The Curriculum to Meet Special Educational Needs

The development of objectives-based curricula in special education has brought considerable benefits to the education of children with special educational needs. Schools can look to even greater successes as they become more experienced in using and modifying their curricula. In the integrationist climate, provision for children with special educational needs has become increasingly flexible.

The role of the special school is changing, and is developing a system of 'resource centres' to enable wider provisions for meeting pupils special educational needs in mainstream. Such development has created new and important challenges in the field of special education. The opportunities which objectives-based curricula extend through planned and structured teaching initiatives for pupils with special educational needs, are commensurate with the opportunities provided through integration.

The article draws attention to matters of particular concern for teachers meeting pupils' special educational needs, and highlights the aims and objectives critical to curriculum design.     

The prevalence of evidence-based substance use prevention curricula in the nation's elementary schools

Current guidelines for school-based substance use prevention suggest that prevention efforts should begin in elementary grades, before students begin using substances. Previous research suggests, however, that the use of evidence-based curricula in these grades may be low. Using a 2005 survey of public school districts in the United States that include elementary grades (n = 1563), we assessed the prevalence of elementary curricula use, particularly those designated as evidence-based. We found that although 72% of districts administer a substance use prevention curriculum to their elementary students, only about 35% are using one that is evidence-based and only about 14% are using an evidence-based curriculum more so than any other prevention curriculum. We present prevalence estimates for specific evidence-based curricula and conclude by discussing possible reasons for and implications of our findings.     

Human Rights Curricula in the Formation of a European Identity: the cases of Greece,England and France

This study involves a content analysis of the social studies curricula of England, France and Greece. The purpose of the study is to identify all direct and indirect references made to human and childrens' rights, a supranational theme, which transcends national cultures and is linked with European identity. The analysis revealed that the curriculum of Greece exceeds France and England in quantity at both direct and indirect references. The evidence at hand indicates that human rights as a transnational theme is occasionally and indirectly treated in the national curricula of the selected countries and it does not pervade all social studies subjects, neither can it be found transversally in various other subjects, especially in the case of England. Thus, the findings indicate that, as far as the curricula are concerned, the claims, policies and rhetoric about human rights articulated by politicians in the civil community of the European Union (EU) and cited in several documents, remain unsupported, since they are not fully reflected in the written curricula. It is concluded that nation states in the EU and elsewhere can no longer afford to offer students parochial pedagogy, ethnocentric and Eurocentric orientations ignoring supranational and global views, and themes such as human rights, which can mediate effectively for the formation of European and world identity.     

Implementation fidelity in a teacher-led alcohol use prevention curriculum

There is now ample evidence that teachers tend to make substantial modifications to both the prescribed content and methods of the curricula they administer, and that such modifications are likely to attenuate curricula effects. We examine the fidelity with which teachers implement "Protecting You, Protecting Me," an underage alcohol use prevention curriculum. Findings suggest that while teachers attempted to implement most sections of a lesson, the lessons taught were consistently--and often extensively--adapted. We conclude that since teachers are likely to continue to modify lessons, curriculum developers and trainers should enhance their understanding of how prevention curricula are taught under real world conditions, help teachers to reinforce key curriculum concepts, and consider modifying those curricular sections that teachers are adapting with greatest frequency.     

Occupational Roles: Power and Negotiation in the Division of Labor*

The sociology of occupations and professions manifests a clear tendency toward the use of theoretical perspectives which emphasize considerations of power, social control and negotiation. This is most clearly articulated in several substantive areas within the field, notably occupational expansionism, intra-occupational relations, and the environmental context of occupations. A survey of research in these areas suggests some tentative generalizations. Emerging out of this perspective is a view of occupational roles as dynamic and shifting, responding to external groups, and at the same time exhibiting enough flexibility to permit individuals the opportunity to negotiate the parameters of their roles.     

Occupational roles and life satisfaction in psychiatric outpatients with vocational disabilities

OBJECTIVES: To investigate: 1) internalization of occupational roles and 2) levels of satisfaction in psychiatric outpatients with vocational disability. STUDY DESIGN: Twenty subjects, 8 men and 12 women, aged 20-55, participated in the study. The past, present and expected values of 10 occupational roles were identified. Levels of satisfaction with life as whole and on eight different domains were reported on a six-step scale ranging from very dissatisfied to very satisfied. RESULTS: The student and worker roles were not part of current life, in contrast to the past (5 years ago) and the expected future. The roles of family member and home maintainer were the most appreciated both in the past and at present. All of the participants expected to add both number and level of role involvement in the future. No-one were satisfied with life as whole. All but one were dissatisfied with their vocational and financial situations. Most were also dissatisfied with their leisure situation, family life, partnership relations, sexual life, and contacts with friends. CONCLUSIONS: The low levels of satisfaction with life as whole and the different domains reflect the disadvantageous situation of the participants in the study. The low number of occupational roles and the low level of meaningful role involvement support the associations between occupational roles and life satisfaction. It is suggested that occupational role assessment would be an important focus in occupational therapy to help people to more adaptive daily routines and to improve their quality of life.     

A preliminary evaluation of the effects of a science education curriculum on changes in knowledge of drugs in youth

Drug and alcohol use among youth remains at pervasively high levels, but students are receiving less school-based prevention. Infusing health information into core curricula may be a valuable prevention approach. Therefore, behavior change theory was used to develop a science education curriculum on drugs for fourth- and fifth-grade students, which was then evaluated using a pretest/posttest quasi-experimental design. Exposure to the curriculum was associated with a change in knowledge; other characteristics like grade level also played a role. More positive attitudes toward science at pretest predicted greater knowledge change, and students who knew less at the start showed a greater change in knowledge. Results of this evaluation may support the efficacy of the curriculum and the utility of combining behavior change theory with educational approaches.     

Suggestions for a Beginning Teacher

This article addresses how far educational institutions have come in designing authentic and meaningful curricula for teaching the Holocaust at the secondary level. Examined in this article are the historical development of Holocaust education in the United States, with a focus on the state of Illinois as a case study, what contributes to the development of a full curriculum, and what constitutes the boundary between a curriculum and a framework, based on examination of the work of scholars and institutions in the field. Analysis of existing frameworks according to criteria developed by the authors has yielded the finding that a framework can only guide teachers to an extent because of its looser structure. A full curriculum, however, is structured with greater detail and more direct ways of determining evidence that demonstrates understanding of the content and mastery of essential skills. Recommendations are provided for Holocaust Education curriculum development, underscoring the significance of an engaging design that makes learning more lasting and meaningful.     

Who's calling the shots? Decision-makers and the adoption of effective school-based substance use prevention curricula

This study investigates the relative roles of school district and school-level decision-makers in the implementation of effective substance use prevention curricula. Drawing on a "Site-Based Management" approach to effective decision-making, we hypothesized that schools whose personnel played active decision-making roles would be more likely to implement effective curricula than those in which decision-making was the prerogative of school district personnel. Study data comprised 1369 questionnaires completed by a representative national sample of both district-level prevention coordinators and middle school-based lead prevention teachers. From the perspective of the lead prevention teachers, the school district-level prevention coordinator was more influential than school staff in selecting effective prevention curricula. However, we did find some support for our hypothesis from our district-level informants, who indicated that community groups and advisory committees also play a modest role in the selection of such curricula.     

The Role of Field Education in a University–Community Partnership Aimed at Curriculum Transformation

University–community partnerships can play an important role in curriculum development, but little has been written about the role of community agencies in designing curricula. This article describes the role of field education in an innovative university–community partnership aimed at transforming an MSW curriculum to integrate a trauma-informed and human rights perspective throughout foundation- and advanced-year courses. This university–community partnership positioned field educators and social service agencies in a collaborative relationship with faculty in curriculum development. The benefits and potential challenges associated with employing a university–community partnership for curriculum change are discussed, and recommendations are provided for schools that are interested in using this approach.     

A Model for Distance Education Delivery

Distance education, which has existed for many years, has become even more popular as a result of recent technological advances. This article proposes a model for distance education as a means for schools of social work to deliver curricula to students who face problems enrolling in campus-based or off-campus sites. The components of the model—videotapes, an on-site discussion leader/field instructor, computers, and direct observation by field instructors—fit well within the general requirements of group interaction in the delivery of a social work curriculum. Problems that may arise using the model include the extra time and training required for faculty to produce videotapes, the recruitment of discussion leaders/field instructors, and how to structure the delivery system so students can practice interviewing, assessment, and other abstract concepts. The author also suggests means for evaluating the model as well as policy changes universities and schools of social work may need to effect to successfully implement distance education programming.     

Family socioeconomic status and sibling correlations in upper secondary education. An empirical analysis of educational inequalities in Italy

The study examines the educational inequalities in upper secondary education in Italy, with a focus on the vertical dimension of school enrolment and the horizontal dimension of track and curriculum choice. To measure the importance of family background, we use the estimation of sibling correlations, which has seldom been used in the analysis of track choice in upper secondary education. Using data from the Italian Labor Force Survey 2005–2020 (ILFS), which includes detailed information on household characteristics such as the gender composition of siblings and parental education and occupational status, we find that around half of the variation in the probability of attending upper secondary school in Italy is related to the family of origin. We also show that comparing sibling correlations on binary outcomes should be complemented by additional statistics, such as variances at the individual and family levels and proportions of enrolled sibling pairs. For upper secondary school enrolment, advantaged families have a relatively lower sibling correlation due to minor variations at both individual and family levels. However, in terms of track choice, the sibling correlation is relatively higher for enrolment in the academic track compared to the technical and vocational tracks. Additionally, with respect to the attendance of science/technical curricula within each track, the results indicate a lower sibling correlation for the academic track than for the other two tracks, which suggests that individual characteristics have a greater impact than family background when these outcomes are considered.     

Reflections on the absence of formal reflection in public relations education and practice

This content analysis is a part of wider research into the value of reflective practice in public relations education and practice. Examination of this topic is important given that reflective practice is widely recognised as an essential element for claims of professionalism (Dewey, 1933; Schön, 1983, 1987), and professionalism remains an elusive goal for PR practitioners (L’Etang, 2009). This article examines the extent to which the terms and processes associated with reflective practice are formally included in the contents of a range of widely used and well regarded public relations textbooks. The aim is to provide insight into the significance (or lack of it) of reflective practice in contemporary public relations curricula. Given that textbooks are highly influential teaching media that both reflect and shape curricula, conclusions about the emphasis of reflective practice in public relations teaching can be drawn as a result of this analysis. The findings indicate that – based on the content of the textbooks analysed – reflective practice is not formally included in the public relations teaching curriculum. Further research is needed to determine whether this omission also reflects the situation in public relations practice. This research has relevance for public relations educators given that they play a significant role in influencing future generations of public relations professionals. It concludes with a call for a shift in public relations education that includes greater emphasis on reflective practice.     

The Life Rope: a transactional approach to exploring worker and life role development

The Model of Human Occupation offers a framework for analyzing occupational roles including that of worker; however, it does not describe the dynamics of role change after a traumatic injury. This paper reports a qualitative study of sixteen individuals who experienced a traumatic spinal cord injury in the midst of their occupational career development. The study examined their role change processes involved in redeveloping the worker role. Data were collected across 24 months of the participant's lives and triangulated via participant observations, guided interviews, mapping, and archival document review. Results showed that individuals formed multiple strands within their role repertoires at any point in time. After a traumatic injury, the worker role became an optional, elective role strand, one that often unraveled first as they encountered breakdowns in more basic survival roles, such as home manager, assistive technology user and attendant care employer. The metaphor of a Life Rope emerged as a useful conceptual framework for explaining life role development, including that of worker.     

Using occupational structure to measure employability with an application to the Brazilian labor market

We propose measuring individual employability as a weighted average across occupations of a worker’s predicted wage for each occupation. Weights are given by the individual occupational probability distribution. Under this measure, a worker is more employable than another if she has a greater chance to obtain a better paid occupation. After normalization, expected employability corresponds to the population correlation between occupational predicted wages and the chance to obtain employment in these occupations and serves as a measure of the allocative efficiency of labor market. We apply the methodology to Brazil and found that employability increased and became less unequally distributed from 2002 to 2011. We used a decomposition method to investigate the causes of these changes. Although average normalized employability is weakly positive, it has increased for the period, which suggests that there is room for efficiency gains in the allocation of workers to occupations in the Brazilian labor market.     

Work and family roles: Contemporary women in Indonesia

The question of how women in contemporary Indonesia integrate their work and family roles is addressed. Pertinent literature is reviewed and personal observations about this topic are shared. Theoretical framework is provided by Janet Chafetz who has developed a theory of sex stratification. It is concluded that family‐work role integration is probably easier to achieve in Indonesia than in the United States because there may be less sex stratification, with males having the most advantage, in Indonesia. Specifically, the degree of gender differentiation and degree of occupational segregation by sex appear to be less in Indonesia than in the United States. Moreover, the concepts of masculinity and femininity are rarely used to distinguish attitudes and behavior of the sexes. Ideological support for sex stratification is unclear. As Indonesia develops economically, it will probably become more stratified by sex which will negatively affect the current ease of family‐work role integration of mothers.     

THE ARTICULATION OF PROJECT WORK: AN ORGANIZATIONAL PROCESS

This article offers a theoretical framework or model for understanding how work within projects is articulated. A distinction is drawn between articulation of work and a more inclusive organizational process , termed the "articulation process." The theoretical model includes several related concepts that pertain to numerous interlocking and sequential elements of the total work. These include work processes, types of work, and interactional processes. The model avoids assuming a tightly integrated organization of work; rather, it represents an extension of the negotiated order approach to organizations. A discussion of variations in projects revolves around two important dimensions of projects. The article closes with a discussion of extreme disruptions in project work flow, as well as some general considerations about the importance of focusing on articulation in organizations.     

Safe patient handling curriculum in occupational therapy and occupational therapy assistant programs: A descriptive study of school curriculum within the United States of America

The purpose of this study was to identify safe patient handling (SPH) curricular content in accredited occupational therapy and occupational therapy assistant programs in the United States of America. A survey was emailed to 155 accredited occupational therapy and 137 accredited occupational therapy assistant programs. With a 39% response rate, most programs addressed SPH curricula by including lectures and lab-based experiences with gait belts, slide boards, and manual transfers while stressing ‘safe’ body mechanics. There were limited responses regarding curricular-based hands-on experience, evaluation of sit-to-stand lifts, how to safely transfer bariatric persons, and information on “no-lift” policies. While occupational therapists have a central role in teaching SPH to caregivers, it is important to enhance SPH curricula to reduce exposure to musculoskeletal risk, thereby, increasing the health and safety of the occupational therapy workforce as well those whom the profession serves.     

From these roots: The role of historically Black colleges and universities in preparing the nation’s gerontologists for an aging society

ABSTRACT

The aging of the United States population is creating an increased need for social workers and other helping professionals with training in gerontology. Recent estimates indicate that less than 3% of MSW students are enrolled in an aging concentration, as compared to 19% enrolled in children/youth concentrations. In addition, the phenomenon of a diverse baby boomer generation joining the ranks of persons age 65 and older has created a plethora of scholarship and curriculum development aimed at readying the aging network for the unprecedented growth of older persons. Social work can make unique professional contributions to the field of gerontology and older persons. This study asserts, however, that social work is not adequately prepared to practice in an increasingly diverse aging society. The social work profession has articulated commitments to acknowledging and affirming how diversity and culture shape the human experience and to developing social workers who can competently engage in research-informed practice and practice-informed research. However, there remains a need in social work education for more widespread use of culturally relevant pedagogies that can help achieve these goals. Informed by both the Afrocentric and Black perspectives, this study presents a content analysis of the curricula infused at two historically Black universities. The nature and extent of the contributions of historically Black universities to social work education is the focus of this article. The scope of this investigation also includes the identification of prominent Black social work educators and discusses the implications of these perspectives for more culturally informed gerontology curricula that promote culturally competent gerontological social workers.     

Think they're drunk? Alcohol servers and the identification of intoxication

Despite alcohol server training programs and legal liability aimed at controlling intoxication, server intervention appears to be rare. Given the difficulty in assessing intoxication, it can be assumed that improvement in assessment skills would increase the likelihood of intervention. Unfortunately, little is known regarding practices servers use to identify intoxication. In order to build a more informed base for policy formation and server training, the focus of this inquiry was to examine practices used by servers to assess intoxication. The analysis was based upon questionnaires mailed to a random probability sample of licensed servers from one state (N = 822). Indicators found to be most important were examined in relation to a variety of occupational characteristics. Implications for training curricula, policy formation, and future research are discussed.