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Descriptors:
Older Adults; Homebound; Chronic Illness; Heart Disorders; Telecommunications; Intervention; Health Services; Physical Health; Mental Health; Quality of Life; Outcomes of Treatment

Abstract:
Purpose: Telehealth care is emerging as a viable intervention model to treat complex chronic conditions, such as heart failure (HF) and chronic obstructive pulmonary disease (COPD), and to engage older adults in self-care disease management. Design and Methods: We report on a randomized controlled trial examining the impact of a multifaceted telehealth intervention on health, mental health, and service utilization outcomes among homebound medically ill older adults diagnosed with HF or COPD. Random effects regression modeling was used, and we hypothesized that older adults in the telehealth intervention (n = 51) would receive significantly better quality of care resulting in improved scores in health-related quality of life, mental health, and satisfaction with care at 3 months follow-up as compared with controls (n = 51) and service utilization outcomes at 12 months follow-up. Results: At follow-up, the telehealth intervention group reported greater increases in general health and social functioning, and improved in depression symptom scores as compared with usual care plus education group. The control group had significantly more visits to the emergency department than the telehealth group. There was an observed trend toward fewer hospital days for telehealth participants, but it did not reach significance at 12 months. Implications: Telehealth may be an efficient and effective method of systematically delivering integrated care in the home health sector. The use of telehealth technology may benefit homebound older adults who have difficulty accessing care due to disability, transportation, or isolation. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Blindness; Visual Impairments; Literacy; Special Education; Elementary Secondary Education; Reading; Braille; Large Type Materials; Eligibility; Reading Instruction; Reading Materials; Teacher Certification; Special Education Teachers; Assistive Technology; Mainstreaming; Resource Room Programs; Self Contained Classrooms; Public Schools; Private Schools; Homebound; Hospitalized Children; Day Schools; Residential Schools; State Schools; Graduation Rate; High School Graduates; Dropouts; Comparative Analysis; Individualized Transition Plans; Rehabilitation; Referral; Elementary School Students; Secondary School Students

Abstract:
The Missouri Department of Elementary and Secondary Education, per Section 162.1136 RSMo, conducts an annual study of the educational status of eligible blind/visually impaired students and reports the findings to the Missouri Legislature on December 1st each year. The information contained in this report pertains to the twelve data elements identified by statute (Section 162.1136 RSMo). They include: (1) The methodology of the study; (2) The percentage of eligible students in the study who read Braille, print, or large print; (3) The number of students who have a visual impairment sufficient to meet the definition of "eligible student" as defined in RSMo section 162.1130; (4) The number of students currently reading Braille, large print, and standard print; (5) The number of Braille-reading students who no longer receive any instruction in Braille reading and writing but do receive materials in Braille and Braille-related services; (6) The number of certified vision teachers or teachers of the blind or visually impaired who are currently employed in the field in the State of Missouri; (7) The number of eligible students who use a slate and stylus and/or other devices in writing Braille; (8) The number of eligible students educated in the general classroom (Inside Regular Class greater than 79%), in an itinerant or resource classroom (Inside Regular Class 40% to 79%), in a self-contained classroom (Inside Regular Class less than 40%), or in a separate educational facility; (9) The graduation rate of eligible students compared to those students who are not disabled; (10) The number of eligible students who did not meet graduation requirements but were terminated from formal education having reached age twenty-one; (11) The number of eligible students who received transition planning services with the cooperation of the Division of Vocational Rehabilitation or Rehabilitation Services for the Blind as part of their IEP; and (12) The number of eligible students referred to Rehabilitation Services for the Blind or Division of Vocational Rehabilitation. Appended are: (1) Missouri State Plan for Special Education (Part B)--Visual Impairment/Blindness Definition; (2) Federal Quota Registration; and (3) MO-DESE Special Education Placement and Dropout Categories. [For the 2011 edition of this report, see ED541042.] 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; Talent; Academically Gifted; Information Technology; Cognitive Style; Electronic Learning; Online Courses; Learning Modalities; Best Practices; Educational Needs; Web Based Instruction; Educational Technology; Minority Group Students; Urban Schools; Higher Education; At Risk Students; Evidence; Educational Research; Annotated Bibliographies; Educational Policy; Federal Programs; Gifted; Student Needs; Special Education; Homebound

Abstract:
Gifted students have unique educational needs. Although gifted students are as varied as other students in terms of their learning styles and preferences, all gifted learners have exhibited unusual performance or potential and they have distinctive characteristics, shared by most of these students, which require effective responses from educators. Research indicates that gifted students typically feel responsible for their own learning and often learn best alone; they may not need the structure provided by external organization of content and activities. Gifted students also tend to prefer tactile and kinesthetic learning, and may not respond as well to auditory learning modes. These students understand complex ideas, enjoy theory, and often prefer abstract themes and concepts. Gifted students tend to be open and flexible in their learning and to value logic and objectivity (Thomson, 2010). The characteristics gifted and talented students share present a challenge to educators. They must find ways to help these students learn effectively. Information technology offers a means to meet the challenge by merging research-based best practices for these students with online learning. This paper provides best practices in virtual learning environments for gifted students. An annotated bibliography is included. 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:
Blindness; Visual Impairments; Literacy; Special Education; Elementary Secondary Education; Reading; Braille; Large Type Materials; Eligibility; Reading Instruction; Reading Materials; Teacher Certification; Special Education Teachers; Assistive Technology; Mainstreaming; Resource Room Programs; Self Contained Classrooms; Public Schools; Private Schools; Homebound; Hospitalized Children; Day Schools; Residential Schools; State Schools; Graduation Rate; High School Graduates; Dropouts; Comparative Analysis; Individualized Transition Plans; Rehabilitation; Referral; Elementary School Students; Secondary School Students

Abstract:
The Missouri Department of Elementary and Secondary Education, per Section 162.1136 RSMo, conducts an annual study of the educational status of eligible blind/visually impaired students and reports the findings to the Missouri Legislature on December 1st each year. The information contained in this report pertains to the twelve data elements identified by statute (Section 162.1136 RSMo). They include: (1) The methodology of the study; (2) The percentage of eligible students in the study who read Braille, print, or large print; (3) The number of students who have a visual impairment sufficient to meet the definition of "eligible student" as defined in RSMo section 162.1130; (4) The number of students currently reading Braille, large print, and standard print; (5) The number of Braille-reading students who no longer receive any instruction in Braille reading and writing but do receive materials in Braille and Braille-related services; (6) The number of certified vision teachers or teachers of the blind or visually impaired who are currently employed in the field in the State of Missouri; (7) The number of eligible students who use a slate and stylus and/or other devices in writing Braille; (8) The number of eligible students educated in the general classroom (Inside Regular Class greater than 79%), in an itinerant or resource classroom (Inside Regular Class 40% to 79%), in a self-contained classroom (Inside Regular Class less than 40%), or in a separate educational facility; (9) The graduation rate of eligible students compared to those students who are not disabled; (10) The number of eligible students who did not meet graduation requirements but were terminated from formal education having reached age twenty-one; (11) The number of eligible students who received transition planning services with the cooperation of the Division of Vocational Rehabilitation or Rehabilitation Services for the Blind as part of their IEP; and (12) The number of eligible students referred to Rehabilitation Services for the Blind or Division of Vocational Rehabilitation. Appended are: (1) Missouri State Plan for Special Education (Part B)--Visual Impairment/Blindness Definition; (2) Federal Quota Registration; and (3) MO-DESE Special Education Placement and Dropout Categories. [For the 2010 edition of this report, see ED541041.] 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:
Caregivers; Older Adults; Patients; Nursing Homes; Health Facilities; Gerontology; Intervention; Homebound; Federal Regulation; State Regulation; Needs; Medical Services; Interpersonal Communication; Hospitals

Abstract:
Community-based frail older adults, burdened with complex medical and social needs, are at great risk for preventable rapid rehospitalizations. Although federal and state regulations are in place to address the care transitions between the hospital and nursing home, no such guidelines exist for the much larger population of community-dwelling frail older adults. Few studies have looked at interventions to prevent rehospitalizations in this large segment of the older adult population. Similarly, standardized disease management approaches that lower hospitalization rates in an independent adult population may not suffice for guiding the care of frail persons. Care management interventions currently face unique challenges in their attempt to improve the transitional care of community-dwelling older adults. However, impending national imperatives aimed at reducing potentially avoidable hospitalizations will soon demand and reward care management strategies that identify frail persons early in the discharge process and promote the sharing of critical information among patients, caregivers, and health care professionals. Opportunities to improve the quality and efficiency of care-related communications must focus on the effective blending of training and technology for improving communications vital to successful care transitions. 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:
Augmentative and Alternative Communication; Home Instruction; Homebound; Disabilities; Early Adolescents; Young Adults; Parent Student Relationship

Abstract:
Home-based learning involves juggling many realities to bring out the abilities of medically fragile students. Many homebound learners use augmentative and alternative communication (AAC) for self-expression. This article provides a glimpse of what this means.

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Descriptors:
Blindness; Visual Impairments; Literacy; Special Education; Elementary Secondary Education; Reading; Braille; Large Type Materials; Eligibility; Reading Instruction; Reading Materials; Teacher Certification; Special Education Teachers; Assistive Technology; Mainstreaming; Resource Room Programs; Self Contained Classrooms; Public Schools; Private Schools; Homebound; Hospitalized Children; Day Schools; Residential Schools; State Schools; Graduation Rate; High School Graduates; Dropouts; Comparative Analysis; Individualized Transition Plans; Rehabilitation; Referral; Elementary School Students; Secondary School Students

Abstract:
The Missouri Department of Elementary and Secondary Education, per Section 162.1136 RSMo, conducts an annual study of the educational status of eligible blind/visually impaired students and reports the findings to the Missouri Legislature on December 1st each year. The information contained in this report pertains to the twelve data elements identified by statute (Section 162.1136 RSMo). They include: (1) The methodology of the study; (2) The percentage of eligible students in the study who read Braille, print, or large print; (3) The number of students who have a visual impairment sufficient to meet the definition of "eligible student" as defined in RSMo section 162.1130; (4) The number of students currently reading Braille, large print, and standard print; (5) The number of Braille-reading students who no longer receive any instruction in Braille reading and writing but do receive materials in Braille and Braille-related services; (6) The number of certified vision teachers or teachers of the blind or visually impaired who are currently employed in the field in the State of Missouri; (7) The number of eligible students who use a slate and stylus and/or other devices in writing Braille; (8) The number of eligible students educated in the general classroom (Inside Regular Class greater than 79%), in an itinerant or resource classroom (Inside Regular Class 40% to 79%), in a self-contained classroom (Inside Regular Class less than 40%), or in a separate educational facility; (9) The graduation rate of eligible students compared to those students of all students; (10) The number of eligible students who did not meet graduation requirements but were terminated from formal education having reached age twenty-one; (11) The number of eligible students who received transition planning services with the cooperation of the Division of Vocational Rehabilitation or Rehabilitation Services for the Blind as part of their IEP; and (12) The number of eligible students referred to Rehabilitation Services for the Blind or Division of Vocational Rehabilitation. Appended are: (1) Missouri State Plan for Special Education (Part B)--Visual Impairment/Blindness Definition; (2) Federal Quota Registration; and (3) MO-DESE Special Education Placement and Dropout Categories. [For the 2009 edition of this report, see ED541040.] 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:
Blindness; Visual Impairments; Literacy; Special Education; Elementary Secondary Education; Reading; Braille; Large Type Materials; Eligibility; Reading Instruction; Reading Materials; Teacher Certification; Special Education Teachers; Assistive Technology; Mainstreaming; Resource Room Programs; Self Contained Classrooms; Public Schools; Private Schools; Homebound; Hospitalized Children; Day Schools; Residential Schools; State Schools; Graduation Rate; High School Graduates; Dropouts; Comparative Analysis; Individualized Transition Plans; Rehabilitation; Referral; Elementary School Students; Secondary School Students

Abstract:
The Missouri Department of Elementary and Secondary Education (DESE) Division of Special Education (DSE), per Section 162.1136 RSMo, conducts an annual study of the educational status of eligible blind/visually impaired students and reports the findings to the Missouri Legislature on December 1st each year. The information contained in this report pertains to the twelve data elements identified by statute (Section 162.1136 RSMo). They include: (1) The methodology of the study; (2) The percentage of eligible students in the study who read Braille, print, or large print; (3) The number of students who have a visual impairment sufficient to meet the definition of "eligible student" as defined in RSMo section 162.1130; (4) The number of students currently reading Braille, large print, and standard print; (5) The number of Braille-reading students who no longer receive any instruction in Braille reading and writing but do receive materials in Braille and Braille-related services; (6) The number of certified vision teachers or teachers of the blind or visually impaired who are currently employed in the field in the State of Missouri; (7) The number of eligible students who use a slate and stylus and/or other devices in writing Braille; (8) The number of eligible students educated in the general classroom (Inside Regular Class greater than 79%), in an itinerant or resource classroom (Inside Regular Class 40% to 79%), in a self-contained classroom (Inside Regular Class less than 40%), or in a separate educational facility; (9) The graduation rate of eligible students compared to those students who are not disabled; (10) The number of eligible students who did not meet graduation requirements but were terminated from formal education having reached age twenty-one; (11) The number of eligible students who received transition planning services with the cooperation of the Division of Vocational Rehabilitation or Rehabilitation Services for the Blind as part of their IEP; and (12) The number of eligible students referred to Rehabilitation Services for the Blind or Division of Vocational Rehabilitation. Appended are: (1) Missouri State Plan for Special Education (Part B)--Visual Impairment/Blindness Definition; (2) Federal Quota Registration; and (3) MO-DESE Special Education Placement and Dropout Categories. [For the 2008 edition of this report, see ED541039.] 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:
Homebound; Federal Legislation; Academic Achievement; Technology Integration; Educational Change; Counties; Educational Technology; Professional Development; Grants; Teaching Methods; Cancer; Laptop Computers; Technological Literacy; Educational Environment

Abstract:
Fourth-grader Nicholas is a homebound cancer patient who attends Plainview Elementary School in rural Chesterfield County, South Carolina. This year he was provided a laptop and webcam as part of Chesterfield County School District's Student Technology and Education Proficiency (STEP) initiative. Prior to the implementation of the STEP program in 2007, this kind of direct virtual participation would have been impossible. In his several previous homebound experiences, Nicholas was isolated, working independently with little to no communication with his teachers or fellow students. Nicholas' experience offers a glimpse of what Chesterfield's STEP program has made possible. Much more than a laptop program, it is a model example of a comprehensive approach to improving teaching practices through the use of technology. The goal, according to John Wagnon, the district's educational technology director, is "to help improve academic achievement and technology literacy scores through increased student engagement." The initial STEP funding came from Title II-D of the No Child Left Behind Act--Enhancing Education Through Technology (EETT)--and provided each sixth-grader at Plainview Elementary School and McBee Elementary School and each seventh-grader at McBee High School with a laptop computer for use at school and home. Another striking model of the success of comprehensive technology integration is found in Pennsylvania, where state money goes to finance equipment, infrastructure, tech support, and professional development for schools participating in Classrooms for the Future, an initiative that puts advanced technology tools into the classrooms of high school students across the state. Chesterfield County and Southern Columbia are both now working to maintain their programs despite the expiration of their initial grants, finding ways to stretch their resources while applying for new grants to support their programs. Together the two districts demonstrate that no matter where school districts find their funding, whether at the federal or state level, the imperative is having a comprehensive plan that accounts for more than just the distribution of machines, but creates a technology-rich learning environment that is supported by ongoing professional development, technology coaches, high-quality curriculum, sufficient broadband access, and administrative leadership. 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:
Blindness; Visual Impairments; Literacy; Special Education; Elementary Secondary Education; Reading; Braille; Large Type Materials; Eligibility; Reading Instruction; Reading Materials; Teacher Certification; Special Education Teachers; Assistive Technology; Mainstreaming; Resource Room Programs; Self Contained Classrooms; Public Schools; Private Schools; Homebound; Hospitalized Children; Day Schools; Residential Schools; State Schools; Graduation Rate; High School Graduates; Dropouts; Comparative Analysis; Individualized Transition Plans; Rehabilitation; Referral; Elementary School Students; Secondary School Students

Abstract:
The Missouri Department of Elementary and Secondary Education (DESE) Division of Special Education (DSE), per Missouri Revised Statute 162.1136, conducts an annual study of the educational status of eligible blind/visually impaired students and reports the findings to the Missouri Legislature on December 1st each year. The information contained in this report pertains to the twelve data elements identified by statute (Section RSMo 162.1136). They include: (1) The methodology of the study; (2) The percentage of eligible students in the study who read Braille, print, or large print; (3) The number of students who have a visual impairment sufficient to meet the definition of "eligible student" as defined in RSMo section 162.1130; (4) The number of students currently reading Braille, large print, and standard print; (5) The number of Braille-reading students who no longer receive any instruction in Braille reading and writing but do receive materials in Braille and Braille-related services; (6) The number of certified vision teachers or teachers of the blind or visually impaired who are currently employed in the field in the State of Missouri; (7) The number of eligible students who use a slate and stylus and/or other devices in writing Braille; (8) The number of eligible students educated in the general classroom, in an itinerant or resource classroom, in a self-contained classroom, or in a separate educational facility; (9) The graduation rate of eligible students compared to those students who are not disabled; (10) The number of eligible students who did not meet graduation requirements but were terminated from formal education having reached age twenty-one; (11) The number of eligible students who received transition planning services with the cooperation of the Division of Vocational Rehabilitation or Rehabilitation Services for the Blind as part of their IEP; and (12) The number of eligible students referred to Rehabilitation Services for the Blind or Division of Vocational Rehabilitation. Appended are: (1) Missouri State Plan for Special Education (Part B)--Visual Impairment/Blindness Definition; (2) Federal Quota Registration; and (3) MO-DESE Special Education Placement and Dropout Categories. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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