Related Services Personnel Research Articles

The educational interpreter's role is clear: special education related service personnel.

The educational interpreter's role is clear: special education related service personnel.

Peer-Assisted Aided AAC Modeling for Students With Complex Communication Needs

This article presents the rationale, evidence base, and strategies for teachers and related service personnel to implement peer-assisted Augmentative & Alternative Communication (AAC) modeling with their students with complex communication needs within inclusive settings across the school day. Specific steps for teaching the student’s same-age peers to use aided AAC modeling are provided, as well as overall recommendations for implementation. Aided AAC modeling examples and strategies for collecting data on student AAC use are also included.

High-Quality Inclusion in Preschool Settings: A Survey of Early Childhood Personnel

We utilized a survey to explore how early childhood personnel delivered high-quality and inclusive preschool special education and related services to young children with disabilities in one U.S. Western state. We conducted quantitative analyses on 418 participants’ survey responses, including t tests and Mann Whitney tests to examine differences in the use of high-quality inclusion practices between early childhood special educators (ECSEs) ( n = 209) and related service personnel (RSP) ( n = 209). Findings indicated that ECSEs were more likely than RSP to implement high-quality inclusion practices. All personnel reported inconsistent use of teaming practices. Services were provided most often inside the classroom with peers; however, several personnel provided support to children inside their classroom but in a separate space or outside of their classroom. We discuss findings in the context of ways in which early childhood personnel can be supported to use high-quality inclusion practices.

장애아통합어린이집 유아특수교사와 특수교육 관련서비스 전문가 간 협력적 팀 접근 경험 및 인식

The purpose of this study is to examine the experience and perceptions of the collaborative team approach and how to support the needs of early childhood special education teachers and related service personnel to implement effective Individualized Educational Plans (IEPs). In this study, a focus group interview was conducted with six special education teachers working at national inclusive daycare centers and special education-related service personnel who have experience of collaborating with special education teachers while working at therapeutic institutions for young children with disabilities. The results demonstrate that nine upper categories and 18 lower categories were derived in the special education teachers’ group, and nine upper categories and 21 lower categories were derived in the related service personnel groups. In terms of the collaborative team approach, there was a difference in perception and experience of IEPs between both groups. With regard to IEP implementation, both groups had experienced difficulties with communication and support, while they expected each other to support their roles as information providers for the development of young children with disabilities. In addition, the results also highlighted that efforts are required to acknowledge each other’s expertise, building a cooperative network, and institutional improvement in order to implement a collaborative team approach. This study is meaningful because it not only identifies experiences and perceptions of collaborative team approaches between special early childhood education teachers and related service personnel for effective IEP implementation, but it also examines how to enhance the collaborative team approach and make improvements to practice and agreed education.

Designing Inclusion: Using 3D Printing to Maximize Adapted Physical Education Participation

While assistive technology is often suggested as a way to increase, maintain, or improve functional ability for individuals with disabilities within physical activity (PA) settings, cost and availability of such items are often noted as barriers. In recent years, 3D printing has become available to the general public through the adoption of 3D printers in schools, libraries, and universities. Through individual design and rapid prototyping, 3D printing can support physical educators in accommodating student need for assistive technology through a multitude of modification possibilities. This article will highlight the capacity for 3D printed assistive technology within educational settings, and will illustrate how teachers, APE specialists, and other related service personnel can utilize this technology to support student success in PE and PA settings. This article will also assist practitioners with locating, uploading, and utilizing existing collections of 3D assistive technology models from open-source websites, such as Thingiverse.

Creating Collaborative Schools in the United States: A Review of Best Practices

Collaboration is considered an essential characteristic for inclusive education to be effective and reflective of research-based best practices. General and special education teachers and related service personnel must work together and share goals, strategies, and physical space for students with and without disabilities to learn in inclusive settings. Teachers and parents must build trusting and collaborative partnerships in the delivery of inclusive education. Finally, students with and without disabilities must work together and support one another in building effective schools. We offer research-based strategies for and examples of effective collaborative relationships and outcomes from those relationships.

Persepsi Masyarakat Pengguna Jaminan Kesehatan Nasional (JKN) tentang Pelayanan Kesehatan Masyarakat di RSUD Dr. H. Slamet Martodirdjo Pamekasan Madura

This study aims to determine the public perception of health services that use the program of National Health Insurance in Dr. H. Slamet Martodirdjo Pamekasan Madura as well as the existence of BPJS Health itself. This type of research is descriptive quantitative. Methods of data collection in this study is to use questionnaires (questionnaires) and interviews. The sample in this research is obtained by purposive sampling method. Based on the existing criteria, obtained 168 respondents. Data analysis method is done by using likert scale, with data scoring analysis technique. Based on the results of data analysis from the existing sub-dimensions, some sub dimensions responded positively by the community, some sub dimensions responded to doubt / neutral such as the availability of drugs for patients BPJS, BPJS patient acceptance procedures, and sub dimensions of hospitality, courtesy. The best community response is in the Assurance dimension associated with the availability of a specialist physician with a score of 707 in the agreed category. Neutral response with the highest score of 570 is in the sub-dimension of the doctor trying to calm the patient's anxiety about the illness suffered. In addition there is also a negative response that is in the sub Empathy (concern) related nurses spend a special time to communicate with patients score 404 in the category disagree. In addition to the sub dimensions of access (acess) related service personnel do not discriminate the patient’s economy responded negatively with a score of 398 in the category disagree.

Goal Development Practices of Physical Therapists Working in Educational Environments

ABSTRACTAims: The aims of this study were to (1) describe the practices that school-based physical therapists use in developing student goals, and (2) identify facilitators and barriers to development of goals that are specific to participation in the context of the school setting. Methods: 46 school-based physical therapists who participated in a previous study on school-based physical therapy practice (PT COUNTS) completed a questionnaire on goal development. Frequencies and cross tabulations were generated for quantitative data. Open-ended questions were analyzed using an iterative qualitative analysis process. Results: A majority of therapists reported that they frequently develop goals collaboratively with other educational team members. Input from teachers, related services personnel, and parents has the most influence on goal development. Qualitative analysis identified five themes that influence development of participation-based goals: (1) school-based philosophy and practice; (2) the educational environment, settings, and routines; (3) student strengths, needs, and personal characteristics; (4) support from and collaboration with members of the educational team; and (5) therapist practice and motivation. Conclusion: Goal development is a complex process that involves multiple members of the educational team and is influenced by many different aspects of practice, the school environment, and student characteristics.

Related Services Personnel and Evidence-Based Practice: Past and Present Challenges

Related Services Personnel and Evidence-Based Practice: Past and Present Challenges

School Sports, Sexual Abuse, and the Utility of School Social Workers

Sport participation is one hallmark of American childhood and adolescence. Approximately 25 million children and adolescents play competitive sports within schools and 30 to 45 million participate in at least one school or community-based athletic program (NYU Child Study Center, 2010). Young people who participate in sports earn higher grades, manage their time better, make quicker decisions, and experience better professional outcomes when compared with their nonathlete peers (Engle & Gurian, 2004). Because of the mentorship, time spent, and attention given, coaches contribute enormously to the development of student-athletes. Primary and secondary school coaches might have an even greater influence over student-athletes because, in many cases, they are also their teachers. The occurrence of sexual abuse among youths, particularly those in junior high and high school participating in school sports, is a phenomenon that has received very little attention from school social workers and other related service personnel. Despite the reality that millions of children and adolescents participate in sports yearly, there is little written within the research literature on the role of related services personnel on how to protect children and adolescents from sexual abuse at the hands of teachers who serve as coaches, sports administrators, and other school-affiliated authority figures. Similarly, despite the reality that teachers, in every state, are mandated reporters, many are uneasy about making accusations against their colleagues. We know little empirically about the challenge of sexual abuse occurring between authority figures and youths in schools, yet local news outlet throughout the nation do report its occurrence and allegations. This prompts the need for greater research, education, and enhanced awareness on the topic. School social workers should be aware of the signs, symptoms, and procedures for reporting sexual abuse between authority figures in school and youths. Language: en

What Should School Social Workers Know about Children Exposed to Adult Intimate Partner Violence?

Schools are a prime venue of support for children exposed to adult intimate partner violence (IPV). Estimates indicate that each year as many as 15 million U.S. children (from birth to age 17) are exposed to IPV directed toward one of their parents (McDonald, Jouriles, Ramisetty-Mikler, Caetano, & Green, 2006). Of these, 7 million are thought to be in homes with severe IPV, comprising 13.3 percent of American children living in households with married or cohabiting caregivers. We know that children exposed to IPV are in our schools, making it imperative that school social workers and other related services personnel understand these children's experiences and intervention methods. IPV victims face many barriers to attaining help for themselves and their children (Kennedy et al., 2012), and schools are one of the few outside organizations in regular contact with this vulnerable, often socially isolated population. In this editorial, I discuss how children are exposed to adult IPV, the risks they face (both general and school specific), their potential for resilience, helping approaches, and available resources. Language: en

Shifting from Zero Tolerance to Restorative Justice in Schools

Many schools continue to have mandatory guidelines for dealing with a host of school behavioral problems that affect school climate and academic performance (Gonzalez, 2012). Even with the movement toward evidence-based methods and schoolwide intervention plans by related school services personnel, the disproportional suspension, expulsion, and referral to juvenile justice continues. The frequent reliance on suspension does not yield the benefits proponents often claim it does, neither for deterrence nor academic achievement (Skiba et al., 2003, p. 1). In fact, zero tolerance policies have been the catalyst for the school-to-prison pipeline, still occurring in many major metropolitan school districts throughout the United States (Fabelo et al., 2011; Gonzalez, 2012; Skiba et al., 2003). Researchers continue to question the need for zero tolerance policies and now charge that the cure all for school disciplinary problems needs replacing. A 10-year study of zero tolerance policies by the American Psychological Association concluded that the use of exclusionary policies did not improve school safety (Gonzalez, 2012). In a statewide investigation of the Texas public school system, tracking seventh- … Language: en

Teaching children with Niemann-Pick disease

Niemann-Pick Disease (NPD) is a group of rare inherited disorders that are both systemic and degenerative. Knowledge of the disease, its characteristics, and its progression are essential for the teacher and related service personnel to provide an appropriate educational experience for the student. For the teacher who has a student with NPC1 in his/her classroom, the focus is two-fold: first to provide a supportive academic environment for the student with NPC1 and her/his classroom peers; and, second, to provide emotional support for the student and the family. Included in this manuscript are suggested accommodations for the teacher and other therapists and related service personnel to use in providing an appropriate education for a student with NPC1.

School Violence Reduction and Related Services Personnel

School Violence Reduction and Related Services Personnel

Assistive Technology Service Delivery in Rural School Districts

Little is known about the implementation of assistive technology (AT) services for students in rural areas. This study investigated the AT service delivery in 10 rural districts across six states. The results indicated that students use AT across functional areas, but considerably fewer number of devices than do those not living in rural areas. AT experts attended a low percentage of IEP meetings, and the AT expertise of related service personnel is rated highly. Teachers reported that rural students have access to the technology they need; however, they also indicated they needed more training on available technology for their students.

Education for childhood obesity prevention across the life-course: workshop conclusions.

The objectives of this paper are to present the conclusions from the workshop ‘Education for childhood obesity prevention: a life-course approach', coordinated by the Pan-American Health Organization and the Pan-American Health and Education Foundation, and held on 14 June 2012 in Aruba, as part of the II Pan-American Conference on Childhood Obesity (http://www.paco.aw/). This workshop focused on the need to recognize the life-course framework and education as a social determinant of health to address the childhood obesity epidemic through diverse education-based initiatives. Workshop participants agreed that both education per se and the education sector are key for obesity prevention and must form part of multidisciplinary interventions and collaboration between schools, families and the entire society. Capacity building in obesity prevention is required and should include the entire learning community, teachers, leaders, health-care providers, related services personnel, university professors and other interested community members. Obesity prevention initiatives should also engage key community institutions outside the formal education system, including early childhood centers, churches, pediatric/family medicine clinics, among others, to support family nutrition education, healthy food access and daily physical activity—all of which are key to promote a child's ‘healthy weight'.

The Moderating Role of Rational Beliefs in the Relationship between Irrational Beliefs and Posttraumatic Stress Symptomology

Rational Emotive Behaviour Therapy (REBT) assumes that rational beliefs act as cognitive protective factors against the development of psychopathology; however little empirical evidence exists regarding the nature of the possible protective effects that they offer. The current study investigates whether rational beliefs moderate the impact of irrational beliefs on posttraumatic stress symptomology (PTS). Three hundred and thirteen active law enforcement, military, and related emergency service personnel took part in the current study. Sequential moderated multiple regression analysis was employed to investigate: (i) the direct impact of irrational beliefs on PTS; (ii) the direct impact of rational beliefs on PTS; (iii) the moderating effects of rational beliefs in the relationship between irrational beliefs and PTS. The irrational beliefs predicted by REBT theory emerged as critical predictors of PTS symptomology, in particular Depreciation beliefs. Rational beliefs (Preferences, and Acceptance beliefs) had a direct, negative impact on levels of PTS, and Acceptance beliefs moderated the impact of Catastrophizing beliefs on PTS. Irrational beliefs are important cognitive vulnerability factors in symptoms of PTS, while rational beliefs (Acceptance) appear to have a protective role in the emergence of PTS symptoms, both directly and by moderating the impact of Catastrophizing beliefs.

Autism Worldwide: Prevalence, Perceptions, Acceptance, Action

This metanalysis scrutinizes the growth of the neurodevelopment condition known as “autism” as a modern-day phenomenon. Over the past decade and worldwide, estimates of increases between 50% to over 2000% in cases of Autistic Disorder diagnoses have been charted, studied and discussed. The rise in diagnoses of autism impacts us all. The world seeks greater awareness and understanding of the condition’s complexities; endeavors to provide research-proven strategies and accommodations to support affected individuals and their families; espouses evidence-based, best practices that adjust classroom pedagogy and teacher preparation methodology that best orient not only special education teachers, but ALL educators and related services personnel who communicate, collaborate and serve in the day-to-day, inclusive educational environment; and pursues responses from national and state education departments and ministries regarding their responsibilities to protect the civil rights of individuals with autism and improve the “systems” in which the children interact. Conclusions highlight the scramble to learn the researched and proven-successful information and productive therapies meaningful to students with autism and their families. Educators must learn and implement the interventions that enable individuals with autism to best cope, thrive and excel in environments that are safe and accepting of diversity. Recommended is continued research and creative programs that nurture and encourage the children with autism to achieve their potential.

Distance Education Programs Preparing Personnel for Rural Areas: Current Practices, Emerging Trends, and Future Directions

In this study, a review of the professional literature from 1985 through 1999 was conducted to identify any reports of technology-mediated distance education programs designed to prepare special education and related services personnel in rural areas. Data collection involved an index search of refereed journals as well as conference programs or proceedings of professional organizations, an online search of Web sites of colleges and universities, and contacts with professional colleagues known to be engaged in distance education. For each reference or report located, data were collected to answer questions related to the target population, the technologies used for delivery, the program components, the funding sources, and the intended outcomes of the program. Where needed data were lacking, researchers sought additional information by reviewing the program's Web site, brochure or other material, and interviewing personnel reposnsible for each program to clarify inconsistencies or obtain missing data. Analysis of the data revealed that many of the distance education programs that currently exist in special education and related services are focused on personnel preparation in rural areas. In addition. the technologies utilized for distance education have changed considerably over time as new options became available, with most programs making use of a combination of media for distance delivery. The demonstrated longevity of many distance education programs suggests that this mode of delivery will continue to have a major impact on personnel supply and demand in rural special education and disability services in the years to come.

Hidden, Invisible, Marginalized, Ignored: A Critical Review of the Professional and Empirical Literature (or Lack Thereof) on Gay and Lesbian Teachers in the United States

ABSTRACT The author reviewed 22 articles published in professional journals related to the field of education that examined the experiences of gay and lesbian teachers and related services personnel. Ten of the 22 articles were legal analyses; five were position papers; four reported the findings of empirical research studies; three were anecdotal reports. Gay and lesbian educators have been largely excluded from empirical studies in school and classroom settings. The author recommended the development of a critical qualitative research agenda that examines the school-based experiences of gay and lesbian teachers and related services personnel.