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This article presents the Universal Design for Learning (UDL) framework as one way to understand how to support learners with severe disabilities and how to support their access to authentic and appropriate curricula that improves their quality of life. Two key ideas from the UDL framework, (a) understanding learner variability and (b) supporting the expert learner, are reviewed and used to address the education of learners with severe disabilities. By using the UDL framework to better understand how to support this population teachers can reform curricula in ways that will create greater and more inclusive options for all students. The article shows how UDL can be used to support reform for this population and how this will improve education for all learners.

The article presents the results of experimental work aimed at studying personal and social adjustment of a child with disabilities. Analysis of domestic and foreign psychological and educational literature allowed us to determine the key concept of the study, namely "social and personal orientation", as a trait of a human's personality, providing the ability to perceive the social environment, be involved into this environment and to master a variety of activities. The availability of this trait helps a child with disabilities to adapt into present-day social medium, thus solving the problem of his socialization. The paper describes the structure of readiness for personal and social adjustment, represented by personal, cognitive and activity components. A methodology of summative assessment, aimed at exploring the level of maturity of each of these components, as well as their integrity in the overall readiness structure, was designed and developed with due consideration of these components. Criteria and evaluation indicators, as well as special techniques (survey, interview and practice-oriented task) were selected to identify the level of maturity of each readiness component (high, medium, low and immature). The article presents the results of summative assessment, conducted with the help of the developed technique. Generalization of the obtained results indicates that the majority of children with disabilities, who were tested in the experiment, have low level of personal, cognitive and activity readiness components for personal and social adjustment. This suggests that pupils with disabilities show interest in contemporary social and welfare changes in a society, but do not seek to cognize the social medium on their own; moreover, most of them are immature in terms of knowledge of objects and phenomena of social realm; they have no need to expand the sources of information that would allow them to explore the world and various types of social and personal activities. In this regard, there appears a necessity to develop and implement targeted correction pedagogic work, providing formation of such a socialization mechanism, as personal and social adjustment that must be implemented under conditions of educational institutions, where today are taught many children with disabilities.

The Autonomous University of Madrid (UAM) is the first Spanish university to provide training to young people with intellectual disabilities (ID) in the university environment, which qualifies them for inclusion in the workforce. In this practice brief we describe the UAM-Prodis Patronage Chair program, a successful model used at Spanish universities within the European Higher Education convention framework, which addresses the inclusion and occupational training of young people with ID in order to help them obtain employment. We begin with a review of the special education system for young people with ID in Spain. We report outcome data for students with ID who completed the program at UAM during its first four years of implementation. These outcomes indicate that the UAM-Prodis Patronage Chair program has become one of the main strategies to achieve independent living and community integration of people with ID through a postsecondary education option.

This paper originates from a study conducted to examine the challenges faced by the Schools for Special Education (SLB) in their effort to empower people living with disabilities. The study aimed: 1) to describe the stages involved in the education for empowerment of the disabled groups through schools for special education, 2) to present an education model appropriate for the empowerment of special groups, especially people living with disabilities and, 3) to explain the constraints and challenges faced by institutions in the empowerment of people living with disabilities. The study concludes that "an education empowerment model for the people living with disabilities can lead to formation of strong groups which are able to advocate for their own needs. In addition, this model can contribute to the improvement of knowledge and skills of the disabled persons.

This study examined the nature of friendships of 14 students with intellectual and developmental disabilities participating in a university-based transition program in the United States. The transition program is a bridge between high school and adulthood, designed to foster students' self-esteem and self-confidence by providing them with training and support and encouraging self-advocacy and independence skills in an age-appropriate integrated environment. Data collection procedures consisted of a focus group session and direct observations of the participants' interactions on the university campus. Results indicate that participants do indeed have friends and are eager to establish and sustain long lasting relationships. Even though participants have developed relationships that are similar in nature to those typically developed among college-age individuals, some reluctance of the participants to venture out independently and initiate connections with non-program students was observed. Further, the constructive role that parents of students in the transition program made in facilitating relationships of friendship was evident.

A systematic review of the literature related to instructional strategies to improve reading skills for students with intellectual disabilities was conducted. Studies reviewed were within three categories; early reading approaches, comprehensive approaches, and one method approach. It was concluded that students with intellectual disabilities are in need to receive very intense practice and instruction to improve their reading skills, and it should be provided explicitly, systematically, and consistently. Recommendations for future studies are discussed.

Postsecondary education for students with intellectual disabilities and autism is a new frontier in higher education. As more programs are developed, information is needed regarding the attitudes of college faculty and students about having these students on campus. This study surveyed university faculty (n = 152) and students (n = 499) about their beliefs related to postsecondary education for students with intellectual disabilities and autism. Results highlight a willingness to embrace these programs but concerns about the effects in the classroom. Faculty participants indicated more uncertainty about inclusion of these students than did students. Implications for practice, education, and future research are provided.

This study has discussed in-depth information about understanding the Response to Intervention (RTI) linking with children from pre-school to kindergarten (three to eight years old) who have Cognitive Disabilities (CD), including different levels from mild to moderate and/or severe. The study consists of five main sections--RTI, CD, RTI Linking with CD, teaching methods for children with CD, and how RTI helps disability in school. Each section is presented in comprehensive detail.

This paper presents the findings of a government-funded research project that was aimed at providing well-trained teacher assistants to enable inclusion of learners with intellectual disabilities in 21 Emirati government schools across the United Arab Emirates. The project is a first in the country and attracted media attention because of its dual benefit in not only supporting the national trend of the inclusion of learners with disabilities in mainstream schools, but also enabling empowerment of young Emirati women who did not make it to higher education for some reason or another but are keen to join the work force. The main research question was, "what is the impact of the programme on the lives of those Emirati women who became teacher assistants and on the education process in the school where they were trained?" Mixed methods were applied to achieve the aims of the project. Provisional results showed that having a well-trained teacher assistant in class, alongside the class teacher in Emirati mainstream schools, supports and empowers young learners with intellectual disabilities and contributes to an effective and long-lasting inclusive education. In relation to the Emirati trainees, the programme was effective and it supported such young women to secure a place in the work force as well as equipped them with new skills that they found useful for their own self-development and their respective communities across the UAE. The project was funded by the Emirates Foundation for the UAE Down Syndrome Association in collaboration with the British University in Dubai and the Ministry of Education in the UAE.

This study explored the impact of race/ethnicity on three of the four essential characteristics of self-determination--autonomy, self-realization, and psychological empowerment--directly assessed in the National Longitudinal Transition Study-2. Specifically, the impact of race/ethnicity was examined with six disability groups established in previous research: high incidence disabilities (learning disabilities, emotional disturbances, speech language impairments, and other health impairments), sensory disabilities (visual and hearing impairments), cognitive disabilities (autism, multiple disabilities, and deaf-blindness); intellectual disability, traumatic brain injury, and orthopedic impairments. Measurement equivalence was established across groups, but significant differences in the latent means, variances, and covariances were found suggesting a complex pattern of differences based on race/ethnicity within disability groups. Implications for future research and practice are discussed.

Teaching students with intellectual disabilities in groups presents several difficulties. Use of technology can reduce some of these difficulties. The literature cites several examples of skill acquisition. The purpose of this study is to teach skills to students with intellectual disabilities by using video prompting. A multiple-probe design of single-subject design methods has been applied to this study. Three students with intellectual disabilities participated as subjects in the study. The findings provided evidence for the effectiveness of video prompting in improving teaching skills. The subjects were able to apply and perform these skills away from the teaching environment, and were able to maintain their improved skills for the following 6 months.

Despite the transition requirements mandated by IDEA, and a growing body of research supporting effective transition planning for learners with autism spectrum disorders and intellectual disability, current national surveys of transition from school to work document dismal employment outcomes for adults with significant disabilities who frequently are without employment or are underemployed. Enrollment in vocational or employment-related programs in high school improves post-secondary employment attainment for students with disabilities. Using a restaurant organized and delivered by students with ASD and ID at their local high school as a model, the following describes eight, research-based, practical steps for teachers seeking to develop and implement high-quality, inclusive employment training programs for their students with disabilities. Implementing these steps will assist teachers in preparing students to assume post-secondary, meaningful integrated employment opportunities that are associated with greater economic self-sufficiency, social and community inclusion, and overall personal life satisfaction.

Since the 1990s the number of children with disabilities placed within the general education classroom has steadily increased. Many of these children are provided special education services under the generic disability title "intellectual disability." Over the past decade, there has been a significant amount of research concerning rare genetic syndromes that result in separating developmental disabilities into categories using similar origins and characteristics. Costello syndrome is one of these rare syndromes. Although information is available to medical practitioners, it has seldom been communicated to educators. The authors have taken the available data and, using a team approach, made recommendations for involving medical and health professionals in educating students with Costello syndrome.

Problem Statement: The relationship between parent and child plays a fundamental role in the social and emotional development of the child. Parental acceptance-rejection behavior may be critical in shaping the quality of the affective bond between parent and child and is established within the specific contexts of the parent-child environment. Psychological, socioeconomic, and other difficulties introduced into family life by having a child with mental disability may affect parental acceptance-rejection levels. Difficulties resulting from the disability and related social pressures and expectations might also influence child-rearing attitudes. Purpose of Study: To investigate the correlation between parents' acceptance-rejection of their children with mental disability (7-12 years of age) and their child-rearing attitudes in relation to sociodemographic variables. Method: A total of 234 fathers and 129 mothers of children with mental disability (7-12 years of age) were included via a random sampling method in this relational screening modeled study. Data were collected via the Parental Acceptance-Rejection/Control Questionnaire (PARQ/C) and the Parental Attitude Research Instrument (PARI) to assess parental acceptance-rejection behavior and parents' attitudes towards their children, respectively. Findings and Results: A positive correlation was found between the PARI dependency subscale and the PARQ/C subscales of warmth/affection and undifferentiated rejection and control. The PARI subscale of rejection of the homemaking role was positively correlated to the PARQ/C subscales of hostility, indifference/neglect, undifferentiated rejection and control, and to the PARQ/C total score. The PARI marital conflict subscale was significantly correlated to the PARQ/C subscales of hostility, indifference/neglect, undifferentiated rejection and control and to the PARQ/C total score. The PARI strictness and authoritarianism subscale was significantly correlated to the PARQ/C subscales of hostility/aggression, indifference/neglect, undifferentiated rejection and control and to the PARQ/C total score. In conclusion, our findings indicate a positive association between acceptance-rejection behaviors and child-rearing attitudes of parents of children with mental disabilities and highlight the impact of the gender and the educational status of the parents, but not the gender of the child, on parental acceptance-rejection behavior and child-rearing attitudes. Recommendations: Future studies may include children with varying disabilities from different age groups and socioeconomic backgrounds, which may provide data on the likelihood of change in parental behaviors in relation to the age of the child, type of disability, and family's socioeconomic status. Comparisons between parents of children with normal development and with disability in relation to parental acceptance-rejection behavior and child-rearing attitudes would contribute to improvement of services provided for parents of children with disability.

This study provides results form a national survey examining school psychologists' allocation of time in psychoeducational evaluations. A total of 177 participants with an average of 13.45 years professional experience in school psychology, representing 39 states, participated in the survey. The results indicate that school psychologists spend the majority of their time engaging in test administration and report-writing components of the evaluation process. The data also revealed that the evaluation of students with possible emotional disabilities is most time intensive when compared to evaluations of students with possible learning or intellectual disabilities. Implications of the results relating to policy and procedures to improve the learning outcomes of students in public school settings are provided.

The purpose of this study was to determine the impact of Modified Multi-component Cognitive Strategy Instruction on the metacognitive strategy knowledge used for the comprehension process of descriptive texts for students with mild mental retardation (MMR). Three students with MMR from inclusive classes participated in the study. The study was designed using a qualitative method. In order to collect data, students were interviewed via the metacognitive interview format before and after the application of the intervention, and content analysis was used to analyze the data. Results of the study indicated that there was a positive change in text comprehension related to the metacognitive knowledge of the students between pre and post instruction. Results were discussed and recommendations relating to the implementation, as well as additional studies, were presented.

This single-case study examined the effects of a graphic organizing strategy on the ability of children to improve their text comprehension abilities. Participants were six students between ten and fourteen years old with major problems in understanding what they read. The intervention intended to teach them to visually highlight key elements of a passage, and thus, to deepen their understanding of it (story mapping). An AB multiple baseline design across subjects was applied. The intervention points were randomly determined within a preset range for each participant. In accordance with the emerging trend to apply inferential statistics as a supplement to visual inspection and the calculation of effect size measures, a randomization test and a piecewise regression procedure were used to analyze the data. Results suggested that the story mapping technique was very benefi cial in improving reading comprehension of struggling learners. The potentials of the intervention as well as of the statistical tests in analyzing data from single-case studies are discussed.

The purpose of this study was to examine participants' perspectives on how a volunteer-based adult literacy class supports the learning of adults with developmental/intellectual disabilities. Interviews were conducted with four tutors, three adult learners, and two coordinators and observations of the class occurred over a 6-month period during which the author was a tutor. The focus during this time period was on health and mathematics. Three major categories were identified: class organization (goals and structure), teaching strategies and behaviours, and class activities. Based on these findings, several recommendations are presented including the need for further integration of adult learners' out-of-school literacy activities into the class and for increased tutor knowledge of the adult learners' disability.

Data collected from seven urban high schools in Ontario capture multiple voices in relation to inclusive practices in secondary schools and transitions into the workplace. Twenty-one students with intellectual disabilities (ID), 91 teachers, 67 educational assistants, 7 job coaches, 22 parents, 43 peers and 19 community employers completed surveys examining their beliefs about inclusion of students with ID in school/workplace, confidence/comfort in teaching/work, the impact of inclusion on individuals without disabilities, and the socialization and friendships of students with ID. Results indicate that participants hold similar values related to inclusion and the rights of students to appropriate educational program delivery. Overall, job coaches and parents embrace the most positive attitudes and beliefs about inclusion with parents particularly affirmative about inclusion experiences in both the classroom and workplace. Employers believe that students with intellectual disabilities are supported and interacting with others in the workplace. Teachers most often agree that students without disabilities experience positive effects as a function of inclusion. Cases in which there are discrepancies are also discussed.

Social networks of persons with intellectual disabilities (ID) have been characterized as smaller and less diverse than those of typical peers. Advocates have focused on strengthening those social networks by expanding circles of social support, protection, and friendship. As young adults with ID experience increasing levels of community integration and move into new postsecondary education environments, the nature and potential functions of their social networks may shift. We describe the development and use of a social network instrument that is intended to capture an expanded view of social networks as structures influencing career opportunities. Using data from participants in our college program for students with ID, we then describe and illustrate how social network analyses can be used to examine individuals' social networks. Finally, we discuss lessons learned from our development process and implications for social network assessment and analysis with persons who have ID in postsecondary education.

The number of postsecondary education (PSE) programs for individuals with intellectual and developmental disabilities (IDD) has been steadily growing over the last few decades. There has been little public information regarding these programs and schools. Consequently, students, families, and researchers alike lack details about the various postsecondary options available to students with IDD. In response, the researchers developed a taxonomy to delineate the characteristics of PSE programs for individuals with IDD, laying the foundation for further study and development. The taxonomy was developed in two phases. Using a case study approach, a diverse range of 21 programs in 2- and 4-year institutions of higher education were selected. Information was gathered from each program through interviews with disability service staff and program directors, and through a review of program documents. After creating an initial taxonomy from interview and document data, a validation phase was conducted using an online survey. The iterative process of analyzing the in-depth interview data, program materials, and survey responses, as well as constructing a logical, well-ordered taxonomy resulted in a structure that has 4 domains, 16 components, and over 100 elements. The PSE Taxonomy provides a mechanism for combining elements to provide a more comprehensive understanding of PSE programs, to clarify differences and similarities between programs, and to develop succinct, easily comparable program profiles.

This phenomenological research study investigated nine postsecondary programs for youth and young adults with disabilities to determine the range of supports and services provided as well as the program development process. Each program had unique features and components and those differences were typically the result of the mission, values, and/or priorities of the program directors and staff. Findings also indicated that there were a number of complex layers that program staff navigated as they developed, implemented, and evaluated their program activities and the impact they had on student growth and development. Some of these complex layers involved policies and procedures at the university itself. Other layers included collaboration with other agencies including local school districts and efforts to identify, collect, and analyze evaluation data that could provide information on important program components. Implications for policy and practice as well as further research are provided.

The purpose of this study was to confirm and extend prior research on the attitudes and experiences of typical college students towards students with intellectual disabilities who were enrolled in an inclusive postsecondary program. College students enrolled in a Disability Studies Internship class completed surveys, journals, and participated in a focus group to share their perceptions and experiences as educational coaches and mentors with students with intellectual disabilities. The results confirmed previous studies that typical students, with prior experience and high comfort ratings, agree that students with intellectual disabilities have the ability to participate in college experiences such as classes, campus organizations, and living in dorms with support. Additional themes that emerged from the qualitative analysis indicated that the disability studies interns were challenged to balance program requirements and the dignity of risk and self-determination of students with ID; and the disability interns clarified their own career goals by supporting students with ID. Findings suggest that typically enrolled college students benefit from inclusive postsecondary programs that serve students with intellectual disabilities.

Increasingly across the United States, institutions of higher education (IHE) are offering a wide array of postsecondary educational (PSE) opportunities for students with intellectual disabilities (ID). As more students with ID aspire to college, it is incumbent upon IHEs to engage in rigorous program evaluation to assess student outcomes and identify factors that foster student success. The Think College (TC) Standards, Quality Indicators, and Benchmarks provide a unifying conceptual framework that helps to focus research and program evaluation efforts. In this article we describe use of the TC Standards to evaluate an inclusive PSE program for students with ID at a large, urban university. We report preliminary outcome data and discuss how Standards-based evaluation can both guide local program improvement and contribute to the evidence base of best practices in the field. Using this accumulated knowledge, students and families will be able to make more informed educational choices.

The aim of this study is to report employment and independent living outcomes of 125 graduates from the Taft College Transition to Independent Living (TIL) program. The TIL program has served students with intellectual and developmental disabilities, including autism spectrum disorder, since 1995. The TIL program follows graduates from the time of commencement for a period of ten years. The follow-up includes a comprehensive survey of employment and independent living status, social participation, and personal development and growth. Graduates from the classes of 2000 to 2010 reported rates of employment, monthly income, living arrangements, and use of transportation options. The findings of this study suggest that graduates of the TIL program had employment and independent living outcomes that exceeded rates observed in the general population of persons with intellectual and developmental disabilities (ID/DD). However, the authors caution that the candidates admitted to the program were likely more motivated and prepared than their peers in the general population of persons with ID/DD. Further research that includes matched cohorts and well-designed treatment and control studies is needed to show if and how effective transition programs are in preparing students with ID/DD for employment and community living.

In response to the paucity of transition services available for students with intellectual disabilities, the Higher Education Opportunity Act (HEOA) allocated grant funding to support model demonstration programs that promote successful transition into higher education. In accordance with the objectives of the HEOA, the Florida College Collaborative (FCC) convened to facilitate the development of an inclusive postsecondary education model that supports individuals with intellectual disabilities. This effort included collaborative strategic planning, two statewide surveys of stakeholders, the development of an informational webpage, and the creation of a registry of existing postsecondary education programs in the state of Florida. A primary goal of the FCC was to lay the groundwork for a proposal for HEOA funding that would be utilized to demonstrate the model. Other states may learn from Florida's efforts and replicate strategies to improve systems and access to postsecondary education opportunities for their youth with intellectual disabilities.

This study examined the effect of age-correction on IQ scores among preterm school-aged children. Data from the Flinders Medical Centre Neonatal Unit Follow-up Program for 81 children aged five years and assessed with the WPPSI-III, and 177 children aged eight years and assessed with the WISC-IV, were analysed. Corrected IQ scores were significantly higher than not-corrected IQ scores (Full Scale IQ and all indices) for both the WPPSI-III and WISC-IV. The use of age-corrected IQ scores has the potential to exclude some children from support services. (Contains 4 tables and 2 figures.)

The purpose of the study was to compare the difficulties encountered by the mothers having children with mental disabilities or autism in participating to community life. The participants were 21 mothers who have mentally handicapped child and 21 mothers who have child with autism from Istanbul, Turkey. Data was collected through semi-structured interview technique. Nine community skill areas were determined. The results indicated that the mothers having children with autism had more difficulties in participating to the community life than the mothers having children with mental disabilities. While the mothers having children with mental disabilities declared that they experience most difficulties at visiting their neighbors or close relatives, the mothers having children with autism declared that they experience most difficulties in going to somewhere from another place as a pedestrian. When the declared opinions are analyzed, it is observed that caused to feel unwell by people's overlook is repeated challenge of the both two groups.

This article offers considerations for principals and other educators as they seek to provide students with intellectual disabilities (ID) with authentic work placement experiences. Survey and interview data gathered from 20 employers, 7 paraprofessionals (job coaches), a principal, and 21 students with intellectual disabilities provide a triangulated perspective from which to view supported and successful work placements. These perspectives offer recommendations for coordinated, collaborative and belief-driven action on the part of high school principals that will enhance the opportunities for successful community engagement beyond high school for students with intellectual disabilities.

This practice aims to teach students who have intellectual disabilities how to greet people when they meet them. The purpose of this research is to see the effects of video modelling practice over the mental retarded students, when they meet people. In this research, teaching the social skills to the students with mental retardations were evaluated with the effectiveness of teaching with video modelling, model of multiple probe design between subjects from research models of single subject design. In this research four students, whose ages ranged from ten to eleven attending a special education class at a primary school in Ankara and who had intellectual disabilities were participated. The peers group consisted of 3 girls and 2 boys who studied at the same elementary school with the target students (all of them were 11 years old and continue their studied at 5th grade class). Research findings showed that using the video modelling in teaching students with intellectual disabilities help them to acquire the skill of greeting people and after gaining those skills they continued to use the skills and have shown that they continue to use in different situation and to different people. After the interviews done with the mothers and the teachers of the students about the results of teaching the skill of "greeting when meet people" through video modelling, it was seen that they were satisfied with these skills to have been taught to the students. They also expressed that the students had more interaction with their friends around them in much earlier time.

Across the United States postsecondary education (PSE) options for young adults with autism and intellectual disabilities (ID) are emerging as a result of parent-professional advocacy group actions and legislation such as the Higher Education Opportunity Act of 2008 (HEOA). In this article the University of Iowa Realizing Educational and Career Hopes (UI REACH) Program, a thriving, well-integrated two year certificate program is described. We discuss the UI REACH model--its mission, student-centered and program goals, and strategies employed to ensure quality, sustainability, and continuous improvement. The student population, curriculum, staffing needs, and day-to-day operating issues are described. The experiences and perceptions of 14 students with autism spectrum disorder (ASD) suggest that the program facilitates a positive campus living-learning experience for these students. Challenges and recommendations for institutions of higher education considering developing, or in the early stages of developing, similar programs are presented.

Positive and negative aspects of animal therapy using are discussed. Research of 30 case studies is displayed that pet therapy is a good therapeutic tool in approximately 60% of cases. To diagnose possible problems in families which have got a dog as a "therapist" for the child suffering from some or other form of dysontogenesis, the author suggests theoretical model of human-animal relationships. This model includes definition of heterospecific group, necessary condition of its creation and sufficient condition of its existing, types of relationships in heterospecific group, psychological phenomena arising in such group, and dynamics of heterospecific group functioning. The methods most relevant to research of heterospecific groups and correction of infringements in these groups are described. For a diagnostic basis, the following classification has been accepted: (1) infringements from the animal; and (2) infringements from the person. Correction of infringement for the purpose of restoring stability in the group is shortly described. (Contains 9 figures and 1 footnote.)

The purpose of the study was to define families' of children with intellectual disabilities, needs on education and support services. Descriptive survey model was used in the study. Data was collected via semi-structured interviews. The study was conducted in 9 Training Application Schools (Egitim Uygulama Okulu) that were formal special education school, governed by Ministry of Education. The schools were in Eskisehir, Ankara, Izmir, Istanbul, Denizli and Mugla. 18 administrators and teachers and 38 volunteer parents of children with intellectual disabilities participated in the study. The data were collected through semi-structured interviews. The themes defined from the interviews were: Social support social support networks, personal development, skills on working with children, adjustment process, information about special education programs and school's practices, child's health. Although, there were some differences between the percentage of needs' area of administrators-teachers and parents, the needs' areas of administrators and teachers were parallel with parents'. It is thought that the results of this study can be a source for designing programs and developing present programs on the basis of the needs of families of children with intellectual disabilities. (Contains 7 tables.) [This study was supported by a grant from The Scientific and Technological Research Council of Turkey (TUBITAK) (110K255) and Anadolu University Scientific Research Projects (1005E102).]

In this article, based on a larger research project, the ambition is to critically discuss the first collaboration between students with intellectual disabilities and the Academy of Music in Sweden. The article presents an analysis of video observations of lessons in rhythmics, related to an encounter between the students with intellectual disabilities and a group of student teachers. The theoretical and methodological framework emanates from post-structuralist and social constructionist theories. The results show that the silenced discourse, the unspoken, is constructed from the fact that the students with disabilities both are insufficiently skilled for the task as leaders in rhythmics, and less skilled than the student teachers. Finally, the silenced discourse is discussed, where assumptions of normality and issues of inclusion are addressed as well as a hegemonic discourse in the Swedish politics of education.

The purpose of this study is to compare the assessment results of social skills of students with mental retardation by their teachers and mothers through relational model by using descriptive statistics. The research group in this study consisted of mothers and teachers of 562 children with mental retardation aged between 6 and 12 who enrolled in special education schools and special classes. For 6-12 age group, Teacher Form of Social Skills Rating System (SSRS-TF) and Parent Form of Social Skills Rating System (SSRS-PF) were used to collect data. Initially, this study investigated whether there was a relation between the mother and teacher assessment results of social skills of students with mental retardation. Then it examined whether the social skills of students with mental retardation differ according to the various variables such as gender, age, level of retardation, and additional disability. According to the results of analysis, a high correlation was found between the total scores of social skills scale obtained after mother and teacher assessments. Additionally, a high correlation was found between externalizing behavior subscale score and hyperactivity subscale score and the assertiveness subscale score of teachers and parents forms. Moreover, a high correlation was observed between the total scores of problem behavior subscales of teachers and parents forms. There is a moderate relationship between cooperation skills subscales score, self-control skills subscales score and internalizing problem behaviors subscales score. In addition, the social skills of the girls are more than those of the boys, and their problem behaviors are lower than those of the males. The social skills of the students with mental retardation who are in 6-9 age group are significantly lower than those of the students who are in 10-12 age group, and problem behaviors do not differ according to age of the students.

Research focusing on the intervention and support of children with autism spectrum disorders (ASD) has grown exponentially but this increase research has not been mirrored for adults with ASD. With the aims of informing intervention planning, improving quality of life, and areas for future research, 18 peer-reviewed research articles reporting the outcomes of adults with ASD were systematically reviewed. Despite methodological limitations, the literature review revealed a surprisingly high level of concordance in findings. Adults with ASD continue to experience significant degrees of impairment in the core deficits and correspondingly poor outcomes in social role attainment. Based on these findings, suggestions for the development of intervention and educational programs were proposed. Whilst no studies have targeted the quality of life of adults with ASD, the findings suggest a poor quality of life based on objective indicators. Directions for future research were also proposed. (Contains 3 tables.)

One of the purposes of Rhythmic Auditory Stimulation (RAS) is to improve the control of dysfunctional movement patterns. This study aimed to extend the line of research by focussing on secondary students with mental retardation and cerebral palsy. According to the study's assumption, cadence can be controlled through a stable and low signal cadence to the benefit of endurance during an aerobic exercise on a stair stepper. Two conditions ("Do your best" and "RAS") were applied in a Latin square design. Results show that in the RAS condition, as compared to the "Do your best" condition, students significantly decreased their cadence, increased their training duration, kept their heart rate between the bounds suggested for aerobic exercise and decreased their intra-individual standard deviations in both cadence and heart rate per minute. The researchers suggest that a variable signal cadence could have an even greater effect on exercise duration. (Contains 4 tables.)

The aim of this study is to analyze the effectiveness of staff training on discrete-trial teaching (DTT). Multiple baseline design across subjects was used in order to analyze the effect of the training program on the educators' performance on probing and intervention implementation. For teaching these two skills, presentation of an information manual, live model and error correction including feedback giving through video were used. The results showed that the percentage of correct response related to probing and training skills through simultaneous prompting was 100% among all participants. Students who were instructed by these educators also reached 80-100% correct responding level in terms of the skill taught. Follow-up data was collected 4-8 weeks after the completion of the process and it was seen that the participants partially maintained the skills acquired. Social validity data was collected in order to assess opinions of the participants about the survey. (Contains 3 tables and 2 figures.)

This article presents a case study of an adult with severe, multiple disabilities and discusses issues affecting meaningful life participation. Emphasis is placed on the role of functional mobility skills to increase active engagement in age-appropriate activities and opportunities to make informed choices. MOVE for Adults (Mobility Opportunities Via Experience) is presented as a program designed to improve functional mobility in order to increase active participation and choice making in meaningful life activities. The impact of the MOVE for Adults program is presented. (Contains 1 figure.)

We present, in a synthetic way, some of the main findings from five studies that were conducted in the field of empirical bioethics, using the Functional Measurement framework. These studies were about (a) the rationing of rare treatments, (b) adolescents' abortions, (c) end-of-life decision-making regarding damaged neonates, (d) end-of-life decision making regarding terminally-ill patients, and (e) sexuality among persons with learning disabilities. The paper also discusses what these findings tell us about the relative importance of the four principles of bioethics that are generally considered as fundamental. Two of the four principles--autonomy and justice--seem to dominate lay people's shared beliefs about bioethics issues. The principle of autonomy is clearly central, and the principle of justice is subordinated to the autonomy principle: Each patient, irrespective of his/her characteristics, has the right to have his/her autonomy of decision respected. The two other principles--benevolence and nonmalfeasance--appear as peripheral ones. Once the autonomy principle is respected and the justice principle applies, acting in a benevolent way and not acting in a malevolent way become simple implications. When the patient has lost his/her autonomy, however, these two principles (re)gain importance. (Contains 5 figures.)