scholarly journals La educación emocional en la infancia: una estrategia inclusiva

Aula Abierta ◽  
2017 ◽  
Vol 46 (2) ◽  
pp. 73 ◽  
Author(s):  
Amaya Cepa Serrano ◽  
Davinia Heras Sevilla ◽  
María Fernández-Hawrylak
Keyword(s):  
Inclusive Education ◽  
Repeated Measures ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Five Dimensions ◽  
Repeated Measures Design ◽  
Before And After ◽  
Post Test ◽  
And Control ◽  
Emotional Education

RESUMENEsta investigación está enmarcada dentro del ámbito de la Educación Emocional en edades tempranas. El objetivo de este estudio es comprobar la eficacia del Programa EMO-ACCIÓN de educación emocional, valorando su impacto en niños de 4 a 5 años con necesidades específicas de apoyo educativo. Para este trabajo se ha seleccionado un grupo de 22 alumnos/as de Educación Infantil con estas necesidades, de una muestra de 123 alumnos/as matriculados en un colegio ordinario preferente en limitaciones físicas. Se utiliza un diseño de medidas repetidas pre-test/post-test con grupos experimental (12 alumnos) y control (10 alumnos). Para ello, se administra antes y después de la intervención educativa la escala RRER para la medición de competencias emocionales. Los resultados muestran que los alumnos que participaron en el programa educativo incrementan de forma significativa sus competencias emocionales, encontrándose una clara mejora en las cinco dimensiones que se evalúan en la escala. El programa favorece el desarrollo de las competencias emocionales, tanto para alumnado que presenta o no dificultades educativas.Palabras Clave: competencias emocionales, educación infantil, alumnado con necesidades específicas de apoyo educativo, educación inclusiva, educación emocional.ABSTRACTThis research is framed within the emotional education at early childhood. The aim of this study is to test the efficiency of the EMO-ACCIÓN Program of emotional education, assessing its impact in 4-5 years old children with special educational needs. We selected 22 children within a sample of 123 schooled in a preferred ordinary center in physical limitations. A repeated measures design pretest/posttest was used, with experimental (12 children) and control (10 children) groups. In order to measure the emotional competences, the Recognition, Regulation, Empathy and Problem Solving Scale (RRER) was administered before and after the educational intervention. The outcomes show that the children who participated in the educational program increase their emotional competences significantly, with a clear improvement in the five dimensions that the scale evaluate. The program stimulates the development of emotional competences, both in the children with or without educational needs.Keywords: emotional competences, child education, students with special, educational needs, inclusive education, emotional education.

scholarly journals La educación emocional en la infancia: una estrategia inclusiva

Aula Abierta ◽  
2017 ◽  
Vol 46 ◽  
pp. 73
Author(s):  
Amaya Cepa Serrano ◽  
Davinia Heras Sevilla ◽  
María Fernández-Hawrylak
Keyword(s):  
Inclusive Education ◽  
Repeated Measures ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Five Dimensions ◽  
Repeated Measures Design ◽  
Before And After ◽  
Post Test ◽  
And Control ◽  
Emotional Education

RESUMENEsta investigación está enmarcada dentro del ámbito de la Educación Emocional en edades tempranas. El objetivo de este estudio es comprobar la eficacia del Programa EMO-ACCIÓN de educación emocional, valorando su impacto en niños de 4 a 5 años con necesidades específicas de apoyo educativo. Para este trabajo se ha seleccionado un grupo de 22 alumnos/as de Educación Infantil con estas necesidades, de una muestra de 123 alumnos/as matriculados en un colegio ordinario preferente en limitaciones físicas. Se utiliza un diseño de medidas repetidas pre-test/post-test con grupos experimental (12 alumnos) y control (10 alumnos). Para ello, se administra antes y después de la intervención educativa la escala RRER para la medición de competencias emocionales. Los resultados muestran que los alumnos que participaron en el programa educativo incrementan de forma significativa sus competencias emocionales, encontrándose una clara mejora en las cinco dimensiones que se evalúan en la escala. El programa favorece el desarrollo de las competencias emocionales, tanto para alumnado que presenta o no dificultades educativas.Palabras Clave: competencias emocionales, educación infantil, alumnado con necesidades específicas de apoyo educativo, educación inclusiva, educación emocional.ABSTRACTThis research is framed within the emotional education at early childhood. The aim of this study is to test the efficiency of the EMO-ACCIÓN Program of emotional education, assessing its impact in 4-5 years old children with special educational needs. We selected 22 children within a sample of 123 schooled in a preferred ordinary center in physical limitations. A repeated measures design pretest/posttest was used, with experimental (12 children) and control (10 children) groups. In order to measure the emotional competences, the Recognition, Regulation, Empathy and Problem Solving Scale (RRER) was administered before and after the educational intervention. The outcomes show that the children who participated in the educational program increase their emotional competences significantly, with a clear improvement in the five dimensions that the scale evaluate. The program stimulates the development of emotional competences, both in the children with or without educational needs.Keywords: emotional competences, child education, students with special, educational needs, inclusive education, emotional education.

scholarly journals Improving developmental and educational support for children born preterm: evaluation of an e-learning resource for education professionals

BMJ Open ◽  
2019 ◽  
Vol 9 (6) ◽  
pp. e029720 ◽  
Author(s):  
Samantha Johnson ◽  
Deborah Bamber ◽  
Vasiliki Bountziouka ◽  
Sarah Clayton ◽  
Lucy Cragg ◽  
...  
Keyword(s):  
Preterm Birth ◽  
Repeated Measures ◽  
Special Educational Needs ◽  
Learning Resource ◽  
Education Professionals ◽  
Repeated Measures Design ◽  
Children’S Learning ◽  
Before And After ◽  
E Learning ◽  
Children's Learning

ObjectivesChildren born preterm are at higher risk for special educational needs and poor academic attainment compared with term-born peers, yet education professionals receive limited training and have poor knowledge of preterm birth. We have developed an interactive e-learning resource and evaluated its efficacy in improving teachers’ knowledge of preterm birth and their confidence in supporting the learning of children born preterm.SettingEight primary, infant or junior schools in England.Participants61 teachers of children aged 4–11 years, of which 55 (90%) were female.InterventionInteractive e-learning resource designed to improve education professionals’ knowledge of long-term outcomes following preterm birth and strategies that can be used to support children’s learning (www.pretermbirth.info). In a repeated measures design, participants were given up to 30 days access to the e-learning resource, before and after which they completed the Preterm Birth Knowledge Scale (PB-KS; scores 0–33; higher scores indicate greater knowledge) to assess knowledge of outcomes of prematurity. Four Likert scale items were used to assess confidence in supporting children’s learning and 10 items were used to evaluate the utility of the resource. PB-KS scores and responses on confidence item were compared pre-resource and post-resource use.ResultsPB-KS scores significantly increased after accessing the e-learning resource (median (95% CI): pre-resource 13 (11 to 14); post-resource 29 (28 to 30)), equating to a 2.6 SD increase in PB-KS scores. Teachers’ confidence in supporting children born preterm was also significantly improved after using the resource. The utility of the resource was evaluated positively by participants with 97% reporting that they would recommend its use to others.ConclusionsThe e-learning resource substantially improved teachers’ knowledge of preterm birth and their confidence in supporting preterm children in the classroom. Use of this resource may represent a key advance in improving educational outcomes for children born preterm.

scholarly journals The Acute Effects of a Swimming Session on the Shoulder Rotators Strength and Balance of Age Group Swimmers

2021 ◽  
Vol 18 (15) ◽  
pp. 8109
Author(s):  
Nuno Batalha ◽  
Jose A. Parraca ◽  
Daniel A. Marinho ◽  
Ana Conceição ◽  
Hugo Louro ◽  
...  
Keyword(s):  
Repeated Measures ◽  
Training Session ◽  
Age Group ◽  
Acute Effects ◽  
Muscle Strengthening ◽  
Repeated Measures Design ◽  
Before And After ◽  
Shoulder Strength ◽  
Isometric Torque ◽  
Gender Specific

The purpose of this study was to analyze the acute effects of a standardized water training session on the shoulder rotators strength and balance in age group swimmers, in order to understand whether a muscle-strengthening workout immediately after the water training is appropriate. A repeated measures design was implemented with two measurements performed before and after a standardized swim session. 127 participants were assembled in male (n = 72; age: 16.28 ± 1.55 years, height: 174.15 ± 7.89 cm, weight: 63.97 ± 6.51 kg) and female (n = 55; age: 15.29 ± 1.28 years, height: 163.03 ± 7.19 cm, weight: 52.72 ± 5.48 kg) cohorts. The isometric torque of the shoulder internal (IR) and external (ER) rotators, as well as the ER/IR ratios, were assessed using a hand-held dynamometer. Paired sample t-tests and effect sizes (Cohen’s d) were used (p ≤ 0.05). No significant differences were found on the shoulder rotators strength or balance in males after training. Females exhibited unchanged strength values after practice, but there was a considerable decrease in the shoulder rotators balance of the non-dominant limb (p < 0.01 d = 0.366). This indicates that a single practice seems not to affect the shoulders strength and balance of adolescent swimmers, but this can be a gender specific phenomenon. While muscle-strengthening workout after the water session may be appropriate for males, it can be questionable regarding females. Swimming coaches should regularly assess shoulder strength levels in order to individually identify swimmers who may or may not be able to practice muscle strengthening after the water training.

The effectiveness of a selective counseling prenhancing the sportsmanship of some of the teams of the College of Basic Education for group games

2021 ◽  
Vol 20 (1) ◽  
pp. 0111
Author(s):  
أ. د. عكلة سليمان الحوري م. د منهل خطاب سلطان
Keyword(s):  
Basic Education ◽  
Research Community ◽  
Mentoring Program ◽  
Counseling Program ◽  
College Of Basic Education ◽  
Before And After ◽  
Post Test ◽  
And Control ◽  
Extension Program ◽  
Experimental Group

Preparing a selective mentoring program in the field of enhancing the sportsmanship of some of the College of Basic Education teams in group games. Knowing the effectiveness of the selective counseling program on the sports spirit of some of the teams of the College of Basic Education in group games. The two researchers used the experimental method for its suitability and the nature of the research, and the research community consisted of the 38 players in the futsal, volleyball and basketball teams, and the research sample consisted of (24 players) representing 63.15% of the research community. The sample was divided into two experimental and control groups. Using the random selection method by lot and by (12) players for each group divided into three games and by (4) for each game. The measure of sportsmanship was applied before and after the application of the selective extension program, and we were keen to provide the same conditions in the two applications, and the researchers reached:1. The effectiveness of the selective counseling program in improving the level of sportsmanship among some of the teams of the College of Basic Education in the group games of halls.2. The presence of significant differences between the pre and post tests in sportsmanship in favor of the post test of the experimental group. The presence of significant differences between the control and     experimental groups in the two post-tests in sportsmanship and in favor    of the post test of the experimental group                                                  

AN EMPIRICAL STUDY OF THE TYPES OF SCHOOL EDUCATIONAL ENVIRONMENT IN THE SITUATION OF INCLUSIVE EDUCATION

2021 ◽  
Vol 53 (1) ◽  
pp. 66-75
Author(s):  
O. A. Belyaeva ◽  
Keyword(s):  
General Education ◽  
Inclusive Education ◽  
School Environment ◽  
Personal Characteristics ◽  
Educational Needs ◽  
Educational Environment ◽  
Educational Process ◽  
Special Educational Needs ◽  
Social Significance ◽  
The Individual

The ideas of the article are based on the high social significance of discussing the practices of inclusive interaction in various spheres of life and ensuring the variability of approaches to the integration of children with special educational needs into the general education system. On the basis of the environmental approach in education, presented in the works of domestic and foreign authors, the basic principles are outlined and the general difficulties of the functioning of inclusive practice at the present stage are identified. The strategy of applying the vector approach to the examination and modeling of the environment of inclusive interaction and designing ways to improve it for the organization of psychological and pedagogical support of the educational process in school is justified. On the basis of the generalized results of the survey of teachers who organize the education of children with disabilities in non-specialized classes, the features and the type of relations that are currently developing in the joint education of schoolchildren with different educational needs during their integration into a single educational space are characterized. Using the methodology of psychological and pedagogical expertise of the school environment, the typification of the most characteristic influences exerted at modern schools on a child with a developmental disorder is carried out. The emerging dominant modality of the educational environment, its orientation to the development of relationships between teachers and peers, based on the priority of stimulating the activity of the individual with different degrees of manifestation of its freedom or dependence, is revealed. The article describes potential capabilities of each of the diagnosed types of environment in terms of its resources for ensuring freedom of choice of activities, stimulating activity, developing students' independence, and forming their personal characteristics. The diagnosed priority of creative and career-oriented orientation allowed us to draw conclusions about the currently established approaches to the inclusion of children with deviant development in the environment of normotypic peers.

scholarly journals El efecto de la terapia acuática en el plasma y la interleucina-12 y 17 en pacientes con esclerosis múltiple

2019 ◽  
Vol 8 (1) ◽  
pp. 89-94
Author(s):  
S. Nejatpour ◽  
M. Fathei ◽  
A. Yaghoubi
Keyword(s):  
Multiple Sclerosis ◽  
Exercise Group ◽  
Interleukin 12 ◽  
Interleukin 17 ◽  
Esclerosis Múltiple ◽  
Intervention Protocol ◽  
Before And After ◽  
Post Test ◽  
Factores De Riesgo ◽  
And Control

Las citocinas como la interleucina-12 (IL-12) y la interleucina-17 (IL-17) influyen en la función del sistema inmune y los diferentes tejidos, siendo estudiadas debido al papel que desempeñan en la Esclerosis Múltiple (EM). El objetivo de este estudio fue investigar el efecto de la terapia acuática en la IL-12 y la IL-17 en pacientes con esclerosis múltiple. Participaron 25 hombres con esclerosis múltiple, los cuales fueron divididos en dos grupos: ejercicio y control. Se tomó una muestra de sangre antes y después de la intervención. El grupo de ejercicio llevó a cabo tres sesiones por semana durante ocho semanas. Las partes inicial y final de cada sesión incluyeron calentamiento y vuelta a la calma, llevadas a cabo en zonas poco profundas. Las actividades fueron diseñadas y llevadas a cabo por un investigador bajo la supervisión de un fisiólogo deportivo y un neurólogo experimentado. Durante las sesiones de entrenamiento, se dedicaban los primeros 10 minutos al calentamiento y los últimos 5 minutos a la vuelta a la calma. La intensidad del ejercicio fue aproximadamente del 75% de la frecuencia cardíaca máxima. Los datos demostraron que tanto IL-12 como IL-17 disminuyeron significativamente entre el pre-test y el post-test. Por tanto, se concluye que la terapia acuática puede reducir los factores de riesgo con respecto a la esclerosis múltiple, incluidas la IL-12 y la IL-17. Cytokines such as Interleukin 12 (IL-12) and Interleukin 17(IL-17) influence the function of the immune system and different tissues and are studied due to the role they play in Multiple Sclerosis (MS). The aim of the study was to investigate the effect of aqua-therapy on plasma IL-12 and IL-17 in patients with MS. 25 men with MS were divided into two groups: exercise and control. Blood sample was taken before and after the intervention protocol. The exercise group carried out three exercise sessions per week during eight weeks. The beginning and final parts of each session included warming up and cool down, and were carried out in shallow areas. These activities were designed and implemented by a researcher under the supervision of a sports physiologist and an experienced neurologist. During the training sessions, the first 10 minutes were for warming up, and the last 5 minutes of training were for cool down. Exercise intensity was approximately 75% of heart rate reserve. The data demonstrated that both IL-12 and IL-17 decreased significantly from pre-test to post-test in the exercise group. We conclude that aqua-training may reduce risk factors regarding multiple sclerosis, including IL-12 and IL-17.

scholarly journals The Efficiency of a Group Counseling Program Based on Psychodrama in Enhancing Self-awareness and Reducing Tension among tenth Grade Students In Qalqilia City

2019 ◽  
Vol 3 (18) ◽  
Author(s):  
Said Yousef Swilem
Keyword(s):  
Group Counseling ◽  
Control Group ◽  
Self Awareness ◽  
Counseling Program ◽  
Before And After ◽  
Tenth Grade ◽  
Post Test ◽  
Group Members ◽  
The Stability ◽  
And Control

The purpose of this study is to examine the efficiency of a group counseling program based on psychodrama in improving self-awareness and reducing tension among tenth grade students in Qalqilia City and examining the nature and the direction of the relationship between self-consciousness and tension, the sample of study consisted of (20) students whom were distributed randomly equally to two groups the first is an experimental contains (10) students and the second is a control group contains (10) students in light of a tension variable, they are drawn out from (152) students in governmental schools who obtained the highest stress scale for the current study, a counseling program has been built based on the principles and methodology methods of psychodrama which contained (13) sessions, the current study used a measure of self-awareness and tension before and after the program. The researcher used the semi-experimental design to verify the validity of the two instruments they were presented to a group of specialized consultants. The stability coefficient was then calculated using Cronbach Alpha, where the stability value of the self-awareness scale was 0.81 and tension scale was 0.90. The mean and standard deviations were calculated and the Shapiro-Wilk test was used to examine the normal distribution probability of the variables of self-awareness and tension. The results revealed in the non-moderate distribution of individual responses to the two variables. The Mann-Whitney test, the Wilcoxon Signed Ranks Test, and the Spearman Product-Moment Correlation Coefficient test were used. The results showed differences between the experimental and control groups in the post-test of self-awareness and stress measures and for group members this is an indication of the effectiveness of the psychodrama -based counseling program in improving self-awareness and reducing stress among tenth grade students in Qalqilia city and the absence of differences in experimental group members between the tribal and remote testing methods of self-awareness and differences in group members for testing between the two pre-test and post- test of stress. The researcher recommends that self-awareness and stress in the adolescent group should be addressed through the psychodrama -based counseling programs.    

scholarly journals Improvement of Anxiety, Coughing, Breathlessness and Pain Control in The Management of Bronchoscopy by Adding Alprazolam

2019 ◽  
Vol 39 (4) ◽  
pp. 245-255
Author(s):  
Yanny Octavia Sally Ride ◽  
Yusup Subagio Sutanto ◽  
Debree Septiawan
Keyword(s):  
Lung Tumor ◽  
Depression Scale ◽  
Anxiety And Depression ◽  
Control Group ◽  
Control Group Design ◽  
Before And After ◽  
Post Test ◽  
Vas Scores ◽  
And Control ◽  
Test Control

Background: Anxiolytic premedication can reduce anxiety, improving procedural tolerance, and reduce postbronchoscopic complications. There was ongoing debate about the safety of bronchoscopist-administered sedation. Alprazolam as a surgical premedication can reduce anxiety. Alprazolam can be used as an adjuvant analgesic, to reduce anxiety-related breathlessness, and to reduce coughing as adjuvant antitussive. The study aimed to evaluate the effectiveness of alprazolam in patients undergoing bronchoscopy. Methods: A clinical study with experimental quasi pre-post test control group design, using consecutive sampling was performed in patients with lung tumor undergoing bronchoscopy in dr.Moewardi Hospital from February to March 2019. The study subjects were divided in experimental (alprazolam) and control groups (without alprazolam). The Hospital Anxiety and Depression Scale (HADS), VAS for pain score, modified Borg score, and VAS for cough were measured in baseline, before, and after bronchoscopy. Results: Thirty two lung subjects were included in this study. The intervention groups showed decreased HADS score pre and post bronchoscopy (6.56±2.83 and 6.88±2.63), pain VAS scores (15.00±10.95 and 9.69±11.61), cough VAS score (11.56±8.89 and 27.19±17.89), and these were different significantly compared to control group. We found decreased mean of modified Borg in the study group though they were not significant compared to the control group. Conclusion: Alprazolam controlled anxiety, coughing, and pain in patients undergoing bronchoscopy. Alprazolam minimized breathlessness after bronchoscopy. (J Respir Indo. 2019; 39(4): 245-55)

scholarly journals ACMEOLOGICAL INTERACTION OF PARTICIPANTS OF THE INCLUSIVE PROCESS IN THE INCLUSIVE EDUCATIONAL ENVIRONMENT IN HIGHER EDUCATION SETTINGS OF UKRAINE

2021 ◽  
pp. 267-278
Author(s):  
Tetyana Shapovalova
Keyword(s):  
Higher Education ◽  
Inclusive Education ◽  
Legal Framework ◽  
Educational Needs ◽  
Educational Environment ◽  
Educational Process ◽  
Special Educational Needs ◽  
Inclusive Process ◽  
National University ◽  
The Right

The article describes the prerequisites for the creation and implementation of an inclusive educational environment in higher education settings in Ukraine. Contradictions have been identified between the legal framework governing higher education for students with special educational needs and the lack of appropriate physical and psychological conditions for the realization of the right to education, and the contradiction between the existence of a tendency to integrate the educational process and the need to individualize the educational process. It is determined that the state of development of inclusive education in Ukraine is characterized by insufficient development of both social and acmeological mechanisms of interaction of key figures of the educational process. The types of inclusive education implemented by higher education institutions are described. The experience of implementation of inclusive educational policy at Lviv Polytechnic National University and the University "Ukraine" is considered. The author's development of the model of acmeological interaction of participants of the inclusive process in the inclusive educational environment is presented, and the criteria and indicators of evaluation of the interaction of the participants of the inclusive process in the inclusive educational environment are explained. It was found that a serious obstacle to the introduction of inclusive higher education in Ukraine is the lack of financial capacity of universities: there is no equipped environment, there are no special programs aimed at such education. Conclusions are made regarding the importance of acmeological interaction of participants in the inclusive process in an inclusive educational environment, which is not only to improve the situation of students with special educational needs but also to create positive aspects of social development in general.

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