scholarly journals PRE-SCHOOL EDUCATION TEACHERS’ COMPETENCE DEVELOPMENT IN THE WORK WITH CHILDREN WITH SPEECH DISORDERS IN INCLUSIVE EDUCATION

2019 ◽  
Vol 2 ◽  
pp. 171
Author(s):  
Ingrīda Zeļenkova
Keyword(s):  
Inclusive Education ◽  
The United States ◽  
Speech Disorders ◽  
School Education ◽  
Quality Education ◽  
Teacher Competence ◽  
Disabled Children ◽  
Language System ◽  
To Receive

From generation to generation, there are still very topical issues affecting the education system, the quality of its performance, the methods used and the forms of organization. In the 20th century inclusive education problems were studied in Europe and the United States. Several laws have been developed that increase the ability of children with special needs to receive quality education according to their needs and abilities.There are countries where inclusive education is seen as an approach to care for disabled children. But at international level, it is seen as a reform that supports diversity among all students (UNESCO, 2001).The aim of this study is to investigate the competence of pre-school education teachers in working with children with insufficient development of the language system, to develop and approbate a program for teacher competence development.The study summarizes the questionnaire data of pre-school teachers.Quantitative and qualitative research methods were used.The research results suggest that there is a need for regular improvement of teachers' competence in working with children with insufficient development of the language system.

Preventing exclusion: the role of therapists and parents in the inclusion of a disabled child in the education system

2021 ◽  
Vol LXXXII (5) ◽  
pp. 370-386
Author(s):  
Monika Gałkowska ◽  
Katarzyna Kruś-Kubaszewska
Keyword(s):  
Inclusive Education ◽  
Educational System ◽  
Education System ◽  
School Education ◽  
Final Decision ◽  
Child Relationship ◽  
Stressful Experience ◽  
Role Of Parents

Choosing an educational system for a disabled child already at the stage of pre-school education is a difficult and stressful experience for parents, which regardless of the final decision, raises many doubts. Certain questions arise: ‘where there is a place in the education system for the child with a disability certificate?’, ‘where the child can develop best?’, but also ‘where the child simply feels happy and does not experience exclusion?’. Many things depend on the level of the child’s disability, on key choices made by parents, and on the quality of cooperation, both in the three-way parent-therapist-child relationship, but also in the two-way parent-child and therapist-child relationships. Parents more and more often make decisions about inclusive education, where a child can develop amongst non-disabled peers. This article focuses primarily on the role of parents and therapists in the process of including a disabled child in the education system, the potential of cooperation, but also the fears, difficulties and expectations accompanying both sides.

scholarly journals Decision Making: Intra-arterial Therapies for Cholangiocarcinoma—TACE and TARE

2017 ◽  
Vol 34 (02) ◽  
pp. 092-100 ◽  
Author(s):  
Brian Currie ◽  
Michael Soulen
Keyword(s):  
Quality Of Life ◽  
United States ◽  
Decision Making ◽  
Overall Survival ◽  
The United States ◽  
Hepatic Cancer ◽  
Transarterial Radioembolization ◽  
Locoregional Therapies ◽  
To Receive

AbstractThe incidence of intrahepatic cholangiocarcinoma (ICC) has been increasing in recent years and now represents the second most common primary hepatic cancer in the United States. The prognosis is dismal without surgical resection. In patients ineligible to receive curative treatments, locoregional therapies represent a diverse array of techniques that can stabilize or reverse tumor progression to improve overall survival and reduce tumor-related symptoms. Transarterial chemoembolization (TACE) and transarterial radioembolization (TARE) have been demonstrated to be efficacious methods for this patient population. Deciding between these two options is challenging. This article reviews the differences in patient selection, preprocedural evaluation, financial considerations and availability, quality of life, and rates of complications and overall survival.

The impact of race on gastric cancer outcomes in the United States.

2013 ◽  
Vol 31 (4_suppl) ◽  
pp. 83-83
Author(s):  
Benjamin Daniel Powers ◽  
Maureen Patricia Daly ◽  
Adam Davey ◽  
Sharven Taghavi ◽  
Senthil N. Jayarajan ◽  
...  
Keyword(s):  
Gastric Cancer ◽  
Asian American ◽  
The United States ◽  
Lower Grade ◽  
Cancer Outcomes ◽  
Anatomic Site ◽  
Lower Stage ◽  
The Impact ◽  
To Receive

83 Background: Disparities in gastric cancer outcomes are well-documented. We evaluate the association of race with gastric cancer outcomes using a diverse database of patients in the U.S. Methods: SEER was queried for gastric adenocarcinoma cases from 2004-2008, excluding cardia. Logistic (LR) and Cox regressions were used for analyses. Results: 9,440 cases were analyzed: 4,134 (43.8%) Whites (W), 2,015 (21.3%) Asian-American Pacific Islanders (AP), 1,826 (19.3%) Hispanics (H), and 1,465 (15.5%) Blacks (B). Presentation: Average age was 70.1. B, H, and AP were more likely than W to present younger. AP were more likely and H less likely than W to present at a lower stage. B were more likely to have a lower grade. No differences in gender were seen. Treatment: Compared to W, AP were more likely to have surgery. AP, H, and B were more likely to receive radiation (XRT). AP and H had increased odds of ≥15 lymph nodes examined (LNE). Survival: AP and H had improved but B had worse survival compared to W when stratified by receipt of surgery, XRT, and stage and adjusted for age, gender, LNE, anatomic site, and grade. Conclusions: AP were more likely to present with lower stage, have surgery, XRT, ≥15 LNE, and highly significantly better survival than W. H were more likely to present younger but with higher stage, have ≥15 LNE, XRT, and better survival. For B there were no differences in stage or receipt of surgery, though there were increased odds of XRT but had worse survival. These racial disparities in gastric cancer suggest potential differences in tumor or host biology and quality of treatment that impact outcomes and merit further study. [Table: see text]

scholarly journals RE-INTERPRETASI DAN RE-ORIENTASI PENDIDIKAN INKLUSIF

2018 ◽  
Vol 10 (2) ◽  
pp. 128
Author(s):  
Nenden Ineu Herawati
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Education System ◽  
Children With Special Needs ◽  
National Education ◽  
National Education System ◽  
The Right ◽  
Article 5 ◽  
To Receive

Abstract: The understanding of inclusive education is still inaccurate, so the interpretation and orientation towards that implementation are not appropriate as it should be. Nowadays, be found in the field that term of inclusive education is only limited to children with special needs learned together with general children in regular schools. Whereas, the term of inclusive education refer to provide the possible opportunity or access widely for all children in order to obtain the quality of education and in accordance with the needs without discrimination. Therefore, schools that enroll in inclusive education are required to adjust in terms of curriculum, facilities, the infrastructure of education, and learning systems as well that adjusted with the needs of children with special needs. In the other hand, children with special needs are those with temporary or permanent special needs that require more intense educational services. If children are required to receive an education service that is appropriate to their needs and existence through an inclusive education program, it will provide the possible opportunity widely for all children with special needs to get a proper education according to their needs. Moreover, it can create an education system that respects to diversity, non-discrimination and friendly in learning. Thus, it can implement the mandate of the Constitution of 1945, article 31, paragraph 1, Law of 2003 No. 20 regarding National Education System on article 5, paragraph 1, and Law of 2002 No 23 regarding The Right and Protection of Children in article 51. Abstrak: Pemahaman terhadap pendidikan Inklusif masih belum tepat, sehingga in terpretasi dan o-rientasi pelaksanaannya pun belum sesuai  sebagaimana seharusnya yang sekarang dijumpai di lapangan bahwa yang dinamakan pendidikan inklusif adalah hanya sebatas anak kebutuhan khusus belajar bersama-sama dengan anak-anak normal di sekolah reguler.Padahal yang dinamakan pendidikan inklusif adalah memberikan kesempatan atau akses yang seluas-luasnya kepada semua anak untuk memperoleh pendidikan yang bermutu dan sesuai dengan kebutuhan tanpa diskriminasi, oleh karena itu sekolah yang menyeleggarakan pendidikan inklusif dituntut harus menyesuaikan baik dari segi kurikulum, sarana dan prasarana pendidikan maupun sistem pembelajaran yang sesuai dengan kebutuhan individu peserta didik yang berkebutuhan khusus. Sedangkan yang dimaksud dengan anak berkebutuhan khusus adalah mereka yang memiliki kebutuhan khusus sementara atau permanen yang membutuhkan pelayanan pendidikan yang lebih intens. Jika anak berkebutuhan mendapat layanan pendidikan yang sesuai dengan kebutuhan dan keberadaannya melalui program pemdidikan inklusif, maka akan memberikan kesempatan seluas-luasnya kepada semua anak berkebutuhan khusus mendapatkan pendidikan yang layak sesuai dengan kebutuhannya. Serta dapat menciptakan sistem pendidikan yang menghargai keanekaragaman, tidak diskriminasi serta ramah terhadap pembelajaran sehingga dapat mengamalkan amanat Undang-Undang-Undang 1945 pasal 31 ayat 1 juga undang-undang  No 20 tahun 2003 tentang system pendidikan Nasional pasal 5 ayat 1 dan Undang-Undang no 23 tahun 2002 tentang hak dan perlindungan anak pasal 51.

Actual Problems and Debatable Aspects in the Practice of Training Speech Therapists

2020 ◽  
Vol 15 (4) ◽  
pp. 56-64
Author(s):  
Zvoleyko Elena V ◽  
Keyword(s):  
Differential Diagnosis ◽  
Inclusive Education ◽  
Professional Training ◽  
Speech Therapy ◽  
Speech Disorders ◽  
Theory And Practice ◽  
The Third ◽  
Future Work ◽  
Speech Therapists

The process of professional training of future speech therapy teachers is closely related to the state of General and special education systems, focused on achievements in the development of the theory of speech therapy and the realities of practical speech therapy. All the factors the authors have noted make adjustments to the process of training speech therapists, often exposing the problems of their professionalization, generating discussion points in the course of professional training. The article discusses a number of problems that arise in the process of professionalization of future speech therapists. The first problem is related to the insufficient level of linguistic readiness of those who entered the training in the “Speech Therapy” profile. Another problem concerns the teaching of debatable aspects of speech therapy theory and practice-the unification of the categorical apparatus of speech therapy, the application of a scientifically based ratio of nosological and symptomological approaches in speech therapy theory and practice (when preparing speech therapy conclusions), the implementation of a comprehensive approach to the identification and correction of speech disorders, improving the differential diagnosis of various forms of speech disorders. The third problem of professional training of speech therapists is related to their future work with children with disabilities in the widespread practice of inclusive education. All the identified problems significantly affect the quality of speech therapists training, and therefore require discussion.

The Foreign Medical Graduate and Public Policy: A Discussion of the Issues and Options

1978 ◽  
Vol 8 (3) ◽  
pp. 541-558 ◽  
Author(s):  
Paul J. Feldstein ◽  
Irene Butter
Keyword(s):  
Developed Countries ◽  
The United States ◽  
Medical Graduate ◽  
Primary Concern ◽  
Medical Graduates ◽  
Foreign Medical Graduates ◽  
Quality Of Medical Care ◽  
To Receive ◽  
Do So

This paper analyzes four basic reasons for curtailing the number of foreign medical graduates (FMGs) entering the United States: the loss to less-developed countries, the possible lower quality of medical care delivered by FMGs, the inability of all U.S. citizens who desire to receive a medical education to do so, and the fear of a possible surplus of physicians in the U.S. For each of these concerns, alternatives are presented and analyzed according to how well they would achieve their objectives. Based on the options proposed for reducing the number of FMGs, the conclusion is reached that the primary concern at present is an oversupply of U.S. physicians.

scholarly journals Gender discrepancies in living related renal transplant donors and recipients.

1996 ◽  
Vol 7 (8) ◽  
pp. 1139-1144
Author(s):  
W E Bloembergen ◽  
F K Port ◽  
E A Mauger ◽  
J P Briggs ◽  
A B Leichtman
Keyword(s):  
United States ◽  
The United States ◽  
National Data ◽  
Men And Women ◽  
Explanatory Factors ◽  
Rate Ratios ◽  
Living Related ◽  
Relationship Of ◽  
To Receive

Renal transplantation is the most successful treatment strategy for patients with ESRD to improve survival and quality of life. The study presented here examines the relationship of gender and living related (LR) transplantation donor and recipient rates in the United States. National data from the United States Renal Data System (USRDS) were used for this study. All LR transplants occurring between 1991 and 1993 among blacks and whites were included (N = 6193). Transplantation and donation rates for men and women were calculated. Poisson regression was used to calculate female/male transplantation and donation rate ratios. Overall, women were 10% less likely to receive a LR transplant than men (rate ratio [RR] = 0.90, P < 0.001). This gender difference increased over time from 1991 (Female/Male RR = 0.95, P = not significant [NS]) to 1993 (RR = 0.85, P < 0.001). In contrast, women were significantly more likely to donate a kidney than men (RR = 1.28, P < 0.001 and RR = 1.29, P < 0.001 among whites and blacks, respectively). Analyses by age subgroups revealed that only among ESRD patients aged 20 to 44 yr was the likelihood of receiving a LR kidney transplant equal for men and women. Higher donation rates among women compared with men were observed in all donor age and race subgroups except young blacks (aged 0 to 19 yr). Recipient gender appeared to influence donation rates. The female-to-male relative donation rates were higher when donations were to female, compared with male, recipients. This study of national data suggests an imbalance in LR donation and transplantation between men and women. Women are more likely to donate a kidney but are less likely to receive a LR transplant than men. Several potential explanatory factors are explored. These findings suggest a need for the development of gender-appropriate interventions to encourage donation among men and LR transplantation among women, to ultimately facilitate greater use of this ESRD treatment modality.

scholarly journals Effect of Fertilizer Source on Fe, Mn, and Zn Leaching, Nutrient Distribution, and Geranium Growth

HortScience ◽  
1997 ◽  
Vol 32 (3) ◽  
pp. 533E-533
Author(s):  
Michael D. Frost ◽  
Janet C. Cole ◽  
John M. Dole
Keyword(s):  
Growth Parameters ◽  
The United States ◽  
Water Soluble ◽  
Nutrient Distribution ◽  
Quality Of Water ◽  
Growing Medium ◽  
Potential Pollution ◽  
Industry Needs ◽  
To Receive

Improving the quality of water released from containerized production nurseries and greenhouse operations is an increasing concern in many areas of the United States. The potential pollution threat to our ground and potable water reservoirs via the horticultural industry needs to receive attention from growers and researchers alike. `Orbit Red' geraniums were grown in 3:1 peat:perlite medium with microtube irrigation to study the effect of fertilizer source on geranium growth, micronutrient leaching, and nutrient distribution. Manufacturer's recommended rates of controlled-release (CRF) and water-soluble fertilizers (WSF) were used to fulfill the micronutrient requirement of the plants. Minimal differences in all growth parameters measured between WSF and CRF were determined. A greater percentage of Fe was leached from the WSF than CRF. In contrast, CRF had a greater percentage of Mn leached from the system than WRF during the experiment. Also, regardless of treatment, the upper and middle regions of the growing medium had a higher nutrient concentration than the lower region of medium.

scholarly journals Children with disabilities: learning problems and conditions for quality education

2020 ◽  
Vol 26 (3) ◽  
pp. 154-163
Author(s):  
Lyubov’ N. Dukhanina
Keyword(s):  
Inclusive Education ◽  
Children With Disabilities ◽  
Quality Education ◽  
Learning Problems ◽  
Correctional Institutions ◽  
Disabled Children ◽  
Knowledge And Skills ◽  
Educational Programmes ◽  
Pedagogic Knowledge ◽  
Social Introversion

Based on the results of a theoretical review, the article identifies conditions that hinder the success of the integration of disabled children into society and significantly complicate adaptation to the implementation of inclusive education, in which Russian researchers include: lack of pedagogic knowledge and skills in parents whose children are disabled, accentuated personality traits of modern pedagogue (including pessimism, social introversion, tendency to reject innovation, rigidity). Based on the results of the all-Russia study in 2017, the results obtained regarding the conditions for obtaining a quality education by modern children with disabilities were analysed. These include the lack of available correctional institutions, special nutrition, the lack of appropriate specialists, and the lack of adapted educational programmes. Among the most in-demand opportunities in the education system, respondents named permanent tutors and children's inclusive camps.

Examining Teachers' Professional Development for Promoting Inclusive Education in Displacement

2019 ◽  
pp. 260-278 ◽  
Author(s):  
Gwadabe Kurawa
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Inclusive Education ◽  
Professional Learning ◽  
Quality Education ◽  
Education For All ◽  
Teacher Professional ◽  
Teachers Professional Development ◽  
Improve Student Learning

Inclusive education, in most countries affected by an emergency or crisis, is focused on providing access to quality education for all children. Provision of quality education for all children, as discussed in much literature about education, is very much dependent on teacher quality. Improving and sustaining the quality of teaching is equally determined by the type of training and professional development offered to teachers. Teachers, however, in emergency contexts such as in the Northeast of Nigeria, may be recruited to improve student learning, having received little or no relevant training. Therefore, professional learning for teachers that is intended to offer them opportunities for immediate and sustained improvement in practice is, this chapter argues, needed in such emergency contexts. This chapter therefore analyses teacher professional development that can improve the standard of education for all children and then assesses the effect of this development in practice in the Northeast of Nigeria.

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