 |
Steven Forness (born May 13, 1939) is a psychologist doing research in the field of emotional disorders in children. His main interest is the "early detection and eligibility of children with psychiatric disorders for special education services in public schools". He has earned many awards and is a Distinguished Professor Emeritus of Psychiatry and Biobehavioral Sciences at the University of California, Los Angeles.
Forness was born in Denver, Colorado to Robert E. and Rejeana C. (Houck) Forness. He attended Catholic schools and was raised as a Catholic. Forness served in the United States Army from 1957 to 1959 as a Specialist 4 in the U.S. Army Security Agency. He received a Bachelor of Arts degree in English Education from the University of Northern Colorado in 1963, after attending the United States Naval Academy for a year. He earned a Master of Arts degree in Educational/School Psychology in 1964, followed by an Ed.D. in Special Education from the University of California at Los Angeles in 1968. [ citation needed ]
Forness attended the United States Military Academy Preparatory School (USMAPS) while on active duty with the US Army. He later went on to the United States Naval Academy for less than a year and then attended the Colorado State Teachers College (now the University of Northern Colorado). His undergraduate specialization was in English and Education and he earned a master's degree in Educational Psychology there.
Forness began his career at Santa Maria High School in Santa Maria, California from 1964 to 1966. He subsequently enrolled at UCLA and completed a dissertation, entitled "Lateral Dominance in Retarded Readers with Signs of Brain Dysfunction". From 1966 to 1968, he was a special education counselor at UCLA. He then became a special educator at the UCLA Neuropsychiatric Institute (1968–2003).Forness obtained a Senior Fulbright Scholarship to work in Portugal in 1976. He was also the Chief of the Educational Psychology Child Outpatient Department (1970–2003), member of the Mental Retardation Research Center (1970–2003), Professor of Psychiatry (1972–2003), Principal Inpatient Scholar (1976–2003), and Director of Mental Retardation and Developmental Disabilities training program (1985–1992).
Forness co-authored the Handbook of Learning Disabilities, Volumes I, II, and III with Kenneth Kavale and Michael Bender, and together with Kavale wrote Science of Learning Disabilities (1985) and Nature of Learning Disabilities (1995).
Forness served on the grant review panel for the Special Education section of the United States Department of Education.
Forness received the Distinguished Educator Alumni Award [1] from the University of Northern Colorado in 2006 and is a Distinguished Professor Emeritus at UCLA. He is a fellow at the International Academy of Research in Learning Disabilities and American Association of Mental Retardation. He is a member of Teacher Educators for Children with Behavior Disorders, of which he was president from 1985 to 1986 and also received a Leadership Award in 1995. This society also created the Forness Regional Scholarship in 2003. Forness was an Interdisciplinary Council Member for the American Association of University Affiliated Programs in Developmental Disabilities from 1972 to 1989. He has worked extensively with the International Council for Exceptional Children. He was a Delegate of the Assembly from 1988 to 1991, J.E. Wallace Wallin recipient in 1992, the Excellence in Teacher Education recipient in 1995 and served on the Honors Committee from 1999 to 2002. He was in the Order of St. John to Jerusalem, Knights of Malta in 1994. He was named the Teacher Educator of the Year by the Teacher Education Division of CEC and Merrill Press in 1995. Forness was an Executive Committee Member for the Academy on Mental Retardation from 1989 to 1991 and co-chair of the Definition Task Force for the National Mental Health and Special Education Coalition, 1987–2000. He was on the DSM IV subcommittee on learning disorders with the American Psychiatric Association from 1988 to 1994 and received a Best Article of the Year Award from this association. At the Midwest Symposium on Behavioral Disorders in 1993, Forness was given the Leadership Award. He received the Sidney Berman award on Learning Disorders from the American Academy of Child and Adolescent Psychiatry in 2000.
Forness was also on the research panel at the Institute for Developmental Research at San Diego Center for Children in 2005. He was the co-chairman of Practice Parameters on Learning Disabilities committee for the American Academy of Child and Adolescent Psychiatry from 1996 to 1998 and on the Committee of Professional Advisors for the Professional Group for Attention and Related Disorders from 1990 to 1991.
Forness has been an editorial board member of the Journal of Learning Disabilities , Journal of School Psychology , Learning Disability Quarterly , Remedial and Special Education , American Journal of Mental Retardation , Behavioral Disorders , Monographs in Behavioral Disorders , Education and Treatment of Children , Learning Disability Research and Practice , Teacher Education and Special Education , Exceptionality , Academy on Mental Retardation Newsletter, Journal of Child and Family Studies , and Emotional and Behavioral Disorders in Youth .
The diagnostic category pervasive developmental disorders (PDD), as opposed to specific developmental disorders (SDD), was a group of disorders characterized by delays in the development of multiple basic functions including socialization and communication. It was defined by the Diagnostic and Statistical Manual of Mental Disorders (DSM), and the International Classification of Diseases (ICD).
Developmental disability is a diverse group of chronic conditions, comprising mental or physical impairments that arise before adulthood. Developmental disabilities cause individuals living with them many difficulties in certain areas of life, especially in "language, mobility, learning, self-help, and independent living". Developmental disabilities can be detected early on and persist throughout an individual's lifespan. Developmental disability that affects all areas of a child's development is sometimes referred to as global developmental delay.
Inclusion in education refers to all students being able to access and gain equal opportunities to education and learning. It arose in the context of special education with an individualized education program or 504 plan, and is built on the notion that it is more effective for students with special needs to have the said mixed experience for them to be more successful in social interactions leading to further success in life. The philosophy behind the implementation of the inclusion model does not prioritize, but still provides for the utilization of special classrooms and special schools for the education of students with disabilities. Inclusive education models are brought into force by educational administrators with the intention of moving away from seclusion models of special education to the fullest extent practical, the idea being that it is to the social benefit of general education students and special education students alike, with the more able students serving as peer models and those less able serving as motivation for general education students to learn empathy.
Johnny Lee Matson is professor and distinguished research master in the Department of Psychology at Louisiana State University. He was also named to 'Thomson Reuters' 2014 list of "The World's Most Influential Scientific Minds," for his work in the social sciences. Matson is recognized for his work on development, assessment and treatment of co-morbid conditions in developmental intellectual disabilities. Matson has extensively researched people with intellectual disabilities and autism spectrum disorders. However, his high number of self publications, self citations and peer review practices have been questioned by many in the field.
Intellectual disability (ID), also known as general learning disability in the United Kingdom and formerly mental retardation, is a generalized neurodevelopmental disorder characterized by significantly impaired intellectual and adaptive functioning. It is defined by an IQ under 70, in addition to deficits in two or more adaptive behaviors that affect everyday, general living. Intellectual functions are defined under DSM-V as reasoning, problem‑solving, planning, abstract thinking, judgment, academic learning, and learning from instruction and experience, and practical understanding confirmed by both clinical assessment and standardized tests. Adaptive behavior is defined in terms of conceptual, social, and practical skills involving tasks performed by people in their everyday lives.
Judith M. LeBlanc is an American psychologist, teacher and special education researcher.
The term twice exceptional, often abbreviated as 2e, entered educators' lexicons in the mid-1990s and refers to gifted students who have some form of learning or developmental disability. These students are considered exceptional both because of their giftedness and because they are disabled or neurodiverse. Ronksley-Pavia (2015) presents a useful conceptual model of the co-occurrence of disability and giftedness.
Kanner syndrome, officially childhood autism, was before DSM-V/ICD-11 a neurodevelopmental diagnosis. It has been superceded by autism spectrum disorder. In daily speech it is often referred to as “classic autism”, or “Kanner autism.”
Educational neuroscience is an emerging scientific field that brings together researchers in cognitive neuroscience, developmental cognitive neuroscience, educational psychology, educational technology, education theory and other related disciplines to explore the interactions between biological processes and education. Researchers in educational neuroscience investigate the neural mechanisms of reading, numerical cognition, attention and their attendant difficulties including dyslexia, dyscalculia and ADHD as they relate to education. Researchers in this area may link basic findings in cognitive neuroscience with educational technology to help in curriculum implementation for mathematics education and reading education. The aim of educational neuroscience is to generate basic and applied research that will provide a new transdisciplinary account of learning and teaching, which is capable of informing education. A major goal of educational neuroscience is to bridge the gap between the two fields through a direct dialogue between researchers and educators, avoiding the "middlemen of the brain-based learning industry". These middlemen have a vested commercial interest in the selling of "neuromyths" and their supposed remedies.
Michael Lee Wehmeyer is the Ross and Marianna Beach Distinguished Professor in Special Education and Chairperson of the Department of Special Education at the University of Kansas. His research focuses on self-determination and self-determined learning, the application of positive psychology and strengths-based approaches to disability, and the education of students with intellectual or developmental disabilities. He is Director and Senior Scientist at Kansas University's Beach Center on Disability. He formerly directed the Kansas University Center on Developmental Disabilities.
James Stanfield is an American professor and film producer. He is an Academy Award for Technical Achievement winner in 1979 and trademarked the term Video Modeling in 1999. He is also the founder of James Stanfield Publishing.
Jagannath Prasad Das is an Indo-Canadian educational psychologist and an internationally recognized expert in educational psychology, intelligence and childhood development. Among his contributions to psychology are the PASS theory of intelligence and the Das-Naglieri Cognitive Assessment System. Das was the Director of the JP Das Developmental Disabilities Centre at the University of Alberta. He formally retired in 1996, and is currently Emeritus Director of the Centre on Developmental and Learning Disabilities and Emeritus Professor of Educational Psychology at the University of Alberta. He is a member of the Royal Society of Canada, was inducted into the Order of Canada and has an Honorary Doctorate degree from the University of Vigo in Spain.
Usha Claire Goswami is a researcher and professor of Cognitive Developmental Neuroscience at the University of Cambridge, a Fellow of St. John's College, Cambridge, and the director of the Centre for Neuroscience in Education, Downing Site. She obtained her Ph.D. in developmental psychology from the University of Oxford before becoming a professor of cognitive developmental psychology at the University College London. Goswami's work is primarily in educational neuroscience with major focuses on reading development and developmental dyslexia.
Sakineh Simin M. Redjali (Persian: سکینه سیمین رجالی; born 1934 is an Iranian–American psychologist and author. Simin Redjali was the first female professor of National University of Iran.
Samuel Alexander Kirk (1904–1996) was an American psychologist and educator, who is best known for coining the term learning disability.
Mark P. Mostert is co-director of the Institute for Disability and Bioethics and professor of Special Education at Regent University, Virginia Beach. He has written about and lectured on Eugenics and Euthanasia, Nazi Germany's state-sanctioned "useless eater" policy to exterminate people with disabilities and others considered less than human, and the fads and pseudoscientific practices found in special education.
Connie Kasari is an expert on autism spectrum disorder and a founding member of the Center for Autism Research and Treatment (CART) at the University of California, Los Angeles (UCLA). Kasari is Professor of Psychological Studies in Education at UCLA and Professor of Psychiatry at the David Geffen School of Medicine at UCLA. She is the leader of the Autism Intervention Research Network for Behavioral Health, a nine-institution research consortium.
Marian Diamond Sigman (1941–2012) was a developmental and child clinical psychologist known for her research on autism spectrum disorder (ASD). At the time of her death, she was Professor Emeritus of Psychiatry and Biobehavioral Sciences and Psychology at the University of California, Los Angeles (UCLA).
H. Carl Haywood was an American psychologist who researched motivational influences on learning and development, intellectual and cognitive development, cognitive education, learning, neuropsychology, and dynamic/interactive assessment of learning potential.
Leonard Abbeduto is a psychologist known for his research on individuals with neurodevelopmental disorders, including Fragile X syndrome, autism spectrum disorder, and Down syndrome, and factors that influence their linguistic development over the lifespan. He is the Tsakopoulos-Vismara Endowed Chair of Psychiatry and Behavioral Sciences at University of California, Davis. He serves as Director of Research at the Medical Investigation of Neurodevelopment Disorders (MIND) Institute, which was launched in 2001. Prior to his affiliation with the University of California, Davis, Abbeduto was the Associate Director for Behavioral Sciences at the Waisman Center at the University of Wisconsin-Madison.
| General | |
|---|---|
| National libraries | |
| Other | |
