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. METHODS AND PROCEDURES: The Strengths and Difficulties Questionnaire and the Perception of Inclusion Questionnaire were administered at two measurement points (6th and 7th grade; n = 407, including 48 with SEN) at multiple inclusive schools. Responses were compared based on gender, grade level, and SEN. Factor structure and measurement invariance were evaluated. OUTCOMES AND RESULTS: Factor structures of both questionnaires were confirmed. Academic self-concept and emotional inclusion were lower for learners with SEN. However, these effects shrank in grade 7. Similarly, academic self-concept increased between grade 6 and 7. Lastly, learners with SEN had a higher level of conduct problems. CONCLUSIONS AND IMPLICATIONS: Both instruments remain suitable for use in comparisons in inclusive schools. Significant differences exist for learners with SEN in inclusive classrooms, although these differences may shrink over time. We recommend the continued use of the Perception of Inclusion Questionnaire for information about school inclusion and for learners with SEN.

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 (n = 3,310) and reading (n = 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. We conclude that social behaviors relate to grades more strongly than competencies, that peer problems relate more strongly to achievement than prosocial behavior, and that the relationship is weaker in later grades. We discuss the implication that grades and achievement tests are not interchangeable measures for educators and researchers.

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.

Evaluation of a culturally effective health care curriculum integrated into a core pediatric clerkship.

OBJECTIVE: The aim of this study was to evaluate a culturally effective health care (CEHC) curriculum integrated into the real-time clinical experience of a third-year medical student pediatric clerkship. METHODS: The intervention group (n = 22) and the nonintervention group (n = 69) consisted of students who were assigned to one of two sites for their clerkship. Students did not volunteer for the curriculum. A curriculum in 2002 was developed based upon a local needs assessment of students and parents, key CEHC concepts and experts' input. Learning strategies included incorporation of CEHC issues into clinic precepting, attending rounds, and written histories. Evaluation methods were preintervention and postintervention knowledge tests and Likert-type attitudinal surveys, and a final objective structured clinical exam (OSCE; nonintervention group, n = 22, intervention group, n = 22). RESULTS: Pretest knowledge scores were similar in both groups. The post-test scores were significantly different. The intervention group demonstrated higher gain in the knowledge scores (42% vs 5%; P < .001). The intervention group demonstrated significantly higher gains in observed role modeling (85% vs 31%; P = .01), self-perceived skill (82% vs 19%; P < .001), and attitude (21% vs 0%; P = .02), but not in self-perceived knowledge domains (65% vs 15%; P = .14) on the attitudinal survey. The intervention group performed significantly better in the folk (83% vs 70%; P = .02) and language (75% vs 63%; P = .01) OSCE stations and had a significantly higher total OSCE score (79% vs 68%; P = .01). CONCLUSION: A CEHC curriculum, stressing clinical relevance, was successfully incorporated into the real-time experience of a third-year medical student pediatric clerkship. Students demonstrated significant gains in knowledge, attitudinal domains, and clinical skills.

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. PARTICIPANTS: Five hundred parents with children aged 6 months to 12 years. MAIN EXPOSURE: Having a special health care need. MAIN OUTCOME MEASURES: Expectations and priorities for discussing illness-related topics (chronic and acute illnesses, medications, specialist referrals, and effects of health on life overall), actual discussion regarding illness and preventive topics, and satisfaction. RESULTS: Compared with parents of children without chronic conditions, parents of CSHCN were more likely to expect to discuss their child's illness (81% vs 92%, respectively; P < .001); 79% of parents of CSHCN ranked illness among their top 3 priorities (vs 53% of other parents [P < .001]). Parents of CSHCN reported discussing a mean of 3.2 illness topics, as compared with a mean of 2.2 illness topics for other parents (P < .001). Having more than 1 unmet expectation for discussing illness was associated with higher odds of lower satisfaction (for parents of CSHCN: odds ratio, 7.2; 95% confidence interval, 2.9-18.3; for other parents: odds ratio, 3.0; 95% confidence interval, 1.7-5.5). Discussing more illness topics was associated with discussing more preventive topics (P < .001). CONCLUSIONS: Discussing illness is frequently expected and highly prioritized at well-child care visits, particularly for parents of CSHCN. Unmet expectations are associated with lower satisfaction. Incorporating illness concerns at well-child care visits may improve chronic disease management.

Determination of the 19F NMR chemical shielding tensor and crystal structure of 5-fluoro-dl-tryptophan.

5-Fluoro-dl-tryptophan (5F-Trp) is a very sensitive probe used to investigate orientation and dynamics of biomacromolecules at the in situ level. In order to establish a (19)F NMR strategy, the crystal structure and (19)F chemical shielding tensor of 5F-Trp are reported. A novel approach was developed to use F-F homonuclear dipole-dipole coupling information to analyze single-crystal NMR data without determining crystal orientations. The measured values for the principal components of the shielding tensor are sigma(11)=0.9, sigma(22)=-63.3, and sigma(33)=-82.9 ppm relative to TFA in D(2)O. The principal axes of the shielding tensors coincide with the indole ring symmetry, which makes it a straightforward and powerful tool to monitor protein alignment in oriented environments. Hartree-Fock (HF) and density functional theory (DFT) calculations of the chemical shielding tensors are also reported.

Estimation and measurement of flat or solenoidal coil inductance for radiofrequency NMR coil design.

The inductance of a radiofrequency coil determines its compatibility with a given NMR probe circuit. However, calculation (or estimation) of inductance for radiofrequency coils of dimensions suitable for use in an NMR probe is not trivial, particularly for flat-coils. A comparison of a number of formulae for calculation of inductance is presented through the use of a straightforward inductance measurement circuit. This technique relies upon instrumentation available in many NMR laboratories rather than upon more expensive and specialized instrumentation often utilized in the literature. Inductance estimation methods are suggested and validated for both flat-coils and solenoids. These have proven very useful for fabrication of a number of new coils in our laboratory for use in static solid-state NMR probes operating at (1)H frequencies of 300 and 600MHz. Solenoidal coils with very similar measured and estimated inductances having inner diameters from 1 to 5mm are directly compared as an example of the practical application of inductance estimation for interchange of coils within an existing solid-state NMR probe.

A 1H/19F minicoil NMR probe for solid-state NMR: application to 5-fluoroindoles.

We show that it is feasible to use a minicoil for solid-state 19F 1H NMR experiments that has short pulse widths, good RF homogeneity, and excellent signal-to-noise for small samples while using low power amplifiers typical to liquid-state NMR. The closely spaced resonant frequencies of 1H and 19F and the ubiquitous use of fluorine in modern plastics and electronic components present two major challenges in the design of a high-sensitivity, high-field 1H/19F probe. Through the selection of specific components, circuit design, and pulse sequence, we were able to build a probe that has low 19F background and excellent separation of 1H and 19F signals. We determine the principle components of the chemical shift anisotropy tensor of 5-fluoroindole-3-acetic acid (5FIAA) and 5-fluorotryptophan. We also solve the crystal structure of 5FIAA, determine the orientation dependence of the chemical shift of a single crystal of 5FIAA, and predict the 19F chemical shift based on the orientation of the fluorine in the crystal. The results show that this 1H/19F probe is suitable for solid-state NMR experiments with low amounts of biological molecules that have been labeled with 19F.

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. METHODS: Academicians and practitioners were selected to form 2 cohorts, starting in 1999 (N = 20) and 2000 (N = 22), respectively. Workshops were developed on the basis of projected needs and iterative needs assessments of the participants. Each participant was required to conduct workshops between meetings, first locally and then regionally or nationally. OUTCOMES: Forty-two participants conducted 307 workshops attended by 3815 individuals. Participants reported specific knowledge and skills gained from the program and increases in multiple areas of competence. Networks were formed, leading to collaborative regional and national presentations and formation of an APA Faculty Development Special Interest Group. Participants reported increased recruitment of training sites and preceptors, with enhanced relationships. CONCLUSION: Program and participant objectives of the Community-Based Teaching Track were met, including implementation of multiple new workshops, development of skills, and creation of a support network to enhance the sustainability of that success.

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. The three scholar groups focused on community-based ambulatory teaching; educational scholarship; and executive leadership. RESULTS: Scholars felt well prepared to deliver faculty development programs in their home institutions and regions. They presented 599 workshops to 7989 participants during the course of the contract. More than 50% of scholars assumed positions of leadership, and most reported increased support for medical education in their local and regional environments. CONCLUSIONS: This national pediatric faculty development program pioneered in the development of a new training model and should guide training of new scholars and advanced and continuing training for those who complete a basic program.