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Present study was conducted to examine the role of life satisfaction and positive-negative affectivity in well-being among special school educators. Sixty eight special school educators (31 male and 37 female) aging between 26-55 years constituted the sample of the study. They are employed at different schools devoted to educate physically and mentally challenged children. The participants were administered Pandey's positive and negative affect schedule (PANAS), Diener's satisfaction with life scale and mental health continuum-short form(MHC-SF). The correlational approach was used to see the relationship which revealed that life satisfaction and positive-negative affectivity jointly prediet well-being among special school educators. Further analysis indicated that life satisfaction was slightly but positively correlated with positive affectivity, whereas it correlated with negative affectivity negligibly. As regards gender difference, male and female special educators did not differ significantly in positive-negative affectivity and life satisfaction. The results are thoroughly discussed and interpreted and implications of the findings are underlined. [ABSTRACT FROM AUTHOR]

Schools have an obligation to assess the literacy skills of their students, and the provision of reading instruction to students includes the ability to measure progress in this area. However, the design of reading tests includes the ability not only to read words, but also the ability to verbalise them. This presents a particular challenge for practitioners working with students with autism spectrum disorders (ASD) who can be nonverbal in many cases. How this issue is generally overcome is currently unknown. A survey was developed, in the form of an online multiple-choice questionnaire, in order to determine which tests are currently being used in the UK to assess the reading abilities of nonverbal students, and to examine the opinions of the education practitioners who use them, in relation to their suitability. Using the schools web directory, e-mail invitations were sent to 1,050 special educational needs schools across the UK, and 70 schools responded to the invitation. Respondents suggested that the majority of practitioners hold little faith in the ability of current reading assessments to provide an accurate picture of reading ability for students with ASD, and this holds particularly true for nonverbal pupils with ASD. One purpose of education assessment is to establish a baseline of students' ability in order to plan for lifelong learning and achievement. If there is an inability on the part of schools accurately to assess the reading abilities of nonverbal students with ASD, then it would be fair to assume that this could have a negative impact on the provision of learning opportunities for this population. [ABSTRACT FROM AUTHOR]

The article focuses on the prevention of elopement among the school children suffering from cognitive impairment, and mental disorder.

The article discusses access of students with disabilities to state assessments in English language arts (ELA) and Mathematics in the U.S. Topics discussed include an alternate assessment based on alternate achievement standards (AA-AAS) for students with severe intellectual disabilities, use of test accommodations for improving access of such students to state assessments, and need to charge individualized education program (IEP) team to apply proper test accommodations with new regulations.

The author describes how his book "Conflict in the Classroom" and the Conflict Cycle model have evolved after fifty years. He describes the changing content of his book, emphasizing the growth of the number of colleges and universities offering graduate courses for emotionally disturbed children. Key information about the Conflict Cycle paradigm, which explains the circular relationship between a teacher and a troubled student in time of crisis, is given.

This paper addresses different aspects of practical interventions with regard to education and rehabilitation of children with intellectual disabilities which can take place in schools or other rehabilitation settings. The outlined approach is based on the Bruner's concept of so-called growth sciences which include both the special education and the rehabilitation. The focus is on the theoretical, diagnostic, and rehabilitation strategy, based on the implementation of educational and treatment activities with this population of children. In the light of applied research we try to define interventions in education and rehabilitation of the children with mild intellectual disabilities. The sample was formed of 124 participants in school settings with regard to their cognitive and school achievement. With respect of these results we propose the educational and treatment strategies for these children. [ABSTRACT FROM AUTHOR]

In situations where completing a full intellectual assessment is not possible or desirable the clinician or researcher may require an alternative means of accurately estimating intellectual functioning. There has been limited research in the use of proxy IQ measures in children with an intellectual disability or low IQ. The present study aimed to provide a means of converting total scores from a screening tool (the Child and Adolescent Intellectual Disability Screening Questionnaire : CAIDS-Q ) to an estimated IQ. A series of linear regression analyses were conducted on data from 428 children and young people referred to clinical services, where FSIQ was predicted from CAIDS-Q total scores. Analyses were conducted for three age groups between ages 6 and 18 years. The study presents a conversion table for converting CAIDS-Q total scores to estimates of FSIQ, with corresponding 95% prediction intervals to allow the clinician or researcher to estimate FSIQ scores from CAIDS-Q total scores. It is emphasised that, while this conversion may offer a quick means of estimating intellectual functioning in children with a below average IQ, it should be used with caution, especially in children aged between 6 and 8 years old. [ABSTRACT FROM AUTHOR]

We compared the performance of two clinical groups, Williams syndrome (WS) and Smith–Magenis syndrome (SMS), in terms of concrete and relational vocabulary. We analyzed (a) whether the WS group had an advantage in concrete vocabulary when compared to the SMS group, as good concrete vocabulary knowledge is considered a hallmark of WS; (b) if spatial processing difficulties in WS would be reflected specifically in their knowledge of relational spatial vocabulary; (c) if a specific vocabulary profile could be outlined for SMS. Our results show similar performances on receptive concrete and relational vocabulary in both groups. However, and as anticipated, performance on relational space concepts was significantly lower in the WS group. [ABSTRACT FROM AUTHOR]

The purpose of the present study is to examine the effect of Mentally Challenged Individual Support Program on visual perception in children with mild mental disabilities in Private Special Education and Rehabilitation Centers. The independent variable of the study is the Ministry of National Education program and the dependent variable is the visual perception levels of children. The study was carried out on a single group pretest-posttest model. The study group consists of 13 children with mild mental disabilities who are assigned randomly. Frosting Visual Perception Test and Ankara Developmental Inventory were used as assessment tools. While analyzing the data Mann Whitney U-Test and Wilcoxon Signed Rank Test were used. In order to test the differences a=0.05 was taken as the significance level. According to the findings of the study, post-test average scores of children with mild mental dissabilities regarding eye-motor coordination, shape figure and spatial relation subdimensions had meaningful differences. [ABSTRACT FROM AUTHOR]

The paper presents the methodology of communicative function of self-identity preschool children with Down syndrome. The theoretical analysis of research characteristics of communicative activities and skills, social adaptation, the process of integration of these children in the peer group. Investigated and proven impact of communication activities on the formation of personal self-regulation of children with Down syndrome, as well as the conditions under which increases its efficiency. The model methodology of communicative function of self-identity preschool children with Down syndrome. We describe the performance of the communicative functions of children and established its role in improving the efficiency of their adaptation to group work, in order to facilitate their integration into the educational environment and society. It is concluded that under conditions into account characteristics of children with Down syndrome and specially organized space technique of communicative functions of individual self-Down syndrome children preschool age can be considered quite effective. [ABSTRACT FROM AUTHOR]

The features of the textbook designing in the «Fundamentals of Health» subject for mentally retarded students of a preparatory class are considered in this article. Importance of personality oriented and competence approaches of standardization of special education are substantiated in the process of forming the content of education in general and the construction of the system of formation of social adaptation skills and knowledge about healthy lifestyles among students of the preparatory class in particular. Basing on the analysis of the relationship of the textbook and educational environment, article reveals the concept of «textbook», which today is very blurry because of its integration with other learning materials and publications, such as: workshop, problem book, handbook, reader, dictionary, didactic manual, and so on. The main ways of textbooks creation are indicated. Attention is focused on the problem of structuring the main elements of the textbook, in accordance with the potential and characteristics of cognitive activity of students with obligatory consideration of interdisciplinary connections. There is emphasized that the process of construction of the textbook «Fundamentals of Health» was carried out in accordance with the sequence of procedures for the selection and structuring of educational material and scientific information contained in the textbook are pedagogically adapted and represent a certain didactic and corrective mechanisms. The factors that significantly affect the health status of mentally retarded children are listed in the process of building a culture of healthy and safe lifestyle in primary education. Further research prospects are specified in the direction of technology and design principles, application forms tutorial. [ABSTRACT FROM AUTHOR]

Inclusive Education is not a new concept in Canada, however in contrast to the dominant approach to post-secondary disability access that narrowly focuses on the legal obligation to accommodate student learning, we consider Inclusive Post-secondary Education (IPSE) for students with intellectual disabilities within a broader framework of inclusive citizenry. IPSE programs in Canada originated in the province of Alberta and have enjoyed significant leadership from within the Canadian post-secondary and not-for-profit sectors. An overview of the principles and practices of IPSE programs is provided as well as details about the multiple program options available across Canada. [ABSTRACT FROM AUTHOR]

This paper discusses the theoretical basis of reforming educational content for children with intellectual disabilities in Ukraine in the late twentieth and early twenty-first century. The definitions while in the laboratory olihofrenopedahohiky Institute of Special Pedagogy Pedagogical Sciences of Ukraine The conceptual principles of educational standardization of mentally retarded students, improvement of its content, evaluation system of educational effects are introduced. Such principles relied on as a basis of conducted research on the issue and prepare state education standards for elementary level supporting school improvement Basic curriculum, development of criteria for assessment of student achievements, new curricula, textbooks, and so on. These principles were developed on the basis of data about the abilities of children with mental retardation to assimilate the content of learning disciplines and to socialize, scientific knowledge about the characteristics of their development, the limits and specifics regarding their use of teaching tools to achieve educational and correctional goals during educational process. The article provides specific theoretical positions for the improvement of the training content for mentally retarded children, the principles of success evaluation, the general evaluation criteria and levels of academic performance of students on the basis of consideration of forming indicators of structural components during learning activities -- semantic, operational, organizational and emotional- motivational. [ABSTRACT FROM AUTHOR]

The focus of this paper is affixed to the problem of the supportive environment as a condition for personal development of students with mental retardation. In the construct of inclusive education an important determinant is the environment, which needs to be changed and to suit students with special educational needs in order to become active participants in the educational process. In the last several years our educational policy outlined strokes of real change for children with special educational needs with their ability to learn, to develop their potential together with their peers in the kindergartens and schools. The thesis for the personal development of students with mental retardation in the process of learning is motivated by the supportive environment that includes not only accessible architectural environment, but also teams for complex pedagogical assessment and support of the educational process, diagnostic, consultative and rehabilitation activities, facilities and assistive technology training, teaching materials, textbooks and preparation of individual educational program in order to be included and become part of the general education environment. [ABSTRACT FROM AUTHOR]

Highlights: [•] Two kindergarten studies focused on using video to support word learning. [•] Results suggested that video and books have comparable effects on vocabulary. [•] Findings showed that repeated viewings are more effective than single viewings. [•] Analyses revealed differences by receptive and expressive outcomes. [•] However, results did not differ by levels of incoming vocabulary. [ABSTRACT FROM AUTHOR]

Inclusive education is an international trend; however, information on it in Botswana is scant. The purpose of this study is to find out if primary schools are practicing inclusion (with particular reference to learners with intellectual disabilities) by identifying certain inclusive indicators in those schools. Purposive sampling was used to select participating schools. A survey questionnaire was used to collect data from teachers in inclusive classrooms. Generally the results of the study reveal a number of inconsistencies in the way teachers employ some inclusive education practices. The results therefore are inconclusive in terms of whether inclusion for learners with intellectual disabilities is happening or not. [ABSTRACT FROM AUTHOR]

Copyright of Lien Social et Politiques is the property of Institut National de Recherche Scientifique (INRS) 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.)

Background: SLC6A8, an X-linked gene, encodes the creatine transporter (CRTR) and its mutations lead to cerebral creatine (Cr) deficiency which results in mental retardation, speech and language delay, autistic-like behaviour and epilepsy (CRTR-D, OMIM 300352). CRTR-D represents the most frequent Cr metabolism disorder but, differently from Cr synthesis defects, that are partially reversible by oral Cr supplementation, does not respond to Cr treatment even if precociously administrated. The precursors of Cr are the non-essential amino acids Glycine (Gly) and Arginine (Arg), which have their own transporters at the brain-blood barrier level and, therefore, their supplementation appears an attractive and feasible therapeutic option aimed at stimulating Cr endogenous synthesis and, in this way, at overcoming the block of Cr transport within the brain. However, until now the effects of Arg and/or Gly supplementation on Cr brain levels and behaviour have been controversial. Methods: In this study five Italian male patients affected by CRTR-D were supplemented with oral L-Arg at a dosage of 300 mg/kg/day divided into 3 doses, for 24-36 months. Biochemical and plasmatic amino acids examinations and thyroid hormone dosages were periodically performed. Moreover, Proton and Phosphorus Magnetic Resonance Spectroscopy (MRS) was monitored during follow-up in concurrence with neuropsychological evaluations. Results: During L-Arg treatment a clinical improvement in motor skills and to a lesser extent in communication and attention was observed. In addition, all patients had a reduction in the number and frequency of epileptic seizures. Daily living skills appeared also to be positively influenced by L-Arg treatment. Moreover, Total Cr and especially PhosphoCr, evaluated by proton and phosphorus spectroscopy, showed a mild increase, although well below the normal range.Conclusion: This study provides information to support the effectiveness of L-Arg supplement treatment in CTRT-D patients; in fact the syndromic pattern of cognitive and linguistic deficit presented by CRTR-D patients was partially altered by L-Arg supplementation especially at a qualitative clinical level. Oral L-Arg may represent not only a protective factor towards a further cognitive decline, but can lead to the acquisition of new skills. [ABSTRACT FROM AUTHOR]

The acquisition, understanding and usage of language as a means of effective communication is one of the most remarkable achievements of primates. In the context of homo sapiens, children make the transition from incoherent cooing and babbling in their early months of existence to becoming fully communicative individuals within a few years. It has been found that children generally acquire the essential components of language by the age of three or four. However, this may not be true for children unfortunately affected by mental retardation, which is manifested in the form of various kinds of delays as compared to normal children. Research has revealed that different patterns of language acquisition exist across different demographics of children afflicted by mental retardation, a review of which is presented in this Paper. [ABSTRACT FROM AUTHOR]

There is research spanning the 20th century on student disengagement. Despite all the research, the problem remains. It is time to adopt a different perspective. This article attempts to make transparent the influences on disengagement in schools by applying Jean Gebser's (1985) empirical phenomenological study of cultural consciousness. What differentiates this approach from previous arguments is the basic premise that the 'problem' of disengagement lies not with an individual or group, but with the cultural consciousness. [ABSTRACT FROM AUTHOR]

An interview with educator and author Nicholas J. Long is presented. When asked on how did he avoid becoming a mediocre mathematician, he refers to his experiences from studying in Wayne State University in Detroit, Michigan. Long accounts his impressions working with emotionally disturbed youth from the detention center at Fresh Air Camp (FAC). He reflects on his experiences and perspectives in his career as well as his working relationship with FAC founder Fritz Redl.

The purpose of this study was to explore the needs and challenges reported by caregivers and teachers of children with autism spectrum disorders (ASD) in China. The study group consisted of a random sample of 108 caregivers and 98 teachers of children with ASD. Analysis of epidemiological data produced results consistent with those reported in the Western literature. Many Chinese children with ASD in this study lived with their extended families with support from older generations and the majority of the families had only one child. Financial factors were particularly important for both families and teachers. Limited professional training and social support were reported as barriers to a quality education for these children. Caregivers considered deteriorated family relationships as a predominant source of stress, whereas low employment salary and benefits appeared to be the main source of stress that diminished the teachers' commitment to educating children with special needs. Teachers with higher levels of education reported higher levels of dissatisfaction with employment salary, benefits, and home environment. In addition, the findings highlighted socialcultural influences on parenting stress and coping mechanisms. [ABSTRACT FROM AUTHOR]

Copyright of Interface - Comunicação, Saúde, Educação is the property of Fundacao UNI 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 article presents a study regarding the understandings and strategies utilized in literacy instruction for students with significant intellectual disabilities. It mentions that reading literature had a little impact of the field of mental retardation and added that there is a need for intensive teaching studies that incorporate reading instruction in typically developing children. It highlights the significance in selecting instructional methods and technologies and combines them in comprehensive approaches to literacy instruction to develop an effective program for students with intellectual disabilities.

School practitioners and educators are frequently challenged by the diverse and pervasive academic, social, and behavioral needs of children at risk for and with emotional disturbance. The present article examines the outcome literature on school-based prevention and intervention programs by systematically reviewing the key treatment interventions and methodology used. A total of 29 investigations including 1,405 children and adolescents were reviewed and coded on 41 variables across three dimensions (i.e., sample characteristics, treatment components, and methodology). Single subject and group design studies were included. Behavioral and/or cognitive behavioral treatment approaches were primary used. Deficit-based assessment and treatment approaches (i.e., problem behaviors) were predominately used in the outcome literature with few investigations incorporating strength-based outcome approaches. Findings are discussed in relation to previous research. © 2008 Wiley Periodicals, Inc. [ABSTRACT FROM AUTHOR]

This study examined preliminary effectiveness of one of the first Project Re-ED (Reeducation of Emotionally Disturbed children) residential treatment centers for children. Data were collected at admission, at discharge, and up to 6 months postdischarge. Findings show substantial decreases in problem behaviors and improvements in personal strengths during treatment for children ages 6-12. Despite some deterioration of outcomes in the postdischarge period, improvement compared to baseline continued to be evident at 6 months postdischarge. Multivariate analysis showed that relatively few factors were associated with differential change while in treatment. Younger age, however, was related to more substantial change during treatment and longer length of stay was associated with more positive outcomes by 6 months postdischarge. [ABSTRACT FROM AUTHOR]

The article discusses key issues concerning the cost of effective advocacy for students with behavioral and emotional disorders in the U.S. Advocacy for children and the youth can take many forms, including self-advocacy, peer advocacy, family advocacy, group advocacy and professional advocacy. Parent and professional advocates have historically been involved in initiating services for children and youth with disabilities at the educational, political and legal levels. School administrators faced with dwindling district revenues can become frustrated about the increasing costs of implementing programs and related services.

Special educational services for children with intellectual disabilities in India are mostly provided by nongovernmental organizations. Described is a study designed to assess the impact of professional “teamwork” in special schools run by such nongovernmental organizations in India. The sample consisted of 112 rehabilitation professionals who attended a short-term training program at the National Institute for the Mentally Handicapped, and who were randomly selected from a range of nongovernmental organizations running such schools representing various parts of the country. Comparison of the teamwork scores in relation to the functional area of work using a F-test for unequal “n” revealed greater teamwork present among regular (line function) professionals (such as the educators and therapists) than among support staff (such as administrators), supporting the hypothesis that the application of professional teamwork is a useful device in special school settings. The results were interpreted against the background of organizational effectiveness in the context of special education services and it was suggested that additional research needs to be directed at the dynamics of the teamwork process and to better understanding why support staff reflect low involvement in teamwork in India. [ABSTRACT FROM AUTHOR]

There has been a great deal of interest recently in the development of more ‘nurturing’ environments in mainstream primary schools. This interest has been reflected in a series of articles published in the pages of this journal. In this paper, Angus King, headteacher of Western Primary School, a performance management consultant, a threshold assessor and a teacher trainer, with Zara Chantler, Key Stage 1 leader and SENCo at Western, describe the Western ‘Quiet Room’ project, set up in 1999 as a response to the needs of pupils experiencing social, emotional and behavioural problems. The Quiet Room was designed to provide a nurturing environment in a dedicated space away from the classroom. In this way, argue King and Chantler, a child’s emotional needs can be explored, on a one–to–one basis where appropriate, in a safe and supportive setting. The results to date are positive and there is real potential for the scheme to be extended. [ABSTRACT FROM AUTHOR]

Abstract. The authors present and discuss several factors with empirical verification that are associated with effective teaching and learning in classrooms for students with such disabilities as emotional and behavioral disorders (EBD). A description follows of how one teacher implements each of the recommended practices and the effects on two students with EBD. Discussion centers on how the teacher used effective teaching practices. [ABSTRACT FROM AUTHOR]

Abstract Researchers in recent years have made much progress towards understanding why some children struggle to learn to read. However, little of this research has involved children with intellectual disability associated with an IQ < 70 (ID, also called mental retardation). In the present analysis, the authors examined cognitive similarities and differences between stronger and weaker decoders, all of whom have ID. The 65 children with ID in the present analysis were initially referred by their teachers for a study that involved training basic phonological reading skills. The present analysis compares 21 children who were excluded from the training study because their decoding skills were already too high with 44 children whose decoding skills were low enough for the training study. The groups were compared on general intelligence, language ability, phonemic awareness and phonological memory. Initial analyses showed that the stronger decoders were significantly better than weaker decoders in language ability, phonemic awareness and rehearsal in phonological memory, but not in intelligence. They were also significantly older than weaker decoders. When age was covaried out, the groups differed significantly only in rehearsal in phonological memory, although the difference for phonemic awareness was marginally significant when the poorest performers were excluded. When intelligence is substantially limited, the ability to rehearse or refresh phonological codes in working memory plays a major role in determining children's success in learning to read. This ability appears to be more important than intelligence, language ability and phonemic awareness. It is possible that the reason the phonemic awareness measure was not as good at distinguishing the groups as the phonological rehearsal measure was because the former did not involve assembling phonological output. It is suggested that it is the combination of poor phonological representation and poor phonological output assembly that makes decoding difficult for some children with ID. [ABSTRACT FROM AUTHOR]

Describes the challenges faced by the first author during her first year of teaching children identified as emotionally disturbed. Academic diversity and behavioral challenges of the children; Issues related to working with a team of special educators; Instructional time; Behavioral management; Decision-making; Implications for children and teacher education.

Provides information on mentorship programs that pair students with emotional disturbances/behavioral disorders as mentors and proteges that can be effective school-based intervention. Guidelines for establishing mentorship programs; Program evaluation guidelines. INSET: Mentorship snapshot..

Suggests some features to emphasize when re-designing a special education program for students with emotional and behavioral disabilities (EBD). Identification and inclusion of children at risk for developing these social maladies; Supply of teachers; School safety; National centers for technical assistance and research; Effective practices; Functional behavioral assessment.

The present study aimed to examine the family environment as perceived by the parents and its impact on the problem behaviors exhibited by children. It was a comparative study which was done between two groups of parents. The first group included parents of children with mental retardation and the second group had parents with children with no disability. The family environment measured different domains of the family and how the score of each domain in both the groups varied from each other. The problem behavior checklist assessed the behavior and conduct problems shown by children of both the groups. The results indicated a clear difference in the families of both the groups. It was also analyzed that children with Mental Retardation exhibited more behavioral problems. [ABSTRACT FROM AUTHOR]

Studies whether educational progress for adolescent boys with emotional and behavioral disorders can be predicted by the individual child's total number of risk factors and protective factors. Identification of psychosocial risk factors and protective factors most strongly associated with school progress; Demographic and educational characteristics of sample.

Attempts to determine if Head Start children in the second grade who met research diagnostic criteria for emotional and behavioral disorders (EBD) were identified, underidentified or misidentified by American schools. Development of two sets of research diagnostic criteria to determine at-risk status for EBD; Actual school identification of children.

Evaluates the effects of task preference, task demands, and adult attention on child behavior using two studies with children who displayed behavior problems. Functional analyses in an outpatient clinic; Assessment methods to a classroom setting; High demand-low preference; Naive therapist recommendations; Durability of treatment.

Assesses the ability of functional communication training (FCT) to reduce attention-maintained challenging behavior and to be maintained with untrained persons. Participation of 12 children; Time-out from positive reinforcement versus FCT; Initial success of both interventions; Durable results; Value of teaching communicative responses.

Examines educational program and teacher variables to identify factors that predict the reintegration of students with serious emotional disturbance (SED) into less restrictive placements. Focus of previous studies; Alternative factors in reintegration decision making; Factors that predict reintegration of students with SED into less restrictive programs.

Investigates the treatment effects of three types of behavior management evaluation methods on both the academic and behavioral performance of students with serious emotional disturbance. Teacher evaluation; Self-evaluation; Group evaluation.

Describes the school-related problems of children receiving both foster care and special education due to emotional or behavioral disorders (EBD) in the United States. Cognitive and academic functioning; Increasing demands on service systems; Relationship between foster care placement and EBD.

Highlights the need for comprehensive AIDS education to address the knowledge deficits and attitudes of students with serious emotional disturbance (SED). Increase in number of adolescents with AIDS; Factors that hamper AIDS educational programs of schools; Analysis of attitude items of students included in study.

Describes the patterns of teacher behavior directed toward individual students in physical education classes with emotionally disturbed youth. Unequal distribution of teacher/student dyadic interactions; Program of intervention to improve teacher/student interactions.

Teaching emotionally disturbed adolescents has for many years been generally geared toward youth with various acting out behaviors. Special education teachers have been trained to develop skills in adapting, remediating, and teaching educational curricula. They have received training in modifying disturbed, acting out behaviors and diagnosing certain educational problems. Emphasis in teacher training has been placed on identifying academic deterrents and deficiencies, creating adequate intervention programs, and providing appropriate educational services. Teaching adolescents who are handicapped with a severe psychosis or emotional disorder demands additional skills of an instructor. Teachers in this field are not only required to provide a special instructional setting, but they are also required to use academic activities as a form of therapy. This article identifies the teacher of severely disturbed adolescents not only as an educator but also as a therapist member of an interdisciplinary team. [ABSTRACT FROM AUTHOR]

38 students enrolled in an introductory special education class in education of the emotionally disturbed were randomly assigned to two treatment conditions, a normal (control) condition and low expectancy condition. These teacher trainees participated in a two phase study. During phase 1 the teachers were asked to rate a hypothetical normal child (control group) or a hypothetical emotionally disturbed child (low expectancy group) on two dependent measures developed for this research. During phase 2, both groups independently viewed a videotape of the same normal child. The control group was told the child was normal; the low expectancy group was told the child was emotionally disturbed. Both groups completed the same dependent measures following observation of the child. Differences between the groups in both phases indicate that teacher trainees hold negative stereotypical expectations of children labeled emotionally disturbed. Observations of normal behavior alter these expectations to some extent, but the negative halo of the label still results in more negative perceptions of behavior than when the child is labeled normal. [ABSTRACT FROM AUTHOR]

The article focuses on the benefits of Project Bridge, a pilot project in Montgomery, Maryland, which allowed children with emotional disturbance to be admitted in public schools. It informs that traditionally youngsters with severe emotional disturbances have been excluded from placement in public schools. Although there were several alternatives open to them. This exclusion makes, at an early age, youngsters emotionally disturb usually find them excluded from educational mainstream. Their academic achievements frequently dropped below the achievements expected for their age level. Project Bridge was started with objective of developing a model Program that could be used throughout; the Montgomery County public schools. In this program youngsters with severe emotional handicaps were to be educated along with their more fortunate peers. The students were randomly selected for the program without looking for any pattern in their disability. The project's child development specialist is primarily responsible for programs centered in the home. Her duty is to help parents provide a family environment that supports the needs of Project Bridge students.

Focuses on storytelling as an excellent opportunity for the integration of education and mental health services for students with serious emotional disturbances. Special Education and Treatment (SET) Program; Educational and emotional needs; Promoting mental health; Improving academic achievement; Keys to success. INSET: An example..

Opinion. Focuses on the Vocational Introductory Course (VIC) program designed for severely emotionally disturbed (SED) students. Vision of the VIC program; Goals and objectives of the program.

Focuses on the research that represents an attempt to discover the current state of psychological support at a national level, for emotionally and behaviorally disturbed (EBD) children placed in special schools and units in Great Britain. Methodology and response rates; Quantitative and qualitative survey evidence; List of tentative observations suggested by the survey responses on psychological support.