niskanen, Arto; Tuononen, Ari J

    2015-08-05

    Direct tire-road contact friction estimation is essential for future autonomous cars and active safety systems. Friction estimation methods have been proposed earlier for driving conditions in the presence of a slip angle or slip ratio. However, the estimation of the friction from a freely-rolling tire is still an unsolved topic. Knowing the existing friction potential would be beneficial since vehicle control systems could be adjusted before any remarkable tire force has been produced. Since accelerometers are well-known and robust, and thus a promising sensor type for intelligent tires, this study uses three three-axis IEPE accelerometers on the inner liner of a tire to detect friction potential indicators on two equally smooth surfaces with different friction levels. The equal roughness was chosen for both surfaces in order to study the friction phenomena by neglecting the effect of surface texture on vibrations. The acceleration data before the contact is used to differentiate the two friction levels between the tire and the road. In addition, the contact lengths from the three accelerometers are used to validate the acceleration data. A method to differentiate the friction levels on the basis of the acceleration signal is also introduced.

  3. Three Three-Axis IEPE Accelerometers on the Inner Liner of a Tire for Finding the Tire-Road Friction Potential Indicators

    Directory of Open Access Journals (Sweden)

    Arto Niskanen

    2015-08-01

    Full Text Available Direct tire-road contact friction estimation is essential for future autonomous cars and active safety systems. Friction estimation methods have been proposed earlier for driving conditions in the presence of a slip angle or slip ratio. However, the estimation of the friction from a freely-rolling tire is still an unsolved topic. Knowing the existing friction potential would be beneficial since vehicle control systems could be adjusted before any remarkable tire force has been produced. Since accelerometers are well-known and robust, and thus a promising sensor type for intelligent tires, this study uses three three-axis IEPE accelerometers on the inner liner of a tire to detect friction potential indicators on two equally smooth surfaces with different friction levels. The equal roughness was chosen for both surfaces in order to study the friction phenomena by neglecting the effect of surface texture on vibrations. The acceleration data before the contact is used to differentiate the two friction levels between the tire and the road. In addition, the contact lengths from the three accelerometers are used to validate the acceleration data. A method to differentiate the friction levels on the basis of the acceleration signal is also introduced.

  4. Diagnostic accuracy of the MMSE in detecting probable and possible Alzheimer's disease in ethnically diverse highly educated individuals: an analysis of the NACC database.

    Science.gov (United States)

    Spering, Cynthia C; Hobson, Valerie; Lucas, John A; Menon, Chloe V; Hall, James R; O'Bryant, Sid E

    2012-08-01

    To validate and extend the findings of a raised cut score of O'Bryant and colleagues (O'Bryant SE, Humphreys JD, Smith GE, et al. Detecting dementia with the mini-mental state examination in highly educated individuals. Arch Neurol. 2008;65(7):963-967.) for the Mini-Mental State Examination in detecting cognitive dysfunction in a bilingual sample of highly educated ethnically diverse individuals. Archival data were reviewed from participants enrolled in the National Alzheimer's Coordinating Center minimum data set. Data on 7,093 individuals with 16 or more years of education were analyzed, including 2,337 cases with probable and possible Alzheimer's disease, 1,418 mild cognitive impairment patients, and 3,088 nondemented controls. Ethnic composition was characterized as follows: 6,296 Caucasians, 581 African Americans, 4 American Indians or Alaska natives, 2 native Hawaiians or Pacific Islanders, 149 Asians, 43 "Other," and 18 of unknown origin. Diagnostic accuracy estimates (sensitivity, specificity, and likelihood ratio) of Mini-Mental State Examination cut scores in detecting probable and possible Alzheimer's disease were examined. A standard Mini-Mental State Examination cut score of 24 (≤23) yielded a sensitivity of 0.58 and a specificity of 0.98 in detecting probable and possible Alzheimer's disease across ethnicities. A cut score of 27 (≤26) resulted in an improved balance of sensitivity and specificity (0.79 and 0.90, respectively). In the cognitively impaired group (mild cognitive impairment and probable and possible Alzheimer's disease), the standard cut score yielded a sensitivity of 0.38 and a specificity of 1.00 while raising the cut score to 27 resulted in an improved balance of 0.59 and 0.96 of sensitivity and specificity, respectively. These findings cross-validate our previous work and extend them to an ethnically diverse cohort. A higher cut score is needed to maximize diagnostic accuracy of the Mini-Mental State Examination in individuals

  5. Knowing versus doing: education and training needs of staff in a chronic care hospital unit for individuals with dementia.

    Science.gov (United States)

    Marx, Katherine A; Stanley, Ian H; Van Haitsma, Kimberly; Moody, Jennifer; Alonzi, Dana; Hansen, Bryan R; Gitlin, Laura N

    2014-12-01

    Hospital clinical staff routinely confront challenging behaviors in patients with dementia with limited training in prevention and management. The authors of the current article conducted a survey of staff on a chronic care hospital unit concerning knowledge about dementia, perceived educational needs, and the care environment. The overall mean score for a 27-item knowledge scale was 24.08 (SD = 2.61), reflecting high level of disease knowledge. However, staff indicated a need for more information and skills, specifically for managing behaviors nonpharmacologically (92.3%), enhancing patient safety (89.7%), coping with care challenges (84.2%), and involving patients in activities (81.6%). Although most staff (i.e., nurses [80%] and therapists [86.4%]) believed their care contributed a great deal to patient well-being, approximately 75% reported frustration and being overwhelmed by dementia care. Most reported being hit, bitten, or physically hurt by patients (66.7%), as well as disrespected by families (53.8%). Findings suggest that staff have foundational knowledge but lack the "how-to" or hands-on skills necessary to implement nonpharmacological behavioral management approaches and communicate with families. Copyright 2014, SLACK Incorporated.

  6. Ethical decision making in the conduct of research: role of individual, contextual and organizational factors. Commentary on "Science, human nature, and a new paradigm for ethics education".

    Science.gov (United States)

    Langlais, Philip J

    2012-09-01

    Despite the importance of scientific integrity to the well-being of society, recent findings suggest that training and mentoring in the responsible conduct of research are not very reliable or effective inhibitors of research misbehavior. Understanding how and why individual scientists decide to behave in ways that conform to or violate norms and standards of research is essential to the development of more effective training programs and the creation of more supportive environments. Scholars in business management, psychology, and other disciplines have identified many important factors that affect ethical behavior, including individual, contextual, and organizational factors. Surprisingly little research has been conducted to examine the role of these factors in either the development of ethical decision-making skills, or their applicability to ethical issues commonly encountered in research and other scholarly and professional activities. Interdisciplinary approaches combined with research and discipline relevant paradigms should greatly enhance understanding of the individual contextual and organizational factors involved in ethical and unethical research conduct. Such studies will inform and facilitate the development of more effective ethics education programs in the sciences and engineering professions.

  7. An individually tailored treatment programme for improved oral hygiene: introduction of a new course of action in health education for patients with periodontitis.

    Science.gov (United States)

    Jönsson, B; Ohrn, K; Oscarson, N; Lindberg, P

    2009-08-01

    To describe and evaluate an individually tailored treatment programme based on a behavioural medicine approach to oral hygiene self-care for patients with chronic periodontitis. Two experimental single-case studies with multiple-baseline design across different self-administered oral hygiene behaviours were conducted. Cognitive Behavioural techniques were used to organize the strategies for the intervention and the approach to counselling was inspired by and structured in accordance with Motivational Interviewing. The central features in the programme were the individual analysis of knowledge and oral hygiene habits, individually set goals for oral hygiene behaviour, practice of manual dexterity for oral hygiene aids, continuous self-monitoring of the behaviour and prevention of relapse. Both participants reached the predecided criteria for clinical significance in reducing plaque and bleeding on probing. Reductions of periodontal probing depth were achieved as well. The positive results remained stable throughout the 2-year study period. The successful application of this educational model suggests that it could be used as a method for tailoring interventions targeted to oral hygiene for patients with periodontal conditions. The programme will now be tested in a larger randomized controlled trial.

  8. Teacher Self-Efficacy with Teaching Students to Lead IEP Meetings: A Correlation Study on Administrator Support

    Science.gov (United States)

    Scott, Laron A.

    2012-01-01

    Self-efficacy has been closely linked to teacher performance of instructional tasks. Previous studies on teacher self-efficacy focused on general activities and were less specific regarding special education teachers' perceived ability to perform a given task. The purpose of this quantitative correlation study was to evaluate high school special…

  9. The Irish DAFNE study protocol: a cluster randomised trial of group versus individual follow-up after structured education for type 1 diabetes.

    LENUS (Irish Health Repository)

    Dinneen, Seán F

    2009-01-01

    BACKGROUND: Structured education programmes for individuals with Type 1 diabetes have become a recognised means of delivering the knowledge and skills necessary for optimal self-management of the condition. The Dose Adjustment for Normal Eating (DAFNE) programme has been shown to improve biomedical (HbA(1c) and rates of severe hypoglycaemia) and psychosocial outcomes for up to 12 months following course delivery. The optimal way to support DAFNE graduates and maintain the benefits of the programme has not been established. We aimed to compare 2 different methods of follow-up of DAFNE graduates in a pragmatic clinical trial delivered in busy diabetes clinics on the island of Ireland. METHODS: Six participating centres were cluster randomised to deliver either group follow-up or a return to traditional one-to-one clinic visits. In the intervention arm group follow-up was delivered at 6 and 12 months post DAFNE training according to a curriculum developed for the study. In the control arm patients were seen individually in diabetes clinics as part of routine care. Study outcomes included HbA(1c) levels, self-reported rates of severe hypoglycaemia, body weight and measures of diabetes wellbeing and quality of life. These were measured at 6, 12 and 18 months after recruitment. Generalisability (external validity) was maximised by recruiting study participants from existing DAFNE waiting lists in each centre, by using broad inclusion criteria (including HbA(1c) values less than 13 percent with no lower limit) and by using existing clinic staff to deliver the training and follow-up. Internal validity and treatment fidelity were maximised by quality assuring the training of all DAFNE educators, by external peer review of the group follow-up sessions and by striving for full attendance at follow-up visits. Assays of HbA(1c) were undertaken in a central laboratory. DISCUSSION: This pragmatic clinical trial evaluating group follow-up after a structured education programme has

  10. The effect of individualized patient education, along with emotional support, on the quality of life of breast cancer patients - A pilot study.

    Science.gov (United States)

    Sajjad, Sehrish; Ali, Asho; Gul, Raisa B; Mateen, Ahmed; Rozi, Shafquat

    2016-04-01

    This study aimed to determine the effect of individualized patient education along with emotional support on the quality of life (QoL) of breast cancer patients undergoing chemotherapy. It also aimed to determine the intervention's feasibility in the Pakistani context. A quasi-experimental design, with pre- and post-test, in two groups, via time block, was used. The study was conducted at a public hospital in Karachi with a sample of 50 patients; 25 patients each in the intervention and control group. The intervention was delivered over a period of six weeks. It comprised verbal and written patient education, availability of a nurse during patients' chemotherapy administration and over the telephone, and a telephone follow-up of the patients by the nurse. patients' QoL was assessed at baseline and at the sixth week of receiving chemotherapy. Tests indicated a significant improvement in the overall QoL, breast cancer subscale scores, and the physical and emotional well-being of the intervention group, as compared to the control group. The intervention effect size was moderate (0.655) for the QoL. The intervention was found to be effective in improving patients' QoL. However, a larger study, in a multi-center setting, is recommended to ascertain the findings of this pilot study. Copyright © 2016 Elsevier Ltd. All rights reserved.

  11. Cross-Sectional Contrast Between Individuals With Foot/Ankle vs Knee Osteoarthritis for Obesity and Low Education on Health-Related Quality of Life.

    Science.gov (United States)

    Perruccio, Anthony V; Gandhi, Rajiv; Lau, Johnny T C; Syed, Khalid A; Mahomed, Nizar N; Rampersaud, Y Raja

    2016-01-01

    Improving health-related quality of life (HRQoL) necessitates an understanding of the influence of patient characteristics on, and interrelationship among, HRQoL domains. In osteoarthritis (OA), these associations have predominantly been examined in hip/knee populations. We investigated whether there were differences in these associations between foot/ankle and knee OA samples. Individuals seeking orthopedic care for foot/ankle or knee OA completed a questionnaire pre-consultation, including HRQoL domains (bodily pain [BP], physical [PF] and social functioning [SF], and mental [MH] and general health [GH]), obesity, comorbidity, and sociodemographic characteristics. Associations were examined via stratified path analysis (foot/ankle vs knee). Foot/ankle: n = 180, mean age = 55 (range: 25 to 82), 52% female. Knee: n = 253, mean age = 62 (range: 26 to 92), 51% female. The interrelationship among HRQoL domains was generally similar between groups. However, the influence of patient characteristics differed. Low educational status was associated with worse scores for GH, MH, and SF in the foot/ankle group, whereas no significant effects were found in the knee group. Obesity was associated with worse scores for SF, BP, and GH in the foot/ankle compared to the knee group. Patient characteristics explained considerably more of the variation in domain scores in the foot/ankle group. There are significant differences in the impact of patient characteristics on HRQoL domains in foot/ankle versus knee OA patients. Therefore, a universal approach to patient education/intervention to improve HRQoL in lower-extremity OA is not likely to achieve optimal results. Based on these findings, we recommend joint-specific patient education, with a particular emphasis on patient characteristics among the foot/ankle OA population. Level III, retrospective comparative study. © The Author(s) 2015.

  12. Effects of a health-educational and psychological intervention on socio-cognitive determinants of skin protection behaviour in individuals with occupational dermatoses.

    Science.gov (United States)

    Matterne, Uwe; Diepgen, Thomas L; Weisshaar, Elke

    2010-02-01

    Occupational skin diseases are a significant public health concern. Little is known about the cognitive representations individuals with occupational skin disease have towards measures of personal skin protection and occupational safety and whether they change during an intervention. We aimed to evaluate whether social cognitions as embodied by the theory of planned behaviour become more favourable during a tertiary inpatient individual prevention programme (TIP) and whether the model's predictions hold in a setting to which the model has not been applied. We used a longitudinal design. A questionnaire, assessing the theory of planned behaviour variables attitude, subjective and descriptive norm, perceived behavioural control and behavioural intention was developed and administered to 101 patients before (at admission) and after (at discharge) a 3-week inpatient TIP. The scales showed good internal consistency. Before the TIP, patients had favourable cognitions towards skin protection measures and these improved during the TIP. Attitude, perceived behavioural control and intention to perform skin protection significantly increased during TIP. Attitude and perceived behavioural control were significant predictors of behavioural intention in multiple regression analyses with perceived behavioural control being the strongest predictor in the equations. Descriptive norm was a significant predictor of intention only at admission but not at discharge. This is the first study attempting to explain the motivation to perform skin protection measures in patients with occupational skin disease by applying an otherwise well established health-behaviour theory. The results emphasise the importance of health-educational and psychological interventions for patients with occupational skin disease. Promoting personal control over and attitudes towards skin protection measures may enhance the occupational health of individuals with occupational skin disease.

  13. What role could community pharmacists in Malaysia play in diabetes self-management education and support? The views of individuals with type 2 diabetes.

    Science.gov (United States)

    Lee, E Lyn; Wong, Pei Se; Tan, Ming Yeong; Sheridan, Janie

    2018-04-01

    This study explored the experiences and views of individuals with type 2 diabetes mellitus (T2D) on their diabetes self-management and potential roles for community pharmacists in diabetes self-management education and support (DSME/S) in Malaysia. A qualitative study, using semi-structured, face-to-face interviews, was conducted with patients with T2D attending a primary care health clinic in Kuala Lumpur, Malaysia. The interviews were audio-recorded, transcribed verbatim and analysed inductively. Fourteen participants with T2D were interviewed. Data were coded into five main themes: experience and perception of diabetes self-management, constraints of the current healthcare system, perception of the community pharmacist and community pharmacies, perceived roles for community pharmacists in diabetes care, and challenges in utilising community pharmacies to provide DSME/S. There were misconceptions about diabetes management that may be attributed to a lack of knowledge. Although participants described potential roles for community pharmacists in education, medication review and continuity of care, these roles were mostly non-clinically oriented. Participants were not confident about community pharmacists making recommendations and changes to the prescribed treatment regimens. While participants recognised the advantages of convenience of a community pharmacy-based diabetes care service, they raised concerns over the retail nature and the community pharmacy environment for providing such services. This study highlighted the need to improve the care provision for people with T2D. Participants with T2D identified potential, but limited roles for community pharmacists in diabetes care. Participants expressed concerns that need to be addressed if effective diabetes care is to be provided from community pharmacies in Malaysia. © 2017 Royal Pharmaceutical Society.

  14. A randomized trial to evaluate the effectiveness of an individual, education-based safe transport program for drivers aged 75 years and older

    Directory of Open Access Journals (Sweden)

    Keay Lisa

    2013-02-01

    Full Text Available Abstract Background There are concerns over safety of older drivers due to increased crash involvement and vulnerability to injury. However, loss of driving privileges can dramatically reduce independence and quality of life for older members of the community. The aim of this trial is to examine the effectiveness of a safe transport program for drivers aged 75 years and older at reducing driving exposure but maintaining mobility. Methods and design A randomised trial will be conducted, involving 380 drivers aged 75 years and older, resident in urban and semi-rural areas of North-West Sydney. The intervention is an education program based on the Knowledge Enhances Your Safety (KEYS program, adapted for the Australian context. Driving experience will be measured objectively using an in-vehicle monitoring device which includes a global positioning system (GPS to assess driving exposure and an accelerometer to detect rapid deceleration events. Participation will be assessed using the Keele Assessment of Participation (KAP. Data will be analysed on an intention-to-treat basis; the primary outcomes include driving exposure, rapid deceleration events and scores for KAP. Secondary outcomes include self-reported measures of driving, socialisation, uptake of alternative forms of transport, depressive symptoms and mood. A detailed process evaluation will be conducted, including examination of the delivery of the program and uptake of alternative forms of transport. A subgroup analysis is planned for drivers with reduced function as characterized by established cut-off scores on the Drivesafe assessment tool. Discussion This randomised trial is powered to provide an objective assessment of the efficacy of an individually tailored education and alternative transportation program to promote safety of older drivers but maintain mobility. Trial registration: Australian New Zealand Clinical Trials Registry ACTRN12612000543886.

  15. Learning in a Different Era: "Do Our Education Systems Do Enough to Enable Learners to Flourish as Independent, Autonomous and Well-Balanced Individuals?"

    Science.gov (United States)

    Cheng, Kai-ming

    2015-01-01

    There is a prime necessity to make a distinction between "education" and "learning." Learning is a human instinct. Education is not. Education is about learning processes designed by adults for the young. In the past two centuries in the industrial era, education has developed into society-wide "school" systems. Young…

  16. Estudo de caso - educação corporal individualizada Case Study: individualized body education Estudio de caso - educacion corporal individualizada

    Directory of Open Access Journals (Sweden)

    2006-11-01

    Full Text Available O presente estudo é o resultado de uma pesquisa, que tem como objetivo relatar, por meio de um trabalho de campo realizado no Centro de Trabalho Muscular e Postural nos anos de 1998 a 2002, princípios filosóficos em torno do ser humano, sua identidade e valor, a educação corporal integral, o repensar da prática e o alavancar de discussões acerca da ginástica individualizada. Neste contexto, o estudo traz sob uma nova ótica a importância do respeito à individualidade biológica, estrutural e emocional, na integração e construção de significados, que possam dar sentido à qualidade de vida. PALAVRAS-CHAVE: Educação Corporal – Postural – Ambiente. This study is the result of a research work that aims at rethinking and rediscussing individualized physical activity practices. In this context, it brings a new viewpoint to the importance of respecting individuality in its biological, structural, and emotional aspects, and the integration and construction of meaning that can give a sense of direction to the quality of life. This study reports a field research work conducted at the Centro de Trabalho Muscular e Postural (Center for Muscle and Posture Work, from 1998 to 2002, that had, as its theoretical basis, the humanistic approach in pedagogy, as described in the book “Metodologia do Ensino de Educação Física” (Methodology of Physical Education Teaching, characterized by the presence of philosophical principles about human beings and their identity, value, and integral body education. KEY WORDS: Education - Body - Posture - Environment. El presente estudio, es el resultado de una investigación, el mismo tiene como objetivo relatar a través de un trabajo de campo realizado en el Centro de Trabajo Muscular y Postural en los años de 1998 a 2002, teniendo como base teórica, el movimiento dicho “humanista” en la pedagogía, que conforme el libro Metodología de la Enseñanza de Educación Física, se caracteriza por la

  17. 34 CFR 84.655 - Individual.

    Science.gov (United States)

    2010-07-01

    ... 34 Education 1 2010-07-01 2010-07-01 false Individual. 84.655 Section 84.655 Education Office of the Secretary, Department of Education GOVERNMENTWIDE REQUIREMENTS FOR DRUG-FREE WORKPLACE (FINANCIAL ASSISTANCE) Definitions § 84.655 Individual. Individual means a natural person. (Authority: E.O.s 12549 and...

  18. Education

    National Research Council Canada - National Science Library

    Belue, Lisa

    2002-01-01

    .... Unequal access to quality education leaves millions ill equipped for today's workplace. The "No Child Left Behind Act" is an effective point of departure, yet it too fails to adequately address the myriad issues affecting quality education...

  19. Education

    Science.gov (United States)

    2002-01-01

    1 EDUCATION ABSTRACT United States schools are better than ever, but they are not assuring competitive advantage . Unequal access to quality...Development Network, Washington, DC Defense Logistics Agency, Corporate Planning (J-1), Ft Belvoir, VA International : Department for Education and...influencing all aspects of the US education system in an effort to improve student achievement, enhance national competitive advantage , and promote

  20. Simulation-based multiprofessional obstetric anaesthesia training conducted in situ versus off-site leads to similar individual and team outcomes: a randomised educational trial

    Science.gov (United States)

    Sørensen, Jette Led; van der Vleuten, Cees; Rosthøj, Susanne; Østergaard, Doris; LeBlanc, Vicki; Johansen, Marianne; Ekelund, Kim; Starkopf, Liis; Lindschou, Jane; Gluud, Christian; Weikop, Pia; Ottesen, Bent

    2015-01-01

    Objective To investigate the effect of in situ simulation (ISS) versus off-site simulation (OSS) on knowledge, patient safety attitude, stress, motivation, perceptions of simulation, team performance and organisational impact. Design Investigator-initiated single-centre randomised superiority educational trial. Setting Obstetrics and anaesthesiology departments, Rigshospitalet, University of Copenhagen, Denmark. Participants 100 participants in teams of 10, comprising midwives, specialised midwives, auxiliary nurses, nurse anaesthetists, operating theatre nurses, and consultant doctors and trainees in obstetrics and anaesthesiology. Interventions Two multiprofessional simulations (clinical management of an emergency caesarean section and a postpartum haemorrhage scenario) were conducted in teams of 10 in the ISS versus the OSS setting. Primary outcome Knowledge assessed by a multiple choice question test. Exploratory outcomes Individual outcomes: scores on the Safety Attitudes Questionnaire, stress measurements (State-Trait Anxiety Inventory, cognitive appraisal and salivary cortisol), Intrinsic Motivation Inventory and perceptions of simulations. Team outcome: video assessment of team performance. Organisational impact: suggestions for organisational changes. Results The trial was conducted from April to June 2013. No differences between the two groups were found for the multiple choice question test, patient safety attitude, stress measurements, motivation or the evaluation of the simulations. The participants in the ISS group scored the authenticity of the simulation significantly higher than did the participants in the OSS group. Expert video assessment of team performance showed no differences between the ISS versus the OSS group. The ISS group provided more ideas and suggestions for changes at the organisational level. Conclusions In this randomised trial, no significant differences were found regarding knowledge, patient safety attitude, motivation or stress