Do learners with special education needs really feel included? Evidence from the Perception of Inclusion Questionnaire and Strengths and Difficulties Questionnaire.

Background: School inclusion is an important right of students in school systems around the world. However, many students with special education needs (SEN) have lower perceptions of inclusion despite attending inclusive schools.

Aims: This study examined perceived levels of inclusion, academic self-concept and developmental problems in inclusive schools.

How Does Social Behavior Relate to Both Grades and Achievement Scores?

Prosocial behavior and peer problems are an important correlate of academic development; however, these effects vary by achievement measures and social behaviors. In this paper, we examined data from the German National Education Panel Study (NEPS), and we use structural equation modeling (SEM) to model the effects of prosocial behavior and peer problems on grades and competencies for both math ( = 3,310) and reading ( = 3,308) in grades 5 and 7. Our models account for the moderating effect of both gender and socioeconomic status (SES) as determined by parental education.

Representational change and magnitude estimation: why young children can make more accurate salary comparisons than adults.

Development of estimation has been ascribed to two sources: (1) a change from logarithmic to linear representations of number and (2) development of general mathematical skills. To test the representational change hypothesis, we gave children and adults a task in which an automatic, linear representation is less adaptive than the logarithmic representation: estimating the value of salaries given in fractional notation. The representational change hypothesis generated the surprising (and accurate) prediction that when estimating the magnitude of salaries given in fractional notation, young children would outperform adults, whereas when estimating the magnitude of the same salaries given in decimal notation, adults would outperform children.

Discussion of illness during well-child care visits with parents of children with and without special health care needs.

Objectives: To compare parents of children with special health care needs (CSHCN) with other parents to determine parents' expectations and priorities for discussing concerns related to a child's acute or chronic illness at well-child care visits, the association of unmet expectations and priorities with satisfaction, and whether discussing illness displaces prevention topics.

Design: Written, self-administered survey of parents at well-child care visits.

Setting: Two community-based pediatric practices in suburban southeast Michigan.

The APA/HRSA Faculty Development Scholars Program: introduction to the supplement.

Background: The purpose of this project was to improve pediatric primary care medical education by providing faculty development for full-time and community-based faculty who teach general pediatrics to medical students and/or residents in ambulatory pediatric community-based settings. Funding for the program came through an interagency agreement with the Health Resources and Services Administration (HRSA) and the Agency for Healthcare Research and Quality (AHRQ).

Methods: A train-the-trainer model was used to train 112 scholars who could teach skills to general pediatric faculty across the nation.

APA/HRSA National Faculty Development Scholars Program: community-based teaching track.

Objectives: Goals and objectives of the APA/HRSA National Faculty Development Scholars Program are described in a companion article in this supplement. Program objectives of the Community-Based Teaching Track were to 1) identify individuals with faculty development skills to serve as regional leaders, conducting local and regional workshops; 2) create a national network of leaders, thereby promoting sustainability; and 3) increase educational contributions of office-based preceptors. Participant objectives were to 1) meet expectations of the program; 2) possess knowledge, skills, and attitudes needed to recruit and retain community-based preceptors; 3) possess knowledge and skills needed to conduct faculty development workshops for practitioners; and 4) form local and national collegial networks.