Individuals with Intellectual Disability (ID) struggle to learn daily living skills (DLS) required for independent living. One specific skill set that is challenging for individuals with ID is grocery shopping. The current study is one of two investigations that have been undertaken entirely in the community and without the use of booster session simulations in a classroom. This study investigated the effects of using least-to-most prompting and mobile technology as a tool to assist 18 to 22-year-old adult students with ID to find six items from a grocery-shopping list. Dependent measures included the number of task steps completed correctly, selecting the correct items from the shopping list, and the duration of shopping. Sessions were conducted twice a week in a community grocery store. A single subject, multiple probe design across participants was employed. There were three phases in this study. The phases included: (a) teaching an initial grocery list, (b) teaching a re-sequenced grocery list, and (c) teaching a replacement grocery list. Overall, the participants demonstrated improvements in their ability to complete the task steps and locate grocery items during the intervention condition in phase one. Two of the three participants’ duration of shopping also improved over the course of the intervention in phase one. However, only one participant advanced to phases two and three of the study as the others did not meet the criterion of achieving 85% or better on the task analysis, which was needed to advance to the subsequent phases of the study. The results of this study suggest that the use of mobile devices used with least-to-most prompting can have a degree of positive effect on the acquisition of functional skills such as locating grocery items by 18 to 22-year-old students with ID. However, for some students either additional weekly sessions in the community setting or classroom simulations are needed. Alternatively, researchers and practitioners might consider pairing mobile technology with different prompting and prompt fading systems (e.g., most-to-least prompting) for students struggling to acquire this skill set in a community setting.

Current gaps in knowledge about twice-exceptional youth relative to those with only one exceptionality (e.g., high ability or ADHD) include how twice-exceptional students perceive their friendships (Foley Nicpon et al., 2010). Some researchers have found friendship qualities to be less positive for youth with ADHD (Humphrey et al., 2007), yet others have found friendships to be rated more positively by gifted youth (Field et al., 1998). The current investigation sought to determine how friendships are perceived by twice-exceptional youth compared to peers with ADHD or high ability or achievement, and those with average ability or achievement and no diagnosis. Participants included 65 youth (35 boys, 33 girls) in middle school. Participants completed the Friendship Qualities Scale (Bukowski et al., 1994), in addition to a demographic questionnaire completed by parents. A repeated-measures ANOVA design was utilized to compare friendship quality ratings based on ability or achievement and ADHD diagnosis, as well as gender. Participants with ADHD, regardless of ability or achievement, reported significantly less companionship, help, and security with a best friend than those without a diagnosis. Boys were observed to report significantly less closeness with a best friend than girls. Implications of the current findings for counseling psychologists in the areas of practice and theory include considerations of how youth are socialized based on societal beliefs about gender and disability. Additionally, recommendations for treatment considerations, particularly for twice-exceptional youth, may include strengths-based interventions to support areas of strength to help accommodate difficulties.

The purpose of the present study was to examine the self-perceptions of gifted individuals who have a disability that impacts their ability to learn and/or express knowledge, a population known as "twice-exceptional." Twice-exceptional participants were compared to gifted participants without disabilities to determine whether they differed in their self-perceptions. The self-perceptions that were measured in this study were self-esteem, global self-concept, academic self-concept, and sense of inadequacy. Scores from the Behavior Assessment Scale for Children--2nd Edition (BASC-2) and the Piers Harris Children's Self-Concept Scale--2nd Edition (Piers-Harris 2) from school-age youth (n = 97) between ages 7 and 17 were used in the present study. Participants included 40 gifted youth, 29 gifted youth with learning disabilities, and 28 gifted youth with Attention-Deficit/Hyperactivity Disorder (ADHD). Correlations that were calculated among age, gender, and scales measuring self-esteem, global self-concept, and sense of inadequacy for each group of twice-exceptional participants (G/ADHD, G/LD) revealed that neither age nor gender was significantly correlated with the three measures of self-perception. Self-Esteem and Total Self-Concept were positively correlated for each category of twice-exceptional participants, and Sense of Inadequacy was negatively correlated with the former two measures. Gifted participants with learning disabilities were significantly different from gifted participants without disabilities on Self-Esteem, Intellectual and School Status (a measure of academic self-concept), and Sense of Inadequacy. Gifted youth reported higher levels of self-esteem and academic self-concept, and lower levels of sense of inadequacy. Gifted youth with ADHD were not significantly different from either comparison group. All three groups reported scores in the average range, with the exception of Intellectual and School Status. On this measure, gifted participants without disabilities reported scores in the above average range. Within the entire sample of participants, Interpersonal Relations and Sense of Inadequacy were found to predict 61% of the variability in Total Self-Concept Scores. Research and practice implications of the findings from these analyses were discussed.

Throughout the last decade (1999-2009) Florida's Bureau of Exceptional Education Student Services, in partnership with Institutions of Higher Education created the Florida Virtual ESE program to develop and deliver online professional development courses. The state also provided tuition support for teachers to participate in online professional development coursework to earn credentials necessary to be considered Highly Qualified. Online course delivery is thought to be a cost-effective approach to the provision of professional development for in-service teachers. However, there is a need to examine what it takes to create meaningful online learning experiences that facilitate the goals and objectives particular to the field of special education. Thus, this study explored the nature and qualities of the instructor's and six graduate-level exceptional student educators' experience in one Virtual ESE course entitled: Educating Students with Autism. This study utilized Portraiture Methodology because it provided a systematic framework to develop understandings of lives, pedagogy, or cultural institutions. The products from this genre of research approach are compelling, empirically grounded, and meaningful portraits (Lawrence-Lightfoot & Davis, 1997). Data collection for this study included: semi-structured interviews, classroom observations, document reviews, and analysis of artistic and photographic data. These data documented different aspects of each individual's experience in the online course and the relation of the course to her teaching practice. Portraits developed as a result of this inquiry were grounded in the following: (a) participants' general understanding of the nature and purpose of the course, (b) their understanding the online pedagogical tools used for instruction, (c) their perceptions of the online discussion boards (synchronous and asynchronous), and (d) their concerns. These experiences were woven into portraits that highlight the importance of themes including, but not limited to, relationships, course design and content. The final portraits illuminated idiosyncratic issues that emerged within the context of student's professional and personal lives and impacted their engagement in the online course.

The process of transition to school for children with special needs is a complex one. There is a range of stakeholders involved in the process - the child, their family and a range of professionals. The process involves a change from one set of service providers to another, and may include shifts in philosophies, models of service delivery and qualifications and practices of staff. If the process is to be effective and efficient continuity is essential, including continuity between services the child is leaving and the school; of teaching and learning; of relationships with families; and of planning and management of the transition process. During the transition process the attitudes and views of families and professionals are enmeshed within a framework of policies, management procedures and the decision making required within each. This thesis includes an outline of best practice and investigates the issue of continuity during the transition from early intervention services to school. Research was carried out in Western Sydney with a group of early childhood teachers who described their current beliefs and practices related to transition. The results are outlined and discussed and recommendations made for the delivery of more effective transitions to school for children with special needs and their families / Master of Education (Hons) / YES/NO

This field study report is concerned with the development, implementation and evaluation of a Diploma of Special Education (UG2) teacher training program. In March, 1974, the Advanced Education Beard of Mew South Wales requested that Nepean College of Advanced Education, Westmead, implement a one year training course for Generalist (Resource) Teachers in Special Education to begin in February, 1975. The lecturers in special education, Mr. Richard Fee and Mr. George Comino, proceed to design a training program which departed radically from the approach adopted by the other colleges of advanced education in New South Wales (Mitchell, Newcastle, Kuring-gai, Alexander Mackie). Instead of following the noncategorical/ commonality approach used at these colleges, Nepean chose the categorical method. With this method, the education of a number of different handicapped children is studied separately (i.e. mentally retarded, orthopaedically handicapped, etc.) rather than by studying the various disorders collectively (i.e. Exceptional Children in Society, Exceptional Children in School, etc.). In order to evaluate the effectiveness of Nepean's approach to training special education teachers, on-going and summative evaluation in a variety of forms was carried out during the first semester. This evaluation which included the administration of a pilot Teacher Competency in Special Education Self-Rating Scale clearly demonstrated that the first intake of 29 students made significant increases in their ability to teach exceptional children. The results of the evaluation also assisted the lecturers in determining areas of course weakness which could be alleviated during the second semester.

Approximately 600 to 500 million years ago, a major evolutionary radiation called the “Cambrian Explosion” gave rise to nearly all of the major animal phyla known today. This radiation is recorded by various fossil lagerstätten, such as the Burgess Shale in Canada, where soft-bodied animals are preserved in exquisite detail. Many Cambrian fossils are enigmatic forms that are morphologically dissimilar to their modern descendants, but which still provide valuable information when interpreted as stem-group taxa because they record the actual progression of evolution and give insight into the order of character acquisitions and homologies between living taxa. One such group of fossils is the anomalocaridids, large presumed predators that have had a complicated history of description. Their body has a trunk with a series of lateral lobes and associated gills, and a cephalic region with a pair of large frontal appendages, a circular mouth apparatus, stalked eyes and a cephalic carapace. Originally, two taxa were described from the Burgess Shale, Anomalocaris and Laggania, however data presented herein suggests that the diversity of the anomalocaridids was much higher. Newly collected fossil material revealed that a third Burgess Shale anomalocaridid, Hurdia, is known from whole-body specimens and study of its morphology has helped to clarify the morphology and systematics of the whole group. Hurdia is distinguished by having mouthparts with extra rows of teeth, a unique frontal appendage, and a large frontal carapace. Two species, Hurdia victoria and Hurdia triangulata were distinguished based on morphometric shape analysis of the frontal carapace. A phylogenetic analysis placed the anomalocaridids in the stem lineage to the euarthropods, and examination of Hurdia’s well-preserved gills confirm the homology of this structure with the outer branches of limbs in upper stem-group arthropods. This homology supports the theory that the Cambrian biramous limb formed by the fusion of a uniramous walking limb with a lateral lobe structure bearing gill blades. In this context, new evidence is present on the closely allied taxon Opabinia, suggesting that it had lobopod walking limbs and a lateral lobe structure with attached Hurdia-like gills. The diversity of the anomalocaridids at the Burgess Shale is further increased by two additional taxa known from isolated frontal appendages. Amplectobelua stephenensis is the first occurrence of this genus outside of the Chengjiang fauna in China, but Caryosyntrips serratus is an appendage unique to the Burgess Shale. To gain a better understanding of global distribution, a possible anomalocaridid is also described from the Sirius Passet biota in North Greenland. Tamisiocaris borealis is known from a single appendage, which is similar to Anomalocaris but unsegmented, suggesting this taxon belongs to the arthropod stem-lineage, perhaps in the anomalocaridid clade. Thus, the anomalocaridids are a widely distributed and highly diverse group of large Cambrian presumed predators, which provide important information relevant to the evolution of the arthropods.

The Pennsylvania Department of Environmental Protection has set designated uses for all of the 83,000 miles of waterways based on their quality. Only the highest quality streams are afforded the highest protection with a High Quality (HQ) or Exceptional Value (EV). Little Sewickley Creek is designated as a High Quality-Trout Stocking Fishery and may warrant redesignation as an Exceptional Value waterway. The aim of the study was to provide technical data on the stream to support an EV reclassification. The report has compiled previous data and collected new data in order to file a formal petition to the PA DEP. The petition process involves consideration of physical, chemical, biological data on the stream, along with the land use of the watershed. The report gives an example of a stream located just outside of Pittsburgh that has extremely high biodiversity and deserves the highest protection to preserve it for future generations. / Bayer School of Natural and Environmental Sciences; / Environmental Science and Management (ESM) / MS; / Thesis;

Thesis (M.S.W.)--University of Hong Kong, 1988.

No description available.