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Equestrian sport is under-researched within the sport science literature, creating a possible knowledge vacuum for athletes and support personnel wishing to train and perform in an evidence-based manner. This review aims to synthesise available evidence from equitation, sport, and veterinary sciences to describe the pertinent rider physiology of equestrian disciplines. Estimates of energy expenditure and the contribution of underpinning energy systems to equestrian performance are used to provide nutrition and hydration recommendations for competition and training in equestrian disciplines. Relative energy deficiency and disordered eating are also considered. The practical challenges of the equestrian environment, including competitive, personal, and professional factors, injury and concussion, and female participation, are discussed to better highlight novelty within equestrian disciplines compared to more commonly studied sports. The evidence and recommendations are supported by example scenarios, and future research directions are outlined. [ABSTRACT FROM AUTHOR]

Simple Summary: Employee mental health is a strategic initiative for global organizations and maintaining staff wellbeing is a key focus for British horseracing. Workforce wellbeing is increasingly linked to employee recruitment, retention, and productivity, challenges currently facing the horseracing sector. Improving staff wellbeing is paramount to maintaining high standards of equine welfare, ensuring the industry's social license to operate is upheld. Research in horseracing has identified a range of factors influencing staff wellbeing; however, the role of injury in anxiety and depression scores is unknown for this population. Over two thirds of injured staff were experiencing anxiety and over half were experiencing depression. Anxiety and depression scores were related to employment status, working hours, and type of injury. Higher anxiety and depression scores were negatively associated with help-seeking and pain management behaviors during injury, as well as increased risk of using alcohol as a coping method, both for pain-relief at work and socially. The findings from this study may provide opportunities to influence mental health post-injury within horseracing, through the development of educational resources aimed at reducing stigma, improving mental health literacy, and developing industry-wide early screening protocols for mental health in injured staff. Horseracing has identified several factors influencing staff wellbeing; however, the relationship between injury, anxiety, and depression is yet to be established. This study investigated anxiety and depression scores and their association to pain management, coping, and help-seeking behaviour in injured British horseracing staff. An online retrospective survey was completed by 175 participants, identifying injury prevalence, coping strategies, occupational risk factors, and Hospital Anxiety and Depression Scale (HADS) scores. Analysis identified 65.14% (n = 114) of staff reported anxiety scores above the threshold (≥8) and 59.52% (n = 104) of staff reported depression scores ≥8. Median anxiety and depression scores were higher for staff who viewed their employer as unhelpful (anxiety p = 0.001; depression p = 0.020). Heightened anxiety and depression were associated with an increased likelihood to use pain medication to manage at work, including non-steroidal anti-inflammatory drugs (NSAID's), alcohol, nicotine, and prescription drugs (p < 0.05). Implications for staff wellbeing is evident; anxiety and depression risks are high following injury, which may influence help-seeking behaviour, perceived job security, and coping mechanisms. This paper suggests it is vital to continue to investigate poor mental health and injury in racing staff and the implications for equine welfare. [ABSTRACT FROM AUTHOR]

Preparation of high quality personnel to provide educational services to students with disabilities living in rural areas is, at best, challenging. Findings from a comprehensive study concerning the status of the implementation of the Individuals with Disabilities Education Act (IDEA) in rural settings and the issues such implementation presents to teacher education programs in these areas are discussed. Members of the American Council on Rural Special Education (ACRES) participated in the study. Results indicated that strategies for enhancing personnel preparation, recruitment, and retention of individuals to institutions of higher education and K-12 schools in rural settings include distance learning, on-site professional development opportunities, salary incentives/increments, and benefits. Linking evaluation data to the general education curriculum and determining how the student's disabilities affect his/her progress in general education are issues for practitioners implementing IDEA in rural settings. Recommendations are provided for enhancing personnel preparation and service delivery based on the results. [Reprinted from "Rural Special Education Quarterly," v21 n4 Win 2002.]

In both China and the United States, educators are committed to the provision of rigorous academic instruction in inclusive environments to students with disabilities. This paper presents the reflections of the authors from the 2004 U.S.-China Conference on Educating Students with Special Needs held in Beijing, China in June 2004. The authors provide a brief status regarding the movement to include students with disabilities in regular schools in integrated classroom settings. In China, this instructional arrangement is termed "Learning in Regular Classes" (LRC). The authors compare this movement with the legislative initiatives of the United States to provide access to the general education environment for students with disabilities. The authors also provide a brief review of the status of teacher training initiatives in both China and the United States to address adaptations and accommodations for students with disabilities. Finally, the authors propose a framework for assisting teachers with providing instructional adaptations to support the inclusion of students with disabilities and the academic achievement of these students within LRCs in China and general education environments in the United States.

A study analyzed the extent to which states implemented the transition services required by federal law during the 1993-94 through 1996-97 monitoring cycles. Results found many are not inviting students to their Individualized Education Program (IEP) meetings and that 50 percent did not have statements of needed transition services (Individualized Transition Plans) in the IEP. (Contains references.) (CR)

Abstract This article describes a collaborative venture between the University of Nevada, Las Vegas, and the Clark County School District for preparing special education teacher candidates at the undergraduate level. [...]

Abstract Recent educational reform legislation has mandated that all students, including those with disabilities, have access to and participate in the general education curriculum so that they can meet the [...]