Special Education

Examined thought disorder and communication patterns in children with

schizophrenia spectrum disorders (schizophrenia and schizotypal personality disorders) and their parents and in a comparison group of children with major depressive disorders and their parents. Children with schizophrenia spectrum disorders exhibited significantly more disturbed attention and thought disorder than did depressed children during a family interaction task. Although parents of children with schizophrenia spectrum disorders showed higher rates of communication deviance (CD) on the Thematic Apperception Test (TAT)-CD index than parents of depressed children, the two groups of parents were similar in the communication patterns and levels of thought disorder they exhibited during the interaction task. These findings underscore the salience of thought disorder, communication disturbance, and attention problems in schizophrenic and schizotypal children.

Despite earlier controversies regarding the diagnosis of schizophrenia in childhood, cumulative evidence indicates that, although childhood-onset schizophrenia is rare, schizophrenia diagnosed using the same criteria applied to adults does occur in children. The question of

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Ratings of participation with hearing-impaired peers decreased for the students who were mainstrearned for more classes. In general, students reported participating in school activities more frequently with hearingimpaired than with hearing peers, but this was qualified by the extent that the students were mainstreamed. Data on thought disorder in children, however, are limited. Controlled studies with rigorously diagnosed samples with other major psychopathological conditions are needed to determine whether thought disorder is specific to children with schizophrenia spectrum disorders or is a more general characteristic of children with severe psychopathology. Students indicated that they were more emotionally secure with hearing-impaired peers, and there was no increase in emotional security with hearing peers with more mainstreaming. Responses of students who were mainstreamed for more classes suggested that they realized they had less interaction with hearing-impaired peers even though this was the group with whom they were most comfortable.

Current developmental theory recognizes the significant contributions of peer relationships to the cognitive and social development of children and adolescents . There are eight ways that peer relationships contribute to development including (a) acquisition of attitudes, values, and information for mature functioning in society, (b) promotion of future psychological health, and (c) development of social skills that reduce likelihood of social isolation. the similarities and/or continuities between child- and adult-onset schizophrenia, however, remains to be resolved. Glare will continue to be a major problem for low vision clients unless they receive a comprehensive clinical and functional O&M glare sensitivity evaluation. Positive peer relationships are as critical for the development of disabled children as for the nondisabled. The general literature with hearing children indicates that these self-perceptions are related to the extent of actual peer rejection and also to the students' personal and social adjustment.

BLINDNESS and LOW VISION

Glare is "the dazzling sensation of relatively bright light, which produces unpleasantness or discomfort, or which interferes with optimum vision".

Approximate Word count = 816
Approximate Pages = 3 (250 words per page double spaced)

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