Publish in OALib Journal
APC: Only $99
Inclusive education, based on the principle that all children (including those with disabilities) should receive similar education, has been recently adopted in primary and secondary schools throughout several countries. Within an inclusive education context, teachers are faced with the challenge of developing their knowledge and skills necessary to properly assess the intellectual abilities of a wide range of children. Although intelligence has been examined for over 100 years, researchers are still debating what abilities should or should not be classified as belonging to the domain of intelligence. In order to effectively apply intelligence theory and assessment methods for inclusive education, we compared traditional intelligence theory (Spearman’s two-factor model) with a more recent intelligence theory (Gardner’s multiple intelligence theory). Spearman’s theory focuses on elementary perceptual processes by using the single g factor, whereas Gardner’s theory recognizes several types of intelligence. On the basis of these reviews, we propose the utility of multiple intelligence theory for inclusive education, considering the various profiles of intelligence shown by children with intellectual disabilities and developmental disorders.
Inclusive education has been recently proposed in primary and secondary educations in many countries. Children who need special education support should be educated together with typically developing children in general classes. Although many studies have examined the effectiveness of inclusive education, researchers have pointed out that some general education teachers experience problems in their relationships with children who have disabilities such as developmental disorders and intellectual disabilities. In this paper, we review teacher training programs in a Japanese university and offer suggestions to enhance teachers’ relationships with disabled children. In our discussion, we focused on adult attachment theory, which is an affective connection and interactions between self and others. First, we reviewed the importance of teachers’ relationships with disabled children. Second, we reviewed attachment theories with respect to the quality of teacher-child relationships, and lastly, we proposed that adult attachment theory is a mediator in the quality of teacher-child relationships. We proposed a direction for the application of these conceptual assumptions to the teacher-training program for inclusive education in a Japanese university.
report a very rare case of endometrioid adenocarcinoma arising from abdominal
wall endometriosis in the appendectomy scar. A 47-year-old woman visited the
surgical department, since she had a gradually growing and painful tumor both
in an appendectomy scar and at an umbilical site. She underwent appendectomy at
age 18 years, and noticed the tumor at age 22 years. Partial tumor resection
was performed in that department, and the pathology revealed endometrioid
adenocarcinoma. She was referred to our department for radical therapy. Tumors
in the both sites were dissected together with some swelling lymph nodes in our
department. A pathological diagnosis of the tumor in the umbilical site showed
only benign endometriosis. In contrast, the tumor in the appendectomy scar
showed benign endometriosis, atypical endometriosis and well differentiated endometrioid
adenocarcinoma. Resected lymph nodes also contained endometrioid adenocarcinoma,
and were diagnosed as metastases. It was concluded that the endometrioid
adenocarcinoma in the tumor of the appendectomy scar was a malignant
transformation arising from abdominal wall endometriosis from the pathological
findings. Since the operation, adjuvant and maintenance chemotherapy with paclitaxel
and carboplatin had been administered for 3 years. She is free of disease 3.5
years after the operation.