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The behavioral phenotype of fragile X syndrome (FXS) and intellectual disability (ID) proposed by Hagerman et al. (2009) was primarily based on data from male children and teens. The purpose of this study was to promote a better understanding of how this condition manifests in adults.

A total of 18 men of FXS were paired with men with Down syndrome on the basis of age and level of ID. A screening checklist was created on the basis of existing scales and the Hagerman et al. (2009) behavioral phenotype and completed by care providers.

Five of the 12 features of the phenotype were significantly more present among men with FXS than in men with Down syndrome.

This study provides partial confirmation for Hagerman et al.’s (2009) behavioral phenotype of FXS among men with moderate ID and identified some traits that warrant further investigation.

Despite increasing numbers of women attaining higher levels in academic degrees, gender disparities remain in higher education and among university faculty. Authors have posited that this may stem from inadequate academic identity development of women at the doctoral level. While gender differences may be explained by multiple and variable factors, mentoring has been proposed as a viable means to promote academic identity development and address these gender gaps. A “StartingDoc program” was launched and supported by four universities in French-speaking Switzerland. The purpose of this paper is to report the experience of one of the six “many-to-one” mentoring groups involved in the StartingDoc program in 2012-2013.

This study is based on the description of a group experience within a university-based mentoring scheme offered to women entering in their PhD program in French-speaking Switzerland. It is examined using a qualitative, narrative case study design.

Themes from the narrative analysis included the four dimensions of the Clutterbuck model of mentoring (guiding, coaching, counselling, networking), as well as an additional five emerging themes: first expectations, process, sharing, building identity, and unmet expectations. The qualitative analyses suggest that mentoring can be an effective tool in supporting professional identity development among female doctoral students. However, further work is needed to elucidate the most effective strategies for developing and retaining women in academia.

While a many-to-one mentoring group has been theorized and is recognized as an effective means of supporting doctoral experience, its implementation in French-speaking Switzerland is in its infancy. This study provides insights into the value of such a mentoring scheme dedicated to women at the very beginning of their doctoral studies. Most notably it created opportunities for mentees to: discover aspects of academic life; break isolation; and develop some of the soft skills required to facilitate their doctoral journey.

Since the passage of Public Law 94-142, federal law has prioritized the education of students with disabilities with their non-disabled peers in the context of the general education classroom. This chapter examines the progress, and often lack thereof, with regard to educating students with extensive and pervasive support needs in inclusive settings. We examine current trends in placement, factors that contribute to those placement practices, and what IDEA says about the education of students with extensive and pervasive support needs. We examine what the research suggests happens in substantially segregated settings and then, in contrast, examine impacts and outcomes for students with extensive and pervasive support needs who are educated in inclusive settings. We also examine trends resulting from changing paradigms of disability that provide new opportunities for re-invigorating efforts to educate students with extensive and pervasive support needs in inclusive classrooms.

Investigates what is happening in North America with regard to labour relations law. Examines, first, collective labour relations and labour law and, second, focuses on the legal regulation of the individual relationship, also known as employment law. Goes on to cover these two separate, but intertwined, entities in depth and as they are interpreted in both Canada and the USA. Concludes that labour law is changing and moving toward contractualization and proceduralization. Wonders whether labour law will be able to continue to play the role of protecting wage earners for which it was originally developed.

In this chapter, we provide an overview of the characteristics, content, procedures, processes, and outcomes of effective educator preparation programs for teachers of students with behavioral disorders (BD). We emphasize the need for teachers of students with BD to be fluent with the identification and application of evidence-based practices and discuss how teacher preparation programs best prepare these teachers for the challenges they will face in the classroom. The chapter includes an evaluation checklist for programs preparing educators to teach students with BD; this checklist lists critical competencies, content, and practices (e.g., implementation fidelity, collaboration, classroom management) that should be part of the training for all teachers of students with BD. In addition, we discuss future directions for the field and suggestions for increasing the effectiveness of teacher preparation programs that prepare teachers of students with BD.

The following is an annotated list of materials dealing with information literacy including instruction in the use of information resources, research, and computer skills related to retrieving, using, and evaluating information. This review, the nineteenth to be published in Reference Services Review, includes items in English published in 1992. A few are not annotated because the compiler could not obtain copies of them for this review.