This was an investigation of 12 gifted and 12 randomly selected sixth grade students to determine relationships between levels of Overexcitability and scores on the Torrance Test of Creative Thinking and the California Achievement Test. Responses to the Overexcitability Questionnaire were compared to Torrance Test of Creative Thinking Verbal and Figural subtests via a Pearson r correlation and a Mann-Whitney test of significance. The Mann-Whitney was used to compare Overexcitability Questionnaire scores of high and low scoring subjects on the California Achievement Test Reading, Grammar, and Mathematics subtests; on gifted and random students; and on boys and girls in the two samples. Results of the Pearson r revealed no significant correlation between level of Overexcitability and Torrance Test of Creative Thinking subtests. Significant differences were found between high and low scorers on the creativity test and Imaginational and Psychomotor Overexcitabilities. Significant differences were also found between Intellectual Overexcitability scores of high and low Grammar and Reading California Achievement Test scores; and Intellectual, Imaginational, and Emotional Overexcitability scores and the Mathematics California Achievement Test subtest. Implications drawn from the results include the multidimensional nature of giftedness and the importance of meeting emotional needs of the gifted and talented.

When enrolling in a postsecondary institution, students with learning disabilities (LD) often move from an environment where they were carefully guided to a setting where they are expected to achieve on their own (Brinckerhoff, Shaw, & McGuire, 1992; Dalke & Schmitt, 1987; Ryan & Price, 1992). Though students with LD are usually provided with transition services, most are unprepared for this transition and need assistance in navigating through the continuum of Programs and services provided by institutions of higher education (Aune, 1991; Brinckerhoff, 1996; Siperstein, 1988; Vogel & Adelman, 1992). The purpose of this program evaluation study was to investigate the effectiveness of one such program, the New Student Experience (NSE) which was a specialized orientation program designed for entering college students with learning disabilities. A utilization-focused program evaluation model, which includes ultimate, intermediate, and immediate outcome goals (Patton, 1986) provided the framework for this study. The ultimate outcome goal of the study was to investigate if participation in the NSE had an effect on participants' academic achievement (i.e., grade point average (GPA) and retention) during their first year at college. Also investigated were the intermediate and immediate outcome goals designed to determine if these students and the education specialists involved in the NSE perceived the strategies and information presented during the NSE as valuable and if the students reported implementing them. Using an ex post facto criterion group design, the participant group (N = 22) was compared on academic achievement to a sample of freshmen students with LD ( N = 22) matched on gender and high school GPA and SAT or ACT scores. In analyzing the intermediate and immediate outcome goals, qualitative and quantitative methods were employed with information gleaned from several questionnaires and interviews given to the participants and the educational specialists involved in the NSE. Results for the ultimate outcome goal showed no differences between the intervention and comparison groups on GPAs earned during the first two semesters at college or retention in the university for the second and third semesters. Results which addressed the intermediate and immediate outcome goals indicated that participants' and education specialists' perceived the information and strategies presented at the NSE as valuable for transition into college. Participants also reported applying some of the strategies and information presented during the NSE. This program evaluation study provided an exploration into the effectiveness of specialized orientation programs for students with LD and called attention to the importance of evaluating these initial transition activities for the purpose of informing practice.

The purpose of this study was to examine the ways in equity was operationalized in a supplemental academic program for gifted youth. ASU's Center for Academic Precocity in Tempe Arizona was the site of a four month study. Data was collected from documents, observation of CAP's offices, classrooms, extracurricular functions, and interviews with selected participants. In addition, selected former students were interviewed to learn about their views of their experiences in the CAP academic program and the effects their participation in CAP classes had on later academic and occupational attainment. I concluded after analysis of data that CAP administrators were creating changes to the program to acknowledge changes in scholarly knowledge about interpretations of intelligence and appropriate policies and practices. Changes for provision of students from minority backgrounds were not found. Participants were supportive of the program and former students reported that their experiences at CAP helped them adjust to college life but that their experiences did not influence their choices of majors in college or choices of occupations.

The purpose for the study was to focus on teachers of students with emotional disabilities. This population of students presents daily challenges resulting in teachers feeling inadequate and seeking changes in their career field. Data was collected from a questionnaire and interviews of teachers and students from self-contained K-12 classrooms at four schools in Southern Arizona. The questionnaire contained two domains, Personal and General Efficacy Beliefs. Qualitative methods were utilized to analyze the responses, resulting in three major themes: (a) age, gender, and years of experience do not impact a teacher's sense of efficacy, (b) professional development should allow teachers to meet and share concerns associated with Emotionally Disabled (ED) students with their peers, and (c) teacher preparation programs should include general and special education training and additional practicum or student teaching requirements. Finally, recommendations for school districts, professional development, and teacher preparation programs are discussed to address the retention of teachers of students with emotional disabilities.

This study examined the effects of academic competence, mode of communication, familiarity with deaf/hard-of-hearing individuals, and knowledge of sign language on hearing children's attitudes toward and acceptance of deaf/hard-of-hearing peers. Fifty-six middle-class third and fourth grade boys viewed a videotape of a hard-of-hearing boy under one of four conditions: (1) using Signed English and competent in math word problems, (2) using Signed English and incompetent in math word problems, (3) using Spoken English and competent in math word problems and (4) using Spoken English and incompetent in math word problems. The results indicated that academic competence was the most influential factor affecting hearing peers' attitude toward and acceptance of deaf /hard-of-hearing children. Hearing children's positive attitudes were also affected by their familiarity with deaf/hard-of-hearing individuals.

Active living is a “way of life in which physical, social, mental, emotional, and spiritual activities are valued and are integrated into daily living” (Active Living Coalition for Older Adults, 2008). As such, physical activity is a critical component of active living through which each citizen is encouraged to be active 30 minutes a day for health benefits. Seniors with intellectual disability (ID) are currently not included in this movement. The Ecological Model of Human Behavior (EMHB) stresses the importance of a supportive environment promoting healthy behavior. It is the theoretical framework of this thesis, which is composed of a series of three articles, and therefore structures the literature review and the two research studies conducted. The first study inquired about the physical activity barriers, needs, and preferences of seniors with ID. It was carried out among seniors with ID themselves and educators through a questionnaire and focus groups interviews. The second study investigated the organization of physical activity for seniors with ID. It was carried out among centers for people with ID, senior citizen centers, and centers for health and leisure, through an online survey. Overall, results showed a remarkable interest by seniors with ID who enjoyed sharing their different perspectives. A great number among them exercised while having optimistic outlooks on their health. Physical activity programs were not designed around seniors with ID. Although their needs increase as they age, seniors remained relatively ignored and did not benefit from any special support in health prevention. The results also suggested that educators and service providers required greater guidance to facilitate the implementation of physical activities. Active living through physical activity was not yet conceptualized as a vehicle to promote health among seniors with ID. / La vie active est une « façon de vivre où les activités physiques, sociales, mentales, affectives et spirituelles sont valorisées et intégrées dans la vie quotidienne » (Coalition pour la Vie Active, 2008). Ainsi, l’activité physique est une composante critique de la vie active où chaque citoyen est encouragé à être actif minimalement 30 minutes par jour pour ressentir des bienfaits. Les personnes âgées avec une déficience intellectuelle (DI) ne sont présentement pas inclues dans ce mouvement. Le Modèle écologique du comportement humain souligne l’importance du soutien environnemental dans la promotion d’un comportement sain. Il est le cadre théorique de cette thèse, qui est composée d’une série de trois articles, et structure donc la revue de littérature et les deux études menées. La première s’intéressait aux barrières, besoins et préférences en activité physique des personnes âgées avec une DI. L’étude a été conduite parmi des personnes âgées avec une DI elles-mêmes et des éducateurs, à travers un questionnaire et des groupes de discussion. La deuxième étude examinait l’organisation des activités physiques pour les personnes âgées avec DI. L’étude a été conduite parmi des centres pour personnes avec une DI, des centres pour personnes âgées et des centres de santé et loisirs, à travers un sondage en ligne. Globalement, les résultats ont démontré un intérêt remarquable des personnes âgées avec une DI qui ont aimé partager leurs différentes perspectives. Un nombre important d’entre-elles faisait de l’exercice tout en ayant un point de vue optimiste sur leur santé. Les programmes d’activité physique n’étaient pas créés autour des personnes âgées avec une DI. Bien que leurs besoins augmentent avec l’âge, les personnes âgées restaient relativement ignorées et ne bénéficiaient pas de soutien spécial en matière de prévention de la santé. Les résultats ont aussi m

In some ways, this dissertation could be characterized as a manifesto.As a global citizen, I am concerned about the social injustices that plague our world – and there are many. On the other hand, I am heartened by the individuals and groups working towards positive, sustainable social change. Again, and gratefully, there are many.Standing on the shoulder of giants who have dedicated their lives to educational scholarship, this body of work introduces a ‘Pedagogy of Empathic Action' which unites three significant approaches to education. These pillars are:•Critical Pedagogy: An orientation predicated on challenging the status quo.•Pedagogy of the Privileged that first deconstructs power and privilege and then inspires students to become allies in the struggle for social change.•Social Justice Education that holds as its core tenet the idea that every human being has intrinsic value and deserves to be treated with dignity and respect.To inform the proposed Pedagogy of Empathic Action, I undertook narrative inquiry interviews with eight social entrepreneurs. Each of these individuals is the founder of an innovative organization dedicated to solving a social problem, such as poverty, lack of education, inadequate healthcare, intergenerational violence and gender inequality.Over several centuries, empathy as a concept has been theorized by a wide variety of philosophers and sages. In more recent decades, there has been a veritable explosion in empathy studies by researchers in a variety of disciplines including developmental psychology, social policy, neuroscience and moral education, to name but a few.With the intention of contributing to this burgeoning field, I contend that our innate human empathy can be leveraged as a tool of social change through the practise of Empathic Action. Furthermore, I argue that a Pedagogy of Empathic Action offers the best means by which to foster this. / Cette thèse pourrait, en quelque sorte, être considérée comme un manifeste.D'une part, en tant que citoyenne du monde, je me sens profondément interpellée par les injustices sociales devenues des fléaux sur terre – et elles sont nombreuses. D'autre part, je suis reconfortée par les individus et les groupes qui s'orientent vers les changements sociaux qui sont positifs et durables. Une fois de plus, et en toute reconnaissance, il en existe plusieurs.Reposant sur la recherche exhaustive effectuée par plusieurs piliers qui ont consacré leur vie à l'avancement de la cause de l'éducation, l'essence de cet ouvrage propose une “Pédagogie à l'Action Empathique” qui réunit trois approches significatives face à l'éducation. Ses fondements principaux sont: •La pédagogie critique: une orientation fondée sur défier le statu quo.•La pédagogie des privilégiés qui démantèle d'abord le pouvoir et le privilège pour ensuite inspirer les étudiants à devenir des alliés dans le débat sur le changement social.•L'éducation à la justice sociale qui préconise comme principe fondamental que tout être humain possède une valeur intrinsèque et mérite d'être traité avec dignité et respect.Pour donner origine à la Pédagogie à l'Action Empathique proposée, j'ai entretenu des entrevues sous forme d'enquête narrative auprès de huit entrepreneurs sociaux. Chacun d'entre eux est le fondateur d'un organisme novateur qui est dédié à la résolution d'une problématique sociale, tels la pauvreté, le manque d'éducation, les soins de santé inadéquats, la violence intergénérationnelle et l'inégalité entre les sexes.Depuis plusieurs siècles, le concept de l'empathie a été théorisé par une grande variété de philosophes et de sages. Au cours des plus récentes décennies, il y a eu une véritable explosion dans le nombre d'études d'empathie menées par différents chercheurs sur les sujets, entre autres, de la psychologie du développement, de la politique sociale, de la neuroscience et de l'éducation morale. Dans l'intention de contribuer à ce domaine qui est en plein essor, je soutiens que notre capacité innée à l'empathie humaine peut servir de levier pour avancer la cause des changements sociaux à travers la pratique de l'Action Empathique. De plus, j'argumente qu'une Pédagogie à l'Action Empathique offre les meilleurs moyens pour implanter cette dernière.

<p> Historically people with significant disabilities were restricted to places such as adult activity centers, sheltered workshops, nursing homes, and institutions. Studies have shown the high school drop-out rate for this population is higher than those who are non-disabled. Policy makers concluded that these individuals needed to be better prepared for a successful adult life beyond high school. Individuals with developmental disabilities in the state of Missouri are over two times less likely to be employed than the national average. Laws have been passed to provide supports and services for individuals with disabilities to be as independent as possible. This paper explored the perspectives of a host site employer, parents, agency staff, and young adults with developmental disabilities in their participating experience of a one-year high school transition program with the main goal of employment. The students experienced employment through internships within a health care business setting. I conducted interviews, questionnaires, and observations in order to gain insight into the perspectives from each partner. Research questions included: How does Project SEARCH work? What are the parent perspectives on why and how Project SEARCH has prepared their children with developmental disabilities for competitive employment? What are the student perspectives on why and how Project SEARCH has prepared them for competitive employment? What are the business host site's employer and other agency staff perspectives on why and how they have prepared students with developmental disabilities for competitive employment? Findings found within the research were that Project SEARCH was a collaborative effort among various agencies to provide internships in a completely immersed business setting to students with developmental disabilities in which the ultimate goal was competitive employment. Parents perceived the program as indispensable to the increase in skill sets that occurred. Students perceived the experience obtained in the program as increasing their self-advocacy and self-confidence skills. By purchasing a license for the Project SEARCH program, the agencies involved have increased the opportunities for young adults with disabilities to obtain job readiness skills that impact the participant for the rest of his or her life. The results indicated although not every intern was employed upon exiting the program, skills beyond measure were obtained due to participation in an immersed workplace setting with specialized instruction in employability skills.</p>

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This mixed method study explores the perceived quality of life (QOL) of 16 adolescents and young adults with Intellectual Disabilities as they go through the transition from school into the community. All were either graduates or current students in a specialized transition to work program. In accordance with the WHO definition of quality of life, we examined participants' subjective assessments of their independence, social relationships, and community involvement and compared the graduates' and students' responses. Perceived independence was positively related to IQ, communication, and to socialization skills for both groups. School status influenced community involvement and friendships; graduates were more involved in the community but students reported having a larger social circle. Though participants noted a general overall satisfaction with their lives, all mentioned areas for improvement when asked an open-ended question regarding how they envision their future in term of QOL. These qualitative responses centered around themes of independence, community involvement, and social interactions. Implications for transition services are discussed. / Cette étude explore la méthode mixte de la qualité de vie perçue (QDV) de 16 adolescents et jeunes adultes souffrant de retards de développement durant leur transition de l'école à la société. Tous les participants étaient soit des diplômés, soit des étudiants en cours d'un programme spécialisé de transition au travail.Conformément à la définition de la qualité de la vie de l'OMS, nous avons examiné l'evaluation subjective des participants sur leur indépendance, leurs relations sociales et leur participation communautaire, et nous avons ensuite comparé les réponses des diplômés à celles des élèves. La correlation entre l'indépendance perçue et l'IQ, la communication et les compétences sociales, était positive pour les deux groupes. Le statut à l'école influença la participation communautaire et les relations amicales; les diplômés étaient plus impliqués que les étudiants dans la communauté, mais les étudiants ont déclaré avoir un plus grand cercle social. Bien que les participants aient noté une satisfaction globale de leur vie, tous ont mentionné des domaines d'amélioration lorsqu'une question ouverte concernant la façon dont ils envisagaient leur avenir en terme de qualité de vie leur a été posée. Ces réponses qualitatives étaient ciblées autour des themes de l'indépendance, la participation communautaire, et les interactions sociales. Les implications pour les services de transition sont discutées.