Search

Having a disability can be one of the most marginalizing factors in a child's life. In education, finding ways to meet the learning needs of students with disabilities can be challenging, especially in schools, districts, regions, and countries with severely limited resources. Inclusive education--which fully engages all students, including students with disabilities or other learning challenges, in quality education--has proven particularly effective in helping all students learn, even while challenges to implementing inclusive education systems remain. This guide provides suggestions for developing inclusive education systems and policies, especially for low- and middle-income countries that are moving from a segregated system toward an inclusive system of education. We specifically address the needs of countries with limited resources for implementing inclusive education. However, our strategies and recommendations can be equally useful in other contexts where inclusive education practices have not yet been adopted. Two appendices are included.

This report focuses on children aged 8 to 11 and their enjoyment of reading, reading behaviour, and attitudes toward reading. It synthesises information from surveys that have been conducted since 2005, but most heavily exploits data from the fourth annual literacy survey conducted in November/December 2013 in which 10,946 8 to 11-year-olds participated. In addition, this report explores the link between reading, gender, and socio-economic background (assessed by free school meal uptake) for this age group and how certain subgroups of pupils are potentially doubly disadvantaged. Some general findings in this report include: (1) Nearly two-thirds (65.8%) of 8 to 11-year-olds enjoy reading either very much (34.4%) or quite a lot (31.4%); (2) Nearly three-quarters (72.8%) of 8 to 11-year-olds have a favourite book or story; (3) 84.6% of children aged 8 to 11 say that they have a book of their own at home; (4) Two-fifths (40.7%) read daily outside class, while over a third (34.7%) read a few times a week; (5) Nearly a quarter (22.8%) of 8 to 11-year-olds read for up to 10 minutes at a time, while another quarter (25.3%) read for up to 20 minutes; (6) When asked what types of materials they read outside class, most 8 to 11-year-olds say that they read text messages (56.4%), followed by magazines (51.6%) and fiction (50.5%); (7) A lot of 8 to 11-year-olds are avid readers of books; (8) Nearly 9 in 10 (87.0%) 8 to 11-year-olds have been given a book as a present, while 9 in 10 (92.7%) have also been to a library; and (9) Most 8 to 11-year-olds have positive attitudes toward reading. [The research for this report has informed the publication "How reading can help children escape poverty" produced by the Read On. Get On. coalition.]

This paper explores the nation's changing child population based on data from the 2010 census. While the number of U.S. children increased only slightly, the demographic shifts within the population were considerable. Some areas of the country (Nevada and Texas) and some demographic groups (including children of mixed race) grew significantly, while the number of children in other areas (Vermont and New York) and in other groups (such as non-Hispanic whites) declined. Appended are: (1) State Changes in Child Population 1990, 2000, and 2010; and (2) Distribution of Children (under age 18) by Race and Hispanic Origin: 2010. (Contains 16 tables, 3 figures, 1 chart and 30 endnotes.)

This paper explores how principles of self-determination apply to individuals who are deaf-blind and how it affects families, educational programming, and service delivery. Five underlying principles are identified including: all persons desire self-determination and are capable of achieving it; self-determination is a continuum; and self-determination is a life-span issue. Different cultural interpretations of the concept of self-determination are noted. Practices that foster self-determination are discussed including: (1) opportunities for decision-making and risk-taking; (2) access to the environment through communication; and (3) vocational experiences and employment. Suggestions are offered to serve providers for infusing self-determination concepts into technical assistance services and program planning, including the Individualized Family Service Plan, the Individualized Education Program, and the Individualized Transition Plan. Discussion of curricula focuses on the current development of specific curricula for young adults, family members, and educators. A review of resources notes state deaf-blind projects, information and referral resources, Helen Keller National Center regional representatives, national organizations, and e-mail discussion groups. (Contains 32 references.) (DB)

Designed to increase awareness and understanding about interveners and their role in the field of deafblindness, this paper describes the work of interveners in early intervention and educational settings provided under the Individualized Family Service Plan (IFSP) and the Individualized Education Program (IEP) for children and youth who are deafblind, birth through 21 years of age. It begins by explaining the process of intervention. The needs of children and youth who are deafblind are then discussed in the areas of access to environmental information, communication, and social and emotional well-being. The primary role of the intervener is explained as facilitating the access of environmental information usually gained through vision and hearing, facilitating the development and/or use of receptive and expressive communication skills by the individual who is deafblind, and developing and maintaining a trusting, interactive relationship that can promote social and emotional well-being. Specific strategies are listed for accomplishing each of these goals, and recommendations for IFSP and IEP program planning tips are provided. Intervener training, supervision and support are also addressed. The paper closes with answers to frequently asked questions concerning the role of the intervener. (CR)

Cohabitation is an increasingly prevalent living arrangement in the United States. Although the effects of living in a cohabiting arrangement on child wellbeing are not fully understood, the literature on children growing up in cohabiting families suggests that they have poorer developmental outcomes than do those growing up in married-parent families or in single-parent families. This paper uses data from the Consumer Expenditure Survey to see if cohabiting couples with children spend their income on a different set of goods (i.e., have a different distribution of expenditure) than either married parents or single parents. Using a variety of analytical tools, the results find that cohabiting couples spend a substantially larger share of their total expenditure on alcohol and tobacco than do either married-parent families or single parents. Cohabiting couples with children also spend less on health care and less on education than do married parents. (Contains 39 references.) (Author/SM)

This paper examined the extent to which families faced hardships in moving from welfare to work, highlighting: families who received Aid to Families with Dependent Children (AFDC) during the last month of the Survey of Income and Program Participation or the National Survey of American Families; families who received other public assistance in the last month of either survey; recent AFDC leavers; and families who received AFDC at some point over a year before the surveys. Hardship indicators were food insecurity, insufficient health care access, housing problems, and inadequate child care. There was little difference among families who left welfare recently compared to those who left more than a year ago, unless the family contained a full-time worker. Even then, these families did not do as well as poor families overall. Poor families who worked part-time had more difficulty, relative to poor families with a full-time worker or no worker at all, meeting housing needs. Families recently not receiving AFDC and with a full-time worker were more likely than families with a part-time worker to worry about food and have their children in child care facilities with inadequate numbers of adults. (Contains 9 tables, 27 references.) (SM)

This study investigated the potential effects of welfare reform on children in late childhood through adolescence, examining how poverty status and family welfare receipt interacted with current poverty status and welfare receipt during adolescence to influence various outcomes. The study examined how 1998 outcomes varied for adolescents based on family income, maternal employment, patterns of parental welfare receipt in middle childhood and adolescence, and demographics. Data from the 1992 and 1993 Survey of Income and Program Participation (SIPP) were matched with data from the 1997 and 1998 interviewing years of the Survey of Program Dynamics (prior to the Personal Responsibility and Work Opportunities Reconciliation Act of 1996). Average income-to-needs ratio, parental education, and whether the adolescent lived the entire period in a two-parent family highly correlated with positive outcomes. Adolescent outcomes were not significantly affected when parents stopped participating in welfare programs. When income insufficiency was severe enough to affect diet adequacy, adolescents were affected on many important outcomes. School outcome variables, status offense/criminal behavior variables, and substance use/abuse were most sensitive to differences in income, program participation, and time and extent of parent employment. (Contains 45 references.) (SM)

This longitudinal study investigated two issues regarding child poverty dynamics: whether long-run transitions out of poverty have changed and whether the events associated with exits from poverty have changed over time. The study contrasted mobility patterns of young children over the 1970s with patterns over the 1980s, examining which poor children had higher or lower mobility prospects and whether those mobility prospects changed over time. Finally, the study investigated how changes in family structure and in receipt of welfare income related to exits out of poverty and how they changed over time. Data came from the Panel Study of Income Dynamics, which gathers longitudinal information on offspring of the original 1967 sample of 5,000 families. Data analysis indicated that about half of the children who were in poor families at the start of each decade remained poor. For African American children and children in female-headed households, both the relative and the absolute mobility were considerably lower. Because there were no significant changes in mobility over time, the study concludes that there is no evidence that the increase in inequality during the 1980s, which contributed to the rise in poverty, was offset by an increase in mobility. Seven tables are included. (SM)

This study used Australian Bureau of Statistics (ABS) survey data to assess changes in child poverty in Australia between 1982 and 1995-96. The findings suggest a dramatic one-third drop in before-housing child poverty during this period, largely as a result of the very substantial increases in government cash payments to low-income families with children. However, while there have been sharp falls in poverty among dependent children, poverty rates among 15- to 18-year-olds who have left the parental home or who are still living at home but not in full-time study have increased very sharply. In addition, the after-housing poverty rate has changed little, apparently due to a compositional shift in the types of family in after-housing poverty. (Author)

This issue paper is designed to help families, advocates and policymakers ensure that "medically necessary" standards in public-sector contracts for managed mental health care protect children's rights, particularly the rights of children who have serious emotional disturbance. Fundamental principles for developing sound contracts for public mental health services for children are provided and include: (1) families should be treated as partners in treatment planning; (2) even where the mental health system has been privatized, the ultimate responsibility for its operation should lie with the public agency; (3) family members and child advocates must have a voice in how the system is designed and run; (4) the managed care plan must address fragmentation in services for children with serious emotional disturbance; and (5) preserving families must be a central goal of child mental health services. Problems with the current definition of "medically necessary" in managed care and in Medicaid law are explained, and court decisions are discussed. A different approach to defining medically necessary services is proposed that addresses the goals of services, purposes of services, standards of service delivery, arbitrary limits, process to determine when services are medically necessary, and links to an appeal system. (Contains 36 references.) (CR)

This information brief aims to describe common learning disabilities that can cause reading problems and to assist the reader in accessing organizations that can provide appropriate help. The paper begins with a note about the many reasons why a person might have difficulty in developing reading skills. It then presents an article by Larry B. Silver titled "A Look at Learning Disabilities in Children and Youth," which describes types of learning disabilities, how they are detected, and how they are treated. The next section of the paper offers suggestions for parents in how to help their school-age children learn. The paper also discusses adults with reading or learning problems, emphasizing diagnostic testing and the help that is available. The paper concludes with a list of 13 readings for families, 10 readings for adults, and 18 readings for educators, as well as descriptions of 19 government and volunteer organizations. (JDD)

State, federal, and local spending on low-income children are examined for 13 states to help policymakers see the priorities that are actually reflected in their spending. The 13 states were chosen to ensure geographic, political, and economic diversity as part of the "Assessing the New Federalism" project, and together they include about half of the U.S. population. The first section discusses the nature of state fiscal data and the methodology for the study of spending. The second section documents the amount the federal, state, and local governments spend on children's programs and described the variation in spending across the states. The third section analyzes the spending from state and local governments, and the fourth section determines whether the variation in spending is related to a state's ability to raise revenue. The fifth section reviews the broad distribution of state expenditures among six categories of children's programs, and the sixth section examines spending in these categories in more depth. The final section summarizes the study's findings. Because of the study's focus on low-income children, most of the discussion is devoted to programs other than education, since education programs benefit all children. The sixth section does, however, contain an analysis of amounts spent on child care and early childhood development. An appendix contains supplemental information, including a discussion of data sources. (Contains 14 figures and 21 tables.) (SLD)

This information brief describes some of the most common learning disabilities that can cause reading problems and lists organizations that can provide help. The paper first looks at types of learning disabilities in children and youth, categorized as input, integration, memory, and output disabilities. Methods of detecting and treating learning disabilities are explained. The paper then offers suggestions for parents in how to help their school-age children learn, and offers considerations for adults with reading and learning problems, including a description of the diagnostic process for adults. The paper's final section lists 13 readings for parents, 7 readings for adults, 18 readings for educators and other service providers, 9 national clearinghouses and government agencies, 7 national learning disabilities organizations, and 4 national literacy organizations. (JDD)

The National Household Education Survey (NHES) is a telephone survey of the noninstitutionalized civilian population of the United States that collects data on educational issues that are best explored through contact with households rather than with institutions. In the 1996 NHES (NHES:96) the topical components of interest were parent and family involvement in education and civic involvement. This report examines errors arising from interviewing respondents in the Parent and Family Involvement and Civic Involvement (PFI/CI) and the Youth Civic Involvement (YCI) components of the NHES:96. The estimates from these components and every survey are subject to both sampling error and nonsampling error. Sampling errors, the differences between population values and the sample estimates that arise because data are obtained from only a sample population, are generally well understood, but nonsampling errors arise from a variety of sources and are more difficult to measure. Important components of nonsampling errors for the NHES:96 include coverage, nonresponse, and measurement errors. The reinterview program was designed to identify survey questions that were not reliable, quantify the magnitude of the response variance for groups of questions collected from the same respondent at different times, and to provide feedback to improve the NHES for future surveys. A sample of 1,808 interviews (854 parent and 954 youth) was selected for reinterview. In all, 806 parent and 892 youth reinterviews were completed. Overall, both reinterview analyses indicate that the impact of measurement error on the estimates is low to moderate, as measured by the gross difference rates. In addition, the net difference rates support the use of the gross difference rates as measures of response variance. The reinterviews served their major purposes of finding questions with high error rates and providing feedback to improve the design of future questions. An appendix contains the reinterview questionnaires. (Contains 10 tables, 1 exhibit, and 7 references.) (SLD)

This report compares selected estimates from the 1996 National Household Education Survey (NHES:96) with estimates from previous NHES collections, the Current Population Survey (CPS), and other relevant data sources. The comparisons provide an indication of the reasonableness of selected NHES:96 estimates. Where discrepancies were found between NHES:96 estimates and those from other sources, possible reasons are suggested. In the NHES:96, three topical components were covered in four interviews: (1) a screening interview that also questioned library use; (2) a survey of parent and family involvement in education and civic involvement; (3) a youth civic involvement survey; and (4) an adult civic involvement component. Because of the multiple surveys, various data sources must be used for comparisons. More and larger differences were found for NHES:96 and comparable surveys than were found for previous NHES surveys. This might reflect the lower response rates in the NHES:96, since lower response rates increase the potential for bias increases. Ways to adjust for bias are suggested. An appendix contains a summary of the comparative data sets. (Contains 55 tables and 17 references.) (SLD)

The Oakland (California) Explorers is a program to help children learn about the city. The project is part of a long-term effort by the Junior Center for Art and Science to make Oakland a better place for children to be raised. Project goals are to create the following: (1) a living museum of Oakland that will include children and adolescents in creating and running the program; (2) a network of city learning centers; (3) an access system for children to learn about and use the city; and (4) a network of institutions, business, industry, and individuals who want to make the city more responsive to children's needs. The first project involved a series of six 1-week workshops about the city in the summer of 1988, which focused on empowering children to use the city and included such resources as public transportation. In this workbook, plans are given for each of the six workshops, with the following themes: (1) an exploration of the history and people of the city; (2) activities focused on transportation, manufacturing, and municipal services; (3) projects on making cities places for kids; (4) activities in arts and the media; (5) explorations of water, animals, geology, and plants in the city; and (6) activities on the planning and design of cities. An appendix outlines a food discovery workshop for Oakland's Chinatown. (SLD)

This report presents child-based data from the March 1983, Current Population Survey. The data have been reorganized from their usual form which is as information on households, families, or individual adults, to data with children as the unit of analysis. The primary focus of the report is on children's living arrangements: what kinds of families children live in and how the family and economic situations of children vary according to these differing living situations. The report finds that although a majority of all children live in two-parent families, a substantial number of children live for at least some period of time with only one parent. The report also finds that among these single parent situations there is great variation: 20.5% of all children live with their mothers and 2.0% with fathers. The children's economic and social status is better when living with divorced or widowed mothers than with separated or never married mothers (71% and 81% respectively of the latter two groups living in poverty). Children living alone with fathers enjoy a higher social and economic status. Children are, however, better off in two parent families with regard to the social and economic factors considered. Particularly striking are the very large race differences in family composition. For example, among whites, 81% of all children live in two-parent families, compared with 41% among blacks, and black children are disproportionately represented in the most disadvantaged family types. The paper includes a short bibliography and five tables giving the statistical data used for the study. (CG)

The document discusses the significance of psychological curricula, presents outlines of several specific curricula which can be purchased, and raises and answers questions about why it is important for children to participate in classes in which they can examine their feelings and their images of themselves and others. It is stated that the modern trends is away from an education which only provides cognitive knowledge and toward education which develops the child's self-knowledge and capacity to think creativity and analytically and encourages the child to feel self-esteem. A bibliography provides information on where to write for specific curriculum packages, what materials are included, what specific kinds of activities are used, and advantages and disadvantaged of different, widely-used programs. The document's title, "Feeling Around in the Dark," is meant to imply that the affective areas of education are still only vaguely understood, but that it is important to make an effort at finding out how a humanistic education can best relate to the psychological needs of learners. (CD)

In 1996, the Council of Bishops called upon the United Methodist Church to reshape its mission in response to the crisis among children and the impoverished within the primary goal of evangelization. As one response to the Bishops' Initiative on Children and Poverty, congregations may undertake specific actions to make their churches more responsive to the needs of children and their families in the church and community. This document comprises resources to assist churches that want to qualify as "A Church for All God's Children." Guidelines identify the steps to follow in qualifying for recognition. A Checklist details goals and activities to: (1) educate the congregation about the needs of children and the poor; (2) make the church facilities safe and welcoming for children and families; (3) reduce the risk of child abuse; (4) help children grow as faithful disciples; (5) involve children in the life of the church; (6) reach out to children in the community; (7) advocate for legislation and public policies that improve children's lives and lives of poor families; (8) relate to children around the world; and (9) build administrative supports for ministry with children and the poor. The document also includes a list of 45 resources to assist in the church's efforts. Finally, a reporting form is provided for use in detailing activity completion. (KB)

This booklet, which is intended for individuals involved in screening and selecting professionals and volunteers to work in programs serving young people, presents and examines guidelines that were developed jointly by the National School Safety Center (NSSC) and the Missing and Exploited Children Comprehensive Action Program (M/CAP). Chapter 1 emphasizes the importance of safeguarding children and outlines the objectives and activities of the M/CAP and NSSC. Discussed in chapter 2 are the following considerations in hiring: rationale for and limitations of background checks; costs of failure to screen potential employees thoroughly; development of effective personnel policies; aggressive screening; criminal background checks; creation of a spirit of cooperation; and obstacles impeding use of comprehensive record screening and background checks in schools and youth service agencies. Also included in chapter 2 are a screening policy statement, guidelines for screening and selecting employees and/or volunteers, and sample authorization and disclosure forms. Chapter 3 explains the tort of negligent hiring and considers the issues of conducting reasonable investigations and sovereign immunity. The good and bad news concerning record screening is summarized in chapter 4. Chapter 5 covers the policy intent of sex offender registration laws as well as their content and effectiveness. (MN)

This paper describes different products to assist students who are only able to use one hand while typing. Information is provided on: (1) access features in Macintosh and Windows95, including Easy Access (Mac) and Accessibility Options (Win95) which allow the user to press a key such as the shift key and subsequently press the letter to be capitalized instead of pressing both at the same time; (2) keyboard navigation, hot-keys, and shortcuts; (3) access features in word-processing programs; (4) word prediction software; (5) on-screen keyboards; (6) one-handed typing programs; (7) alternate keyboard and layout options; (8) alternate keyboards; and (9) voice files and voice recognition. (CR)

Creative dance improvisation involves both the movement of the body with awareness and the awakening of the creative spirit. The basic elements of creative dance improvisation--force, time, and space--are examined with a view toward how this approach to dance can be a means for growth in the general education of anyone throughout their lives. Creative dance improvisation is shown to address students' needs for self-expression as well as the need to learn to creatively work within a group. Examples of how each dance element can be applied to the school curriculum are provided as well as examples of how the elements of dance relate to multiple intelligences. This approach to dance speaks to and develops both the individual and communal sides of human nature; dancers can feel a bond that can last a lifetime. This paper also describes the demonstration dances presented at the China-U.S. Conference on Education and suggests movement explorations for the reader to try in order to understand the concepts more fully. (Author/EMK)

This paper presents additional information from the 2009 survey of young people's reading and writing. The authors conducted an online survey of 17,089 pupils aged 8 to 16 from 112 schools, conducted in November-December 2009, which consisted of 32 questions exploring young people's background, reading and writing behaviour, perceived ability and attitudes. The survey included questions exploring school library use, which are examined in the separate National Literacy Trust research report "Linking School Libraries and Literacy (Clark, 2010)". In addition, the survey contained a few questions that explored public library use, which is the focus of the present paper. (Contains 8 tables, 2 figures and 11 endnotes.)

This monograph derives from a conference sponsored by the Fogarty International Center for Advanced Study in the Health Sciences. The goals of the conference were (1) to establish channels of communication between health care evaluators from different disciplines and from different countries in the Americas, and (2) to promote an exchange of information and experience in evaluation techniques: comparing approaches, methods, needed resources, difficulties, achievements, and failures. Of primary concern was the need for a current evaluation of maternal and child health services delivery systems and the implications of this evaluation for health professional education in the Americas. The monograph consists of five position papers on child health care, 10 papers on case studies involving different methods of evaluation and different types of child health care programs, followed by discussions, and two papers on uses of evaluation in education. The contributors, representing a variety of perspectives and backgrounds, include experts in evaluation, health care, social science research, education, policymaking, and economics. (Author/SS)

A variety of classroom activities are offered in this paper as ways of exercising children's imaginations. Following a discussion of the need for developing creative thinking in children, some ways to establish the freedom or atmosphere to begin fantasies are offered and a guided fantasy technique for classroom use is outlined. The second half of the paper contains several examples of fantasies that teachers and group leaders have used to facilitate the growth of the imagination. (RL)

This glossy folder is intended for parents to keep important papers related to their children's school. On the inside flaps of the folder are written in Spanish: (1) a list of suggested school-related papers that parents could keep in the folder; (2) a space for parents to write information about the schools their child has most recently attended; (3) lists of tasks for parents to perform when moving to a new place so their child can attend school; (4) information about children's rights related to attending school; and (5) information about the National Center for Homeless Education. On the back flap of the folder is printed a list of questions that parents can ask school personnel about programs and services offered at the school. (BC)

One of a series of booklets on disability research, this paper is intended as an introduction to the role of evaluation in the utilization process. Its purpose is to help disability researchers grasp the importance of incorporating a focus on assessing use into plans for disseminating research outcomes. The paper begins by examining basic evaluation principles as they relate to dissemination and utilization, including: (1) evaluation is more than a compliance activity, its goal is improvement; (2) evaluation is not research; (3) effective evaluation must meet basic criteria relating to utility, feasibility, propriety, and accuracy; (4) there is no single, best way to do an evaluation; and (5) there are multiple dimensions to measuring use. The paper then describes the major steps involved in evaluation planning, including: determine who the intended users of the evaluation are, identify the purpose of the evaluation, specify the questions that the evaluation needs to answer, specify evaluation criteria, and identify evaluation methods. The paper concludes with a list of eight "use-deadly" sins that researchers should avoid. (CR)

This paper analyzes the approaches that states can take to address the needs of families facing the loss of Temporary Assistance for Needy Families (TANF) benefits due to time limits. Ways in which these approaches can be funded with state or federal welfare funds are discussed. The paper examines how states can use federal TANF or state maintenance of effort (MOE) funds to serve families that reach time limits and still need aid. Overall, states can: continue benefits to children in the family; provide subsidized community service jobs to unemployed parents; provide work supports for employed families; allow extensions to families needing them beyond a 20-percent caseload limit; and provide safety net assistance if no other aid is available. Families are reaching time limits now in many states. States should revisit and add to their time limit approaches in light of the recent changes in state TANF caseloads and the clarified and expanded flexibility that states have under the final TANF rules. The range of options available to states to assist families reaching time limits is not limited to the criteria they adopt for extension of time limits. (SM)

This paper discusses environmental preference, particularly related to the design of children's museums. It explains that preference for an environment leads to motivation to interact with the environment, which leads to learning. It lays out several design principles: (1) involve children in the process of children's museum design in a way that goes beyond tokenism and captures children's environmental preferences; (2) provide diverse levels in complexity of size, shape, color, and textures of learning environments to appeal to the broadest range of preferences in children; (3) provide clear connections between indoor and outdoor learning environments through the use of windows, functional covered porches, and other transitional strategies to accommodate preference for outdoor spaces; (4) provide a coordinated range of colors in indoor designed environments that reflects as much as possible the natural environment; (5) provide access to natural daylight through windows, skylights, full-spectrum lighting, and especially through direct access to natural daylight by the use of outdoor learning spaces; (6) provide increased levels of fresh air intake and increased ventilation rates in buildings, and provide operable windows for occupants to vary the rate of ventilation for comfort; (7) provide resource-rich activities within well-defined spatial configurations to facilitate desired learning behaviors; and (8) provide learning environments that are physically open-ended and composed of "loose parts" to encourage exploration, discovery, and experimentation appropriate for all developmental ages. (EV)

This set of materials consists of three research reports concerning cultural and linguistic acculturation of minority children, and information about Acculturation Quick Screen, a technique, which includes computer software, for measuring students' relative level of acculturation to the public school environment in the United States. The research reports include a study examining the presence of and interaction between educational and cultural/linguistic characteristics of children experiencing acculturation, and a two-part report of a study of five Colorado school districts that examined the assessment and instruction of culturally and linguistically diverse children, learners of English as a Second Language. The Acculturation Quick Screen method and software (Acculturation Quick Screen Wizard) based on this and other research are then described, and techniques for their use are discussed. (Contains tables and references.) (MSE)

This paper presents principles that should be considered in planning and interpreting studies of outcomes of interventions with children receiving mental health services. Principles to consider when planning outcome studies include recognizing that "outcome" refers to multiple rather than single domains and choosing outcome domains that coincide with program theory. Principles to consider when interpreting results of outcomes studies include the following: (1) consider the source of information when evaluating outcome results; (2) recognize that clinical outcomes are not solely the result of services; (3) evaluate for adequate statistical power and appropriate procedures in data analysis; and (4) remember that conclusions are limited by the chosen outcome domains. (DB)

Using a construction building analogy, this guide provides a plan for building a system of behavior strategies. These strategies are designed to assist behavior analysts of contracted provider agencies in the construction and maintenance of procedures which will help monitor and reduce the frequency of problematic behaviors in individuals with mental retardation in community-based homes. The plan suggests these courses of action: (1) survey records, bulldoze through a massive pile of files, and excavate previous summaries of behavioral incident reports; (2) develop a solid foundation by summarizing all incident reports; (3) build the first wall by creating a summary report of incidents for an annual report; (4) build the second wall by summarizing medication use; (5) build the third wall by providing psychological evaluations and adaptive behavioral reports; (6) build the final wall by creating Behavior Strategy Plans; (7) create roof trusses by providing an ongoing system of data collection; and (8) provide a roof by designing a training course for staff that will raise consciousness of how one's own behavior can affect the behavior of another. Applicable forms for notating and assessing behaviors are provided. (CR)

In times of crisis, students, teachers, and other staff members can be deeply affected. Since a crisis can occur at any time, having an effective crisis intervention plan for school personnel in place is important. Immediate intervention following an emergency may help students deal with the immediate after effects of a death or loss and may alleviate or lessen long-term effects. Each school should have a designated crisis team and a team leader, the school counselor assigned to the school. The roles of all the crisis team members are explored. Details on alerting the crisis team are provided and some of the questions likely to arise in a faculty meeting following a crisis are examined. Ways to break the news to students and other initial steps are also provided. Tips are offered on recognizing those who should talk to a crisis team member (those closely affected by the current crisis or those that may not appear to be coping well); and just how long the crisis team should be available is also considered. Following the crisis, evaluation and modification of the plan should take place. Examples of the crisis intervention tracking form and a list of resources are provided. (RJM)

Even Start is a family literacy and support program for families with young children. This paper focuses on the impact and potential of transitions for children and adults as Even Start helps them move across settings. Such transitions occur daily, such as from home to day care to work, or occur over time, such as a transition to formal schooling. The paper discusses ways of providing a stable base for children and families by building bridges between the settings in which they currently spend time to new settings, creating smooth transitions. The paper lists four guiding principles intended to build practitioners' understanding of the role of transition activities in Even Start as a basis for creating lifelong learners. The first principle is that parents, children, and families go through many transitions while in Even Start. Second, successful transitions require firm grounding in the present stage of development and appropriate challenge to move on to the next level. Third, change is preceded and followed by periods of disequilibrium, and stabilization marks the new stage of development. Fourth, teaching adults and children new skills to support lifelong learning is a major goal of Even Start programs. The paper then provides guidance on managing transitions into Even Start, within Even Start, into school, and into the community. Specific methods for planning for transitions, supporting transitions, and developing staff are addressed. (Contains 10 references.) (SD)

This paper discusses the importance of early identification and early intervention for at-risk learning disabled children. In order to ensure an adequate education for all children, parents and teachers must become diagnosticians who identify and meet the needs of at-risk children early enough to prevent serious problems. Eleven questions were developed to provide guidelines to assist parents and teachers in the identification process and to provide a tool for the construction of a profile of the at-risk child. The questions ask: Is the child hyperactive or lethargic? Is the child uncoordinated? Does the child exhibit preseveration behavior (i.e., does he/she repeat the same motion or action over and over again)? Does the child suffer from emotional problems? And finally, does the child have problems with perception, symbolization, attention span, memory, speech, or developmental tasks? When a child is evaluated and found to be at risk, a program to assist the child must be developed. At-risk children do not need to be pushed into academic learning, but require time to practice and over-learn skills, adult assistance in an unhurried atmosphere, specific direction, choices within skill areas, and, most of all, success. (MDM)

A PlayDay is a day designed to draw attention to a range of play activities, while providing an opportunity for children, families, members of the community, and teachers to share in physical and mental challenges without facing the pressure of winning or losing a game. PlayDays can range from massive park events for thousands of children and adults to small picnics for small children. Playleaders promote safety and creative, free-flowing games throughout the PlayDay. The types of games vary depending on the site and the composition of the group. The game schedule should alternate between active and passive games to give players and leaders a chance to rest. The equipment used should be as simple and inexpensive as possible, so that it can be easily replaced. This paper describes the American affiliate of the International Association for the Child's Right to Play (IPA/USA). Guidelines for planning, organizing, and implementing a PlayDay are provided. Considerations for particular games are covered. The final sections contain a worksheet for planning games and activities; a 10-item bibliography; a checklist, which lists all the committees that might be involved in a PlayDay; a blank quick-check form for the committees; and IPA/USA membership information. (AC)

This paper discusses reasons why oral storytelling is a useful technique and presents step-by-step instructions for how to tell a story. Among the advantages discussed are: immediacy, relevancy, versatility, lack of visual stimuli to limit conceptualization, and eye contact. Techniques are presented for three components of the storytelling process: (1) finding a story to tell, (2) learning the story, and (3) telling the story. Variations in these techniques are described for stories taken from different sources including written or filmed stories, stories taken from personal experiences, and stories contrived solely from the imagination of the storyteller. (JMB)

The purpose of this paper is to increase teachers' understanding of children's conceptualizations of death to enable them to respond to the symptoms of grief in both early and middle childhood. John Bowlby's theoretical framework of childhood mourning is elaborated, and research on teachers' facilitation of children's grief is briefly noted. The developmental stages in children's conceptualizations of death are reviewed, and the nature of their grief in relation to the loss of a parent is explored. Symptoms of grief for children ages 3 to 5 and ages 6 to 11 are detailed. Nine suggestions for teachers supporting a grieving child are offered including: (1) be aware of personal attitudes toward and experiences with death; (2) allow children to openly discuss their loss; (3) use small deaths such as the death of a classroom pet to help children understand the concept of death; (4) use direct and child-appropriate language to provide information about death; (5) be sensitive to delayed or subtle grief responses; (6) create an open, continuing opportunity for the expression of grief; (7) provide reassurance; (8) educate parents about children's needs to participate in death rituals; and (9) be ready to respond to children's unexpressed guilt. (MCF)

This historical paper focuses on improving the dissemination of research results to persons with disabilities and their families. It discusses how to determine the nature and form of the information to be disseminated, as well as the methods for reaching intended audiences. Recommended state-of-the-art methods of dissemination for making research findings accessible to families include: (1) translating research results into practical, useful strategies, products, and ideas; (2) providing research results in articles or monographs that summarize research results in relation to a particular topic, problem, or question; (3) using interactive situations, such as workshops or other training sessions, to provide information to families; (4) using electronic bulletin boards; (5) using public service announcements or longer educational programs, or videotapes that are loaned free of charge to families; and (6) including parents in the development of ideas, the planning of specific projects, and in discussions about the most useful ways to package and disseminate research findings. (Contains 14 references.) (CR)

Childhood obesity is a major public health challenge today, with complex roots interwoven into nearly every facet of American life. This poll addresses one narrow slice of this web: the challenges that families face during the "crunch time" of the work and school week, between 3 pm and the time children go to bed. Compared to the school day, this may be a time when parents and other adults in the household have more influence over what their children eat and do, but it is also a busy time when many are racing home from work, arranging for their children's extracurricular activities, trying to monitor homework, and getting ready for the next day. To get a detailed view of this critical window of time, this poll assesses a nationally representative sample of children, through the eyes of their parents or other responsible adults in their household who know what they ate, drank and did the day before the poll. This paper contains details of the poll responses presented in table forms and arranged in the following order: (1) Introduction; (2) 3 pm-Dinner; (3) Dinner; (4) After Dinner and Before Child Went to Bed; (5) Assessing the Day; (6) Sleep; (7) Family Events; (8) General Problems; and (9) Demographics. [For "A Poll about Children and Weight: Crunch Time during the American Work and School Week--3 P.M. to Bed. Summary," see ED540416.]

Chemical flame-retardants are used in a variety of products to prevent the spread and occurrence of fire. While fire safety is critical, this family of chemicals, known as Polybrominated diphenyl ethers (PBDEs) are highly toxic. They are found in carpeting, foam cushions, polyester clothing and bedding, wallpaper, toys, household dust, a variety of plastic products, meat and dairy products, computers, faxes, cell phones and other electronic devices. PBDEs, especially deca-BDE, are in products commonly found in schools. Scientists have found PBDE chemicals in dust samples swiped from computers and interactive technology, which can easily be inhaled or ingested and can rapidly accumulate in children's bodies. In tiny doses these fire retardants impair attention, learning, memory and behavior in laboratory animals. This paper discusses the dangers of Deca-BDE, the health effects of PBDEs, how to avoid toxic PBDEs, and advice for parents and schools. (Contains 5 online resources.)

This paper offers a summary of key findings from a telephone survey of 1,204 California parents conducted in September and October 2009 in both English and Spanish. The survey was prefaced by four focus groups: in Oakland, San Jose, Fresno and Los Angeles. The survey highlights several important themes for educators and policymakers, the most important of which may be that California parents see a variety of activities--including academics--as potentially important and valuable for their children. Yet, despite this widespread appetite for rich summer programs for their children, about six in ten parents report that their children either did not attend a summer program or went to one for a relatively short period. That is, there appears to be a major gap between what most parents think would be good for their children in the summer and what actually happens when the summer months roll around. Very few parents appear to be specifically avoiding summer programs just so their children can "relax" or have several months of downtime. (Contains 1 footnote.)

Oppositional defiant disorder (ODD) is one of a group of behavioral disorders called disruptive behavior disorders (DBD). These disorders are called this because children who have these disorders tend to disrupt those around them. ODD is one of the more common mental health disorders found in children and adolescents. This paper discusses the following topics on ODD: (1) What Is Oppositional Defiant Disorder (ODD)?; (2) How Common Is ODD?; (3) What Causes ODD?; (4) What Are the Symptoms of ODD?; (5) How Is ODD Diagnosed?; (6) Can ODD Occur with Other Conditions?; (7) Can ODD Be Prevented?; (8) How Is ODD Treated?; (9) How Long Does Treatment Typically Last?; (10) Does ODD Improve over Time?; (11) Which Therapies Have Been Shown Not to Work?; and (12) What Does the Future Hold?

There is an increasing emphasis on seeking and using the views of children and young people in research, evaluation and consultation. This question was at the centre of a day-long event of presentations and workshops organized by the National Foundation for Education Research in November 2007. Key objectives for the workshop included. (1) Review current issues and challenges concerning participation; (2) Decide on what actions are needed and who should take them; and (3) Consider what can be done to speed up the process of change. The workshop brought together senior officials, leading policy makers, major service providers, researchers and children and young people from across the UK with relevant experience of the issues and challenges in taking participation forward at individual, community, local and national level. The action plan includes recommendations in the areas of: (1) Policy; (2) Practice; (3) Spending/Funding; (4) Evaluation/Research; and (5) Campaigning/Advocacy.

As a community-based organization, community leader or activist, individuals are in a unique position to take the lead in raising awareness about resource conservation, good solid waste management, and safeguarding the environment for future generations. This paper is designed to help individuals plan and execute community events that promote the 3Rs of solid waste management: reduce, reuse, and recycle. (Contains 5 online resources.)

Children are born with an impressive ability to learn language, therefore the educational process is able to build on a dynamic that is already present. The principles that apply to the development of English language are equally applicable to all language learning. Good nursery education provides a microcosm of effective language development. There is a set of principles that can guide the structured development of talking and listening. They include: (1) The interest of pupils must be engaged--often through their being involved in real and meaningful activities; (2) A wide range of opportunities for talking and listening should be provided; (3) Literature provides an invaluable context for talking and listening, but so also do many opportunities outside of formal classroom work; (4) It is important to ensure that young people are made aware of the skills associated with effective talking and listening. Those skills can be developed and applied in a variety of contexts that should include formal presentation and group discussion; (5) Teachers should model good practice in talking and listening. In foreign language learning, those models should, where possible, include native speakers; (6) Appropriate forms of support should be provided in order to scaffold pupils' oral language development; and (7) Teachers should ensure that there is a planned progression in the range of language tasks and activities presented to pupils. Talking is an important aspect of preparation for writing. Not only does it clarify thinking that may, later, be expressed in writing, but talking can also motivate and stimulate ideas. This paper presents continuing professional development materials with video and supporting print text for the development of talking and listening in English and modern languages. Contents include: (1) Video: Outline Content; (2) Teachers' Notes: English Language; and (3) Teachers' Notes: Modern Languages.

Having low literacy skills could impact everything from reading a newspaper and balancing a checkbook to wise consumer decisions and job advancement. This study estimates adult literacy measures for Cuyahoga County, Ohio and its municipalities. It is also important to have a sense of how many children are at risk for developing literacy problems as adults, and these estimates are also generated. Finally, many efforts are already underway in communities across the county to try to help those who do struggle with literacy issues. The last portion of the research analyzes the distribution of literacy service providers. Appended are: (1) Difficulty Values of Selected Tasks Along the Prose, Document, and Quantitative Literacy Scales; (2) Reference Map for Cleveland Neighborhoods, Inner-Ring Suburbs, and Outer-Ring Suburbs; (3) Mean Literacy Proficiencies by Cleveland Neighborhood and Suburban Municipality, 1990 vs. 2000; (4) Percent at Level 1 Literacy by Cleveland Neighborhood and Suburban Municipality, 1990 vs. 2000; (5) Percent at Level 1 or Level 2 Literacy by Cleveland Neighborhood and Suburban Municipality, 1990 vs. 2000; (6) Census Variables Used to Update Reder's Mathematical Literacy Models; (7) Other Regional Literacy Measurements and Comparisons between Cleveland and Other Ohio Cities (Based on results from Jack Miller's Study); (8) Distribution of Births to Mothers Who Did Not Have a High School Degree, 1998-2002; (9) Percentage of 4th Graders and 9th Graders who Passed the Proficiency Tests; (10) Educational Attainment for the Civilian Youth Population Aged 16-19 by Suburban Municipality and Cleveland Neighborhood, 2000; and (11) Estimated Number of Adults and Children with Possible Literacy Problems. (Contains 17 tables, 23 figures and 45 footnotes.) [This paper was prepared for The Greater Cleveland Literacy Collaborative.]

This paper presents two articles for parents of children with disabilities. In the first article, "You Are Not Alone," by Patricia McGill Smith, a parent discusses the range of emotions that parents of children with disabilities experience and offers 18 suggestions for coping with the effects of disability on the family. These include: seek the assistance of other parents; talk with other family members; learn the terminology; find programs for your child; take care of yourself; and keep daily routines as normal as possible. The second article is: "The Unplanned Journey," by Carole Brown and others. It offers suggestions for parents following the diagnosis of a child's disability including: join a group; read materials written by (and for) parents; find out about services; and fulfill your role in supporting and empowering the family. Suggestions also address working with care givers and professionals. (Contains 29 references.) (DB)