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Parental perspectives on inclusive education for children with intellectual disabilities in Greece.
Int J Dev Disabil
October 2019
Faculty of Education, Department of Early Childhood Education, Florina, Greece.
The current study explores the parental perspectives of children with intellectual disabilities (ID) on the effectiveness of inclusive education in Greek mainstream schools. The participants were 83 parents, whose children had different degrees of ID and all of them were attending mainstream schools at the time of the study. They completed a questionnaire examining their perspectives with regard to (a) the most effective educational placement in mainstream schools (special class, mainstream class or co-teaching), (b) their satisfaction with the inclusive mainstream education, (c) their cooperation with the teachers, (d) the perceived benefits of their children's educational placement and (e) their suggestions regarding the improvement of the inclusive educational model.
View Article and Find Full Text PDFSelf-concept research with school-aged youth with intellectual disabilities: A systematic review.
J Appl Res Intellect Disabil
March 2019
Department of Psychoeducation and Psychology, Université du Québec en Outaouais (UQO), Saint-Jérôme, Québec, Canada.
Article Synopsis
- A systematic review was conducted to summarize over 40 years of research on the self-concept of youth with intellectual disabilities, revealing a significant gap in existing studies.
- The review analyzed 21 studies published between 1979 and 2017 and found that youth with intellectual disabilities generally had a lower self-concept compared to their typically developing peers, especially in cognitive and academic areas.
- The conclusion suggests that more robust research is needed to address weaknesses in existing studies on the self-concept of school-aged youth with intellectual disabilities, beyond age, intellectual functioning, and school placement.
[Central Nervous System Stimulant Use among Elementary School-Aged Children Receiving School-Based Mental Health Services for Conduct Problems].
Sante Ment Que
January 2018
Département de psychoéducation, Université de Sherbrooke; Groupe de recherche sur les inadaptations sociales de l'enfance de l'Université de Sherbrooke.
Objectives Elementary school-aged children referred to school-based mental health services for conduct problems are commonly also prescribed central nervous system stimulants (CNSS), since many also suffer from comorbid ADHD. Nevertheless, there exists little information in the extant literature to determine to what degree the prescription of CNSS is associated with the presence of ADHD in these students or if other characteristics contribute to increasing the likelihood of CNSS use.Methods The current study was carried out on a sample of 341 students receiving school-based mental health services for conduct problems (27.
View Article and Find Full Text PDFChildhood Fish Consumption and Learning and Behavioral Disorders.
Int J Environ Res Public Health
November 2016
Department of Epidemiology, Boston University School of Public Health, Boston, MA 02118, USA.
Fish is a major source of nutrients critical for brain development during early life. The importance of childhood fish consumption is supported by several studies reporting associations of n-3 polyunsaturated fatty acid (n-3 PUFA) supplementation with better behavior and school performance. However, fish may have a different effect than n-3 PUFA alone due to the neurotoxic effects of methylmercury, a frequent contaminant.
View Article and Find Full Text PDFImpact of executive function deficits in youth with bipolar I disorder: a controlled study.
Psychiatry Res
March 2011
Clinical and Research Program in Pediatric Psychopharmacology, Massachusetts General Hospital, Boston, MA, USA.
Although psychometrically-defined executive function deficits (EFDs) and ecologically valid functional outcomes have been documented among youth with bipolar I (BP-I) disorder, little is known about their association. We hypothesized that EFDs would be associated with significant ecologically valid impairments beyond those predicted by having BP-I disorder. Youth with BP-I disorder were ascertained from psychiatric clinics and community sources.
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