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Objectives-While some eruption disorders occur as part of a medical syndrome, primary failure of eruption (PFE) -defined as a localized failure of secondary tooth eruption -exists without systemic involvement. Recent studies support that heredity may play an important role in the pathogenesis of PFE. The objective of our human genetic study is to investigate the genetic contribution to PFE.Materials and Methods-Four candidate genes POSTN, RUNX2, AMELX, and AMBN) were investigated due to their relationship to tooth eruption or putative relationship to each other. Families and individuals were ascertained based on the clinical diagnosis of PFE. Pedigrees were constructed and analyzed by inspection to determine the mode of inheritance in 4 families. The candidate genes were directly sequenced for both unrelated affected individuals and unaffected individuals. A genome wide scan using 500 microsatellite markers followed by linkage analysis was carried out for one family.Results-Pedigree analysis of families suggests an autosomal dominant inheritance pattern with complete penetrance and variable expressivity. Sequence analysis revealed 2 non-functional polymorphisms in the POSTN gene and no other sequence variations in the remaining candidate genes. Genotyping and linkage analysis of one family yielded a LOD score of 1.51 for markers D13S272; D15S118 and D17S831 on chromosomes 13, 15 and 17 respectively.Conclusions-While LOD scores were not significant evidence of linkage, extension of current pedigrees and novel SNP chip technology holds great promise for identification of a causative locus for PFE.Clinical Relevance-When the process of normal tooth eruption fails, it may result in a clinically guarded or hopeless prognosis. Our studies aim to understand the etiological basis of Primary Failure of Eruption (PFE) toward the development of future orthodontic or pharmocologic interventions that will successfully treat this problem.

Science is a core curricular area of instruction for all students and the federal mandates of the Individuals with Disabilities Education Act (2004) and No Child Left Behind (2001) require that students with disabilities are educated in the least restrictive environment and have access to general education science content, based upon rigorous standards. While, most students with visual impairments are educated in the general science classroom, few studies have been done to determine whether appropriate accommodations and modifications are being made in those classrooms to meet the specialized needs of these students. A 35 question survey instrument was disseminated to teachers of the visually impaired through a Visual Impairments Listserve and Facebook group to help determine what pedagogical practices, accommodations, modifications, adaptive equipment and instructional practices are being used to educate students with visual impairments in the United States and Canada. This study helped inform how students with visual impairments are being educated in the science classroom.

This article presents the results of a study on the use of 3-D printed models in a science classroom for students with visual impairments and examines whether the use of these models impacts student conceptual understanding and misconceptions related to geosciences concepts, specifically plate tectonics. Data were collected one week prior to instruction, one week after instruction and throughout the 3-week instructional period. Results showed that students with visual impairments held many of the same misconceptions about plate tectonics as students who are typically sighted. All students in this study had fewer misconceptions after the instructional period than they held before instruction began; however, both the 3D group and the TG group continued to hold approximately equal numbers of misconceptions. The adaptations and hands-on experiences in this 3-week curriculum proved effective for students with visual impairments; helping them understand the unifying theory of plate tectonics. Some unique misconceptions held by the students with visual impairments in this research study include plates floating on the ocean, earthquakes moving with the plates, and volcanoes working together with the plates to cause earthquakes. There was a difference between students who had low vision and those with light perception only. The study helps to shed light on the use of 3-D printed models in the science classroom and their effectiveness at helping students with visual impairments learn important geoscience concepts.

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