Relevant bibliographies by topics / Exceptional children

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Exceptional children'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "Exceptional children"

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Sommer, Dorothy. "Exceptional children: Exceptional art." Arts in Psychotherapy 19, no. 5 (January 1992): 393–94. http://dx.doi.org/10.1016/0197-4556(92)90035-m.

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Finn, Lindsay. "Learning from Exceptional Children." Undergraduate Journal of Service Learning & Community-Based Research 1 (November 22, 2012): 1–5. http://dx.doi.org/10.56421/ujslcbr.v1i0.51.

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At Marquette University, service to others is an integral part of the campus environment. As a Jesuit institution, service to those most in need in our community is one of the core principles Marquette was built upon. In order to reach out to those in need, the service learning program at Marquette enables students to connect to the community by learning from experience the concepts being taught in the classroom.
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Baca, Leonard, and Kathleen C. Harris. "Teaching Migrant Exceptional Children." TEACHING Exceptional Children 20, no. 4 (July 1988): 32–35. http://dx.doi.org/10.1177/004005998802000407.

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Riley, Tracy L., and Frances A. Karnes. "Competitions and Exceptional Children." TEACHING Exceptional Children 31, no. 5 (May 1999): 80–84. http://dx.doi.org/10.1177/004005999903100512.

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Coffey, Borbara J. "Children of Exceptional parents." Journal of the American Academy of Child Psychiatry 24, no. 4 (July 1985): 508–9. http://dx.doi.org/10.1016/s0002-7138(09)60578-1.

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Troeger, Betty Jo. "Exceptional Children, Exceptional Art: Teaching Art to Special Needs." Art Therapy 10, no. 1 (January 1993): 44–46. http://dx.doi.org/10.1080/07421656.1993.10758977.

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Yartika, Yartika, Agus Zainal Ramat, and M. Izzudin. "Pembelajaran Anak Berkebutuhan Khusus di PAUD Alam Bengkulu Mahira Kota Bengkulu." Journal Of Lifelong Learning 2, no. 1 (January 7, 2020): 18–24. http://dx.doi.org/10.33369/joll.2.1.18-24.

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This study aimed to find out the learning strategy of exceptional children in the Mahira Natural Kindergarten Bengkulu City. The method used is qualitative method with descriptive approach. Based on the result of the research and discussion, it is concluded that (1) the expectation / target in the learning of exceptional children are 7 development targets that are the the development of religious and moral values target, physical development target, cognitive development target, language development target, emotional social development target, self-building development target, and science development target. (2) Determination of the learning time allocation of exceptional children is within 1 week, it taken 1 hour to follow the learning activities in inclusion. For the rest, the exceptional children still followed the regular children learning. (3) Preparation of rewards/gift for exceptional children, there are three forms. First is physical form, such as food, snacks and toys. Second form is a gift / rewards given by the teacher in a verbal form, where gifts / rewards are given such as praise and motivation. Then the third gift / rewards in non verbal form such as hugs, thumbs up, applause, and tos together. (4) Provision of tasks / work for exceptional children. There are two forms of tasks. First is general task where general task form given same with the regular children, but the general task given still depends on the ability of the children itself. Second is a special task, where the task is designed specifically for exceptional children in accordance with the target of each children. (5) Provision of special assistance for exceptional children, there are three forms. First is physical assistance, where the assistance is provided directly to the exceptional children with direct physical touch. Then the second is verbal assistance, the help given such as teach the children to say hello, greet friends and say thank you. Then the third is emotional assistance, where the assistance is provided by helping to reduce emotions. (6) In the learning process, the themes and subjects given for the children are same, both for regular class and exceptional children. But different in the burden of learning given. Keywords: Learning, Exceptionl Children, Mahira Natural Kindergarten Bengkulu
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Cain, Meghan K., Juhi R. Kaboski, and Jeffrey W. Gilger. "Profiles and academic trajectories of cognitively gifted children with autism spectrum disorder." Autism 23, no. 7 (January 11, 2019): 1663–74. http://dx.doi.org/10.1177/1362361318804019.

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Gifted children with autism spectrum disorder (ASD) are often referred to as twice-exceptional, the term that highlights the co-occurrence of exceptional challenges and exceptional giftedness. This study performed secondary data analysis on samples of twice-exceptional children from the Pre-Elementary Education Longitudinal Study and the Special Education Elementary Longitudinal Study datasets. The results provide a descriptive profile of twice-exceptional (e.g. demographics, average academic performance, and services utilized), trajectory plots that indicate how academic performance changes over time, and multilevel analyses that model growth in academic outcomes using demographics, school services, and giftedness as predictors. Some of the key findings are that twice-exceptional students show not only higher initial levels of academic performance, but they improve over time relative to the non-gifted ASD counterparts and—with the exception of Letter Word Matching—even relative to the general population. Moreover, they benefit from mental health services disproportionately. Together, the results offer a deeper understanding of the twice-exceptional autistic population, their academic performance over time, and the services that they utilize.
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Forristal, Jim. "Book Review: Exceptional Children-Exceptional Art: Teaching Art to Special Needs." TEACHING Exceptional Children 25, no. 3 (March 1993): 87. http://dx.doi.org/10.1177/004005999302500323.

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Weintraub, Frederick J. "The Council for Exceptional Children Commitment." Behavioral Disorders 13, no. 2 (February 1988): 138–39. http://dx.doi.org/10.1177/019874298801300217.

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Dissertations / Theses on the topic "Exceptional children"

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Letcher, Susan (Susan Carole) Carleton University Dissertation Psychology. "The integration of exceptional children in Ontario schools." Ottawa, 1995.

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Mack, Julie A. "Differentiating language difference from disability in special education eligibility assessment of English language learners /." Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/7898.

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O'REILLY, CAROLYN STOTZ. "SPECIAL EDUCATION PLACEMENT DECISIONS: A BEHAVIORAL DECISION THEORY PERSPECTIVE." Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/183983.

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Despite the large number of special education eligibility determinations in which school psychologists are involved, and the great deal of integration and interpretation of information that these decisions require, few investigations of the cognitive strategies that school psychologists utilize in assessing placement candidates have been reported. The purpose of this study was to examine the susceptibility of school psychologists to placement decision bias. Specifically, the influence of referral information on school psychologists' subsequent evaluation and classification of a special education candidate was tested. Forty currently practicing school psychologists evaluated a bogus psychological report allegedly written about a child referred for either Gifted or Learning Disabilities (LD) placement consideration. Although all assessment data were identical, the school psychologists receiving a Gifted referral were more likely to classify the child as Gifted, and those receiving an LD referral were more likely to classify the child as LD. Additionally, the school psychologists recalled and weighted the importance of assessment data in a referral-consistent manner.
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Loach, Loretta. "Children, childhood and murder : a history of an exceptional crime." Thesis, Kingston University, 2004. http://eprints.kingston.ac.uk/20740/.

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This thesis is concerned with the way in which child murderers have been viewed in the past. Not the killing of children by adults, but the more unusual occurrence of children killing other children. Focusing on the earliest recorded cases in medieval society, up to and including Mary Bell, it will be argued that English societies of the past were as much preoccupied as the contemporary world with the vexing issue of where childhood ended and adulthood began. The genesis of a child's status in law evolved, in part, through connection with these crimes. The religious source of a child's moral discernment was formative in early legal discussions on the age of criminal responsibility. The state of a child's soul was relevant to the judgements that could be made of him, not only in a narrow legal sense, but also in wider cultural ways. In the eighteenth century, the opinion individuals and communities held about child killers were inseparable from the sensibilities of that period and the conflicting imperatives of mercy and retribution. The perceived content of a child's moral knowledge changed in line with shifting debates about childhood. The ideas of Rationalism and Romanticism were placed under considerable tension when viewed through the example of the child killer. In the first half of the nineteenth century, discussion on criminals, especially murdering children, became in effect, a commentary on different political visions of humankind. In later scientific narratives of morality, the example of child killers furnished medical categories of mental disease. The issue of moral responsibility in law was increasingly challenged by the developing psychology of human behaviour. Freud's innovative understandings of childhood raised the problem of how to attribute guilt to developing capacities. Later clinicians used his legacy in their attempts to make sense of the disturbed child, and late twentieth century examples of child murder reveal the fragility of these understandings. The contention is that children who commit these crimes become the repository of projected adult anxieties about childhood. Furthermore, such crimes, by virtue of their exceptional nature, lead to political and moral judgements whose origins can be seen in the fundamental moral ideas of the past.
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Wells, Christiane. "The Experience of Parenting Stress in Parents of Twice-Exceptional Children." Thesis, Walden University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10932679.

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Parenting stress (PS) is a phenomenon experienced by all parents to varying degrees due to the demands of meeting a child?s needs. This distinct type of stress is caused by an imbalance between the perceived demands of parenting and the perceived coping resources available to parents. The construct of twice-exceptionality (2E) is defined as the co-occurrence of giftedness and disability or possessing both high cognitive abilities and at least 1 of 13 potential disabilities identified under the Individuals with Disabilities Education Act of 2004. The purpose of this study was to understand how PS is experienced by parents of children who have been identified with 2E. The theoretical perspectives of stress appraisal, coping, and attribution guided this study and provided a framework for understanding the lived experiences of parents and the meaning they ascribe to these experiences. The goals of the study were accomplished through in-depth interviews with 13 participants, an extensive literature review, and reflective journaling. Interview data were analyzed using the phenomenological techniques of epoche, bracketing, horizontalization, and imaginative variation, and several relevant themes and subthemes were developed. High levels of PS described by the parents in this study indicate that further research is indicated for better understanding and serving the significant needs of this population. The social implications of this research include raising awareness of PS and 2E; increasing the potential for positive outcomes for children and families; and addressing misconceptions concerning giftedness, gender bias in the perceptions of parental roles, and the impact of PS on family systems.

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Brown, Kathleen Marjorie. "How Parents of Exceptional Children Describe Their Relationships with Educational Professionals." Diss., Virginia Tech, 2005. http://hdl.handle.net/10919/29877.

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The purpose of this study was to explore relationships between parents of children with exceptionalities and educational professionals. The guiding question of this study was: How do parents of children with exceptionalities describe their relationships with educational professionals? Bronfenbrenner's (1979) ecological theory and Crockett's (2002) star model for Special Education Planning provided the framework for this qualitative inquiry. Methods included a content analysis of four decades of journal abstracts depicting the past voices of parents of exceptional children. This historical review spanned articles about the following topics: a child's exceptionality being the result of physical or social heredity; educators as experts who train parents; the involvement of parents sought in certain instances; and, finally, professionals seeking out parental impressions and perspectives of educational practices. Current voices of 14 parents of children with exceptionalities were captured by individual and group interviews, as well as observations at an open parent meeting led by state officials. The constant comparative method was used to analyze the qualitative data. The study found current parental dissatisfaction, mainly concerning their relationships with general education professionals. The study's findings were grouped into four thematic categories: Communication, Caring, Competence, and Continuity. A model of parent-professional relationships depicting these categories was developed to inform both special and regular educators of parents' concerns, and, to assist in the establishment and maintenance of ongoing positive relationships.
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Tallent, Phyllis E. "A Comparison of Classroom Teacher Attitudes Toward Mainstreaming (North Carolina, Exceptional Children)." Digital Commons @ East Tennessee State University, 1986. https://dc.etsu.edu/etd/2801.

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The problem of this study was to determine if a difference existed between selected classroom teachers' attitudes toward mainstreaming. The Attitudes Toward Mainstreaming Scale (ATMS) was the instrument selected as appropriate for the study. Permission was obtained from Joan Berryman at the University of Georgia, Athens, to reproduce and administer the ATMS. A stratified random sample was conducted as representative of the total population of classroom teachers in North Carolina. A demographic data sheet and the ATMS were mailed to 280 classroom teachers. A 75% return was obtained. The data sheet asked for the sex, present level of teaching position, area of assignment, level of formal preparation, years experience, hours taken in special education, and whether or not the teacher served mainstreamed students. Nine null hypotheses were formulated to be tested at the .05 level of significance. The t-test was used to test for significant differences for hypotheses 1, 2, 3, 7, 8, and 9. The analysis of variance was used for hypotheses 4, 5, and 6 to determine if differences existed between attitudes and years of teaching experience. If a significant difference was revealed, the Newman-Keuls procedure was used to determine where specific differences lay. Three null hypotheses were rejected. Major findings revealed that female teachers had more positive attitudes than did male teachers. Teachers with 1-5 years of experience had more positive attitudes than did teachers with more than 10 years experience, and non-content area teachers had more positive attitudes than did content area teachers.
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Tsang, Yee-ha Lucia. "Impact of learned optimism on parenting stress for parents of childrenwith special needs." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B29759286.

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Lowery, John. "The commonplace of precocity in Luke 2.46-47." Thesis, University of Aberdeen, 2014. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=225668.

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This study seeks to recover the various ways that the commonplace of the precocious child might have been understood in antiquity by utilizing rhetorical education and related texts as a basic framework for understanding communication strategies in ancient literature. Commonplace characterizations contributed to verisimilar depictions. The commonplace of precocity typically functioned to assist the audience in evaluating a person through an emphatic characterization. It is therefore often relevant to the purposes and themes of a given work. The depiction of Jesus as precociously insightful (Lk 2.46-47) is apropos to Luke's purpose of characterizing Jesus as uniquely attuned to the divine will. In the Gospel, only Jesus fully understands the extent of his own role in the divine plan. It is only when the one with insight—that is, Jesus—enlightens his disciples climactically in the final chapter of the Gospel that things change (Lk 24.45). Thereafter, those involved in the new Judaean school are presented as the sole possessors of insight into scripture and the outworking of God's plan in the world. Authors sometimes relied on thematically significant characterizations that were external to their work when constructing the commonplace of precocity. While admittedly the attribute of “understanding” is widespread among significant figures of the Septuagint (including messianic figures, e.g., Isa 11.2), I recommend Isa 52.13-53.12 as a possible context for Luke's characterization of Jesus as having precocious understanding for two primary reasons. Firstly, “understanding” is one of a few positive attributes used to describe the servant (LXX Isa 52.13; 53.11). Secondly, often uniquely among the Synoptists, Luke depicts Jesus in terms drawn from Isaiah (e.g., Acts 8.26-40). If the image of the exalted Isaianic servant was influential to Luke in his depiction of Jesus, it may have inspired the attribution of this notable characteristic in Lk 2.4.
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Stauffer, Barbara E. "A proposal for centralized adoption services to special-needs children in Lehigh County, Pennsylvania." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1992. http://www.kutztown.edu/library/services/remote_access.asp.

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Books on the topic "Exceptional children"

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Taylor, Ronald L., and Les Sternberg. Exceptional Children. New York, NY: Springer New York, 1989. http://dx.doi.org/10.1007/978-1-4612-3602-3.

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Bayat, Mojdeh. Teaching Exceptional Children. Second edition. | New York : Routledge, [2017]: Routledge, 2016. http://dx.doi.org/10.4324/9781315754352.

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1926-, Gallagher James John, ed. Educating exceptional children. 6th ed. Boston: Houghton Mifflin Co., 1989.

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L, Freiberg Karen, ed. Educating exceptional children. 8th ed. Guilford (Conn.): Dushkin, 1995.

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1926-, Gallagher James John, and Anastasiow Nicholas J, eds. Educating exceptional children. 9th ed. Boston: Houghton Mifflin, 2000.

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Kirk, Samuel A. Educating exceptional children. Boston, MA: Houghton Mifflin, 2008.

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Kirk, Samuel A. Educating exceptional children. 7th ed. Boston: Houghton Mifflin, 1993.

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Kirk, Samuel A. Educating exceptional children. 5th ed. Boston: Houghton Mifflin, 1986.

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Kirk, Samuel A. Educating exceptional children. 5th ed. Boston: Houghton Mifflin, 1986.

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Kirk, Samuel A. Educating exceptional children. Belmont, CA: Wadsworth, 2012.

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Book chapters on the topic "Exceptional children"

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Jiajie, Lu, and Zhang Kan. "Exceptional Children." In The ECPH Encyclopedia of Psychology, 1–2. Singapore: Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-99-6000-2_303-1.

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Taylor, Ronald L., and Les Sternberg. "Introduction to Special Education: Historical and Legal Foundations." In Exceptional Children, 1–19. New York, NY: Springer New York, 1989. http://dx.doi.org/10.1007/978-1-4612-3602-3_1.

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Taylor, Ronald L., and Les Sternberg. "Students with Speech or Language Impairments." In Exceptional Children, 239–89. New York, NY: Springer New York, 1989. http://dx.doi.org/10.1007/978-1-4612-3602-3_10.

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Taylor, Ronald L., and Les Sternberg. "Students with Visual Impairments." In Exceptional Children, 290–315. New York, NY: Springer New York, 1989. http://dx.doi.org/10.1007/978-1-4612-3602-3_11.

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Taylor, Ronald L., and Les Sternberg. "Students with Hearing Impairments." In Exceptional Children, 316–45. New York, NY: Springer New York, 1989. http://dx.doi.org/10.1007/978-1-4612-3602-3_12.

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Taylor, Ronald L., and Les Sternberg. "Students with Physical or Other Health Impairments." In Exceptional Children, 346–74. New York, NY: Springer New York, 1989. http://dx.doi.org/10.1007/978-1-4612-3602-3_13.

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Taylor, Ronald L., and Les Sternberg. "A Generic View of the Special Education Process." In Exceptional Children, 375–96. New York, NY: Springer New York, 1989. http://dx.doi.org/10.1007/978-1-4612-3602-3_14.

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Taylor, Ronald L., and Les Sternberg. "The Special Education Process: From Identification to the Delivery of Services." In Exceptional Children, 20–34. New York, NY: Springer New York, 1989. http://dx.doi.org/10.1007/978-1-4612-3602-3_2.

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Taylor, Ronald L., and Les Sternberg. "Students with Learning Disabilities." In Exceptional Children, 35–60. New York, NY: Springer New York, 1989. http://dx.doi.org/10.1007/978-1-4612-3602-3_3.

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Taylor, Ronald L., and Les Sternberg. "Teaching Students with Learning Disabilities." In Exceptional Children, 61–90. New York, NY: Springer New York, 1989. http://dx.doi.org/10.1007/978-1-4612-3602-3_4.

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Conference papers on the topic "Exceptional children"

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Zilcher, Ladislav, Jaroslav Rican, Michal Vostrý, and Zdeněk Svoboda. "DO EXCEPTIONAL CHILDREN CHANGE KINDERGARTENS?" In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.0095.

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"Exceptional children education methods and its pathology." In International Conference on Medicine, Public Health and Biological Sciences. CASRP Publishing Company, Ltd. Uk, 2016. http://dx.doi.org/10.18869/mphbs.2016.26.

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"Speech disorders: An adaptive study on exceptional children against normal children." In International Conference on Medicine, Public Health and Biological Sciences. CASRP Publishing Company, Ltd. Uk, 2016. http://dx.doi.org/10.18869/mphbs.2016.31.

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Praditasari, Wibby, Ikhwannul Kholis, and Eva Novianti. "Exceptional Children Using Technology Acceptance Model Based on Android Application." In Proceedings of the 2019 Ahmad Dahlan International Conference Series on Education & Learning, Social Science & Humanities (ADICS-ELSSH 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/adics-elssh-19.2019.6.

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"Recognizing the concept and grouping exceptional children and their incidence estimation." In International Conference on Medicine, Public Health and Biological Sciences. CASRP Publishing Company, Ltd. Uk, 2016. http://dx.doi.org/10.18869/mphbs.2016.24.

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Peka, Nejla. "Guarantee of the Right to Online Education in Exceptional Situations: Case Study of the COVID-19 Pandemic." In Eighth International Scientific-Business Conference LIMEN Leadership, Innovation, Management and Economics: Integrated Politics of Research. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2022. http://dx.doi.org/10.31410/limen.2022.371.

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Covid-19 came as a challenge in human being life. After the an­nouncement of the state of the world pandemic on March 11, 2020, by the World Health Organization, the government reacted to this situation, under­taking a series of measures considering the general interruption of social and economic activities such as closing schools, the prohibition of mass gatherings in closed or open places, the restriction or prohibition of other movements in­side and outside the country, which brought the country into total quarantine for about three months. Among other things, the government also presented an action plan for the prevention and response to Covid-19 in May 2020, which provided three pillars of action: prevention, response, and recovery, to continue providing health services to the entire population. While the government’s re­sponse has necessarily been swift in terms of protecting health and guarantee­ing the right to life, the pandemic situation brought a new challenge, in terms of children’s well-being and the effective exercise of their rights, especially in the most vulnerable children. In the situation of the global pandemic, internation­al institutions have addressed a series of recommendations and statements for the protection and guarantee of the rights of children and their families. In April 2020, ENOC 2 calls on governments, the European Commission and the Council of Europe to take all appropriate actions to ensure that the rights of all children are guaranteed in accordance with the United Nations Convention on the Rights of the Child. Children’s rights and, the comments of the United Nations Committee on the Rights of the Child, should be respected during the Covid-19 health care crisis.
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"SUCCESS STORIES OF STRENGTHS BASED INSTRUCTIONAL (SBI) APPROACH FOR CHILDREN WITH EXCEPTIONAL NEEDS." In International Conference on Education and New Developments. inScience Press, 2023. http://dx.doi.org/10.36315/2023v2end036.

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Назарова, Анна Сергеевна. "ПРЕДОТВРАЩЕНИЕ СИРОТСТВА В РОССИИ: ПРОБЛЕМЫ И ПЕРСПЕКТИВЫ XXI ВЕКА." In Теория и методика фундаментальных и прикладных научных исследований: сборник статей международной научной конференции (Санкт-Петербург, Апрель 2023). Crossref, 2023. http://dx.doi.org/10.37539/230414.2023.89.32.002.

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Автор статьи указывает, что на современном этапе развития семейного законодательства в России существует две формы предотвращения сиротства: предупредительные и исключительные. К сожалению и та и другая формы не дают максимального результата, а именно сведения детей-сирот и детей оставшихся без попечения родителей к минимуму. Особое внимание обращается на исключительные меры предотвращения сиротства, которые применяются в том случае, если в силу определенных жизненных обстоятельств ребенок не может проживать с биологическими родителями. Предлагается, помещать таких детей, в среду приближенную к семейной, в случае невозможности усыновления. Автор предлагает активное внедрение института наставничества, детских деревень, гостевого режима и совершенствование в указанной области семейного законодательства. The author of the article points out that at the present stage of development of family legislation in Russia there are two forms of prevention of orphanhood: preventive and exceptional. Unfortunately, both forms do not give the maximum result, namely, reducing orphans and children left without parental care to a minimum. Special attention is paid to the exceptional measures to prevent orphanhood, which are applied if, due to certain life circumstances, the child cannot live with his biological parents. It is proposed to place such children in an environment close to the family, in case of impossibility of adoption. The author suggests the active introduction of the institute of mentoring, children's villages, guest regime and improvement of family legislation in this area.
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Maliha, Siti, Peter Newcombe, Robyn Gillies, and Frieda Mangunsong. "INTERVENTION STUDY FOR TEACHERS IN INDONESIA TO ENGAGE WITH TWICE-EXCEPTIONAL CHILDREN IN THE CLASSROOM." In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.0501.

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Hikmawati, Ahfi, and Djatmika Djatmika. "Mental Intelligency and the Ability of Children with Autism in Producing Verbal Expressions: A Case Study at State School of Exceptional Children in Surakarta City." In Proceedings of the First International Conference on Communication, Language, Literature, and Culture, ICCoLLiC 2020, 8-9 September 2020, Surakarta, Central Java, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.8-9-2020.2301329.

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Reports on the topic "Exceptional children"

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McNabb, David, and David Kenke. Thesis Review: Creating Appreciation and Community Support for Mothers Caring for a Child with Anxiety Disorder by Kristi Shaw. Unitec ePress, May 2022. http://dx.doi.org/10.34074/thes.revw5412.

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Kristi Shaw has completed an exceptional piece of research, providing critical analysis and originality in her dissertation Creating appreciation and community support for mothers caring for a child with anxiety disorder. She has completed a substantial dissertation that would achieve the goal of a thesis at a higher credit level. Shaw’s inside knowledge of caring for a child with anxiety disorder has been applied to this project. The research involves an ambitious application of appreciative inquiry to the task of supporting a group of mothers to take action on the needs of their children with high anxiety. She has made a strong case for addressing the problem of people globally experiencing increasing levels of anxiety and targeting the unique challenges for parents who have children living with the ‘invisible’ impairment of anxiety.
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Petrie, Christopher, Clara García-Millán, and María Mercedes Mateo-Berganza Díaz. Spotlight: 21st Century Skills in Latin America and the Caribbean. Inter-American Development Bank, June 2021. http://dx.doi.org/10.18235/0003343.

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There is a wealth of conversation around the world today on the future of the workplace and the skills required for children to thrive in that future. Without certain core abilities, even extreme knowledge or job-specific skills will not be worth much in the long run. To address these issues, the Inter-American Development Bank (IDB) and HundrED conducted this Spotlight project with the goal of identifying and researching leading innovations that focus on 21st Century Skills in Latin America and the Caribbean. The Spotlight program was supported by J.P. Morgan. The purpose of this project is to shine a spotlight, and make globally visible, leading education innovations from Latin America and the Caribbean doing exceptional work on developing 21st Century Skills for all students, teachers, and leaders in schools today. The main aims of this Spotlight are to: Discover the leading innovations cultivating 21st century skills in students globally; understand how schools or organizations can implement these innovations; gain insight into any required social or economic conditions for these innovations to be effectively introduced into a learning context; celebrate and broadcast these innovations to help them spread to new countries. All the findings of the Spotlight in 21st Century Skills are included in this report.
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Vasyliuk, Tamara, Ilia Lysokon, and Ivanna Razmolodchykova. Professional training of specialists for children`s services=Професійна підготовка спеціалістів служб у справах дітей. Publisher “GS Publishing Services”, 2023. http://dx.doi.org/10.31812/123456789/7047.

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Today, social work professions are recognized all over the world, and Ukraine is no exception. On the one hand, the process of recognizing the need for specialists capable of providing various social and social and pedagogical services in various spheres of life has begun not so long ago, and on the other hand, it is the positive trend and active organizational transformations of the educational and social sectors of public administration that lead to the modernization of the system.
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Bano, Masooda. Narratives of Success against the Odds: Why Some Children in State Schools Go Far in Life—Evidence from Pakistan. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/104.

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What makes some children succeed despite studying in failing education systems? Are these children exceptionally gifted, or do other psychological or sociological factors and family circumstances contribute to success? To address the learning crisis in state schools in developing countries, development agencies have primarily focused on identifying inputs that can improve state education provision. Yet, even from low-performing state schools, some children do manage to successfully complete primary and secondary education cycles, pursue higher education, and record upward social mobility, but we know very little about the factors that facilitate this success. This paper addresses this gap in the literature. Tracing life histories of successful alumni of state schools supported by CARE, an education foundation in Pakistan, this paper identifies children’s motivation to succeed as having a major impact on educational performance. However, for most this motivation is not a product of an innate desire to excel, it is a product of contextual factors: parental encouragement; an acute desire to make parents happy and to alleviate their sufferings; the company of friends, cousins, and peers who are keen on education and thus help to create an aspiring, competitive spirit; encouragement given by good teachers; and exposure to new possibilities and role models that raise aspirations by showing that what might appear to the child unachievable is in fact attainable. High motivation in turn builds commitment to work hard. Equally important, however, is the provision of financial support at critical points, especially when transitioning from secondary school to college and university. Without financial support, which could be in the form of scholarships, loans, or income from part-time work, at critical junctures, even highly motivated children in state schools cannot succeed. The paper thus argues that rather than being focused solely on education inputs, development agencies should also seek to explore and understand the factors that can motivate children in state schools to aim high and work hard to succeed.
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Bano, Masooda. Narratives of Success against the Odds: Why Some Children in State Schools Go Far in Life—Evidence from Pakistan. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/104.

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What makes some children succeed despite studying in failing education systems? Are these children exceptionally gifted, or do other psychological or sociological factors and family circumstances contribute to success? To address the learning crisis in state schools in developing countries, development agencies have primarily focused on identifying inputs that can improve state education provision. Yet, even from low-performing state schools, some children do manage to successfully complete primary and secondary education cycles, pursue higher education, and record upward social mobility, but we know very little about the factors that facilitate this success. This paper addresses this gap in the literature. Tracing life histories of successful alumni of state schools supported by CARE, an education foundation in Pakistan, this paper identifies children’s motivation to succeed as having a major impact on educational performance. However, for most this motivation is not a product of an innate desire to excel, it is a product of contextual factors: parental encouragement; an acute desire to make parents happy and to alleviate their sufferings; the company of friends, cousins, and peers who are keen on education and thus help to create an aspiring, competitive spirit; encouragement given by good teachers; and exposure to new possibilities and role models that raise aspirations by showing that what might appear to the child unachievable is in fact attainable. High motivation in turn builds commitment to work hard. Equally important, however, is the provision of financial support at critical points, especially when transitioning from secondary school to college and university. Without financial support, which could be in the form of scholarships, loans, or income from part-time work, at critical junctures, even highly motivated children in state schools cannot succeed. The paper thus argues that rather than being focused solely on education inputs, development agencies should also seek to explore and understand the factors that can motivate children in state schools to aim high and work hard to succeed.
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Muñoz, Ercio, Dario Sansone, and Mayte Ysique Neciosup. Socio-Economic Disparities in Latin America among Same-Sex and Different-Sex Couples. Inter-American Development Bank, May 2024. http://dx.doi.org/10.18235/0012983.

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Economic research on sexual minority individuals in developing countries has been constrained by the scarcity of nationally representative surveys asking about sexual orientation. This paper merges and harmonizes census data from eight Latin American countries to document socio-economic disparities between different-sex and same-sex couples. Overall, although there are some exceptions, individuals in same-sex couples are on average younger than women and men in different-sex couples, are less likely to identify as Indigenous (while differentials for African descendants vary by country), have higher education levels, and are less likely to live with children. Gaps in unemployment rates by couple type and sex differ by country. Both women and men in same-sex couples have higher average incomes in Brazil. The same holds for women in Mexico, while men in same-sex couples have lower average incomes. Finally, homeownership rates are lower among same-sex couples, while welfare differentials as proxied by ownership of assets and dwelling characteristics vary by country.
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Pritchett, Lant, and Martina Viarengo. Learning Outcomes in Developing Countries: Four Hard Lessons from PISA-D. Research on Improving Systems of Education (RISE), April 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/069.

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The learning crisis in developing countries is increasingly acknowledged (World Bank, 2018). The UN’s Sustainable Development Goals (SDG) include goals and targets for universal learning and the World Bank has adopted a goal of eliminating learning poverty. We use student level PISA-D results for seven countries (Cambodia, Ecuador, Guatemala, Honduras, Paraguay, Senegal, and Zambia) to examine inequality in learning outcomes at the global, country, and student level for public school students. We examine learning inequality using five dimensions of potential social disadvantage measured in PISA: sex, rurality, home language, immigrant status, and socio-economic status (SES)—using the PISA measure of ESCS (Economic, Social, and Cultural Status) to measure SES. We document four important facts. First, with the exception of Ecuador, less than a third of the advantaged (male, urban, native, home speakers of the language of instruction) and ESCS elite (plus 2 standard deviations above the mean) children enrolled in public schools in PISA-D countries reach the SDG minimal target of PISA level 2 or higher in mathematics (with similarly low levels for reading and science). Even if learning differentials of enrolled students along all five dimensions of disadvantage were eliminated, the vast majority of children in these countries would not reach the SDG minimum targets. Second, the inequality in learning outcomes of the in-school children who were assessed by the PISA by household ESCS is mostly smaller in these less developed countries than in OECD or high-performing non-OECD countries. If the PISA-D countries had the same relationship of learning to ESCS as Denmark (as an example of a typical OECD country) or Vietnam (a high-performing developing country) their enrolled ESCS disadvantaged children would do worse, not better, than they actually do. Third, the disadvantages in learning outcomes along four characteristics: sex, rurality, home language, and being an immigrant country are absolutely large, but still small compared to the enormous gap between the advantaged, ESCS average students, and the SDG minimums. Given the massive global inequalities, remediating within-country inequalities in learning, while undoubtedly important for equity and justice, leads to only modest gains towards the SDG targets. Fourth, even including both public and private school students, there are strikingly few children in PISA-D countries at high levels of performance. The absolute number of children at PISA level 4 or above (reached by roughly 30 percent of OECD children) in the low performing PISA-D countries is less than a few thousand individuals, sometimes only a few hundred—in some subjects and countries just double or single digits. These four hard lessons from PISA-D reinforce the need to address global equity by “raising the floor” and targeting low learning levels (Crouch and Rolleston, 2017; Crouch, Rolleston, and Gustafsson, 2020). As Vietnam and other recent successes show, this can be done in developing country settings if education systems align around learning to improve the effectiveness of the teaching and learning processes to improve early learning of foundational skills.
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Bustelo, Monserrat, Verónica Frisancho, and Mariana Viollaz. Unequal Opportunities for Indigenous Peoples and African Descendants. Inter-American Development Bank, December 2023. http://dx.doi.org/10.18235/0005340.

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The indigenous peoples and African descendants in Latin America and the Caribbean are far behind the rest of the population in terms of access to education, health services, and financial services, something that is reflected in poor labor outcomes and high poverty rates. Indigenous peoples and African descendants achieve lower levels of education in their lifetime. In recent decades, the region has narrowed the years-of-education gap between the indigenous peoples and the non-indigenous population, but the differences are still large. The gaps in access to health services are clear in the maternal and infant mortality rates, which are higher for the indigenous peoples compared to the non-indigenous population, as well as in the deteriorated health indicators for children under the age of five. The labor situation is no better, with the indigenous peoples holding jobs in low-skilled occupations to a larger extent than the non-indigenous population. The poverty rates are alarming. In total, 43% of the regions indigenous persons and 25% of the African descendants are poor, and with very few exceptions, the poverty rates among African descendants and indigenous peoples are more than twice the rate of the white population.
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Viswanathan, Meera, Jennifer Cook Middleton, Alison Stuebe, Nancy Berkman, Alison N. Goulding, Skyler McLaurin-Jiang, Andrea B. Dotson, et al. Maternal, Fetal, and Child Outcomes of Mental Health Treatments in Women: A Systematic Review of Perinatal Pharmacologic Interventions. Agency for Healthcare Research and Quality (AHRQ), April 2021. http://dx.doi.org/10.23970/ahrqepccer236.

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Background. Untreated maternal mental health disorders can have devastating sequelae for the mother and child. For women who are currently or planning to become pregnant or are breastfeeding, a critical question is whether the benefits of treating psychiatric illness with pharmacologic interventions outweigh the harms for mother and child. Methods. We conducted a systematic review to assess the benefits and harms of pharmacologic interventions compared with placebo, no treatment, or other pharmacologic interventions for pregnant and postpartum women with mental health disorders. We searched four databases and other sources for evidence available from inception through June 5, 2020 and surveilled the literature through March 2, 2021; dually screened the results; and analyzed eligible studies. We included studies of pregnant, postpartum, or reproductive-age women with a new or preexisting diagnosis of a mental health disorder treated with pharmacotherapy; we excluded psychotherapy. Eligible comparators included women with the disorder but no pharmacotherapy or women who discontinued the pharmacotherapy before pregnancy. Results. A total of 164 studies (168 articles) met eligibility criteria. Brexanolone for depression onset in the third trimester or in the postpartum period probably improves depressive symptoms at 30 days (least square mean difference in the Hamilton Rating Scale for Depression, -2.6; p=0.02; N=209) when compared with placebo. Sertraline for postpartum depression may improve response (calculated relative risk [RR], 2.24; 95% confidence interval [CI], 0.95 to 5.24; N=36), remission (calculated RR, 2.51; 95% CI, 0.94 to 6.70; N=36), and depressive symptoms (p-values ranging from 0.01 to 0.05) when compared with placebo. Discontinuing use of mood stabilizers during pregnancy may increase recurrence (adjusted hazard ratio [AHR], 2.2; 95% CI, 1.2 to 4.2; N=89) and reduce time to recurrence of mood disorders (2 vs. 28 weeks, AHR, 12.1; 95% CI, 1.6 to 91; N=26) for bipolar disorder when compared with continued use. Brexanolone for depression onset in the third trimester or in the postpartum period may increase the risk of sedation or somnolence, leading to dose interruption or reduction when compared with placebo (5% vs. 0%). More than 95 percent of studies reporting on harms were observational in design and unable to fully account for confounding. These studies suggested some associations between benzodiazepine exposure before conception and ectopic pregnancy; between specific antidepressants during pregnancy and adverse maternal outcomes such as postpartum hemorrhage, preeclampsia, and spontaneous abortion, and child outcomes such as respiratory issues, low Apgar scores, persistent pulmonary hypertension of the newborn, depression in children, and autism spectrum disorder; between quetiapine or olanzapine and gestational diabetes; and between benzodiazepine and neonatal intensive care admissions. Causality cannot be inferred from these studies. We found insufficient evidence on benefits and harms from comparative effectiveness studies, with one exception: one study suggested a higher risk of overall congenital anomalies (adjusted RR [ARR], 1.85; 95% CI, 1.23 to 2.78; N=2,608) and cardiac anomalies (ARR, 2.25; 95% CI, 1.17 to 4.34; N=2,608) for lithium compared with lamotrigine during first- trimester exposure. Conclusions. Few studies have been conducted in pregnant and postpartum women on the benefits of pharmacotherapy; many studies report on harms but are of low quality. The limited evidence available is consistent with some benefit, and some studies suggested increased adverse events. However, because these studies could not rule out underlying disease severity as the cause of the association, the causal link between the exposure and adverse events is unclear. Patients and clinicians need to make an informed, collaborative decision on treatment choices.
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Microbiology in the 21st Century: Where Are We and Where Are We Going? American Society for Microbiology, 2004. http://dx.doi.org/10.1128/aamcol.5sept.2003.

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The American Academy of Microbiology convened a colloquium September 5–7, 2003, in Charleston, South Carolina to discuss the central importance of microbes to life on earth, directions microbiology research will take in the 21st century, and ways to foster public literacy in this important field. Discussions centered on: the impact of microbes on the health of the planet and its inhabitants; the fundamental significance of microbiology to the study of all life forms; research challenges faced by microbiologists and the barriers to meeting those challenges; the need to integrate microbiology into school and university curricula; and public microbial literacy. This is an exciting time for microbiology. We are becoming increasingly aware that microbes are the basis of the biosphere. They are the ancestors of all living things and the support system for all other forms of life. Paradoxically, certain microbes pose a threat to human health and to the health of plants and animals. As the foundation of the biosphere and major determinants of human health, microbes claim a primary, fundamental role in life on earth. Hence, the study of microbes is pivotal to the study of all living things, and microbiology is essential for the study and understanding of all life on this planet. Microbiology research is changing rapidly. The field has been impacted by events that shape public perceptions of microbes, such as the emergence of globally significant diseases, threats of bioterrorism, increasing failure of formerly effective antibiotics and therapies to treat microbial diseases, and events that contaminate food on a large scale. Microbial research is taking advantage of the technological advancements that have opened new fields of inquiry, particularly in genomics. Basic areas of biological complexity, such as infectious diseases and the engineering of designer microbes for the benefit of society, are especially ripe areas for significant advancement. Overall, emphasis has increased in recent years on the evolution and ecology of microorganisms. Studies are focusing on the linkages between microbes and their phylogenetic origins and between microbes and their habitats. Increasingly, researchers are striving to join together the results of their work, moving to an integration of biological phenomena at all levels. While many areas of the microbiological sciences are ripe for exploration, microbiology must overcome a number of technological hurdles before it can fully accomplish its potential. We are at a unique time when the confluence of technological advances and the explosion of knowledge of microbial diversity will enable significant advances in microbiology, and in biology in general, over the next decade. To make the best progress, microbiology must reach across traditional departmental boundaries and integrate the expertise of scientists in other disciplines. Microbiologists are becoming increasingly aware of the need to harness the vast computing power available and apply it to better advantage in research. Current methods for curating research materials and data should be rethought and revamped. Finally, new facilities should be developed to house powerful research equipment and make it available, on a regional basis, to scientists who might otherwise lack access to the expensive tools of modern biology. It is not enough to accomplish cutting-edge research. We must also educate the children and college students of today, as they will be the researchers of tomorrow. Since microbiology provides exceptional teaching tools and is of pivotal importance to understanding biology, science education in schools should be refocused to include microbiology lessons and lab exercises. At the undergraduate level, a thorough knowledge of microbiology should be made a part of the core curriculum for life science majors. Since issues that deal with microbes have a direct bearing on the human condition, it is critical that the public-at-large become better grounded in the basics of microbiology. Public literacy campaigns must identify the issues to be conveyed and the best avenues for communicating those messages. Decision-makers at federal, state, local, and community levels should be made more aware of the ways that microbiology impacts human life and the ways school curricula could be improved to include valuable lessons in microbial science.
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