Here’s practical help for mastering the process of developing and writing quality individualized education programs (IEPs). This best-selling, essential resource includes step-by-step instructions backed by examples, practice, and feedback to help users gain the critical skills and knowledge they need to write effective IEPs, meet the standards of IDEA, and ultimately plan for students with disabilities. Guide to Writing Quality Individualized Education Programs includes an easy-to-understand summary of IDEA 2004; a workable organization of the IEP process into seven manageable steps; explanations, modeling, practice, and feedback for mastering each step of the process; and a brief procedural summary at the end of each step.

The new edition features the latest information and references to help readers as they work through the process in such areas as:
Recognizing and referencing IEPs for a variety of disabilities, genders, and grade levels.
Basing IEPs on required state or core curricula.
Phrasing goals that address standards, while also meeting the needs of students performing below-grade level.
Understanding the role of Response to Intervention in addressing needs in the general classroom.
Learning how the No Child Left Behind Act affects high-stakes testing for students with disabilities.

Ideal for teacher candidates, in-service educators, parents and other IEP team members, the guide can be used for whole group instruction, out-of-class assignments, or as independent study.

This study used photography to capture important symbols in the lives of 14 siblings of 13 youth
with autism (ASD) and 16 siblings of 15 youth with Down syndrome (DS), and then determine if there were
differences in photographs taken according to type of developmental disability, age, and gender of the sibling.
Photographs were divided into two categories: photographs of people, including family and non-family
members, and non-people, including personal items/objects, animals, and buildings/scenery. Siblings of
youth with DS took a higher percentage of photographs of people and family members than siblings of
youth with ASD. There were also differences according to age and gender in the people/non people and
within family photographs. The 7-9-year-olds took a higher percentage of snapshots of typically developing
siblings and him/herself whereas the 10-12-year-olds and the 13-16-year-olds took a higher percentage of
photographs of the youth with the disability than the younger age group. Sisters took a higher proportion of
people photographs than brothers, while brothers took a higher proportion of family photographs than sisters.
Results validate the importance of gathering data in an open-ended manner directly from young people,
confirm the use of photography as a method of facilitating communication with young people about important
symbols in their lives, and indicate there are differences in the percentage of photographs taken of
people/non people and family/non family according to disability, age, and gender of siblings.

The perspective of children with developmental disabilities regarding what is important is not fully understood due to limited means by which accurate data are collected. Many researchers rely upon teachers, parents, and siblings to provide information regarding the lives of children with developmental disabilities. This study differs from most because primary informants were 15 school-aged individuals with disabilities who took snapshots of that which they reported to be important to them. Their ability to take pictures was examined and themes were determined through content analysis. Results indicate these participants can take usable snapshots, which frequently focus on family; other themes of the photographs included friends, objects, and buildings. This preliminary study suggests that photography may be one way to allow students with developmental disabilities to contribute information regarding what they value in their lives.

Purpose

The purpose of this pilot study was to explore relationships among metabolic control, self-care behaviors, and parenting in adolescents with type 1 diabetes.

Methods

Twenty-nine adolescents (mean age, 14.1 years) and their parents participated. Metabolic control was determined by an average of 4 A1C values taken prior to study enrollment; self-care behaviors were measured with a 12-item self-report questionnaire; parenting style was evaluated using the Parenting Practices Report.

Results

The mean for A1C values was 8.5%; the mean for overall self-care behaviors was 4.93 (5 = usually). Participants rated themselves highest on the self-care behaviors of giving insulin shots when indicated and adjusting insulin when eating a lot. They ranked themselves lowest on eating a low-fat diet and testing urine for ketones. Parents tended to be more authoritative in their approaches to parenting than either authoritarian or permissive. A significant relationship was found between authoritative mothering and adolescent self-care behaviors and metabolic control. Regression analyses controlling for age and length of time with diabetes confirmed the significance of these relationships. Authoritative fathering positively correlated with the self-care behaviors of monitoring blood glucose, taking insulin, and not skipping meals. A relationship was also noted between permissive parenting by mothers/fathers and poorer metabolic outcomes. However, the permissive parenting correlations did not remain significant when controlling for age and length of time with diabetes.

Conclusions

Clinicians may help prevent declining participation in self-care behaviors and metabolic control in adolescents with type 1 diabetes by working with parents, particularly mothers, and encouraging authoritative parenting.

The presence of a child with disabilities elicits a variety of stress demands on the family. Religion is recognized as a powerful personal, family, and cultural variable. However, little is known about the influence of religion in dealing with disability among families within particular religious groups. This descriptive study explored themes of spiritual belief and religious support among families of the Church of Jesus Christ of Latter-Day Saints (LDS, or Mormon) with a child with developmental disabilities. Parents shared perspectives of meaning that emerged from experiences with religion and family beliefs perceived to be unique. The core theme, “This is a Spiritual Experience,” provides the foundation for a descriptive model that depicts aspects of finding meaning and perceived transcendence.

This article provides current information relevant to school social workers who serve students with obsessive-compulsive disorder (OCD), including how OCD is defined in children and adolescents, the impact of OCD on schooling, issues in identifying students with OCD, and effective interventions. The authors offer suggestions for collaboration among school personnel and families and for linking school with home. Finally, they present recommendations for educating peers of students with OCD. (Contains 2 tables.)

Background: Raising a child with a disability (CWD) in the home is increasing across the globe. Due to caregiver burden and the complexity of care, there is growing concern for typically developing sibling (TDS) outcomes.

Objective: To examine whether caregiver burden, parenting style, and sibling relationships in families raising a CWD predict cooperative and externalizing behaviors in TDS.

Methods: This correlational study included 189 families raising both a CWD and a TDS. Multilevel modeling was used to identify which variables were most predictive of TDS outcomes and if there were parent gender effects.

Results: Authoritative parenting was positively associated with cooperative behaviors. Authoritarian parenting was positively associated with externalizing behaviors. Multilevel modeling revealed caregiver burden was a significant predictor of sibling behaviors in the first model. When parenting style was added as a predictor, it was also
significant. When sibling relationships were added as predictors, they were significant predictors for both cooperative and externalizing TDS behaviors; however, caregiver burden was no longer significant. Authoritarian parenting significantly predicted externalizing behaviors, and authoritative parenting was significantly related to cooperative behaviors.

Discussion: In families raising a CWD, positive sibling relationships may help negate the effects of caregiver burden and are more predictive of TDS outcomes than some parenting practices.

Results of three focus groups identifying issues facing educators who advocate for special education students are presented. Findings indicate that special educators regularly advocate for students with special needs but believe that there are risks, both personal and professional, associated with advocacy. Additionally, participants suggested that training was needed in the areas of special education law, communication skills, collaboration and conflict resolution, and teacher advocacy. Participants felt a need for support in their advocacy efforts from school administrators and professional organizations.

Introduction: Using family systems theory as a theoretical framework, we examined differences in sibling relationships and caregiver burden by parent gender and type of disability. We also investigated direct and indirect associations between type of disability, caregiver burden, and sibling relationships with structural equation modeling.

Methods: We recruited 172 families raising typically developing children or a child with a disability (CWD). Participants volunteered at meetings and workshops for families of CWD and were also recruited through snowball sampling. Mothers and fathers independently completed self-report questionnaires on caregiver burden and perceptions of the sibling relationship.

Results: Mothers experienced higher levels of caregiver burden than fathers. Parents of children with autism reported higher levels of caregiver burden than parents of typically developing children. Mothers of children with Down syndrome and multiple disabilities reported more positive sibling relationships than mothers of typically developing children. Mothers’ and fathers’ perceptions of caregiver burden were negatively related to their perceptions of the sibling relationship. Caregiver burden mediated the relationship between having a child with autism and positive sibling relationships.

Discussion: Results indicate the benefits of using a systems framework in examining families raising a CWD. Future research should focus on interventions for families of CWD that help alleviate parental burden and foster positive sibling relationships.

Although many authors have identified guidelines in the evaluation and subsequent selection of contemporary children's literature, few have studied how individuals with mental retardation and autism (MR/A) are depicted in children's literature. Dyches and Prater (2000) took a unique approach in creating evaluation guidelines based not only upon general literary standards, but also with regard for the portrayal of individuals with disabilities (Turnbull, Turnbull, Shank, & Leal, 1999). Based on the Dyches and Prater guidelines, characterizations and plots in eligible children's books published during 1997 and 1998 were evaluated. Twelve books are discussed in detail, in terms of each guideline. The results showed that there was inconsistency in the books, in terms of the themes that emerged: (a) characterization and positive portrayal, (b) relationships, (c) changes in characters without MR/A, and (d) changes in characters with MR/A. Special topics that were present in the books are also discussed: schooling, recreation, and residence. The characters in the books were portrayed as making more choices in their lives, and were educated in more inclusive settings, than characters in books in an earlier study by Prater (1998). The conclusion highlights the use of this study as the basis of an international award for children's literature that includes characters with mental retardation and/or autism.

Obsessive-compulsive disorder (OCD) i s a neurobiological condition affecting 1 of every 200 school-age children. OCD greatly affects students' academic, behavioral, and social functioning, and it can lead to additional problems such as depression. To effectively collaborate with other individuals providing appropriate support to students with OCD, teachers need to understand this disorder, particularly its manifestations in school settings. This article addresses typical manifestations of OCD in school settings and provides general and specific accommodations for teachers to implement in their classrooms.

AIMS AND OBJECTIVES:
To identify challenges children and youth with type 1 diabetes encounter from their own perspectives.
BACKGROUND:
Type 1 diabetes requires lifestyle changes involving diet modification, monitoring blood glucose, counting carbohydrates and administering insulin. Learning self-care and developing positive attitudes can improve glucose management and promote long-term benefits. Therefore, understanding challenges of youth living with type 1 diabetes from their own perspective is an important first step in improving diabetes outcomes for this age group.
DESIGN:
Qualitative descriptive design using focus groups to identify the experiences and challenges of children and youth living with type 1 diabetes.
METHODS:
Six focus groups were held over a four-month period in 2010; each participant attended one focus group. A total of 16 children and youth with type 1 diabetes participated. The focus group discussions were audio recorded, transcribed verbatim and analysed for common themes according to qualitative methodology. To assure trustworthiness, investigators independently coded interviews and themes were refined and adjusted until consensus was reached.
RESULTS:
Three themes emerged after analysing transcripts from the focus groups that embody challenges children and youth with type 1 diabetes faced: (1) low blood glucose; (2) self-care activities; and (3) feeling different and/or alone.
CONCLUSIONS:
Data indicated type 1 diabetes is challenging for this age group. These challenges must be addressed to assist youth in learning to manage their disease and promote healthy outcomes.
RELEVANCE TO CLINICAL PRACTICE:
It is important for nurses to discuss challenges, understand perspectives of this age group, listen to their concerns, work with them to develop strategies promoting health, minimise complications, reduce or eliminate feeling different or alone and assist parents' efforts to be supportive.

A study investigated perceptions of five junior high general-education teachers and three special education teachers participating on a collaborative inclusion team. Both general and special-education teachers were positive about the inclusion and the teaming and believed the arrangement provided a rich learning environment for students with disabilities.

Researchers suggest that video-based interventions can provide increased opportunity for students with disabilities to acquire important academic and functional skills; however, little research exists regarding video-based interventions on the academic skills of students with autism and intellectual disability. We used a multiple-baseline-across-participants design to investigate the effects of video self-modeling (VSM) on the mathematics skill acquisition of adolescents with autism. Four adolescent male students viewed videos of themselves on an iPad solving mathematical problems to estimate the amount of money used to pay for a given item and the amount to receive in change. Findings support a functional relationship between VSM and performance on math skills for each participant. Subsequently, the VSM was systematically faded during maintenance sessions, with little deterioration of skill. Follow-up data probes were interpreted to conclude that student characteristics may affect retention of skill. Implications for practice and research are discussed.

Parent perceptions and attitudes regarding the inclusion of students with mild to moderate disabilities into general classrooms have been mixed. In this qualitative study, the parents of 17 students with learning disabilities and 1 student with behavior disorders were interviewed following the first year of a junior high inclusion pilot program based on teacher and student collaborative teams. Twelve response categories are identified. Parents recognized personal attention for students and positive attributes of teachers as strengths of the program and increased student self-esteem as a positive outcome. The results indicate that the majority of the parents were supportive of the program and wanted it to continue.

Because characters with developmental disabilities (DD) in children?s books are often the first images many children encounter, their accurate and multidimensional portrayal is critical. Therefore, the depictions of characters with DD in 41 children?s books were analyzed. These books were eligible for the biennial Dolly Gray Children?s Literature Award, and were published between 2004 and 2007. Data were analyzed for four main themes, namely characterization, relationships, changes in characters, and special topics. Trends across this and two previous studies (Dyches, Prater, & Cramer, 2001; Dyches & Prater, 2005) include an increasing number of books published annually, increasing numbers of characters with DD who are culturally diverse, more positive portrayals, characters who are being more self-determined, engaging in more caregiving and teaching roles, and enjoying more inclusionary recreational activities. Recommendations for future authors and educational services providers are provided.

Chapter 1: Bullying and the Opposing Power of Bystanders
Chapter 2: Sharing Books with Your Classroom: The Basics of Bibliotherapy
Chapter 3: Lesson Plans: Strengthening Classroom Bystander Support
Chapter 4: Lesson Plans: Vulnerable Classmates

Background: Worldwide, 78,000 children develop type 1 diabetes annually with European cases increasing every year. In the United States, 215,000 children under 20 years of age have type 1 diabetes and over 6.5 million adults with either type 1 or type 2 diabetes need daily administration of insulin. Misunderstanding the complexity of diabetes management on the part of health care providers can affect their attitudes and negatively affect patient outcomes. The purpose of this descriptive qualitative study was to explore family nurse practitioner and undergraduate nursing students’ perceptions of diabetes management while using an insulin pump in order to more effectively prepare them to understand the complexities of diabetes management faced by patients with diabetes and, therefore, provide better patient care.
Methods: Nurse practitioner and undergraduate students, who participated in a week long diabetes simulation experience, were asked to participate. Consents were obtained allowing analysis of journals detailing their experiences. The journals were analyzed for common themes according to qualitative methodology.
Results: Three themes emerged from the data: 1) handling self-management issues, 2) living with an insulin pump, and 3) gaining an appreciation for those who live with diabetes. Self-management subthemes included making dietary changes and monitoring blood glucose levels. Making dietary changes included carbohydrate counting, eating a balanced diet, and not snacking all day. Issues related to the monitoring of blood glucose levels included the pain of poking their fingers, difficulty getting enough blood, forgetting to check blood glucose, and not wanting to check blood glucose in front of people. Living with an insulin pump subthemes included learning where to wear the pump, having the pump get in the way, interfering with daily activities, including changing clothes or using the bathroom, interfering with intimacy, and having to change the needle site. Subthemes of gaining an appreciation for those who live with diabetes included having empathy for patients related to complying/not complying with treatment regimes, understanding the inconveniences of required lifestyle changes, and obtaining support from others having the same experience.
Conclusions: Diabetes requires many lifestyle changes. Study participants cited an increased understanding of the hassles and inconvenience of living with diabetes, particularly dietary changes, monitoring blood glucose, and living with an insulin pump. Undergraduate and graduate nursing students caring for patients with diabetes would benefit from a similar simulation experience in order to gain an understanding of the complexity of diabetes management and learn ways to help their patients. Nursing faculty should consider implementing a similar simulation experience in their curriculum.

Educational professionals agree that traditional preservice preparation has been inadequate in preparing educators to teach culturally and/or linguistically diverse students. Reasons for this lack of preparation are generally identified as an insufficient number of diverse teacher candidates and poor infusion of culturally competent practices across programs. Most universities and colleges have responded to these needs, but neglect the need to improve faculty members’ own cultural competence. We present the journey taken by one traditional special education teacher preparation program to increase the number of diverse candidates enrolled, infuse cultural diversity competence across the program, and improve faculty members’ sensitivity and appropriate responses toward cultural differences.

AIM: To explore if young people with higher and lower levels of metabolic control of type 1 diabetes have different perceptions about their lives and illness. BACKGROUND: Adolescence through emerging adulthood is a developmental stage made more challenging when the person has type 1 diabetes. Little research has investigated if individuals with high and low levels of metabolic control in this age group perceive their disease differently. DESIGN: Qualitative descriptive. METHODS: In this study, 14 participants, ages 11-22 years were interviewed in 2008 about their perceptions of living with type 1 diabetes. Through a process of induction, major themes were identified. RESULTS/FINDINGS: Participants with high and low metabolic control levels reported similar themes related to reactions of others, knowledge about type 1 diabetes, and believed healthcare providers used authoritarian interactions. However, high metabolic control level participants believed type 1 diabetes would be cured; had negative initial responses to being diagnosed; rarely received parental support in managing their diabetes; and were negligent in self-care activities. Participants with low metabolic control levels did not believe a cure was imminent or have negative responses to being diagnosed; received parental support in managing diabetes; and were diligent in self-care activities. CONCLUSION: Nurses should give information to young people with type 1 diabetes beyond initial diagnosis and help and support this age group learn appropriate ways to manage their disease, develop positive relationships with healthcare professionals, and participate in interactions with others their age successfully managing type 1 diabetes.

The purpose of this qualitative, descriptive study was to use photography to capture important symbols in the lives of 17 siblings living in families raising a child with Down syndrome (DS). The siblings used disposable cameras to take photographs over a two-week time period of what was important to them. Content analysis discovered the photographs could be categorized into two major categories: people/non-people. Photographs in the people category included snapshots of family members and friends. Photographs in the non-people category were of important objects (toys, books, electronics), animals (domestic and non-domestic) and buildings (house, school, church). Stories about the photographs reflected experiences siblings had with people/non-people in the snapshots, as well as everyday activities. Results validate the importance of gathering data from children using qualitative methods and confirm the use of photography as one of these methods.

Although a large body of literature exists supporting the relationship between positive parenting and child outcomes for typically developing children, there are reasons to analyze separately the relevant literature specific to children with developmental disabilities. However, that literature has not been synthesized in any systematic review. This study examined the association between positive parenting attributes and outcomes of young children with developmental disabilities through meta-analytic aggregation of effect sizes across 14 studies including 576 participants. The random effects weighted average effect size was r = .22 (SE = .06, p < .001), indicative of a moderate association between positive parenting attributes and child outcomes. Publication bias did not appear to be a substantial threat to the results. There was a trend for studies with more mature parents to have effect sizes of higher magnitude than studies with young parents. The results provide support for efforts to evaluate and promote effective parenting skills when providing services for young children with disabilities.

Although a large body of literature exists supporting the relationship between positive parenting and child outcomes for typically developing children, there are reasons to analyze separately the relevant literature specific to children with developmental disabilities. However, that literature has not been synthesized in any systematic review. This study examined the association between positive parenting attributes and outcomes of young children with developmental disabilities through meta-analytic aggregation of effect sizes across 14 studies including 576 participants. The random effects weighted average effect size was r = .22 (SE = .06, p < .001), indicative of a moderate association between positive parenting attributes and child outcomes. Publication bias did not appear to be a substantial threat to the results. There was a trend for studies with more mature parents to have effect sizes of higher magnitude than studies with young parents. The results provide support for efforts to evaluate and promote effective parenting skills when providing services for young children with disabilities.

A large body of literature exists related to parent-implemented interventions for children with disabilities, so it is helpful to synthesize the results of outcome-based interventions for children with developmental disabilities. Specifically, what are the effects of parent-implemented interventions intended to improve children’s (1) social behaviors, (2) life skills/adaptive behavior, and (3) communication skills? Using meta-analytic aggregation of effect sizes across 30 studies with a total of 1,356 participants, this review examined the association between parent-implemented interventions and intended outcomes for young children with developmental disabilities. Across all 30 studies comparing children’s outcomes to control groups, the random-effects-weighted average effect size was d = 0.495 (95% confidence interval = 0.31 to 0.68). Effect sizes ranged from d = -0.28 to 3.23, with the index of heterogeneity reaching statistical significance (Q (29) = 72.0, p < .001; I2 = 59.7%). The overall results were not moderated by the four participant characteristics evaluated—age, gender, socioeconomic status (SES), and disability. All parent-implemented interventions resulted in child outcomes that were statistically significantly better than the control group. Interventions targeting communication skills resulted in the greatest relative gains, and interventions targeting life skills/adaptive behavior resulted in the smallest relative gains (yet statistically better than the control group). Findings indicate clinical benefits when professionals include parents in interventions intended to influence the social–behavioral, communication, and adaptive development of young children with developmental disabilities.

Increasing numbers of students in U.S. schools are at greater risk of school failure because of social, economic, and family stress factors. Teachers can use literature as bibliotherapy for both children and adolescents to create a safe distance, allowing them to deal with sensitive issues related to these problems, as well as to teach social skills that can then help prevent school failure. In this article, the authors present a 10-step process for implementing bibliotherapy in the classroom and provide a sample of juvenile books that could be used in bibliotherapy.

Chapter 1: Developing Caring Relationships in Schools
Chapter 2: Skills for Communicating with Families
Chapter 3: Communicating with Families throughout the School Year
Chapter 4: Communicating with Families in Meetings
Chapter 5: Addressing Difficult Topics with Families

The purpose of this descriptive exploratory study was to explore the meaning of being a sibling using Parse's human becoming perspective. Twelve children between 5 and 15 years of age with a younger sibling with a cleft lip and palate or Down Syndrome participated. Through semi-structured interviews and the use of art, children talked about their experiences. Major themes portrayed the complex and paradoxical nature of being a sibling. The themes also revealed that having a sibling with special circumstances includes some unique opportunities and challenges. The finding of this study is the descriptive statement, being a sibling is an arduous charge to champion close others amid restricting-enhancing commitments while new endeavors give rise to new possibilities. Implications for nursing are discussed in the context of understanding being a sibling.

Bullying, a serious issue in today’s schools, negatively impacts children. This article summarizes research and emphasizes the need for effective tools, such as bibliotherapy, to deter bullying. To assist professionals in selecting books for bibliotherapy, 38 bully-themed children’s K-3 picture books ranked 1- 4 by The Horn Book Guide (HBG) from January 1, 2004 through January 1, 2010 were analyzed. Comparisons were made between the selected books’ portrayals of bullying and aspects of bullying, and bully prevention described in research literature. Information was summarized, including the following details: (a) gender of bully and victim, (b) type of bullying, (c) location of bullying, (d) responses of bystanders and adults, and (e) resolution of bullying problems. Considering this descriptive information, professionals are advised to more selectively recommend books to fit the unique needs of students and encourage desired bullying resolution strategies.

Based on the Dyches and Prater (2000) guidelines, characterizations and plots in 34 eligible children’s
books published during 1999-2003 were evaluated; 36 characterizations are discussed in detail in terms of each
guideline. Results showed that, compared to a previous study (Dyches, Prater, & Cramer, 2001), characters
with developmental disabilities made more deliberate choices, were educated in more inclusive settings, were more
accepted in their communities, and served in more helping roles; and more commonly the disability was only one
of many character traits. Also a wide age spectrum was portrayed, and several characterizations represented
people from minority races or cultures. Over half of the characters with DD had autism spectrum disorders, and
almost half of those characters had Asperger syndrome.

Like other young people, those with autism spectrum disorder (ASD) have an impact on siblings in both positive and negative ways. Research indicates positive attributes include maturity and responsibility; positive self-concept; less quarrelling and competition; admiration for the person with ASD; and satisfactory sibling relationships. Negative attributes include fear of frightening or violent behavior, decreased sibling intimacy, and social and emotional difficulties. However, most research relies on information from parents/teachers, rather than from siblings. Therefore, this qualitative descriptive study explored experiences of 11 brothers and 11 sisters living with a young person with ASD through audiorecorded semi-structured interviews. Analysis revealed the overall theme was contradiction. Participants recognized difficulties (decreased parental attention, extra responsibility, bothersome behaviors, communication difficulties) and positive aspects (became empathetic, loved and appreciated the child, realized the experience was life-changing) of living with a young person with ASD. Younger siblings frequently reflected on childhood experiences, wished they could play together, and mentioned what the young person could do. Adolescent siblings learned life lessons from the experience, talked about life changes when ASD was diagnosed, and seemed introspective and protective toward the young person with ASD. Male siblings often wished they played more often while growing up with the young person, and frequently mentioned the child/adolescent’s aggressive behaviors; female siblings focused on relationship and communication difficulties of the young person ASD. Interventions to help siblings provide positive behavioral support, engage in developmentally appropriate play, and communicate reciprocally are warranted. Nurses can help parents understand
siblings’ perceptions and can encourage parents to support siblings.

To develop independence and self-responsibility in students With autism, traditional intervention techniques have focused on the acquisition of academic learning and adaptive skills of language and communication and the reduction of behavior problems. The critical question is, Will these traditional foci of intervention Work for multicultural students With autism? These students have triple-layered problems—they are culturally different, they may be linguistically different, and they have an exceptionality that is loaded With behavioral repertoires. Apparently, these challenges make it imperative for general and special education practitioners to look for Ways to educate multicultural learners With autism. In this article, the authors present culture-specific strategies for meeting the educational needs of students With autism. In addition, they relate these strategies to current efforts to prepare teachers and other professionals to assist students and their families.

Authors of this qualitative descriptive study interviewed 30 parents concerning their experiences raising a child or adolescent with type 1 diabetes (T1D) and celiac disease (CD). Analysis revealed six themes: (a) health complications of T1D, (b) challenges of daily disease management, (c) financial concerns, (d) the young person's emotional/mental health, (e) experiences with healthcare providers, and (f) experiences with people outside the family and at school. Results suggest nurses need to be sensitive to challenges young people living with T1D and CD and their parents face, conduct ongoing assessments, and provide time during interactions to adequately address concerns.