Friendships in Children with Developmental Disabilities     

Stephanny F. N. Freeman  Connie Kasari 《Early education and development》1998,9(4):341-355

Studies of friendships in children with developmental disabilities have evolved primarily from the research on children with typical development. As a result, the theories, definitions, and difficulties in measuring friendship have also been carried over to the research on children with developmental disabilities. Children with developmental disabilities, however, present unique issues that warrant consideration. Special consideration should be given to measurement issues, developmental level, the etiology or type of disability of the child, the experience and context of the child with the disability, and individual characteristics. Given these considerations, we make some suggestions for the study of friendships in atypical children.  相似文献   

An Overview of Significant Influences and Formative Experiences on the Development of Adults’ Environmental Awareness in Nine Countries     

Joy A. Palmer  Jennifer Suggate  Barbara Bajd  Paul Hart K.P.  Roger K.P. Ho  J.K.W. Ofwono‐Orecho 《Environmental Education Research》1998,4(4):445-464

This article, like the preceding one in this special issue of the journal, examines the relative importance of various categories of influence and formative life experiences on the development of environmental educators’ knowledge of and concern for the environment. It provides an overview of data deriving from nine countries (Australia, Canada, Greece, Hong Kong, Slovenia, South Africa, Sri Lanka, Uganda, UK) and highlights global similarities and differences.  相似文献   

A WISC-III short form for learning-disabled students     

Ron Dumont  Connie Faro 《Psychology in the schools》1993,30(3):212-219

Data gathered from 664 students referred for special education evaluations were used to create a WISC-R short form. This short form was then used during the 3-year reevaluations of 35 learning-disabled students. Short form deviation quotients were compared to each student's original WISC-R Full Scale IQ. All short form deviation quotients fell within the students' Full Scale IQ range. Thus no student was misclassified by the use of the short form. With the release of the WISC-III, a similar method was used to create a WISC-III short form for use during reevaluations of learning-disabled children. This article discusses the composition of the WISC-III short form and suggests guidelines for its appropriate use.  相似文献