Eighty children with disabilities enrolled in a nationally distributed set of inclusive preschool programs participated in this study. The average age of the participants was 3.9 years, and 60% were male. The children exhibited a range of disabilities and developmental levels. Using a mixed-method approach, the authors established quantitative criteria for identifying children with disabilities who were socially accepted and socially rejected by their peer group, and qualitative methods revealed themes associated with social participation of each group. Cluster analyses of themes identified 3 clusters associated with social acceptance (e.g., awareness-interest, communication-play, friendship-social skills) and 2 clusters associated with social rejection (e.g., social withdrawal, conflict-aggression). Subsequent cluster analyses of children and matrix analyses illustrated how child social participation was related to superordinate theme clusters and constructs of acceptance and rejection. Socially accepted children tended to have disabilities that were less likely to affect social problem solving and emotional regulation, whereas children who were socially rejected had disabilities that were more likely to affect such skills and developmental capacities. Implications of this research for theory and practice are proposed.
A set of multiple case studies was conducted to assess the feasibility for teachers in inclusive early education programs supporting young children's learning objectives through embedded learning opportunities (ELOs). The examination of the ELO procedure included assessment of the teachers' planning and implementation, the impact on child performance of specific learning objectives, and the teachers' perceptions of the ELO strategy. These case studies were conducted in three separate inclusive early childhood education programs located in three different states and included four children with disabilities and their classroom teachers. All teachers demonstrated increases in use of instructional behaviors toward targeted objectives.Children demonstrated concomitant increases in performance of targeted objectives. In follow-up interviews, teachers reported generally favorable perceptions of the ELO procedure. There were, however, some clear differences between teachers (with resulting impacts on child performance) in the consistency and frequency of implementation of the instructional support strategies. Teacher interview data are used to aid in hypothesizing on why these differences occurred.The number of programs in which young children with disabilities are served alongside their typically developing peers continues to increase. Wolery and his colleagues Wolery, Holcombe-Ligon, et al., 1993) found that 70% of the early childhood programs responding to a national survey indicated that they included children with disabilities. This represented a doubling of children enrolled from just 5 years earlier. In a more recent survey of programs accredited by the National Association of Educators of Young Children (NAEYC), McDonnell, Brownell, and Wolery (1997) found that 58% of these high-quality programs included children with disabilities. However, of the teachers who reported that they currently served a child with disabilities in their classroom, only 25% reported working directly with an early childhood special educator. Wolery et al. (1994) also reported that only about one quarter of programs including children with disabilities in their sample worked with an early childhood special educator. Both studies reported that early childhood educators were not consistently a part of Individualized Education Program (IEP) development and implementation. This lack of involvement raises concerns about how consistently the targeted learning needs of children with disabilities are being addressed in inclusive settings.Even when early childhood and early childhood special educators work together, the IEP goals are sometimes viewed as separate and unrelated to the goals and objectives for all children in the class. This view is reinforced by the manner in which the IEP goals are developed and written (Goodman & Bond, 1993). Frequently, narrow though measurable objectives are developed that do not readily fit or adapt to the overall curriculum or context of the preschool program. However, an important function of the educational t...
The purpose of this investigation was to describe the nature of preschool children's experiences in inclusive early childhood programs. The momentary time-sampling data reported in this article represented 3 hours of observational information per child for 112 preschoolers with and without disabilities in 16 community-based, inclusive preschool programs in four states. In general, children with and without disabilities exhibited similar child behaviors and were meaningfully engaged in a variety of adult- and child-initiated activities within similar activity contexts. Two noteworthy between-group differences were that (a) children without disabilities, compared to those with disabilities, participated in more child-child social behaviors and (b) children with disabilities received more adult support and attention than peers without disabilities. These ecobehavioral data begin to "paint a portrait" of preschool inclusion. This "portrait" revealed that children with disabilities were physically included but suggested that if social integration of young children with and without disabilities is a primary goal of inclusion, then additional, focused intervention efforts may be required to establish socially inclusive programs for young children with and without disabilities.
Mixed-method designs increasingly are being used to investigate multi-faceted educational phenomena, but many conceptual and practical challenges remain in combining qualitative and quantitative methods. This paper addresses the conceptual issues by illustrating how 2 analytic approaches were used for different mixed-method purposes in the study of preschool inclusion.
Isosteres of cryptolepine (1) were synthesized and evaluated for their antiinfective activities. Overall, the sulfur isostere, 5-methyl benzothieno [3,2-b]quinoline (5b) was equipotent to 1 and has shown no cytotoxicity at 23.8 μg/ml. Compound 5b was also found to have a broad spectrum of activity. Both the carbon and oxygen isosteres were less potent than cryptolepine. A limited library of 2-substituted analogs of 5b has been synthesized and evaluated in antifungal screens but did not show increase in potency compared to the unsubstituted 5b. Similarly, evaluation of tricyclic benzothieno [3,2-b]pyridines while showing promise in individual screens did not produce an overall increase in potency. Overall, the evaluation of the activities of 5b compared with standard antifungal/antiprotozoal agents suggests that the benzothienoquinoline scaffold could serve as a lead for optimization.Opportunistic infections are caused by pathogens that take advantage of a suppressed immune system. Such conditions as HIV AIDS disease, organ transplantation and long-term use of corticosteroids for example, cause either immune suppression or some disruption in the immune system. 1 With an estimated 40.3 million people living with AIDS around the globe 2 and the increasing development of resistance to current therapies, there is a continuing need for new antiinfective agents against opportunistic infections.Previous studies in our laboratories 3,4 and those of others 5 have indicated that cryptolepine and other alkyl-substituted indolo [3,2-b]quinolines possess interesting biological activities including antiinfective activity against several opportunistic infectious organisms (OIs). These include Candida albicans (Ca), Cryptoccocus neoformans (Cn), and Aspergillus fumigatus (Af). These actions of the indoloquinolines appear to operate through intercalation into DNA, binding preferentially at GC-rich sequences and stimulating DNA cleavage by human topoisomerase II. On the basis of these initial observations, we embarked on Structure-Activity Relationship (SAR) studies to probe and identify structural features that enhance the potency of the indoloquinoline scaffold.Publisher's Disclaimer: This is a PDF file of an unedited manuscript that has been accepted for publication. As a service to our customers we are providing this early version of the manuscript. The manuscript will undergo copyediting, typesetting, and review of the resulting proof before it is published in its final citable form. Please note that during the production process errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal pertain. NIH Public Access Author ManuscriptBioorg Med Chem. Author manuscript; available in PMC 2008 January 15. Several publications from our laboratories have indicated that alkylation of the nitrogen at the 5 position is required for the antiinfective activities associated with the quindoline scaffold. 6,7 In particular, an ω-cycloalkyl pentyl group was associated with increased po...
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