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This chapter provides an overview on the traditions and values of teaching students with traumatic brain injury (TBI). First, we discuss the prevalence, identification, and characteristics associated with TBI and how those characteristics affect learning, behavior, and daily life functioning. Next, we focus on instructional and behavioral interventions used in maintaining the traditions in classrooms for working with students with TBI. Findings from a review of the literature conclude that there are no specific academic curriculums designed specifically for teaching students with TBI; however, direct instruction and strategy instruction have been shown to be effective educational interventions. Current research on students with TBI is predominately being conducted in medical centers and clinics focusing on area of impairments (e.g., memory, attention, processing speed) rather than academic achievement and classroom interventions. Finally, we conclude with a list of accommodations and a discussion of recommendations for future work in teaching students with TBI.

There are many cognitive training tests purporting to both measure older people’s cognitive performance, several of which come with associated training that are deemed to improve cognition. This chapter describes cognitive tests that have been claimed to be linked to driver behaviour, and that training on them could improve driver behaviour. Of special interest are tests that could be completed at home on a computer, as it is suggested this could capture many individuals who are worried about attending a driver assessment centre and are not likely to be referred. Findings suggest that UFOV (Useful Field of View) Time Making Trail (A and B) and Dual N have research suggesting that training on them could improve driver performance for older drivers. However, the robustness of the research is debateable. There are also two physiological tests – a neck and shoulder and a general fitness test that also show promising results for improving driver performance. In addition, education and training is purported to improve driver behaviour, but although there is positive feedback from older people who attend and some short-term improvements, research on long-term improvements on driver behaviour are not yet evident. Overall, there are promising results from individual cognitive, physiological tests and from education and training suggesting that reflection on action and feedback from the task is important to improving driver performance but more research is needed.

The authors speculate only about relatively short-term advances in special education for students with emotional and behavioral disorders. Speculation is confined to the overlapping areas of core values, technologies, neuroscience, and law/policy. In core values, the authors hope to see a resurgence of commitment to special, effective instruction and to practice aligned with scientific evidence. It is hoped that technologies will advance practices in instruction, improve the uses of artificial intelligence in teacher training and teaching, and encourage the appropriate use of artificial reproduction to avoid disorders. Neuroscience, it is hoped, will yield more reliable and helpful classification of disorders, better and more useful imaging, and more effective treatment of a variety of emotional, behavioral, and academic problems. In law and policy, the authors hope the Supreme Court's Endrew case will result in greater focus on challenging, appropriate education. Law and policy should also encourage trauma sensitivity in education, make whole-school approaches to trauma sensitivity the priority, and avoid universal trauma screening. Students' and families' legitimate interests in confidentiality and data privacy should be protected in newly constructed information-sharing infrastructures.

The reported inquiry-based learning (IBL) study was designed in 2012–2013 for the highest achieving undergraduate students at a research-intensive university in the United Kingdom (U.K.). In 2005, the University received national funding from the U.K. Higher Education Academy (HEA) to develop an innovative model of IBL to be used in a multidisciplinary context (Tosey, 2006). As a consequence, IBL was an obvious tool when, in 2012, the authors set out to design learning interventions to improve the teamwork and leadership skills of high-attaining students. In the process of exploring the application of IBL to this task, the need to ensure the intervention allowed for development in the conative domain was considered important. Historically, IBL practice at the University had catered well for cognitive and affective learning but had not been focussed to develop conation. A conative-heavy element was therefore purposefully designed into the latest IBL intervention.

The chapter begins by presenting a case study of a 4th grade student, who has been referred by his teacher for an evaluation. However before this case can be completely understood, it is necessary to understand the limitations associated with the general intelligence approach of assessment. The chapter provides an overview of these limitations and suggests using a processing-based approach instead of a general intelligence approach. The second section outlines the Planning, Attention, Simultaneous, and Successive (PASS) theory and approach toward assessment, which is supported by neuropsychological research. The final section returns to the case study and demonstrates how the information gathered using the PASS theory and Cognitive Assessment System (CAS) can be used to guide interventions for various learning disabilities.

The last several decades have brought about a paradigm shift in the conceptualization of disability (Fougeyrollas & Beauregard, 2001; Williams, 2001). The traditional medical model considers disability to be a characteristic of the person, situated within the body. In the medical model view, disability, or difficulty functioning in major life domains, results from bodily impairments associated with a medical diagnosis or disorder, and a medical intervention or treatment is required to “correct” the problem of the individual. Alternatively, contemporary social models argue that disability is a social construction. In the social model view, disability is created by social policies, stigma and other barriers within the social and physical environment. Changes in attitudes and policies and the removal of barriers are needed to “correct” these environmental problems.

US citizens who attend international medical schools (US IMGs) are more likely to be of Hispanic, Black American, or Asian descent compared to US medical students. As physicians, US IMGs contribute diversity to the health-care workforce; their experiences and perspectives have improved the health outcomes for populations typically underserved. To become a competent medical professional is a challenging experience, especially for IMGs who may have entered medical school with less than optimal academic histories. During this journey, some students develop academic and clinical deficiencies. Addressing these deficits through remediation interventions are critical to the student’s performance as a physician. This study measured the resiliency, self-efficacy, and self-compassion of IMGs who completed remediation while in medical school. Results indicate older students experienced failure more often and were found to have significantly higher levels of self-compassion compared to younger students. Males were assigned significantly more remedial interventions compared to the female participants. Finally, strong positive correlations suggested that the more remediation interventions students were provided, the more likely they were satisfied with their overall remediation experience. These findings indicate that by varying support strategies and encouraging student’s orientation to resiliency, self-efficacy, and self-compassion may assist them in overcoming their deficits.

Business ethics provide a potent source of competitive advantage, placing increasing pressure on organizations to create and maintain an ethical workforce. Nonetheless, ethical breaches continue to permeate corporate life, suggesting that there is something missing from how we conceptualize and institutionalize organizational ethics. The current effort seeks to fill this void in two ways. First, we introduce an extended ethical framework premised on sensemaking in organizations. Within this framework, we suggest that multiple individual, organizational, and societal factors may differentially influence the ethical sensemaking process. Second, we contend that human resource management plays a central role in sustaining workplace ethics and explore the strategies through which human resource personnel can work to foster an ethical culture and spearhead ethics initiatives. Future research directions applicable to scholars in both the ethics and human resources domains are provided.

At the beginning of children's school careers, large differences already exist between children in their mathematical skills and knowledge. Preparatory math skills such as counting and Piagetian operations are important predictors of later math learning disabilities. However, little research has been conducted on the underlying processes that could explain or predict these preparatory math skills. Traditionally, intelligence has been viewed, next to language (vocabulary), as an important predictor of school success in general and math performance in specific. However, recent studies suggest that other, more fluid, domain-general cognitive processes, such as working memory and executive functions, are better predictors than traditional IQ scores. This chapter reports on two studies in which the relations between early mathematics and different working memory components are investigated. In the first study, the relations between the Early Numeracy Test (ENT) and five working memory aspects have been studied in a correlational study with 240 kindergartners. The following working memory components can be distinguished: the central executive controlling system, the phonological component, and the visuospatial component. In this study, three distinctive executive functions were measured: inhibition, shifting, and planning. The results show that phonological working memory, shifting, and planning are highly related to children's early math competence. Together, these functions can explain 50% of the total variance in early math. In a second study under 111 kindergartners, it was found that the scores on the ENT are moderately related to the executive function planning. Contrary to the expectations, intelligence was more related to preparatory math skills than planning. However, in a short training study with 15 low performing children, it was found that children's planning scores could better predict their improvement than intelligence: children low in planning did not profit as much from the training as children with higher planning capacities. The results of these studies emphasize the need for further research on the relations between working memory processes and preparatory math skills. These processes seem to play an important role in the origin of math learning difficulties. The results of the second study also suggest that remediation of early math learning difficulties should be adapted according to children's cognitive profiles regarding working memory and executive functions.

How are identified instances of contamination addressed, assuming they have been identified and disclosed? The U.S. has evolved an activist ethos with regard to contamination – both in terms of identifying it and, in the case of identified contamination, taking some engineering action to remediate the hazard. In Chapter 13, A Grassroots Perspective on the Brownfields and Superfund Programs, veteran New Jersey grassroots leader Madelyn Hoffman offers a thorough review of the Superfund program that, since 1980s, has guided U.S. cleanup of sites identified as contaminated at a threshold demanding remediation. She provides a detailed overview of the process identifying the problem and for developing and comparing alternative approaches for remediation. Public involvement is integral to this process, as is the assessment of health risks for local populations. Hoffman also describes the more recent process of Brownfields remediation added as an adjunct to Superfund to more speedily return contaminated lands to productive use. If Superfund has been the subject of political opposition for its regulations, costs and for tying up property, Brownfields offers the political remedy by streamlining cleanup in order to foster reuse. The downside of this streamlined mitigation, however, as Hoffman stresses, may be the sacrifice in the quality of restoring the contaminated land, leading to future toxic exposures. Finally, throughout her discussion, Hoffman stresses the vital role of the grassroots network of organizations in the U.S. that “watchdog” local environments. Under the leadership of Lois Marie Gibbs, this grassroots network has become a force fighting for environmental cleanup and supporting newly discovered contaminated communities as they grapple with the attendant issues. In this view, it is the combination of laws and regulations and political will with an active level of citizen oversight and participation that makes the environmental cleanup process work.