Assessment and attempted modification of future teachers' attitudes toward handicapped children.

In a study designed to determine whether future teachers have negative sttitudes toward groups of exceptional children based upon the labels attached to these children, 13 special education majors and 32 students majoring in other fields of education were administered the Personal Attribute Inventory at the beginning and conclusion of an introductory course in special education. Results for labels, physically handicapped, educable mentally handicapped, and learning disabled, indicated that the latter two were evaluated significantly less positively than the first on both pre- and post-course testings. There were no significant differences between the respondents' pre- and post-course ratings of the three labels. Interestingly, special education majors were significanlty more positive in their pre- and post-course evaluations than non-special education majors. These findings certainly are not supportive of "mainstreaming" children who have been categorized as either learning disabled or educable mentally handicapped.     

Children's attitudes toward physically handicapped peers

The present study is a detailed exploration of children's attitudes toward physically handicapped peers. Subjects were 52 children, 26 handicapped and 26 nonhandicapped, ranging from 2nd through 8th grade. Along with 11 drawings depicting various physical impairments, children were administered an adjective checklist measure to assess affective responses toward target pictures, a preference questionnaire to assess behavioral intentions toward target pictures, a ranking task to assess perceptions of the physical capabilities of the target pictures, and a social desirability questionnaire to assess the children's desire to appear socially acceptable. In general, results indicated that older nonhandicapped children were more positive toward handicapped peers than were younger children and this was especially true for target pictures they perceived as least physically active. In addition, handicapped children held less positive attitudes toward the more “normal” target pictures than did nonhandicapped children. The present findings have important implications for the mainstreaming of physically handicapped children.     

Handicapped Students and Minimum Competency Testing

Minimum competency testing (MCT) programs have become a prominent, if not dominant force in contemporary public education. Provisions made for exceptional students in testing programs by most of the 39 states which have set minimum standards do not afford moderately and severely handicapped students an opportunity to demonstrate competence. The range of accommodation includes some testing programs that categorically exclude the handicapped from participation to others that require their participation with no alternations in testing whatsoever. Somewhere in between these extremes lies the provision of braille and large print editions, extra time, testing in brief segments, alternate-format booklets, individual administration, and readers for handicapped students. Another alternative exists as well: defining separate minimum standards for certain segments of the exceptional student population, standards which reflect the different expectations society and educators hold for many special education students and the special curriculum that enables those expectations to be realized.     

Extended School Year Services for Handicapped Children: Leadership Issues and Actions

This article addresses issues that leaders should consider when determining an exceptional child's need for extended school year services. An examination of the legal issues that emerged as a result of Pennsylvania's extended school year court cases is presented, and a broader range of educational issues that were not considered in the litigation is discussed. The authors take the position that decisions to implement extended school experiences for exceptional children should be based on educational determinants exceeding those presented in Armstrong vs. Kline and the more recent court cases. In addition, specific recommendations are made regarding policy development for extended school year programs serving exceptional children.     

Minimum Competency Testing of the Handicapped: A Review of Legal Challenges

The article reviews recent litigation involving minimum competency testing of the handicapped with regard to both constitutional and statutory challenges. Court decisions indicate that handicapped students will be required to pass state mandated competency tests as long as adequate notice of the test as a graduation requirement is provided. The importance of the Individualized Education Program, as well as implications for education and counseling of the handicapped, are discussed.     

Mental Handicap and Citizenship

ABSTRACT Mentally handicapped people have been taken in philosophical work as an obvious exception to the canons which are applied to other, 'rational'individuals. This paper argues that mentally handicapped people should be accorded the same rights as others. If there are human rights, then mentally handicapped people are entitled to them as humans; and if there are rights which apply in general to citizens, the same rights apply equally to mentally handicapped people. The argument for the inclusion of mentally handicapped people as citizens is first, that there is a presumption of inclusion: if citizenship is accorded to all other individuals, there is no reason why citizenship should not be accorded to mentally handicapped people on the same basis as others. Second, mentally handicapped people cannot successfully be excluded without effectively challenging the presumption of inclusion applied to other groups. Third, and perhaps most important, there are positive reasons why mentally handicapped people, as a particularly vulnerable group, need to have rights to protect them against particular abuses.     

Multicollinearity and the use of regression analyses in discrimination litigation

Multicollinearity is a problem that can adversely affect the estimation of coefficients in regression equations. The types of regression models used as evidence in employment discrimination cases may be particularly susceptible to estimation problems resulting from multicollinearity, yet courts have in most instances failed to address this difficulty. This paper discusses the problems associated with multi- collinearity and suggests possible sources of the multicolli- nearity, particularly in the context of employment discrimination litigation. An academic example demonstrates how multicollinearity can be identified and corrected. Other possible techniques for curing the multicollinearity or reducing its effects are also presented. The related problem of “tainted” variables, often discussed by courts in employment discrimination litigation, is differentiated from the multicollinearity problem. For regression equations to be reliable and for inferences regarding discrimination to be accurately made, courts should concern themselves with multicollinearity, and not so-called “tainting.”     

Scientific misconduct: Present problems and future trends

Substantial progress in handling scientific misconduct cases has been made since the first cases were investigated by the NIH Office of Scientific Integrity in 1989. The successor Office of Research Integrity (ORI) has simultaneously reduced the backlog of cases and increased the professionalism with which they are handled. However, a spate of lawsuits against universities, particularly those brought under the federal False Claims Act, threatens to undermine the ORI by encouraging use of the courts as an alternate route for resolving claims of research misconduct. Next steps should include establishing a government-wide definition of scientific misconduct, providing immunity from lawsuits for institutions that follow proper procedures in investigating charges of scientific misconduct, and participating in the development of international guidelines for maintaining scientific integrity. An earlier version of this paper was presented at the symposium entitled “Misconduct in Science: A Decade of Progress or Merely Years of Controversy” held during the Annual Meeting of the American Association for the Advancement of Science, Philadelphia, Pennsylvania, 13 February, 1998.     

The WISC-III: A reality check

Although the Wechsler Intelligence Scale for Children-Third Edition (WISC-III) is arguably the best instrument currently available for assessing students' intelligence, its use will present practitioners, especially school psychologists, with some unique challenges. Recent research suggests that significant reductions in special education students' WISC-III Verbal, Performance, and Full Scale IQ scores will be found, compared with their previous WISC-R results. This finding will have a profound impact on special education placement decisions. Specifically, students who were previously found eligible for learning disability programs may now no longer evidence the significant discrepancies necessary in order to receive continued services. Conversely, students earlier identified as “slow learners” may now be eligible to receive services for those classified under the category of educably mentally handicapped. In addition, the notion that the WISC-III may underestimate the ability of certain populations of students requires further exploration. This article will address these issues as well as implications for practitioners presently administering the WISC-III.     

残障儿童家庭教育环境研究

对上海市２８６名残障儿童家长进行问卷调查,了解残障儿童家庭教育环境。结果发现：核心家庭占绝大多数;残障儿童家长学历层次和经济收入较低;家长普遍认为家庭教育很有必要,但对自己在家庭教育中的作用认识不充分;大多数家长除了与教师有较好的交流合作外,在与家庭其他成员、其他残障儿童家长以及邻居的交流合作均不理想。     

Display vs. memory search for digits and faces among mentally handicapped and MA-matched non-handicapped youngsters

This experiment was designed to explore possible explanations for handicapped individuals' characteristically poor performance on memory scanning tasks. Independent variables included group (mentally handicapped vs. non-handicapped), type of search (display vs. memory), type of stimuli (digits vs. pictures of unfamiliar boys' faces), and load (2, 3, or 4 items to be searched). Results indicated that handicapped and non-handicapped groups did not differ when searching displays but did when searching memory, which suggested that the handicapped group's most significant impairment was specific to some aspect of memory search. Handicapped youngsters were also hindered by increasing loads more than control youngsters were. This result as well as impairment in memory search may have been due to handicapped youngsters' relatively short visual spans. The groups did not differ in their response to the two types of stimuli, faces and digits. Facial search was a considerably more demanding task than digit search for handicapped and normal children.     

Regulating damage claims for emotional injuries before the First World War

During the late 19th century, as a result of litigation following railway accidents, damage claims for emotional injuries became a medico-legal issue. Efforts to find fair and socially acceptable means of settling such claims involved an interaction between medical theory and legal rules. Between 1866 and 1890 doctors debated the significance of ‘nervous’ symptoms, which resulted from accidents in which Little or no physical damage occurred. They rejected a strictly somatic interpretation of these symptoms and replaced it with a psychosomatic interpretation. Hoping to prevent a fiood of ‘false claims’, Anglo-American courts initially rejected this psychosomatic interpretation, and ruled against damages in cases where fear without physical impact was the cause of the plaintiffs symptoms. Later, common law courts accepted the psychosomatic perspective and granted damages for physical illnesses in which fear was ‘one link in the chain of causation’. While early appeals under workers' compensation laws followed these later courts, worries about the social consequences ofthese rulings were also evident in the years before the First World War.     

A Focus on Neglect: Comparing the Characteristics of Children and Parents in Cases of Neglect,Abuse, and Non-CAN (Child Abuse and Neglect) in Israeli Rulings on Termination of Parental Rights

This study attempts to expand the knowledge base about neglect by comparing the characteristics of children and parents involved in termination of parental rights proceedings in the Israeli legal system. Cases were classified as neglect (72.7%), abuse (19%) or non-child abuse or neglect (non-CAN; 8%) and were compared on a range of variables. The results show that neglected children have the most developmental problems, and generally come from single-parent families, compared to abused children, who suffer the most mental health problems and come from 2-parent families. Finally, neglect is associated with the mother’s history of drug abuse, and abuse is associated with the father’s drug abuse and criminal record. In non-CAN cases, the courts criticize the Child Protective Service more than in neglect and abuse cases. Implications of the findings for social work practice as well as future research directions are discussed.     

THE DEVELOPMENT OF COMMUNICATION SKILLS IN PHYSICALLY HANDICAPPED CHILDREN

The present study was primarily concerned with the communication skill development of physically handicapped children. Since these children often are denied contact with peers because of their disabilities, it was suggested that they may be unable to develop the perspective-taking ability necessary for adapting communication to a specific listener. It was also suggested that the increased contact provided by moving the handicapped into regular public school classrooms may help alleviate this problem. First-, third-, and sixth-grade children, handicapped and nonhandicapped, with and without the others in their classes, were tested on their listener-adaptation abilities in general and their adaptation to handicapped children, using pictures as stimuli for messages. The results support the hypothesis that handicapped children are deficient in listener adaptation. Classroom association with “normals” seems to improve this, but does not raise them to the level of their nonhandicapped peers. Nonhandicapped children are unable to adapt to handicapped children, and contact with the handicapped does not seem to improve this situation. Being in an integrated class seems to have some positive effects on handicapped children and few effects on the nonhandicapped.     

Federal District Court Decision Making in Public Forum and Religious Speech Cases, 1973–2001

This article investigates federal district court decision making in First Amendment lawsuits concerning religious expression and public forums. As trial courts, district courts are the first to adjudicate claims concerning religious speech in public places and thus they determine whether a public forum is open to expression in general, as well as grant or deny access to that forum for a religious speaker. With a comprehensive database of all district court cases concerning religious expression and public forum doctrine, we use logistic regression to measure the significance of several legal and extra-legal variables in order to explain district court outcomes.     

Genetic risk: the new frontier for the duty to warn.

Mental health professionals usually think of the "duty to warn" in the context of mental illness. However, two state appellate courts have endorsed a duty to warn when children of a patient may be at risk genetically for acquiring the disease of their parents. In these cases, the courts held that a physician's legal obligations extended beyond his or her patient to the patient's children. This article discusses these cases, as well as issues regarding implementation of such a duty and the implications for the physician-patient relationship in a health care environment that will be dominated increasingly by genetics issues. The article concludes that it is premature to apply a duty to warn to the treatment of mental illness and to concerns regarding future criminal behavior.     

Distortions and deceptions in self presentation: Effects of protracted litigation in personal injury cases

The goal of diagnostic examinations in personal injury lawsuits is to ascertain genuineness and substantiality of claimed impairments so that ‘damages’ can be accurately defined. These examinations require consideration of the potential role of malingering and other deceptive response styles in determining the nature and extent of impairment. Involvement in litigation renders plaintiffs susceptible to stressors and to influences that may lead to increased impairment, biased reportage, and retarded recovery. Underlying personality patterns play a critical role in defining and shaping reactions to trauma, to the stress of litigation, and to treatment interventions. Protracted litigation creates conditions that promote mnemonic and attitudinal distortions, as well as conscious and unconscious motivations for secondary gain. The presence of non-legally relevant factors provides the opportunity for proportionate attribution of causation. An assessment model is proposed for analyzing elements of causation.     

Civil law regulation and criminal enforcement of mandatory vaccination policies: A comparative aspect

One of the most important tasks of any state is to provide everyone, including the child, with the opportunity for a healthy and fulfilling life. Processes of immunisation through vaccination are considered most appropriate for the prevention of infectious diseases. The purpose of this study is to understand the legal regulation of immunisation of the population and to give it a legal assessment, to review the legal acts on vaccination in different countries of the world and to identify the legal tendencies of resolving conflicts in the field of vaccination on the basis of court decisions. As a result of the research the prospective directions of work of civil and criminal regulation of vaccination of children, regulation of the right to education for children who have not been vaccinated, the lawsuits, petitions and court decisions regarding the population response to vaccinations were analysed. The authors of the study conclude on the methods of introducing mandatory vaccination of children, the development of new criminal legislation to protect rights and freedoms.     

Decreasing prejudice by increasing discrimination

We conducted an experiment to assess the effects of mindfulness (active distinction making) training on the perception of and reaction to handicapped children. In a 2 X 2 factorial design, sixth graders received either a high- or low-mindfulness treatment and viewed slides that were either all of "normal" people or consisted primarily of "handicapped" individuals. The high-mindfulness treatment, especially when bolstered by explicit reference to the handicapped, revealed that teaching children to be more differentiated (i.e., more mindful) resulted in the view that handicaps are function specific and not people specific. Children in this group were less likely to inappropriately discriminate for or against the handicapped target. Most important, however, was the finding that subjects in this group were less likely to avoid a handicapped other.     

Educational advocacy for children with autism

There exists a great divide between parents' demands for intensive behavioral interventions for their children with autism and the public education system's reluctance to support early intensive behavioral intervention programs. More and more, professionals with expertise in applied behavior analysis are being asked to advocate for effective, early behavioral intervention for autism in education litigation brought about by frustrated parents. The progress made in recent years in the behavioral treatment of children with autism and the schools' lack of adherence to the requirements of IDEA have made it possible for educational policy change through effective advocacy by behavioral interventionists. This paper discusses preparing for educational advocacy on behalf of young children with autism. We explore the personal and emotional reasons why parents choose to engage in the financially risky endeavor of educational litigation. We then outline an approach to developing expert testimony based upon evaluation of the target child and his/her educational history. Issues related to assessment, training, and ethical practice are addressed. Copyright © 2002 John Wiley & Sons, Ltd.