Professor Susan Ryan

This 3-year qualitative study investigated the diagnostic process and the experiences of professionals and families associated with 5 Alaskan students with Fetal Alcohol Spectrum Disorder (FASD). The data revealed (a) an increase in public awareness, but limited provision of services for children with FASD and their families; (b) the use of differentiated instruction by experienced teachers, but beginning teachers who experienced frustration and were less likely to adapt instruction; and (c) the pervasive impact of challenging behaviors, but the limited support provided to families. The results offer insights into FASD and suggest implications for coordinated educational services and family supports. © 2006 Council for Exceptional Children.

The aim of the study was to describe the activities that 75-year-old men and women indicate as most important and to reveal why they find them important. The data were derived from a cross-sectional study of 748 Danish 75-year-old men and women, born in 1914. The people were interviewed at home by means of a questionnaire. The most important activity was revealed by an open-ended question: what is your most important activity? The answers were classified into three qualities: type, site and social relations. The participants were asked if the activity was important because it gave enjoyment, self-confidence, challenges, company, cooperation, usefulness, new skills and/or new experiences. A majority of the participants reported physical and individual activities as the most important and the reasons given by most participants for stating their activity as most important were work enjoyment and usefulness. It was concluded that attention should be paid to older people's possibilities for having important activities.

This article traces the evolution of special education policies and services and the introduction of inclusive education as a service delivery model in Viet Nam. The impact of a series of inclusion initiation projects and resultant goals of the Ministry of Education and Training to expand inclusive education nationally are described along with the existing barriers to change and a proposed systems change model for facilitating the ongoing expansion of inclusive education throughout the country. © 2003, TASH. All rights reserved.

The aim of this study was to explore how paediatric occupational therapists provide intervention for children with cerebral palsy in the United Kingdom. A survey design was used with a sample of 120 paediatric occupational therapists. The results of this study were representational of practice among members of the National Association of Paediatric Occupational Therapists. It was found that 91.7% of occupational therapists in this study used an eclectic treatment approach. Treatment was usually provided on a case-by-case basis, taking into consideration the individual needs of the child, and family-centred functional therapy was valued. Postgraduate training in the areas of neurodevelopmental treatment and sensory integration is recommended in a continuing capacity if therapists choose to use these frames of reference to guide treatment for children with cerebral palsy.

The Specialized Training of Associates in Rural Alaska (STARS) project provided preparation to early intervention associates who lived in rural Alaska and provided services to infants and toddlers who experience disabilities and their families. Distance-delivered modules, videotapes, audioconferences, and other methods and materials were utilized to support the development of skills and knowledge of associates. Associates were employed by local early intervention programs and mentored by their program supervisors. Several times throughout the 3-year project, associates attended training in Anchorage on special early intervention topics. This article addresses the evaluation aspect of this project by (a) describing the distance-delivered competency-based program, (b) discussing the project's evaluation areas, (c) reviewing the specific evaluation methods, and (d) sharing the evaluation results. Discussion follows that highlights program components that were considered innovative and critical to supporting the professional growth of early intervention associates living and working in rural areas with children who experience disabilities and their families.

In recognition of the benefits of a team approach in the provision of special education services, three major team models have emerged in practice. Research on actual implementation of these models has been limited. The purpose of this study was to explore the relationship between current theories and practices of multidisciplinary, interdisciplinary, and transdisciplinary teams. Three areas of team function were studied including team descriptions, team members' perceptions of teaming effectiveness, and a comparison of team practices. One hundred and ninety-five respondents from 50 states completed a 25-item questionnaire. Descriptive results indicated much diversity among teams and team members. There seemed to be no one pervasive model across teams and settings. Across all models, team members identified similar positive characteristics of team effectiveness. In terms of identifying the characteristics that contribute to team ineffectiveness, thematic clusters of attributes emerged. Finally, in terms of comparing teaming theory versus team practices across models, all team models (a) incorporated aspects of role release; (b) utilized a variety of settings, formats, and tools for assessment; (c) involved parents in direct assessment and programming processes at relatively low rates; (d) embedded instruction in naturally occurring environments; and (e) utilized teachers most often in provision of direct services and data collection. In view of these findings, preservice and inservice needs are discussed.

This comparative study looked at hospital and community based occupational therapists who worked with clients with learning disabilities and multiple physical handicaps. The factors that were examined were the time spent by occupational therapists with this group, the interventions that were used, and the learning support that was needed for the therapists. Information was gathered from questionnaires and semistructured interviews. The results showed a distinct difference between the two groups of occupational therapists, with remedial activities being the focus in the hospital setting and functional activities in the community. Most of the respondents felt that they had not had either sufficient education at college or sufficient support when they started their service. A change in role from therapist to consultant was found in those working in the community and this group also placed more emphasis on keeping up to date with developments in this specialist field.

In addition to a clinical role many occupational therapists must assume the role of fieldwork supervisor. A review of the literature indicated that continuing education courses should be available to prepare therapists for this role. A course that was developed to meet the needs of occupational therapists in British Columbia is outlined. The outcome of the three phase approach to course evaluation ¿ pretest-posttest, end-of-course questionnaire and 12 month follow up questionnaire ¿ is discussed. The results of the questionnaires were analysed to determine therapists' (a) preferences for instructional format, materials and scheduling, (b) reasons for participation, (c) use of course material after the course, (d) perceptions of course value, and (e) recommendations for future courses. Eight recommendations for the provision of preparatory courses for fieldwork supervisors are noted. © 1987, Canadian Association of Occupational Therapists (CAOT). All rights reserved.

This paper presents a pilot study which investigated students' and therapists' perceptions of the value of objectives in structuring fieldwork experiences. The method in which the objectives were presented and their content is described. The model used to guide the therapists in the development of the objectives is outlined together with the study procedures. Results of this study and their implications for educators and therapists who plan and organize fieldword experiences are also discussed. © 1984, Canadian Association of Occupational Therapists (CAOT). All rights reserved.