Pre - Service Teachers’ Perceptions of Disability as Represented in Children’s Television Programs--RESEARCH

As colleges and universities prepare pre-service teachers to teach in inclusive classrooms, it is important to understand college students’ schema of diversity. Part of creating an inclusive classroom culture is to understand how children view similarities and differences in others, and how to create a culture of acceptance. One way to create a culture of understanding is to use media representations and popular children’s television shows as a springboard for conversation and acceptance, but before pre-service teachers can use media, they have to first understand the characteristics and qualification criteria for students with disabilities, and also how the community at large perceives children with disabilities. This research investigated pre-service teachers’ understanding of proportionality and equality in children’s television programming. University undergraduate students applying to or already admitted into teacher education programs watched several hours of children’s television programs and answered questions about the number of characters they observed with disabilities, as well as the way these characters and their disabilities were presented in the show. The research showed that pre-service teachers disproportionately identified more television characters as having disabilities. Implications for practice include increasing early knowledge of IDEA categories and focusing on positive inclusive models in children’s programming and media

MTF-1-Mediated Repression of the Zinc Transporter Zip10 Is Alleviated by Zinc Restriction

The regulation of cellular zinc uptake is a key process in the overall mechanism governing mammalian zinc homeostasis and how zinc participates in cellular functions. We analyzed the zinc transporters of the Zip family in both the brain and liver of zinc-deficient animals and found a large, significant increase in Zip10 expression. Additionally, Zip10 expression decreased in response to zinc repletion. Moreover, isolated mouse hepatocytes, AML12 hepatocytes, and Neuro 2A cells also respond differentially to zinc availability in vitro. Measurement of Zip10 hnRNA and actinomycin D inhibition studies indicate that Zip10 was transcriptionally regulated by zinc deficiency. Through luciferase promoter constructs and ChIP analysis, binding of MTF-1 to a metal response element located 17 bp downstream of the transcription start site was shown to be necessary for zinc-induced repression of Zip10. Furthermore, zinc-activated MTF-1 causes down-regulation of Zip10 transcription by physically blocking Pol II movement through the gene. Lastly, ZIP10 is localized to the plasma membrane of hepatocytes and neuro 2A cells. Collectively, these results reveal a novel repressive role for MTF-1 in the regulation of the Zip10 zinc transporter expression by pausing Pol II transcription. ZIP10 may have roles in control of zinc homeostasis in specific sites particularly those of the brain and liver. Within that context ZIP10 may act as an important survival mechanism during periods of zinc inadequacy

Intersections of Identity: Exceptionality and LGBTQ

Recognizing the significance of Garnets’ (2002) statement, “No single element of identity, be it class, race, gender, disability, or sexual orientation, can truly be understood except in relation to the others,” this article is devoted to raising awareness and opening the conversation for educators regarding multiple minority youth; that is, youth who identify as lesbian, gay, bisexual, transgender, and questioning (LGBTQ), as racial minorities, and as people with disabilities. While researchers and activists recognize the intersectionality of minority status and oppression, we need to open that door to include those who identify as LGBTQ in addition to other social identity variables. That intersection of sexuality and gender identities with other social identity variables is essential to acknowledge in order to develop effective, culturally appropriate interventions and prevention programs aimed at promoting the mental and physical health of LGBTQ youth (DeBlaere, Brewster, Sarkees, & Moradi, 2013). INTerSeCTIo

Pre-Service Teachers’ Perceptions of Disability as Represented in Children’s Television Programs

As colleges and universities prepare pre-service teachers to teach in inclusive classrooms, it is important to understand college students’ schema of diversity. Part of creating an inclusive classroom culture is to understand how children view similarities and differences in others, and how to create a culture of acceptance. One way to create a culture of understanding is to use media representations and popular children’s television shows as a springboard for conversation and acceptance, but before pre-service teachers can use media, they have to first understand the characteristics and qualification criteria for students with disabilities, and also how the community at large perceives children with disabilities. This research investigated pre-service teachers’ understanding of proportionality and equality in children’s television programming. University undergraduate students applying to or already admitted into teacher education programs watched several hours of children’s television programs and answered questions about the number of characters they observed with disabilities, as well as the way these characters and their disabilities were presented in the show. The research showed that pre-service teachers disproportionately identified more television characters as having disabilities. Implications for practice include increasing early knowledge of IDEA categories and focusing on positive inclusive models in children’s programming and media

Pathologic and Immunohistochemical Findings in Hypothalamic and Mesencephalic Regions in the Pahenu2 Mouse Model for Phenylketonuria

The Pah(enu2) mouse, created through ethylnitrosurea mutagenesis, is a model for phenylketonuria. These mice have elevated serum phenylalanine levels, hypopigmentation, and behavior and movement abnormalities, and female mice exhibit a maternal phenylketonuria syndrome. We evaluated the brains of adult and juvenile Pah(enu2) mice for consistent, demonstrable lesions to elucidate various neuropathologic processes and to assess the efficacy of various treatment modalities such as AAV-mediated gene therapy. One aspect of the disease may involve the effect of hyperphenylalanemia on catecholamine function. High levels of phenylalanine inhibit enzymes that are important in the conversion of tyrosine and tryptophan to their respective neurotransmitter derivatives, including dopamine. Therefore, assessment of dopaminergic regions was of interest in this study. Histologic evaluation of juvenile and adult brains revealed an increased cellular density as early as 4 wk of age in the middle to posterior hypothalamus and substantia nigra. The infiltrating cells showed immunoreactivity for CD11b and had morphologic characteristics of macrophages. There was marked expression of inducible nitric oxide synthase in these dopaminergic regions that co-localized to CD11b-positive cells. The CD11b-positive cells and increased inducible nitric oxide synthase expression in these regions may function in a neuroregulatory manner to compensate for alterations in dopamine metabolism

People-first Language, Equity, and Inclusion: How Do We Say It, and Why Does It Matter?

The evolution of language speaks to our values as a society and our understanding of each other as humans making contributions to society. Using people-first language demonstrates a respect for the personhood of people with disabilities, but often professionals are at a loss as to which words to use. This primer shares the ideology behind people-first language and includes a step-by-step guide to using people-first language for IDEA disability categories