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No description available.

Based on my experience and the available literature I believe that many art teachers perceive that they are unprepared to adequately teach special needs students in their art classrooms. The review of literature supports the visual arts for individuals with disabilities. The inclusion movement in schools increases the likelihood that a teacher will have students with disabilities in their art classroom. It is suggested that art educators would benefit from at least one course in their pre-service training that specifically addresses art education for students with special needs. This content analysis of pre-service art education programs reveals that 5 of 18 programs studied, (28%), require such a course, with no other option, to fulfill the special education requirement. Using the published literature, my own experience, and current practices a proposed curriculum was created for an undergraduate course in art education for special needs in the inclusive art classroom.

Based on my experience and the available literature I believe that many art teachers perceive that they are unprepared to adequately teach special needs students in their art classrooms. The review of literature supports the visual arts for individuals with disabilities. The inclusion movement in schools increases the likelihood that a teacher will have students with disabilities in their art classroom. It is suggested that art educators would benefit from at least one course in their pre-service training that specifically addresses art education for students with special needs. This content analysis of pre-service art education programs reveals that 5 of 18 programs studied, (28%), require such a course, with no other option, to fulfill the special education requirement. Using the published literature, my own experience, and current practices a proposed curriculum was created for an undergraduate course in art education for special needs in the inclusive art classroom.

Long-standing health and social inequalities associated with minorities have increased their risk for infection, hospitalization, and death related to COVID-19. This disparity is further exacerbated with incarcerated individuals, yet little attention, both prepandemic and presently, has been devoted to collecting up-to-date data. This study uses the 2004 Survey of Inmates in State Correctional Facilities (SISCF), the most recent data, to explore the general offender population and self-reported chronic and medical health conditions to highlight how COVID-19 will impact marginalized populations. Results from the four binary regression models found that minority males are more likely to have chronic illnesses which increase in probability with longer sentences, number of incarcerations, and advancement in age. Our findings advocate for the development of recent data sets on inmate health, particularly minority individuals, as well as the construction of more precise health measures to address these health disparities, including COVID-19.

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No description available.

The purpose of this study was to determine the perceptions of an expert group of secondary school business teachers regarding whether previously identified competencies for working with students who have disabilities are important for secondary business teachers. The research questions used as a guide to conduct the study were: 1. From a list of identified competencies compiled from course objectives and literature, to what extent did the members of the expert panel of secondary school business teachers in Virginia and agree on competencies that are essential for business teachers related to working with students who have disabilities? 2. What comparisons can be made among the ratings of competencies by the members of the expert panel? The data were collected using a modified, two-round Delphi technique. The initial instrument used in Round I was developed by the researcher based on a literature review and authenticated by a validation panel. The 28 competencies were grouped in eight topical categories to assist in the review by the validation panel. The 16 members of a nominated Delphi panel were business education teachers from Virginia. The Delphi panel responded to the competencies using a five point Likert-type scale in which 1 = Strongly Disagree, 2 = Disagree, 3 = Neutral, 4 = Agree, 5 = Strongly Agree. The Round II instrument consisted of four competencies that did not meet consensus in Round I by having a standard deviation equal to or less than 1, and consensus was achieved on all four competencies in Round II. Of the original 28 competencies, 27 achieved the predetermined minimum mean score of 3.5 to be considered as important. The category of classroom management had the highest mean rating of 4.61 on the 5.0 scale. Also, the mean ratings were high for the categories of inclusion (4.31) and individual education programs (4.29). The two categories that had the lowest mean ratings (3.88) were characteristics of learners and transition services. Recommendations based on the results were made for improved policy and practice and for further research. / Ed. D.

No / The journey for people with Alzheimer’s disease or another dementia involves the need for increasing levels of support, with transitions across care settings. Although transitional care has received increasing attention in the health care arena, no widely accepted transitions typology exists for the dementia journey. At the same time, national dementia strategies are proliferating. We developed a typology containing six transitions that cover the dementia journey from symptom recognition to end-of-life care. We then critically evaluated whether and how the national dementia strategies of Australia, England, France, the Netherlands, Norway, Scotland, and the United States addressed each transition. Adopting a person-centered perspective, we found that most or all of the national strategies adequately address earlier transitions in the journey, but fewer strategies address the later transitions. We recommend that next-generation national dementia strategies focus on later transitions, specify how care coordination and workforce training should make transitions more person centered, and use person-centered outcomes in evaluating the success of the strategies’ implementation and dissemination.