1204Modelling impact of targeted hepatitis B treatment for culturally and linguistically diverse populations in Australia

Abstract Background Antiviral treatment gap in culturally and linguistically diverse (CALD) populations may be a barrier progress in national elimination. Using modelling, we estimated and predicted the impact of antiviral treatment and migration on HBV burden, and HBV-related mortality in CALD populations in Australia. Methods We developed a dynamic, deterministic mathematical model using three antiviral treatment scale-up scenarios - the baseline treatment, intermediate treatment scale-up (80% of eligible by 2030), and optimistic scale-up (20% of all HBV by 2022) to predict the incidence of HBV infection, liver cirrhosis, hepatocellular carcinoma, and HBV-related mortality in four groups of people according to their country of birth. Results The number of chronic HBV cases will remain similar, and HBV-related morbidity and mortality will increase if the baseline approach is followed to 2030. Implementing an optimistic treatment scale-up could reduce the number of new cases of liver cirrhosis (30% in European-born, and 40% in Asia-Pacific-born) by 2030. Following the optimistic scale-up approach, the incidence of HCC decreased by 30% and a 15%-25% reduction in HCC-related mortality could be achieved in the four population subgroups by 2030. Conclusions Following the current antiviral treatment coverage, HBV elimination targets in migrants may not be achieved. A rapid treatment scale-up approach reduces HBV incidence, liver cirrhosis and HCC. Key messages Targeted antiviral treatment for migrants with HBV using rapid scale-up reduces HBV-related disease and mortality and contributes to achievement of national elimination targets.

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Awakening a critical consciousness among multidisciplinary professionals supporting culturally and linguistically diverse families: a pilot study on the impact of professional development

Child Care in Practice ◽

10.1080/13575279.2018.1516626 ◽

2018 ◽

Vol 26 (1) ◽

pp. 4-21 ◽

Cited By ~ 1

Author(s):

Sarah Verdon

Keyword(s):

Professional Development ◽

Pilot Study ◽

Critical Consciousness ◽

Linguistically Diverse ◽

Culturally And Linguistically Diverse ◽

Diverse Families ◽

The Impact

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Population impact of direct-acting antiviral treatment on new presentations of hepatitis C-related decompensated cirrhosis: a national record-linkage study

Gut ◽

10.1136/gutjnl-2019-320007 ◽

2020 ◽

Vol 69 (12) ◽

pp. 2223-2231 ◽

Cited By ~ 1

Author(s):

Sharon J Hutchinson ◽

Heather Valerio ◽

Scott A McDonald ◽

Alan Yeung ◽

Kevin Pollock ◽

...

Keyword(s):

Antiviral Treatment ◽

Scale Up ◽

Sustained Viral Response ◽

Population Based ◽

Decompensated Cirrhosis ◽

Direct Acting Antiviral ◽

Clinical Databases ◽

Number Of Patients ◽

Direct Acting ◽

The Impact

ObjectivePopulation-based studies demonstrating the clinical impact of interferon-free direct-acting antiviral (DAA) therapies are lacking. We examined the impact of the introduction of DAAs on HCV-related decompensated cirrhosis (DC) through analysis of population-based data from Scotland.DesignThrough analysis of national surveillance data (involving linkage of HCV diagnosis and clinical databases to hospital and deaths registers), we determined i) the scale-up in the number of patients treated and achieving a sustained viral response (SVR), and ii) the change in the trend of new presentations with HCV-related DC, with the introduction of DAAs.ResultsApproximately 11 000 patients had been treated in Scotland over the 8-year period 2010/11 to 2017/18. The scale-up in the number of patients achieving SVR between the pre-DAA and DAA eras was 2.3-fold overall and 5.9-fold among those with compensated cirrhosis (the group at immediate risk of developing DC). In the pre-DAA era, the annual number of HCV-related DC presentations increased 4.6-fold between 2000 (30) and 2014 (142). In the DAA era, presentations decreased by 51% to 69 in 2018 (and by 67% among those with chronic infection at presentation), representing a significant change in trend (rate ratio 0.88, 95% CI 0.85 to 0.90). With the introduction of DAAs, an estimated 330 DC cases had been averted during 2015–18.ConclusionsNational scale-up in interferon-free DAA treatment is associated with the rapid downturn in presentations of HCV-related DC at the population-level. Major progress in averting HCV-related DC in the short-term is feasible, and thus other countries should strive to achieve the same.

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Culturally Responsive Dispositions in Prospective Mathematics Teachers

Discourse and Communication for Sustainable Education ◽

10.1515/dcse-2016-0013 ◽

2016 ◽

Vol 7 (2) ◽

pp. 17-33 ◽

Cited By ~ 4

Author(s):

Desha L. Williams ◽

Belinda Edwards ◽

Karen A. Kuhel ◽

Woong Lim

Keyword(s):

Academic Achievement ◽

Qualitative Study ◽

Mathematics Teachers ◽

Teacher Candidates ◽

Culturally Responsive ◽

Linguistically Diverse ◽

Culturally And Linguistically Diverse ◽

Linguistic Differences ◽

School Settings ◽

The Impact

Abstract Sustaining teachers in culturally and linguistically diverse schools has been a prominent issue for years. This qualitative study focused on the impact of an enhanced preparation program on the cultural dispositions of five pre-service mathematics teachers. It is postulated that if positive cultural dispositions are developed in teacher candidates, the possibility of them remaining in cultural school settings is likely. Themes emerged demonstrating that the enhanced program heightened the participants’ awareness of cultural and linguistic differences, as well as, their commitment to impacting academic achievement. Of the five participants, four teach in a culturally and linguistically school after five years in the profession, demonstrating sustainability after participating in the enhanced program.

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The Impact of Culture on Parental Perceptions about Autism Spectrum Disorders: Striving for Culturally Competent Practices

Multicultural Learning and Teaching ◽

10.1515/mlt-2016-0010 ◽

2018 ◽

Vol 14 (1) ◽

Author(s):

Brenda L. Barrio ◽

Yun-Ju Hsiao ◽

Nydia Prishker ◽

Callie Terry

Keyword(s):

Linguistically Diverse ◽

The United States ◽

Autism Spectrum ◽

Culturally And Linguistically Diverse ◽

Culturally Competent ◽

Number Of Children ◽

Wide Range ◽

Diverse Backgrounds ◽

Parental Perspectives ◽

The Impact

AbstractDespite the increasing number of children from culturally and linguistically diverse (CLD) backgrounds in the United States, limited research exists synthesizing what is known about the prevalence and diagnosis of autism spectrum disorder (ASD) in these communities. Children from culturally and linguistically diverse backgrounds are disproportionately diagnosed with ASD and, there is a need for practitioners and educators to be culturally competent at addressing challenges and practices related to ASD for children and youth. The purpose of this paper is to review the literature related to parental perspectives on ASD, in children from a wide range of culturally diverse backgrounds to provide information and resources to practitioners about the importance to strive for cultural competence in practice-related work.

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The Role of Multi-Media in Expanding Pre-Service Teachers' Understanding of Culturally and Linguistically Diverse Classrooms and Furthering Their Professional Identities

Advances in Educational Technologies and Instructional Design - Handbook of Research on Foreign Language Education in the Digital Age ◽

10.4018/978-1-5225-0177-0.ch014 ◽

2016 ◽

pp. 296-314

Author(s):

Latisha Mary ◽

Andrea Young

Keyword(s):

Second Language Acquisition ◽

Student Teachers ◽

Linguistic Diversity ◽

Linguistically Diverse ◽

Culturally And Linguistically Diverse ◽

Linguistically Diverse Students ◽

Diverse Classrooms ◽

Multi Media ◽

The Impact

This chapter details a qualitative study conducted with pre-service elementary school student teachers enrolled in a Masters course on cultural and linguistic diversity at one university teacher education institute in France. The study aimed to evaluate the impact of the course on the student teachers' understanding of culturally and linguistically diverse classrooms and questioned whether the use of multi-media resources throughout the course could contribute to fostering a greater sense of empathy towards their future culturally and linguistically diverse students. The data analysis reveals that the use of video in particular, in combination with theoretical readings, was highly instrumental in helping the students to understand the concepts linked to second language acquisition and in providing them with strategies for their linguistically and culturally diverse classrooms. The authors question whether the use of multi-media is sufficient to foster a sense of empathy in students and suggest further pedagogical interventions.

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Culturally Responsive Pedagogies

Education ◽

10.1093/obo/9780199756810-0010 ◽

2013 ◽

Author(s):

Susan C. Faircloth

Keyword(s):

Academic Performance ◽

Educational System ◽

Culturally Responsive ◽

Linguistic Diversity ◽

Linguistically Diverse ◽

Culturally And Linguistically Diverse ◽

Diverse Students ◽

Cultural And Linguistic Diversity ◽

Linguistically Diverse Students ◽

The Impact

Historically, the academic performance of many culturally and linguistically diverse students has tended to lag behind that of their peers. This has been attributed by some as a failure of the educational system to meet these students’ academic, social, and emotional needs. Increasing diversity within the school-aged population demands that schools respond to the needs and abilities of these students. Central to these efforts is a commitment to the preparation, recruitment, and retention of a teaching force capable of acknowledging and respecting the unique learning abilities and needs of their students. Emerging in the1990s, the term “culturally responsive pedagogies” (CRP), often interchanged with the term “culturally relevant pedagogies,” has been used to describe the knowledge, skills, and dispositions characteristic of teachers who embrace the role of cultural and linguistic diversity within the teaching and learning environment. Teachers who engage in culturally responsive practices view their students’ cultural and linguistic diversity as strengths rather than deficits. Culturally responsive teachers build on their students’, and their families’/communities’ unique strengths as they work to develop effective educational practices for students from diverse backgrounds. Although hailed as a marker of effective teaching for culturally and linguistically diverse students, there is limited large-scale empirical evidence documenting the actual impact of CRP on students’ academic performance, leading some to question the utility of such practices. Given the highly contentious nature of the early-21st-century educational system it is imperative that increased research be conducted to document the impact of CRP on students’ academic experiences and subsequent outcomes.

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Strengths and difficulties questionnaire-teacher: Investigating its factor structure and utility with culturally and linguistically diverse students

Journal of Psychologists and Counsellors in Schools ◽

10.1017/jgc.2019.23 ◽

2020 ◽

Vol 30 (1) ◽

pp. 43-57

Author(s):

Nigar G. Khawaja ◽

Lakshmi Dhushyanthakumar

Keyword(s):

Factor Structure ◽

Language Proficiency ◽

English Language ◽

School Setting ◽

Linguistically Diverse ◽

Strengths And Difficulties Questionnaire ◽

Culturally And Linguistically Diverse ◽

Emotional Symptoms ◽

Strengths And Difficulties ◽

The Impact

AbstractThe Strengths and Difficulties Questionnaire (SDQ), with its three forms (youth, parent and teacher version), is widely used to assess emotional and behavioural disorders in children and adolescents. The present study examined the factor structure and psychometric properties of the teacher version of the scale (SDQ-T) with adolescents from culturally and linguistically diverse (CALD) background. It also explored the impact of demographic factors on the mental health outcomes of CALD adolescents in the school setting as indicated by SDQ-T. Teachers from a Special English language transitional school in Brisbane, Australia completed the SDQ-T for 175 culturally and linguistically diverse adolescents. The exploratory factor analysis indicated a 23-item scale with a four-factor structure: Prosocial Behaviour, Hyperactivity, Emotional Symptoms, and Behavioural Problems. The revised scale had sound internal consistency. Findings indicated that CALD adolescents from refugee backgrounds scored higher on Emotional Symptoms, Conduct and Peer Problems, and SDQ total difficulties. There were no differences on subscale scores based on gender or English language proficiency. SDQ-T emerged as a promising scale that can be used to understand CALD adolescents’ postmigration emotional experiences, risks and protective factors. The implications of the SDQ-T in schools with adolescents from migrant and refugee backgrounds are discussed.

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The power of an intersectionality framework in teacher education

Journal for Multicultural Education ◽

10.1108/jme-07-2019-0059 ◽

2020 ◽

Vol 35 (2) ◽

pp. 117-127

Author(s):

Alisa Leckie ◽

Maya Buser De

Keyword(s):

Professional Development ◽

Linguistically Diverse ◽

Culturally And Linguistically Diverse ◽

Content Type ◽

Diverse Student ◽

The Matrix ◽

Teachers And Students ◽

The Impact ◽

Diverse Student Population ◽

Practical Implications

Purpose The purpose of this study is to describe the use of an intersectionality framework to analyze and incorporate teachers’ lived experiences into critical professional development. Design/methodology/approach Researchers used qualitative coding based on the matrix of oppression and privilege (Ferber and O’Reilly Herrera, 2013) to analyze teachers’ multicultural autobiographies. Connections between multicultural autobiographies were then made between other course reflections and lesson plans that were developed throughout the 150 h of professional development. Findings Findings evidence the multiple sites of oppression and privilege, the importance of spaces and relationships in locating ourselves and others on the matrix and the possibilities for transferring knowledge to professional practice. Research limitations/implications The authors do recognize the limitations of their study. Although the participants were from differing educational contexts and backgrounds, the sample size was small. Additional studies of this nature can expand our understanding of privilege, oppression and the impact of critical professional development for educators. Our society, and therefore the education system, continues to become more culturally and linguistically diverse, and it is incumbent upon us as educators and researchers to identify effective approaches for preparing both teachers and students for a changing world. Practical implications The power of the matrix framework in pedagogical settings is that it facilitates the recognition and analysis of individual social locations and their relationships to various systems of inequality. Most importantly, analyzing both privilege and oppression allows individuals and instructors to reflect on their own experiences and initiate conversations that reduce the animosity toward those who have different experiences. Originality/value This study is significant, in that it offers a framework that addresses the perceived disconnect between teachers and their increasingly culturally and linguistically diverse student population (Banks and Banks, 2013; Darling-Hammond and Bransford, 2005).

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