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This study examined gender differences in the associations among teacher-student relationships and three types of school engagement (i.e. behavioural engagement, emotional engagement, and cognitive engagement) among elementary students by using Multi-Group Structural Equation Modelling (MGSEM). For both boys and girls, negative teacher-student relationships (i.e. "Conflict") had a stronger association with their school engagement than did positive teacher-student relationships (i.e. "Closeness"). However, several salient gender discrepancies were found. Specifically, "Conflict" had a stronger relation with girls' emotional engagement than it did with boys' emotional engagement. Girls' cognitive engagement had no significant association with their teacher-student relationship, while boys' cognitive engagement was predicted by both "Closeness" and "Conflict." Theoretical and practical implications were discussed.

Students are highly dependent on the emergency planning and evacuation decisions made by policymakers and school personnel when disasters occur. The purpose of this study was to examine selected cases of school-related disasters, highlighting how factors of the school context intersected with natural hazards and subsequently affected schoolchildren. Purposeful maximal sampling was used to select school-related disaster cases for their geographical diversity, different instructional contexts, and types of initiating hazards. Among these, seven cases with broad considerations pertaining to educational policy and safe school environments were selected. A within-case analysis was conducted of each case, followed by a cross-case thematic analysis. Six overarching factors were found in the thematic synthesis of the findings. First, school safety practices apply anytime children are under the supervision of school personnel, making knowledge of emergency procedures across multiple types of school settings essential. Second, elements that place schoolchildren at risk also place school personnel at risk. Third, teachers and school administrators need to be well-trained and knowledgeable enough to make independent decisions in emergency situations. Fourth, children must know emergency procedures so they may take independent action, given teachers are also at-risk during disasters. Fifth, most school disasters can be prevented through safe school construction. Finally, it is the responsibility of policymakers to ensure schools are safe learning environments for children. By participating in and advocating for a culture of preparedness, educational policymakers can better protect schoolchildren, as well as school personnel, in disaster situations.

Experienced special education teachers (n = 62) were surveyed on their professional preparation to become effective classroom managers. Despite having received extensive preservice training, over 83% of the sample reported being underprepared in classroom management and behavioral interventions. No statistically significant difference was found with respect to the type of classroom management theoretical approach used to train these teachers. Of those (74.2%) who received classroom management training post-graduation, the majority (64%) reported needing still further training in dealing with student behavior. Specific training desired was in whole-class management strategies, as well as in managing behaviors of students with disabilities. Results suggest that teachers' training needs in classroom management may persist throughout their professional careers, even following intensive preservice training.

The use of social media to share information, enhance learning, and connect with an online community has grown rapidly over the past 10 years. As social media becomes a more common tool in both formal and informal education, it is imperative to understand how it is used by individuals with disabilities. Through a systematic study of the literature, 215 articles on social media used by individuals with disabilities were selected and 29 selected for in-depth thematic analysis. Six major themes were identified: "community", "cyberbullying", "self-esteem", "self-determination", "access to technology", and "accessibility". To confirm these six categories, we expanded our search, yielding an additional 30 articles, for a total 59 articles reviewed in-depth. Interactions between individuals with disabilities within online communities often had the goal of acquiring knowledge or learning new information. A "communities of practice" theoretical framework is used to discuss interactions among the elements of social media design, learning, and the building of community by individuals with disabilities.

During the past 50 years, teachers have used contracted braille as the preferred method of teaching reading to children and adults. Contracted braille, previously referred to as grade 2 braille, involves the use of the traditional alphabet, along with 189 different characters and contractions that represent a group of letters or whole words. Ponchillia and Durant noted that braille research has focused on the proficiency of braille readers, but few studies have been conducted on the instructional methods used by braille teachers. This pilot study interviewed four certified teachers of students with visual impairments (that is, those who are blind or have low vision) to examine the assessment and instructional strategies that they used with their students. Interviews, the primary method used to collect data for this study, were conducted by the first author over a four-week period and ranged in duration from 30 minutes to 75 minutes. Findings included: (1) four common factors affected the assessment process; (2) teaching uncontracted braille requires different strategies and materials than does teaching contracted braille; and (3) for students to be successful in learning uncontracted braille, teachers thought that their students must understand how the knowledge of braille would be of benefit to them.

This study explored the relationship between verbal and nonverbal intelligence scores in students from low-income households. Researchers investigated how the verbal and nonverbal scores of these students differed both by ability level and within each grade. The Reynolds Intellectual Assessment Scale was administered to 1935 kindergarten through fifth-grade students enrolled in free and reduced-price lunch programs. Large gaps were found between students' verbal and nonverbal intelligence scores; such gaps were not specific to any particular grade or ability level but rather were seen in all of the examined grades. Gaps were even larger for students with higher nonverbal IQ scores. Results suggest that assessments based solely on nonverbal scores should be interpreted with caution.

A nonexperimental design was used to determine whether the verbal scores of low-income gifted fifth graders (n = 38) differed from those of their higher income peers (n = 83). The Otis-Lennon School Ability Test, Eighth Edition and the Stanford Achievement Test-Tenth Edition were used to collect student data. Results of a MANOVA showed a statistically significant difference between the verbal scores of the two groups, with low-income students scoring significantly lower. A large effect size for the multivariate main effect of income level on verbal intelligence and verbal achievement scores was found (?[superscript 2] = 0.19). The existence of verbal-nonverbal score discrepancy in low-income students questions the practice of using only nonverbal or nonverbal parts of an IQ test to identify and place students in gifted programmes. These results also underscore the need to nurture underdeveloped verbal abilities when they occur in low-income students.

This study examined gender differences in the associations among teacher–student relationships and three types of school engagement (i.e. behavioural engagement, emotional engagement, and cognitive engagement) among elementary students by using Multi-Group Structural Equation Modelling (MGSEM). For both boys and girls, negative teacher–student relationships (i.e. Conflict) had a stronger association with their school engagement than did positive teacher–student relationships (i.e. Closeness). However, several salient gender discrepancies were found. Specifically, Conflict had a stronger relation with girls' emotional engagement than it did with boys' emotional engagement. Girls' cognitive engagement had no significant association with their teacher–student relationship, while boys' cognitive engagement was predicted by both Closeness and Conflict. Theoretical and practical implications were discussed. [ABSTRACT FROM AUTHOR]

This study explored the role of special education teachers of children with significant disabilities during Hurricane Ike. Grounded theory methods were used to analyze interview data of the teachers (n = 4) who were employed in school districts directly affected by the hurricane. The five categories that emerged from the data were "losses for students and families, losses for teachers, resource supports, communication supports," and "supports to reestablish routines." Despite being affected by the storm themselves, the teachers provided essential support to their students and families throughout all phases of the disaster. The role of these teachers evolved to include instrumental and psychological supports, which has been documented in previous studies. These teachers' roles differed in that they provided support while school was closed and included the disability-related needs of their students. Recommendations include that teachers receive training on the needs of students with significant disabilities and their families during natural disaster. (Contains 2 tables.)

This study explores the beliefs and attitudes that university students enrolled in teacher education programmes in Spain, England and the US (Texas) hold about individuals who differ. A beliefs and attitudes toward difference scale (BATD) was constructed using nine dimensions of diversity; culture, language, socioeconomic status/social class, religion, gender, sexual orientation, political ideology, disability and special talent. A two-way factorial analysis of variance indicated significant main effects due to the respondent groups on culture, religion and sexual orientation; significant main effects of worldview of difference on political ideology; and no interaction between the two factors on each of the nine domains of difference. An exploratory factor analysis was also performed in order to explore the viability of the theoretical model. The data suggest that attitudes towards people who differ include "etic", "emic" and individual properties. These are discussed in terms of the uses of cross-cultural data and further research opportunities. (Contains 5 tables.)

An estimated 200 million children worldwide experience various forms of disability. This critical review extrapolates from existing literature in 2 distinct areas of scholarship: one on individuals with disabilities in disaster, and the other on children in disaster. The extant literature suggests that various factors may contribute to the physical, psychological, and educational vulnerability of children with disabilities in disaster, including higher poverty rates, elevated risk exposure, greater vulnerability to traumatic loss or separation from caregivers, more strain on parents, and poor postdisaster outcomes, unless medical, familial, social, and educational protections are in place and vital social networks are quickly reestablished. Future research needs are outlined in the conclusion.

This study analyzed the quality of brailled instructional materials transcribed by 40 public school personnel. The authors calculated the correlation of the certification status of the personnel and the average amount of time spent transcribing per week with the total number of transcription errors. The findings suggest that students who read braille may receive instructional materials that are not equal in quality to those received by their sighted peers. (Contains 2 tables.)

This study investigated the background of personnel who are responsible for transcribing braille in Texas. Most respondents were not certified by the Library of Congress and believed that they had begun their careers less than adequately prepared, yet they rated the quality of the materials that they produced as either excellent or good. (Contains 4 tables.)

This article reviews indicators used by researchers to select samples of expert teachers. Reflecting initially on the broader expertise literature and then focusing on studies of teaching expertise, the authors identify criteria used to select expert teachers that fall under one or more of the following marker categories: (a) years of experience, (b) social recognition, (c) professional or social group membership, and (d) performance based criteria (including normative and criterion-based selection). Results indicate considerable variability in the selection criteria for identifying expert teachers, even among researchers using the same theoretical construct. Based on this review, a rubric for selecting samples of expert teachers is proposed.

An overview of special education in Costa Rica is provided. Costa Rica has promulgated four educational service models that extend special education expertise: consulting teachers, educational assistance teams, itinerant teams, and resource centers. Their educational classification system describes the level of modifications required by students. (Contains references.) (Author/CR)

A stimulated recall procedure was used to examine the instructional decision making of 19 expert special educators. Qualitative analysis indicated that a detailed and extensive knowledge base about students enabled these teachers to assess their students' academic and emotional states of mind and to address effectively the students' needs within the classroom. (Contains references.) (Author/DB)

In the past decade, special education in Costa Rica has seen profound changes from creating primarily segregated services to developing innovative service models that promote inclusion. This article describes those changes and takes a look at current challenges in this small country, including teacher shortages and adequate funding. (Contains references.) (CR)

A survey of 69 women at risk for carrying a fetus with a disability found most would choose to terminate a pregnancy that tested positive for a disability regardless of type of disability (either Down syndrome or spina bifida). The decision was not related to knowledge about disabilities but was negatively related to knowledge of disability-related services. (Contains references.) (DB)

Investigates teachers thoughts about test-feedback sessions and their resulting emotions and strategies when delivering feedback to students. Explains that past experiences with feedback sessions, problem students, teachers beliefs about feedback processes, and their goals for providing feedback influence the teachers level of emotion; the teachers utilized varying strategies to manage their emotions. (CMK)

Describes the history and evolution of special education services in Costa Rica, along with critical issues that impede the expansion of educational services to students with learning disabilities. These include shortages of trained personnel, geographic isolation of a large sector of the population, and severe economic limitations. (Author/CR)

Autonomous vehicles (AVs) are expected to bring significant changes to the mobility of people, especially those with disabilities. Despite the strong potential of AVs to impact the lives of people with disabilities, little attention has been paid to understand their perspectives on this technology. This study aims to fill the gap, by exploring the mobility challenges experienced by people with disabilities and the overall perceptions of autonomous vehicle transportation (AVT) services among people with disabilities. The specific focus is on individuals with physical disabilities and individuals with visual impairments. This study used a three-phase exploratory sequential mixed-methods design. We began by conducting focus groups and analyzing the collected data. From the focus group results, we developed a survey instrument in the second phase. In the third phase, we collected and analyzed the survey data to verify the initial focus group findings. Additionally, the survey included stated preference choice experiments to assess the AV acceptance level of people with disabilities. The results revealed that people with disabilities' mobility issues with current public transit services and neighborhood built environments may influence their positive attitudes toward AVT services. Despite several concerns raised about AVs regarding accessibility, safety, and reliability, most participants showed a high acceptance level of AVT. The findings provide industry and policy-makers with insights into the expectations, concerns, and needs regarding AVT from the perspectives of people with disabilities. [ABSTRACT FROM AUTHOR]

Grounded theory has become one of the most commonly used qualitative research approaches. Since its first introduction, grounded theory methodology has taken on different iterations and evolved a number of variants. This review examined highly-ranked educational journals to determine grounded theory methodologies used most frequently by educational researchers. A total of 210 studies from 15 education journals were analyzed across 18 years of publication. A coding scheme was developed and used to categorize studies by type of methodological approach and inclusion of common grounded theory elements. Increasing variability in the types of grounded theory approaches was found in educational research over the last two decades. While educational researchers appear to prefer Straussian approaches to the design and analysis of grounded theory studies, Charmaz's constructivist approach has increased in popularity over the last decade. In addition, most educational researchers used grounded theory as a data analysis technique rather than as a complete methodological approach. Only a small proportion of the 210 studies (29.5%) delineated a "grounded theory." Finally, despite their publication in highly-ranked educational journals, methodological inconsistencies and descriptive cloudiness were evidenced across many of these grounded theory studies. [ABSTRACT FROM AUTHOR]

The use of social media to share information, enhance learning, and connect with an online community has grown rapidly over the past 10 years. As social media becomes a more common tool in both formal and informal education, it is imperative to understand how it is used by individuals with disabilities. Through a systematic study of the literature, 215 articles on social media used by individuals with disabilities were selected and 29 selected for in‐depth thematic analysis. Six major themes were identified: community, cyberbullying, self‐esteem, self‐determination, access to technology, and accessibility. To confirm these six categories, we expanded our search, yielding an additional 30 articles, for a total 59 articles reviewed in‐depth. Interactions between individuals with disabilities within online communities often had the goal of acquiring knowledge or learning new information. A communities of practice theoretical framework is used to discuss interactions among the elements of social media design, learning, and the building of community by individuals with disabilities. Lay Description: What is already known about this topic: As social media becomes a more common tool in both formal and informal education, it is imperative to understand how it is used by individuals with disabilities.Few studies have examined social media use by individuals with disabilities. What this paper adds: Articles on social media use by individuals with disabilities were reviewed and six major themes were identified: community, cyberbullying, self‐esteem, self‐determination, access to technology, and accessibility.Interactions between individuals with disabilities within online communities often have the goal of acquiring knowledge and learning new information.Past studies have focused on how individuals with disabilities use social media tools to create community and to obtain information.Most studies reported positive aspects of social media use such as building knowledge, forming friendships, and creating social support groups. Implications for practice and/or policy: When individuals are not able to access or use social media tools this can lead to further experiences of marginalization. Ensuring that social media tools are designed to meet accessibility standards increases the likelihood that individuals with various disabilities will be able to fully participate in online communities. [ABSTRACT FROM AUTHOR]

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The death of a parent can have a profound impact on a child. However, little is known about how children with intellectual disabilities demonstrate grief or how teachers respond to student grief. Constructivist grounded theory methods were used to analyze data collected from five special education teachers of elementary students with intellectual disabilities. Categories related to grieving, loss, support, coping, and emotion were found. Teachers reported a range of grieving behaviors displayed by children with intellectual disabilities in the classroom and used various strategies to provide support. Grief in surviving caregivers and assistance from other school personnel were also described. The need for additional training of teachers and counselors about grief in children with intellectual disabilities is highlighted. [ABSTRACT FROM AUTHOR]

BACKGROUND: It has been assumed that the mental health effects of repeated trauma should be incrementally greater than simple additive effects of separate trauma. However, repeated disasters afflicting the same population are uncommon. This study investigated psychiatric disorders following differential exposures to repeated disasters. METHODS: Mental health effects of exposure to repeated disasters of 547 individuals exposed to either flooding, tornadoes, dioxin contamination, and/or radioactive well water were assessed. Structured diagnostic interviews assessed prevalence of psychiatric disorders before and after each of the disasters. A multiple logistic regression model was used to test the association of post-disaster disorders after each flood with the total number of flood exposures, controlling for lifetime pre-disaster disorders. RESULTS: Approximately one-fifth to one-third of the disaster-exposed groups had a psychiatric disorder following exposure to disaster, but disaster-related posttraumatic stress disorder and incident psychiatric disorders were nonexistent or rare in both post-disaster periods. Most identified post-disaster psychopathology consisted of alcohol use that predated the disasters. CONCLUSIONS: Findings suggest that alcohol use disorder may be more representative of a risk factor for, rather than an outcome of, flood exposure. This possibility is supported by the high lifetime pre-flood prevalence of alcohol use disorders in flood plain populations. [ABSTRACT FROM AUTHOR]

This study explored the relationship between verbal and nonverbal intelligence scores in students from low-income households. Researchers investigated how the verbal and nonverbal scores of these students differed both by ability level and within each grade. The Reynolds Intellectual Assessment Scale was administered to 1935 kindergarten through fifth-grade students enrolled in free and reduced-price lunch programs. Large gaps were found between students’ verbal and nonverbal intelligence scores; such gaps were not specific to any particular grade or ability level but rather were seen in all of the examined grades. Gaps were even larger for students with higher nonverbal IQ scores. Results suggest that assessments based solely on nonverbal scores should be interpreted with caution. [ABSTRACT FROM AUTHOR]

This study examines how pre-existing disabling conditions influenced the recovery process of survivors of Hurricane Katrina. It focuses specifically on the barriers that hindered the recovery process in these individuals. Focus groups were convened in four Gulf Coast states with 31 individuals with disabilities who lived in or around New Orleans, Louisiana, prior to Hurricane Katrina in August 2005. Qualitative data were analysed using grounded theory methodology. Five themes emerged as the most significant barriers to recovery: housing; transportation; employment; physical and mental health; and accessing recovery services. While these barriers to recovery were probably common to most survivors of the disaster, the research results suggest that disability status enhanced the challenges that participants experienced in negotiating the recovery process and in acquiring resources that accommodated their disabilities. The findings indicate that, when disaster recovery services and resources did not accommodate the needs of individuals with disabilities, recovery was hindered. Recovery efforts should include building accessible infrastructure and services that will allow for participation by all. [ABSTRACT FROM AUTHOR]

Experienced special education teachers (n=62) were surveyed on their professional preparation to become effective classroom managers. Despite having received extensive preservice training, over 83% of the sample reported being underprepared in classroom management and behavioral interventions. No statistically significant difference was found with respect to the type of classroom management theoretical approach used to train these teachers. Of those (74.2%) who received classroom management training post-graduation, the majority (64%) reported needing still further training in dealing with student behavior. Specific training desired was in whole-class management strategies, as well as in managing behaviors of students with disabilities. Results suggest that teachers' training needs in classroom management may persist throughout their professional careers, even following intensive preservice training. [ABSTRACT FROM AUTHOR]

Copyright of Ilkogretim Online is the property of Ilkogretim Online and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The World Report on Disability relates concerns about the experiences of individuals with intellectual disability in disaster situations. Disaster planning related to people with intellectual disability needs to consider that (1) they experience disproportionate risk in disaster situations, (2) they are often excluded from relief processes and are disadvantaged in disaster support situations, (3) they may need specialized disability-related supports, (4) they often have needs for assistive technology and special rehabilitative services, (5) family and community networks are important supports in disaster situations, and (6) during recovery, rebuilding should be inclusive and include disability needs. Thus, people with intellectual disabilities are more likely to need additional assistance during evacuation, experience more tangible losses during disaster, and require more intensive support in the recovery phase following disaster. Enabling access to mainstream systems and services, improving human resource capacity, and providing adequate funding for recovery and disaster mitigation are strategies to increase disaster resilience for individuals with intellectual disabilities. Costa Rica is one country that has designed emergency disaster management policies and incorporated disability rights policies that cut across governmental functions and promote interagency cooperation. Having such policy structures and legislative supports are advantageous for people with intellectual disability, whose support needs often cut across different functional areas. [ABSTRACT FROM AUTHOR]

The article discusses the argument that the justification provided by the research on the impact of tornadoes on individuals with disabilities. Topics include the development of the social vulnerability perspective of disaster, the failure to define disability as a classification, and the occurrence of the prevalence of individuals with disabilities.

This study explores the beliefs and attitudes that university students enrolled in teacher education programmes in Spain, England and the US (Texas) hold about individuals who differ. A beliefs and attitudes toward difference scale (BATD) was constructed using nine dimensions of diversity; culture, language, socioeconomic status/social class, religion, gender, sexual orientation, political ideology, disability and special talent. A two-way factorial analysis of variance indicated significant main effects due to the respondent groups on culture, religion and sexual orientation; significant main effects of worldview of difference on political ideology; and no interaction between the two factors on each of the nine domains of difference. An exploratory factor analysis was also performed in order to explore the viability of the theoretical model. The data suggest that attitudes towards people who differ include etic, emic and individual properties. These are discussed in terms of the uses of cross-cultural data and further research opportunities. [ABSTRACT FROM AUTHOR]

This study analyzed the quality of brailled instructional materials transcribed by 40 public school personnel. The authors calculated the correlation of the certification status of the personnel and the average amount of time spent transcribing per week with the total number of transcription errors. The findings suggest that students who read braille may receive instructional materials that are not equal in quality to those received by their sighted peers. [ABSTRACT FROM AUTHOR]