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Descriptors:
Foreign Countries; Mental Retardation; Mass Media Use; Information Technology; Accessibility (for Disabled); Access to Information; Influence of Technology; Normalization (Disabilities); Assistive Technology; Youth Agencies; Observation; Visual Aids; Interviews; Photography; Diaries; Social Networks; Individual Activities; Youth Opportunities; Adults; Intergenerational Programs; Daily Living Skills

Abstract:
This study introduces how technology and humans are part of relationships that influence agency among people with disabilities. It aims to focus attention on the use of, and access to, information and communication technology (ICT), and agency among youths and adults with intellectual disabilities. The study draws on empirical research conducted with youths and adults with intellectual disabilities, as well as staff at a day centre. It shows that by drawing upon interests, previous experiences, and cooperating in ICT activities the participants' agency changed. Also, it shows how disability is relational and how it can be influenced by ICT. An interdisciplinary approach is adopted to interpret the findings and to explore: How do people of different ages with intellectual disabilities experience the use of ICT in their everyday lives? Are people with intellectual disabilities able to influence their level of activity by using ICT? And if so, in what ways? Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Charter Schools; Citizenship Education; Values Education; Ethical Instruction; School Culture; Core Curriculum; College Preparation; Patriotism; Democracy; Student Behavior; Daily Living Skills; Case Studies

Abstract:
This policy brief is the second in a series of in-depth case studies exploring how top-performing charter schools have incorporated civic learning in their school curriculum and school culture. This brief focuses on National Heritage Academies, a for-profit charter management company that runs 74 schools in Michigan and eight other states. NHA schools focus intensely on building strong foundations in the four core subjects--English language arts, math, science, and social studies--while also teaching electives like art, music, physical education, and technology. They are traditional in their approach to teaching, but adopt some student-centered teaching ideas. (Contains 22 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Physics; Interdisciplinary Approach; Relevance (Education); Student Motivation; Learner Engagement; Learning Motivation; Learning Modules; Daily Living Skills; Hands on Science; Molecular Structure; Technology; Science Education; Crime; Science Activities; Praxis; Curriculum Development

Abstract:
The question "how to improve the interest of students to study physics" has been discussed in the author's previous papers too. Within the framework of the project, the author prepared various new interdisciplinary projects to demonstrate how inventions in physics are used in everyday life. Now, about one year later, the author found out that students were most addressed with the modules physics and crime scene investigation physics in the kitchen, as usually with non-traditional simple experiments. The aim of this paper is to introduce the modules and discuss possible reasons of this situation. (Contains 3 figures.) [This article was prepared with the support of the European Community.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Interviews; Residential Care; Health Services; Physical Mobility; Observation; Daily Living Skills; Older Adults; Caregivers; Nursing Homes; Health Personnel

Abstract:
Purpose: The purpose of this study was to examine usual long-term care (LTC) practices related to 3 aspects of morning care and determine if there were resident characteristics related to the lack of care. Design and Methods: Participants were 169 long-stay residents in 4 community LTC facilities who required staff assistance with either transfer out of bed, dressing, and/or incontinence care and were able to respond to structured interview questions about their morning care preferences. Trained research staff conducted standardized observations during 4 consecutive morning hours once per week per participant for 3 consecutive months during usual LTC conditions and interviewed participants about their morning care preferences using a structured interview protocol once per month during this same time period. Results: Overall, 40% of the observations showed a lack of morning care provision, including any staff-resident communication about care, during the 4-hr observation period. Participants rated by staff as more physically dependent and requiring 2 staff for transfer were more likely to not receive morning care. Even when care in a particular area was absent, the majority of participants expressed a stable preference for care to remain the "same" (range of proportions was 0.75 to 0.87 for the 3 targeted care areas) and infrequently made requests for care. Implications: Efforts to promote resident-directed care should consider staffing issues related to missed care occurrences and resident issues related to level of dependency on staff as well as reduced expectations for care, which can lead to resident acceptance of low care frequencies. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Adjustment (to Environment); Measures (Individuals); Autism; Foreign Countries; Pervasive Developmental Disorders; Intelligence; Cognitive Ability; Behavior Problems; Cultural Differences; Gender Differences; Sex Role; Daily Living Skills; Young Children; Communication Skills; Interpersonal Competence; Psychomotor Skills; Psychometrics; Test Validity

Abstract:
The Vineland Adaptive Behavior Scales-II Edition 2005 (Vineland-II) is useful in assessing abilities in autism spectrum disorder, where an accurate assessment of intelligence using standardized tools is difficult both due to the unique social and communication difficulties that these children present with and the behavioral issues that occur as co-morbidity. We describe the scale and our experience in using the scale. Difficulties in administration of the scale to Indian children are illustrated. The main reasons for these difficulties center on cultural differences in gender roles an differences in the way some self-care tasks are performed. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Children; Autism; Child Development; Symptoms (Individual Disorders); Daily Living Skills; Dementia

Abstract:
Theodor Heller first described a severe regression of adaptive function in normally developing children, something he termed dementia infantilis, over one 100 years ago. Dementia infantilis is most closely related to the modern diagnosis, childhood disintegrative disorder. We translate Heller's paper, Uber Dementia Infantilis, and discuss similarities in presentation between Heller's cases, and a group of children with childhood disintegrative disorder. In particular we discuss a prodromal period of affective dysregulation described by Heller, and also evident in our sample, but not previously described in any detail since the publication of Uber Dementia Infantilis. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Autism; Foreign Countries; Pervasive Developmental Disorders; Emotional Disturbances; Behavior Problems; Children; Incidence; Daily Living Skills; Self Destructive Behavior; Hygiene; Sleep; Sensory Experience; Anxiety; Aggression; Age Differences

Abstract:
The type, frequency and inter-relationships of emotional and behavioural problems in 863 children with autism spectrum disorder (ASD) were investigated using the population-based Database of children with ASD living in the North East of England (Daslne). A high rate of problems was reported, with 53% of children having 4 or more types of problems frequently. Sleep, toileting and eating problems, hyperactivity, self injury and sensory difficulties were greater in children with lower language level and in special schooling. However, anxiety, tantrums and aggression towards others were frequent regardless of age, ability or schooling. The frequency of co-existing conditions, including such emotional and behavioural problems, in children with ASD has implications for designing appropriate support services for children and families. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Secondary Education; Credentials; Educational Attainment; Predictor Variables; Disabilities; Older Adults; High School Equivalency Programs; Comparative Analysis; High School Graduates; Health; Quality of Life; Daily Living Skills; Educational Status Comparison

Abstract:
Purpose: Educational attainment is a robust predictor of disability in elderly Americans: older adults with high-school (HS) diplomas have substantially lower disability than individuals who did not complete HS. General Educational Development (GED) diplomas now comprise almost 20% of new HS credentials issued annually in the United States but it is unknown whether the apparent health advantages of HS diplomas extend to GED credentials. This study examines whether adults older than 50 years with GEDs have higher odds of incident instrumental or basic activities of daily living (IADLs) limitations compared with HS degree holders. Methods: We compared odds of incident IADL limitations by HS credential type using discrete-time survival models among 9,426 Health and Retirement Study participants followed from 1998 through 2008. Results: HS degree holders had lower odds of incident IADLs than GED holders (OR = 0.72, 95% CI = 0.58, 0.90 and OR = 0.69, 95% CI = 0.56, 0.86 for ADLs and IADLs, respectively). There was no significant difference in odds of incident IADL limitations between GED holders and respondents without HS credentials (OR = 0.89, 95% CI = 0.71, 1.11 for ADLs; OR = 0.88, 95% CI = 0.70, 1.12 for IADLs).Implications: Although GEDs are widely accepted as equivalent to high school diplomas, they are not associated with comparable health advantages for physical limitations in older age. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Physical Education; Physical Activities; Leadership; Sport Psychology; Daily Living Skills; Case Method (Teaching Technique); Youth Leaders; Leadership Training; Youth Opportunities; Youth Programs; Educational Principles; Educational Practices; Skill Development

Abstract:
Leadership is an important life skill that can and should be developed in young people. Sport and physical activity contexts have been identified as a prime venue for developing leadership in youths, but they are underused. Coaches and physical educators can play an integral role in helping their athletes and students to develop leadership skills. This article provides a brief summary of the principles of developmental youth leadership, including those derived from the general psychology and sport psychology literatures. It also describes what coaches and physical educators need to know about youth-leadership development practices using a case study approach. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Psychological Needs; Daily Living Skills; Democratic Values; Social Development; Emotional Development; Social Cognition; Skill Development; Developmentally Appropriate Practices

Abstract:
"Democratic life skills" are social-emotional capacities that children need to be productive citizens and healthy individuals in a modern, diverse society. The construct for these skills comes from many sources. One helpful source is Maslow's concept of two coexisting sets of motivational needs in each individual: one set for security, belonging, and affection; the other set for exploration, learning, and growth. Democratic life skills 1 and 2 relate to the stronger motivational source--for physical and emotional security. As children attain skills 1 and 2, they become ready to make progress with skills 3, 4, and 5. The author begins a series exploring the five democratic life skills: (1) Finding acceptance as a member of the group and as a worthy individual; (2) Expressing strong emotions in nonhurting ways; (3) Solving problems creatively--independently and in cooperation with others; (4) Accepting unique human qualities in others; and (5) Thinking intelligently and ethically. This article focuses on the first democratic skill. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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