Widowed residents of two nursing homes who were oriented to person, time, and place were interviewed to determine the extent to which they had hallucinatory experiences of their deceased spouse. Fifty-two interviews were completed with 46 widows and six widowers. Results are reported for the widows. Twenty-eight (61%) of the widows reported hallucinatory experiences of their deceased spouse. Twenty-four (86%) of the widows described the experiences as good or helpful. Thirteen (46%) reported that the experiences continue to happen. Nineteen (54%) of the widows had never discussed the experiences with anyone before this study. These results are surprisingly similar to previously published findings by Rees in Wales and suggest that these experiences are more common in the United States than has been recognized.

No abstract

a inclusão de alunos com deficiência em classes da educação geral é uma exigência importante das Leis para Indivíduos com Deficiência de 1975 e 1997 e da emenda da Lei para Indivíduos com Deficiência de 2004. Desde a promulgação dessas leis, as escolas públicas dos Estados Unidos têm sido obrigadas a incluir alunos com deficiência ao máximo possível em classes da educação geral onde eles possam estudar com pares não deficientes ao invés de passarem a maior parte de seu dia em classes segregadas com outros alunos com deficiência. Este trabalho discute a filosofia dos programas de inclusão e apresenta detalhes sobre programas de inclusão em um Estado específico dos Estados Unidos, o Estado do Arizona, Finalmente, descreve a necessidade de capacitação de professores para a área de educação geral e especial. Essa sessão demonstra porque os programas melhorados de capacitação de professores são necessários para aumentar o sucesso da inclusão nos Estados Unidos.

The COVID-19 pandemic unexpectedly changed almost all aspects of people’s everyday lives. This included new challenges in the education of Native American students with disabilities who live in rural and remote areas of the United States. Native American students with disabilities living on reservations are served by local schools, tribally controlled schools, and Bureau of Indian Education schools under the provisions of the Individuals with Disabilities Education Act. In rural reservation communities during COVID-19, special education services for students with disabilities were significantly disrupted. Contributing factors were high rates of poverty, lack of adequate funding and staffing for health care, populations with higher rates of chronic illness, high percentages of homes with no running water or electricity, shortages of certified special educators, and barriers to alternative forms of education due to lack of access to high-speed internet and technology.

Cognitive and neuropsychological tests are often employed to help describe the functioning of patients with multi-infarct dementia (MID) or patients with dementia of the Alzheimer's type (DAT). In this study, the Halstead-Reitan Neuropsychological Battery (HRNB), Wechsler Adult Intelligence Scale-Revised (WAIS-R), and Wechsler Memory Scale (WMS) were completed by 20 MID patients and 62 patients with DAT. Total scores on these measures did not differentiate DAT and MID patients. Contrary to clinical observations, cognitive tasks assessing social judgment did not differentiate between the groups. However, MID patients demonstrated greater variability in test scores. Compared with DAT patients, the MID patients demonstrated better preserved memory as shown on the WMS in comparison to the WAIS-R IQ.