Family assets,postsecondary education,and students with disabilities: Building on progress and overcoming challenges

Students with disabilities are increasingly enrolling and participating in two-year, four-year, and other institutions of higher education. Federal policies and initiatives addressing the educational needs of students and adults with disabilities provided impetus for these increases. For example, mandates within the Individuals with Disabilities Education Act (2004) have resulted in K-12 public schools increasingly preparing students for postsecondary education. Nonetheless, students with disabilities continue to face financial challenges as well as low educational expectations in their pursuit of postsecondary education. Family assets may provide a framework for addressing these challenges and provide specific implications for policy as well as educational practice.     

Joint Assessment in Inter‐professional Education: A Consideration of Some of the Difficulties

This paper examines one effort to jointly assess nurses and social workers where professional as well as academic qualifications were at stake. It chronicles an attempt in a Scottish university to integrate assessment of a multi‐disciplinary academic course with assessment within the existing post qualifying framework for social work. In setting up a new course the assessment strategy was designed to meet both the course learning outcomes and the requirements of the Post Qualifying Award for social work. In looking at the tensions between different academic disciplines it is, perhaps, not surprising that this attempt at assessment across professional boundaries ran into difficulties. The context of the assessment issue and the different mechanisms used in repeated attempts to resolve the problems are examined. The tentative conclusion is that, while the inter‐professional education process is highly valued by students, there are tensions between the academic and practice assessment requirements, between different academic traditions and between understandings of reflection and how it is assessed. Mutual trust and understanding are essential to the development of inter‐professional education, including an accreditation system which is flexible enough to meet a range of needs.     

The Initial Qualifications,Induction and In‐Service Needs of Education Social Workers in Wales1

This paper presents an analytical evaluation of the initial entry qualifications, induction and in‐service requirements of education welfare officers (EWO)/education social workers (ESW) in Wales. These data were obtained from a sponsored research project funded by the Welsh Assembly Government conducted on a pan‐Wales basis. The findings indicate that only five local education authorities (LEAs) in Wales presently require social work qualifications for entry to the service. A majority of staff in the remaining LEAs tend to hold low level qualifications. Whilst induction practices vary between LEAs, better and improved practice is beginning to emerge. Similarly, the in‐service needs of ESW/EWS staff are not normally analysed systematically. Therefore, a variety of different approaches are used within LEAs to meet the in‐service needs of education welfare/social work staff. Some examples of good practice are postulated. Recommendations to improve the induction, initial training and in‐service requirements of staff in Wales are made alongside the need for further research.     

The social scene in Singapore

In this paper I will discuss the theory of counselling intellectually handicapped adults in groups with particular emphasis on group dynamics and casework methods. I will also relate this theory to practical group work of my own experience with adults from the Society for the Intellectually Handicapped Workshop, Epsom, Auckland, New Zealand.     

What College Students Do Not Know: Where Are the Gaps in Sexual Health Knowledge?

Abstract

Objective: This study aimed to understand the gaps in college students’ knowledge regarding sexual health information. Participants: A sample of 242 participants enrolled in an introductory college course participated in this study in the Fall 2009 semester. Methods: Students participated in 1 of 2 brief interventions and wrote a response paper about their experience. The papers were analyzed using conventional content analysis for information that was new to participants by looking for key words that suggested learning took place. Results: The findings indicated that the majority of participants learned new information. Most learning occurred regarding sexually transmitted infections (ie, types, symptoms, prevalence, treatment, testing) and correct condom use. There were also demographic differences regarding reported new information. Conclusions: Findings can be used to develop future sex education programs for college students by providing college educators with an understanding of where students lack knowledge of sexual health.     

Suicide Ideation Among College Students Evidencing Subclinical Depression

Abstract

Identifying elevated suicide ideation in college students is a critical step in preventing suicide attempts and deaths by suicide on college campuses. Although suicide ideation may be most prominent in students with severe depression, this should not suggest that only students with severe depression experience significant risk factors for suicide. Objective: The purpose of these 3 studies was to explore the relation between suicide ideation and severity of depressive symptoms in college students. Participants: In each study a sample of college students were recruited for participation. Methods: Participants completed self-report assessments of depressive symptoms and suicide ideation. Results: The results of these studies suggest that although the greatest elevation in suicide ideation occurs at the highest depressive symptoms, significant suicide ideation is also experienced by college students with mild and moderate depressive symptoms. Conclusions: The implications of these findings for the assessment of suicide ideation are discussed.     

Seeking to Engage ‘Hard‐to‐Reach’ Families: Towards a Transferable Model of Intervention

This paper describes an exploratory evaluation of the Peers Early Education Partnership ‘Room to Play’, an innovative and experimental ‘drop‐in’ service seeking to attract and engage ‘hard‐to‐reach’ families in one of the most deprived areas of a Midlands city. Located in a shop unit of a busy community shopping centre, it offers play and learning activities for children, and provides opportunities for parents to talk to practitioners in a neutral and supportive environment. Through a mixed methods design, the authors attempted to document the core components of a potential transferable model of intervention, within challenging research constraints.     

Deaf adults: retrospective narratives of school experiences and teacher expectations

Seventeen Deaf adults were interviewed about their perceptions of teacher expectations during childhood. Using a six-phase thematic analysis methodology, five themes emerged: helpful and challenging teachers, preference for Deaf teachers, the experience of lowered expectations, the worst teachers, and self-advocacy. The worst teachers were the ones who did not meet communication needs rather than those with the lowest expectations. Participants often advocated for their needs and demanded more challenging schoolwork. Implications of this study are noted for self-advocacy and resistance theories of disability, and introducing cultural perspectives and understandings of disability and Deaf experiences into teacher preparation.