Academic Disability Research Articles

Investigating the relationship between e-learning and mobile learning on students' academic self-handicapping during the outbreak of COVID-19

Abstract: Purpose: The aim of this study was to investigate the relationship between virtual education and mobile learning on students' academic self-handicapping during the outbreak of COVID19. Research Methodology: The present study is a descriptive study of correlation type. The statistical population includes all primary school students in Zabol city. Using Cochran's formula and Morgan’s table and cluster random sampling method, 277 people were selected as the research sample. Data were collected using the Jones & Rudwalt (1982) Academic Self-handicapping Scale Questionnaire, Mobile Learning Ability Questionnaire, and Virtual Learning Questionnaire. Results: The results of statistical analysis indicate that there is a positive and significant relationship between students’ academic disability and virtual education. The intensity of this relationship is very strong and virtual education has the power to predict academic self-handicapping(P?0.05). Besides that, there is no significant relationship between students’ academic disability and mobile learning. Conclusion: Therefore, we conclude that students who are more prone to academic disability are less likely to participate in the classroom. Limitations: One of the most important limitations of the present study is that due to the timing of the conference, researchers did not have enough time to conduct follow-up tests to sustain the impact of brain teasers. Keywords: 1. Academic disability 2. Mobile-learning 3. Outbreak of COVID-19 4. Students 5. Virtual education

Bridging yesterday and tomorrow: Responses to the new disability rights paradigm in the post-socialist region

In the post-socialist region, both disability NGOs and disability research have been hostages of the medical model. The last decades mark the end of this dependence, however, a question remains over whether disability activism and research have become allies, implementing human rights-based disability policy. The goal of this paper is to reveal the relationship between academic disability research and disability activism and their influence on disability policy in the post-socialist region. The objectives of the research are to analyze the peculiarities of academic disability discourse and disability activism, their intersection points as well as their actual impact on disability policy. As a reference point for this analysis, we will take the trends of disability discourse and the rise of disability activism in the Global North countries. Thus, this paper contributes to the „careful dialogue" (Rassel, Iarskaia-Smirnova, 2013) between the post-socialist and Western understandings of disability. Authors overview the emergence of civil society and disability activism in post-socialist countries, discuss the changing role of researchers in the disability field, present and compare findings from experts' research, and quantitative content analysis of disability-related academic texts.

Risk Factors for Bullying Victimization in Children with Neurofibromatosis Type 1 (NF1).

Neurofibromatosis type 1 (NF1) is an autosomal disorder associated with numerous physical stigmata. Children with NF1 are at known risk for attention-deficit/hyperactivity disorder (ADHD), academic struggles, and significant social difficulties and adverse social outcomes, including bullying victimization. The primary aim of this study was to identify risk factors associated with bullying victimization in children with NF1 to better inform clinicians regarding targets for prevention and clinical intervention. Children and a parent completed questionnaires assessing the bully victim status, and parents completed a measure of ADHD symptoms. Analyses were completed separately for parent-reported victimization of the child and the child’s self-report of victimization. According to the parent report, results suggest ADHD symptoms are a significant risk factor for these children being a target of bullying. Findings for academic disability were not conclusive, nor were findings related to having a parent with NF1. Findings indicate the need for further research into possible risk factors for social victimization in children with NF1. Results provide preliminary evidence that may guide clinicians working with children with NF1 and their parents in identifying higher-risk profiles that may warrant earlier and more intensive intervention to mitigate later risk for bullying victimization.

The Relationship Between Interpersonal Relationship and Math Achievement of Students with Poor Academic Performance

Interpersonal relationship has become an important aspect of social research on students with academic disabilities, because interpersonal relationship not only has an impact on the academic development of students with academic disabilities, but also causes a series of psychological problems, so it is of great theoretical and practical value to discuss this aspect. In order to explore the relationship between interpersonal relationship and math achievement of students with academic disability, this study adopted the method of cluster random sampling, using interpersonal relationship scale of primary and secondary schools and academic proficiency test as research tools, and investigated 17,335 fourth-grade students in Q city. The results showed that: (1) Compared with other students, students with poor academic performance scored lower in interpersonal relationship, among which the score of peer relationship was the lowest, and the score of girls was significantly higher than that of boys; (2) There is a significant positive correlation between the interpersonal relationship and the academic performance of the students with poor academic performance, which has a predictive effect on the academic performance, and the teacher-student relationship has the highest predictive rate on the academic performance. In order to improve the academic performance of students with academic disabilities and promote their physical and mental health development, parents and schools should pay attention to the interpersonal relationship of students with academic disabilities and cultivate students' social communication skills through diversified ways. To improve teachers' sense of responsibility and strengthen the transformation of students with poor academic performance; Work together to create a good interpersonal atmosphere to promote the all-round development of students.

Our Peers—Empowerment and Navigational Support (OP-ENS): Development of a Peer Health Navigator Intervention to Support Medicaid Beneficiaries With Physical Disabilities

People with disabilities (PWD) are a health disparities population who experience well-documented physical, structural, attitudinal, and financial barriers to health care. The disability rights community is deeply engaged in advocacy to promote health care justice for all PWD. As the community continues to work toward systems change, there is a critical need for community-directed interventions that ensure individuals with disabilities are able to access the health care services they need and are entitled to. Peer health navigator (PHN) programs have been shown to help people from diverse underserved communities break down barriers to health care. The PHN model has not been systematically adapted to meet the needs of PWD. In this article, we describe the collaborative process of developing Our Peers—Empowerment and Navigational Supports (OP-ENS), an evidence-informed PHN intervention for Medicaid beneficiaries with physical disabilities in Chicago, IL, USA. Our Peers—Empowerment and Navigational Supports is a 12-month community-based PHN intervention that pairs Medicaid beneficiaries with physical disabilities (peers) with disability PHNs who use a structured recursive process of barrier identification and asset mapping, goal setting, and action planning to help peers meet their health care needs. Our Peers—Empowerment and Navigational Supports was developed by a collaborative team that included disability rights leaders, representatives from a Medicaid managed care organization, and academic disability health care justice researchers. We highlight both the conceptual and empirical evidence that informed OP-ENS as well as the lessons learned that can assist future developers.

4.13 Predictors of Academic Overachievement, Normal Achievement, and Learning Disability in ADHD, ASD, and General Population Samples

4.13 Predictors of Academic Overachievement, Normal Achievement, and Learning Disability in ADHD, ASD, and General Population Samples

Review of recent researches on air pollution effects on human cognitive functions

Air pollution is of factors leading to disturbance in nervous system while its acute neurological effects have not been completely studied. In metropolis, communities experience various social problems caused by air pollution such as retardate, academic disability, and increasing crime rate due to disturbed cognitive functions of children and vulnerable generation without being aware of the effect of air pollution on perception power of human. In this research, the published researches in 2017 available in database and publishers of valid scientific publications such as PubMed and Elsevier were reviewed then 11 related papers were selected to check and criticize their methodology, research instruments and results.Results indicated that the review researches employed various tests and instruments to assess cognitive functions, but most of them obtained similar results introducing disturbing and preventive effect of air pollution on mental functions; however, these studies did not determine the prominent effect of each air pollutant factor on specific area of brain and effect of genetic and environmental background of individuals. Moreover, valid and authentic tests were not employed in many of these papers to assess cognitive function and perception power, while validity and reliability of each of cognitive function tests have been determined and proved to assess the function of specific part of brain.

Improving Student Learning and Professional Preparation in Health Promotion Utilizing Partnerships

Partnerships have been developed between faculty in the Department of Health, Human Performance and Recreation at Southeast Missouri State University and professionals from several organizations. These include on-campus partnerships with other academic departments, Recreation Services, Counseling and Disability Services, and a wide variety of off-campus partnerships including those with hospitals, fitness centers, county health departments, local coalitions, not-for-profits, schools K–12, and local corporations. All of these partnerships have resulted in substantial experiential learning opportunities for the students in the BS in Health Management: Health Promotion Option Program. Some of the skills students have acquired include improved written and oral communication skills, public speaking, program planning, program implementation, data collection, program evaluation, exercise testing, and prescription and health screening. The experiential learning activities students completed in two of the required classes in the major are described in this article.

Association between electronic cigarette smoking and allergic rhinitis – The Korea National Health and Nutrition Examination Survey (2015)

Purpose: Allergic rhinitis (AR) is one of the common chronic diseases. Although it is not a life-threatening disease, its persistent symptoms may cause fatigue, mood change, discomfort at work, and academic disability as well as the decrease of quality of life. The prevalence of AR has been increasing steadily due to the Westernized lifestyle and environmental change. In previous studies, it has been found that AR has a clear relationship with smoking. However, there is no relationship study between AR and electronic cigarettes smoking (ECS). Methods: The study was conducted on >19 -year-old adults who participated in the 2015 Korea National Health and Nutrition Ex amination Survey. Sex, age, residence status, tobacco smoking, alcohol drinking, stress level, economic status, and diagnosis of AR were analyzed by using univariate and multivariate logistic regression analyses. Results: AR tended to be associated with ECS in the Korean adult population in univariate analysis, but ECS was not statistically sig nificant in multivariate analysis. By multivariate analysis, AR was significantly related with younger age, male sex, alcohol consump tion, and stress. Moreover, the prevalence of AR was linearly decreased as age increased from 19 to 69 years. Conclusion: A diagnosis of AR was not significantly associated with ECS. Instead, AR showed an increased prevalence in adults at younger age, of male sex, and with alcohol consumption and high stress. To derive statistically significant results of relationship be tween AR and ECS, more well-designed studies focusing on the temporal causal are needed. (Allergy Asthma Respir Dis 2017;5:344-350)

From Impairment to Empowerment: A Longitudinal Medical School Curriculum on Disabilities.

All physicians will care for individuals with disabilities; however, education about disabilities is lacking at most medical schools. Most of the schools that do include such education exclusively teach the medical model, in which disability is viewed as an impairment to be overcome. Disability advocates contest this approach because it overlooks the social and societal contexts of disability. A collaboration between individuals with disabilities, educators, and physicians to design a medical school curriculum on disabilities could overcome these differences. A curriculum on disabilities for first- and second-year medical students was developed during the 2013-2014 academic year and involved a major collaboration between a medical student, medical educators, disability advocates, and academic disability specialists. The guiding principle of the project was the Disability Rights Movement motto, "Nothing about us without us." Two small-group sessions were created, one for each medical school class. They included discussions about different models of disability, video and in-person narratives of individuals with disabilities, and explorations of concepts central to social perceptions of disability, such as power relationships, naming and stigmatization, and disability as identity. According to evaluations conducted after each session, students reported positive feedback about both sessions. Through this curriculum, first- and second-year medical students learned about the obstacles faced by individuals with disabilities and became better equipped to understand and address the concerns, hopes, and societal challenges of their future patients. This inclusive approach may be used to design additional curricula about disabilities for the clinical and postgraduate years.

Growing Burden of Paediatric Deafness-Challenges in Diagnosis and Rehabilitation in India

Paediatric deafness is a handicap affecting approximately 4–6/1000 newborns. The primary justification for early identification of deafness in children relates to the direct impact on their speech and language development which is further related to the academic, social and emotional impairment and disability. In a developing country like ours, the detected number of pediatric deafness cases may be like a tip of an iceberg as 70% of population lives in rural India where due to lack of basic medical infrastructure facility and social factors most of the cases are unnoticed till the age of 3–4 yrs, when the age of complete speech development occurs. So the delay in detection of deafness is very common amongst general population. Various studies has been done in India in different parts in relation to the incidence, causes, risk factors, etc but being the second highest population in the world, the exact number and percentage of deaf children is difficult to calculate. Various organizations including National programme for detection of deafness are working towards the early identification and rehabilitations measures but we still need to go a long way.

Risk of Early Onset Substance Use among Students with and without Mild Academic Disabilities: Results of a Discrete–Time Survival Analysis

This study investigated the age of onset of substance use among 536 students with mild academic disabilities and 906 students without academic disabilities, and the extent to which emotional, conduct, and hyperactivity problems explain the differences between these two groups. Using discrete–time survival analysis, the results of this study showed that students with a mild academic disability were not at higher risk for the onset of daily smoking, and were at a significantly lower risk for the onset of weekly alcohol use and cannabis use. Though students with a mild academic disability displayed higher scores on conduct, emotional, and hyperactivity problems compared with their counterparts without an academic disability, this was not reflected in an increased risk for early onset substance use.

Comparison of Oral Language Usage Among English Language Learners Diagnosed With a Learning Disability and Those in General Education

The investigator compared the linguistic characteristics of Spanish and English language samples taken from English language learners (ELLs) diagnosed with an academic learning disability (LD) and ELLs in general education to determine if the errors and characteristics of their language use differ. There was a statistically significant difference in the morphological error ratios of the English language samples when comparisons were made across groups. Comparisons within groups indicate a significant difference in the English morphological error ratios for students with an LD diagnosis. Although these findings were significant, all students, regardless of group membership, had generally mastered the fundamentals of English morphology and syntax and demonstrated the ability to learn and use English in the context of story retelling.

Disability Politics and American Literary History: Some Suggestions

For a long time now, critics have marked the presence of disabled figures in US literature, but only recently, and still sporadically, has disability been granted a politics in American literary history. In the last decade, disability studies scholarship has helped us understand “disability” as a category saturated with social meaning, embedded in specific historical contexts, and subject to contestation. American Literary History has played a part in this, with the publication, for instance, of two landmark pieces, Lennard Davis's review essay “Crips Strike Back” in 1999 and Tobin Siebers's “Disability in Theory” in 2001, and also of more recent work by Laura Tanner and Ben Reiss, among others.1 That academic disability studies in the US has emerged with particular intensity, institutionally, within departments of literature is itself a matter for inquiry within the domain of American literary history, but that won't be my topic here. In this essay I will make a few suggestions about the politics of disability in American literary historiography. I take my invitation to move in the realm of suggestions from a review of Stephen Crane's The Monster (1899), published in the Academy shortly after Crane's death. I will argue that the review suggests a lead to a significant context that has been systematically obscured by late twentieth-century critics on Crane, who have focused on race at the expense of attending to disability dynamics in the novella. A reconsideration of disability politics in this buried historical trace sheds new light, in turn, on The Monster's ironic turn-of-the-century reworking of earlier Civil War literary plots in which race and disability are not separate but rather deeply associated and mutually reinforced.

Preventing Multiple-Choice Tests From Impeding Educational Advancement After Acquired Brain Injury

The purpose of this article is to present management strategies that can be used to breach barriers created for students with acquired brain injuries by testing the students in the multiple-choice format. This article presents a case study of a high school student with severe hydrocephalus and difficulties with state-mandated reading comprehension tests who was denied exceptional student education services because her grades were "so good." Result Although an honor student who received academic awards, she was never taught how to pass the state reading test and was denied her diploma at graduation. The cognitive obstacles posed by the multiple-choice format can be specified and treated. In-service training can help school staff and officials to recognize and serve these children promptly so that academic disability can be prevented.

Effects of Accommodations on High-Stakes Testing for Students with Reading Disabilities

The interaction hypothesis proposes that valid test accommodations benefit only those with disabilities. To evaluate this hypothesis, Grade 3 students with word decoding difficulties identified with dyslexia and average decoders were randomly assigned to take the same version of the Texas reading accountability assessment under accommodated and standard administrations. The accommodated administration was given in 2 sessions with oral reading of proper nouns and comprehension stems. Only students with decoding problems benefited from the accommodations, showing a significant increase in average performance and a 7-fold increase in the odds of passing the test. These results supported the interaction hypothesis, showing that accommodations designed for a clearly defined academic disability can enhance performance on a high-stakes assessment.

Language Disorders in Preterm Toddlers with Ventricular Hemorrhage

Introduction: Prematurity is a risk factor for neurodevelopment outcome. Ventricular hemorrhage (VH) affects especially preterm infants with low birth weight and low gestational age. Language delay is closely associated with future academic disability. Objective: Investigate the effect of VH on language development in children born prematurely. Methods: Fifty-four toddlers (37 weeks of gestation; < 2000g body weight at birth) were assessed when they were 12 or 24 months. They were admitted to a follow-up Program at the Pediatric Department, Universidade Federal de Sγo Paulo – Escola Paulista de Medicina. The children were divided into two groups: 30 (55.55%) with VH at birth and 24 (44.44%) without it. We used a behavior list concerning expressive and receptive language to assess language development. The performance was classified as typical or not according to the percentage of correct responses at a given chronological age. To study the relation between numeric and categorical variables we used t test and ANOVA. Likelihood ratio tests were used to analyze the association between categorical variables. Finally, the logistic regression model was used to explore the relation between VH, sex, and language delay. Results: Low birth weight (p=0.104), asphyxia (p=0.055), bronchopulmonary dysplasia (p=0.687), and mechanic ventilating therapy (p=0.509) were not associated with VH occurrence. However, the lower the gestational age the more severe the VH (p=0.035). Twenty-six (86%) children with VH at birth showed language delay; this was statistically significant when compared to children without VH at birth (p=0.000). The odds ratio for a child with VH to show language delay was eight times greater than that of a child without VH, being three times greater in boys. Conclusions: VH preterm infants, especially boys, are at a high risk of language development delay. Follow-up programs should pay attention to these children, because language development is linked to the most important levels of functioning of a human being. Moreover, psychological diagnoses at risk conditions should assess children at different ages to verify how these conditions affect the different phases of development.

Mystery or Typical Teen? The Social Construction of Academic Engagement and Disability

A qualitative study of academic engagement of five high school students labelled mentally retarded describes strategies of student participation and non-participation, and teacher perceptions. These students were non-verbal or inarticulate, and functioned in an environment of competing formal and informal assessments of their participation and understanding in the academic environment. Teachers' informal assessments of student participation revealed how the students challenged the conventional categories employed by teachers. The examples show the power of educators' perceptions to reveal or obscure student engagement.

Adolescent Mothers and Their Children

This study examines stability and change in characteristics of adolescent mothers from their child's infancy to school age, describes cognitive and behavioral characteristics of their children at school age, and reports on the relationship between maternal characteristics and child behavior and development at school age. Cognitive status and childrearing attitudes were assessed in 43 adolescent mothers (mean age 16.3 years) when their children were infants (Time 1) and again when children were school age (Time 2). At school age, mothers also completed the Louisville Behavior Checklist, and children were administered the Slosson Intelligence Test and the Wide Range Achievement Test. Significant correlations were obtained between maternal measures at Time 1 and Time 2, and no significant differences were observed between mean scores at Time 1 and Time 2 on any measures. Children demonstrated average intelligence, but mean achievement was almost 1 SD below average. Significantly more children had high scores than expected on scales for hyperactivity and academic disability. Except for maternal vocabulary, maternal measures obtained at Time 1 were not directly related to children's IQ or behavior problems. Maternal vocabulary and authoritarian and hostile childrearing attitudes assessed at Time 1 contributed independently to prediction of achievement test scores in a positive direction. Mothers' vocabulary at Time 2 and high or increased hostile childrearing attitudes contributed positively to prediction of child IQ. Mothers who still had high scores in authoritarian childrearing attitudes or whose scores increased had children with lower IQs. Changes in attitudes or contemporary measures of attitudes were also related to behavior problems at school age.

Cognitive competencies and aggressive behavior: A developmental study

A number of studies have demonstrated that increased socially related cognitive skills are associated with decreases in aggressive behavior. However, the link between aggression and intelligence or academic skills is less evident. While some research indicates that poor academic performance is related to aggression, it is unclear which components of intellectual ability and performance are critical to the management of aggressive behaviors. In two independent longitudinal studies of elementary school-age children, the relationship among several aspects of cognitive competence and several aspects of aggressive behavior were examined. The results of the first study showed that aggressive behavior observed in kindergarten children was more closely related to academic performance in the first and second grades than to general cognitive ability (IQ). The results of the second study, a comprehensive three-year investigation of upper elementary school-age children, indicated that teachers' assessments of aggression and parents' ratings of cruelty were consistent over time for boys, but not for girls. The intercorrelations among aggression measures within each of the three years also revealed stable sex differences. Boys identified as aggressive in the classroom were more likely to be perceived as aggressive, cruel, and/or delinquent at home, but for girls, there was little correlation between aggression at school and in the home. The analyses relating measures of cognitive functioning to indices of aggressive behavior made clear the importance of discriminating among various facets of these psychological constructs. IQ had a negligible relationship with aggression and a weak inverse relationship to delinquency. An overall index of cognitive functioning was a somewhat more consistent negative correlate of aggression, cruelty, and delinquency, especially for boys. A similar pattern was found for the correlates of academic performance. Academic disability was strongly related to delinquency in boys, and to a lesser degree to aggression in boys. Of the several cognitively related factors that were explored, Low Need Achievement manifested the strongest and most consistent relationships with the different facets of aggression and antisocial behavior, especially in boys. The implications of these results for psychological interventions in the school are discussed.