Cognitive factors and educational placement affecting mathematical attainment in middle school students with mild intellectual disability

The study investigated the relationship between mathematics achievement, cognitive and motor skills, and general intellectual ability among seventy 10-12 years old students with mild intellectual disability (MID) attending regular school (n = 30) and special school (n = 40). The purpose of the study was to identify the critical deficits teachers need to consider when teaching mathematics at the secondary school level. The students attending regular schools had significantly higher fluid intelligence scores (p = 0.036), but we found no difference in the total score of the math achievement test. Special school students were more eager to use assistance and aids when solving math problems (p = 0.040). The study indicated significant associations between basic mathematical skills, verbal and visuospatial processing, and motor skills. Thus, it is essential to compensate for the delay of students' cognitive development to improve their basic mathematical skills and, in general, mathematical performance. The educational placement affects the willingness or ability to seek academic help when solving mathematical problems.

Cochlear Implantation Can Improve Auditory Skills, Language and Social Engagement of Children With Autism Spectrum Disorder

OBJECTIVE

To review outcomes of cochlear implantation (CI) in children diagnosed with autism spectrum disorder (ASD).

STUDY DESIGN

Retrospective case review and parent survey.

SETTING

Tertiary care children's hospital.

PATIENTS

Thirty children with ASD who underwent CI between 1991 and 2018. Mean age at CI = 3.5 years (0.8-11.8), mean age at diagnosis of ASD = 5.1 years (2.0-15.0) (22/30 diagnosed after CI), mean follow-up = 10.5 years (1.4-21.6). Parents of 7 children returned a survey.

INTERVENTION

Unilateral or bilateral cochlear implantation.

MAIN OUTCOME MEASURES

Speech perception; expressive communication mode; educational placement; social engagement; consistency of CI use; parent survey of child behavior change.

RESULTS

Thirty-three percent of all and 45% of the 22 consistent device users developed measurable open-set speech perception by an average of 4.5 years of device use. Educational placement at last follow-up included 13% mainstreamed without interpreter, 50% Special Education programs, 10% therapeutic residential or day programs, 23% total communication programs, and one home schooled. Spoken language alone was used by 31% and spoken plus sign by 14%, with the remainder using sign alone, augmentative communication devices or no mode of communication. By parent report, 86% showed improvement in social engagement compared to pre-CI. Survey results showed the behaviors most frequently ranked as most affected by CI were communication and attention, while awareness of environment had the lowest (most affected) mean ranking.

CONCLUSIONS

Findings support a growing body of literature that cochlear implantation has the potential to improve auditory skills, language, and enhance social engagement in some deaf children with autism spectrum disorder.

Educational placement of students with autism spectrum disorder and its relation to socioeconomic status, intelligence, and diagnosis

Background: Students with Autism Spectrum Disorder (ASD) have several options for placement within the education system. Placement options typically comprise inclusion, self-contained classrooms in a regular schools, or special education schools. Objectives: The current study reviewed 210 psychological records of Israeli students with ASD from 1994 to 2011 retrospectively, and sought to examine students' placement in relation to three factors: intelligence, diagnosis and socioeconomic status (SES). In addition, transition periods were examined to detect possible key periods for change in placement. Results: All three factors were related to educational placement. Specifically, students in special schools had a significantly lower mean intelligence score, and lower SES was associated with less inclusive placements. Additionally, the transition between 6th and 7th grade was found to be a key period for placement change, mainly from more inclusive placements to less inclusive ones. Conclusions: Implications for policy and practice are discussed.

Trends in the Educational Placement of Students With Intellectual Disability in the United States Over the Past 40 Years

In 1975, federal law mandated that children with disabilities be educated in their least restrictive environment, or alongside peers without disabilities in general education classrooms to the maximum extent appropriate. More than 40 years later, I investigated how national trends in educational placement have changed over time for students with intellectual disability. Specifically, I examined the degree placements have trended toward less restrictive environments. I found historical trends of incremental progress toward less restrictive settings, but no evidence of such progress in recent years. Furthermore, most students were educated predominantly in segregated settings every year. I discuss how these findings relate to previous studies, as well as implications for individualized education program teams and advocates for educational inclusion.