Shernavaz Vakil

Strategies for Increasing Positive Social Interactions in Children with Autism: A Case Study

language, and development of varied interests are fundamental skills critical for life success. Yet these are the skills that often present the most significant challenges for individuals with autism. In fact, quantitative and qualitative deficits in these three areas are required identifiers for demonstrating autism (American Psychiatric Association, 1994). While individuals with autism must present the social difficulties, language limitations, and restriction of interests necessary for diagnosis, the degree to which these characteristics are demonstrated vary widely among individuals with autism. Involvement can range from mild to severe and can change as a function of age or development (Smith, 2004). For example, a toddler with autism may demonstrate significantly hyperactive behavior and limited social and language abilities. However, these characteristics may become less intense and debilitating as the toddler progresses toward adulthood. Although autism is a lifelong disability and currently incurable, certain interventions have resulted in significant improvements and in placements in more communitybased or less restrictive settings. This article utilizes a case-study approach to illustrate those intervention strategies most efficacious for children with autism.

Special Education in India: The Success of a Model Program.

In India, the family is largely responsible for its members with disabilities. With the increase of women in the work force and with fewer joint family systems in the urban areas, many parents are concerned about their ability to take care of their children with disabilities. Also, parents have few opportunities to advocate for their children. Meetings are often difficult to organize and are poorly attended. In response to those needs, the National Institute for the Mentally Handicapped organized the first national meeting of the registered parent associations in 1990 (Misra, 2000).

Migration in India: Education and Outreach for Street Children

T odays complex society, with its myriad political, economic, and social changes, has accelerated migration and led to the displacement of many families. These families are displaced because of human conflicts, natural disasters, social upheaval, religious or political persecution, or the search for economic and professional opportunities (Le Roux &Smith, 1998). Based on a review of the available literature, as well as personal observations and experiences, this article examines issues associated with migration in India-the causes, its impact on children, and intervention efforts.

Citizenship and Self-Determination for Individuals with Cognitive Disabilities: The Interdependence of Social Studies and Special Education.

Abstract The importance of the social studies curriculum has been potentially underestimated for individuals with cognitive disabilities. Inherent in this curriculum are standards and expectations for skills with citizenship. Collaborative instruction in citizenship requires planning, understanding of diversity, authentic instruction, and an emphasis on self-determination and decision-making skills. This article discusses the interrelatedness of these concepts and methods for effective implementation in the educational setting.

Beyond Bullying: Consideration of Additional Research for the Assessment and Prevention of Potential Rampage School Violence in the United States

For approximately 15 years there have been a number of episodes of rampage school violence in elementary/high school and higher education in the United States. Initial responses included implementation of antibullying programs, disciplinary measures, and increased law security measures. As the incidences have continued, it has become apparent that a more collaborative and interdisciplinary approach is needed for prevention. This paper offers a review of research literature as it applies to proposed innovative strategies for collaborative research, prevention, and intervention in the school setting.

Family Engagement within Inclusive Settings

Abstract The essentiality of family involvement in the schooling process is evident from the vast directives embedded within federal mandates, professional standards for teachers and administrators, parent organizations, and advocacy groups. Yet, as explicit as legislative mandates and professional standards are regarding parental rights and involvement, they do not require definitive roles of the family. Several factors influence the lack of a decisive definition regarding the role of the family in the schooling process. Those include the different perspectives on what constitutes a family structurally and functionally, the socio-cultural and political diversity within and among populations, the move to an inclusive education framework, the various terms used to describe parental involvement, the realization that no one family model fits the demographic diversity existing in today’s school districts, and the rights of family members to select their level of involvement. Given the importance of family engagement and student outcomes, three fundamental questions addressed in this chapter are, “How can inclusive schools enhance productive collaborative family engagement networks?” “How can the family be empowered to voluntarily participate within those networks?” and “How can inclusive schools connect with teacher preparation programs to promote the competency of educators for those collaborative family/school engagement networks?” In this chapter we delineate an interactive triad conceptual model with the school as the “connecting agent” to build relationships with families and teacher preparation, setting the stage for productive family engagement as partners in inclusive settings.