Confirmatory factor analysis of responses by 211 preadolescents (M age = 10.25 years,SD = 1.48) with mild intellectual disabilities (MIDs) to the individually administered Self Description Questionnaire I–Individual Administration (SDQI-IA) counters widely cited claims that these children cannot differentiate multiple self-concept factors. Results provide clear support for the a priori eight-factor solution, modest correlations between the factors (Mdn r = .38), substantial reliabilities (Mdn = .90), and invariance of the factor solution over gender, age, and educational placement (regular vs. special, segregated classes). Also introduced is a new hybrid compromise between multigroup and multipleindicator-multiple-cause (MIMIC) approaches to latent mean differences. Consistent with a priori predictions, preadolescents with MIDs have lower self-concepts in segregated classes than in regular classes for three academic self-concept scales (reading, math, and general-school) and, to a lesser extent, peer relationships and global selfesteem, but not for the other three nonacademic components of self-concept (physical, appearance, and parent relationships).

Whereas the inclusion of children with special needs in regular classrooms has gained increasing advocacy, teachers’ attitudes vary. Previous studies examining teacher attitudes have focused on primary and secondary schools in the Western world, and little is known about early childhood settings in Eastern countries. This study used MANOVA to examine preschool teachers’ attitudes in Hong Kong (N = 410). Teachers reported only modest support for inclusion. Teachers with training in special education were stronger advocates of inclusion, irrespective of their professional roles (administrator or class teacher), for children with intellectual disability, or visual, hearing, and speech and language impairments. However, neither teacher training nor professional role made a significance difference to teachers’ support of including children with physical disability, autism spectrum disorder (ASD), attention-deficit/hyperactivity disorder (ADHD), specific learning difficulty, and the gifted and talented. Implications for practice and further research are explored.

Background: Youths with Down syndrome are characterized by deficits in balance/postural stability. One way to palliate balance deficits among this population is through exercise interventions. However, to the authors’ knowledge, the effects of exercise interventions designed to improve the balance of youths with Down syndrome have never been systematically reviewed. Purpose: The purpose of this review was to summarize the findings from studies examining the effects of exercise interventions designed to improve balance in youths with Down syndrome. Data Sources: A systematic literature search was performed in 10 databases (Academic Search Complete, CINAHL Plus With Full-Text, Education Source, ERIC, Medline With Full-Text, PsycARTICLES, Psychology and Behavioral Sciences Collection, Scopus, SocINDEX, and SPORTDiscus With Full-Text) on June 12, 2017. Study Selection: Randomized controlled trials and controlled trials examining the effects of exercise interventions designed to improve balance in youths with Down syndrome were included. Data Extraction: Two authors selected the studies and extracted their characteristics and results. Three authors assessed the risk of bias in the studies using the Cochrane Collaboration tool. Data Synthesis: Eleven studies, published between 2010 and 2017, met the inclusion criteria. The findings showed that exercise interventions were more effective than control conditions for improving the static balance of children with Down syndrome and the static-dynamic balance (ie, global balance score obtained with a scale measuring both static and dynamic balance) of children and adolescents with Down syndrome. Nevertheless, the findings on dynamic balance in children and static balance in adolescents were inconclusive. Limitations: With a small number of studies and their high risk of bias, the present findings must be interpreted with caution. Conclusions: The reviewed exercise interventions were successful in improving the static balance of children with Down syndrome and the static-dynamic balance of children and adolescents with Down syndrome.

Urban community gardens provide learning environments for diverse groups, including those who may be experiencing health and social inequalities such as residents in social housing communities. Learning to grow fresh food in safe social spaces provides individuals with opportunities to increase awareness of their personal wellbeing and community life. This paper reports on the findings of a research study that explored broader impacts of a community gardening programme on 42 adult residents living in social housing estates in Sydney, Australia. The mixed-methods study design captured participants’ self-perceived benefits of community gardening across six new sites. A final sample of 23 participants across the sites completed both the Sense of Community Index 2 and the Personal Wellbeing Index questionnaires at pre- and post-test (following six to seven months of being involved in the programme). Focus groups involved 42 participants from all six sites. Perceived benefits included enhanced awareness of their overall health and wellbeing, new interest in growing fresh food, enjoyment of shared produce and recipes, feelings of happiness, frequent socialisation and community connectedness. The findings highlight the impactful role of community gardens as effective local learning environments that promote psychological wellbeing and community connection in underserved communities. We conclude by reinforcing the need for sustainable community gardens for addressing social inequality and promoting multiple psychosocial benefits.