scholarly journals The Effect of Individual Education Program on Gestational Diabetes in IVF Pregnant Women

2019 ◽  
pp. 38-51
Author(s):  
Laila Neisani Samani ◽  
Azadeh Hosseinkhani ◽  
Naheed Aryaeian ◽  
Ensieh Shahrokh Tehrani-Nejad ◽  
Hamid Haghani ◽  
...  
Keyword(s):  
Gestational Diabetes ◽  
Pregnant Women ◽  
Education Program ◽  
Individual Education Program ◽  
Individual Education

scholarly journals Effect of Diabetes Education Program on Gestational Diabetes Mellitus Knowledge Among Diabetic Pregnant Women: An Experimental Study

2020 ◽  
Author(s):  
Uchenna Cosmas Ugwu ◽  
Osmond Chukwuemeka Ene
Keyword(s):  
Diabetes Mellitus ◽  
Gestational Diabetes ◽  
Gestational Diabetes Mellitus ◽  
Pregnant Women ◽  
Education Program ◽  
Diabetes Education ◽  
Control Groups ◽  
Significant Difference ◽  
And Control ◽  
Experimental Group

Abstract Background: Gestational diabetes mellitus (GDM) is a disease condition present during pregnancy and if not properly managed would have severe effect on the maternal and neonatal health. This research determined the effect of diabetes education program (DEP) on gestational diabetes mellitus knowledge (GDMK) among diabetic pregnant women (DPW) and significant differences within groups.Methods: This study was based on a pretest – posttest measures of experimental research design involving experimental (n=110) and control (n=110) groups. A total of 220 DPW were purposively recruited from public hospitals in Nigeria between October and December 2019. The DEP was delivered to DPW in experimental group. The Gestational Diabetes Mellitus Knowledge Questionnaire (GDMKQ) of 0.774 was used for data collection. The statistical analysis was completed using IBM SPSS version 22. Results: The results revealed that no statistically significant difference existed on GDM history (P=0.801>0.05), smoking habit (P=0.0615>0.05), parity status (P=0.503>0.05), and level of education (P=0.720>0.05), while difference was observed on alcohol status (P=0.011<0.05), and age by birth (P=0.009<0.05). Also, while no significant difference existed between the DPW in the treatment and control groups on GDMK pretest measures (P=0.901>0.05), difference existed between the DPW in the intervention and control groups on GDMK posttest scores (P=0.026<0.05). Also, the higher percentage score (78%) of DPW in the experimental group in the posttest GDMK measures which is higher than the score in the pretest measures (55%) of the same group were indications that DEP has significant effect on GDMK among DPW.Conclusion: This demonstrates that reliable interventions are effective in combating pregnancy-related complications. This requires collaborative efforts by concerned bodies to combat notable complications during pregnancy using reliable intervention.Trial Registration: In retrospect, the Pan African Clinical Trial Registry documented the study with registration trial code (Trial No.: PACTR201903003187005)

Development of Avatar-Based Models and Tools for People With Intellectual Disabilities

2020 ◽  
pp. 152-174
Author(s):  
Dalar Ghougassian
Keyword(s):  
Intellectual Disability ◽  
Education Program ◽  
Project Based Learning ◽  
Traumatic Experience ◽  
Individual Education Program ◽  
Special Support ◽  
People With Intellectual Disabilities ◽  
The Individual ◽  
Individual Education ◽  
Level Of Aspiration

The chapter is about development of consciousness, emotion, motivation, and level of aspiration, with the ways that people react to the psychological, traumatic experience caused by the gradual realization of incapacity. Some people with an intellectual disability are capable of learning together with normally-developing peers if provided with special support; however, there are others who will need an individual education program adapted to their capabilities. The most important focus in working with such students is the individual approach with regard to the specific mentality and health of each person. Such an approach can be achieved through instructional methods like avatar-based learning as the improved development of project-based learning.

Postsecondary Transition Planning

2022 ◽  
pp. 167-187
Author(s):  
Charles William Kemp
Keyword(s):  
Preservice Teachers ◽  
Preservice Teacher ◽  
Education Program ◽  
Transition Planning ◽  
Postsecondary Transition ◽  
Individual Education Program ◽  
Full Effect ◽  
Transition Plan ◽  
Federal Guidelines ◽  
Individual Education

Understanding one of the major purposes of a student's individual education program (IEP), the postsecondary transition planning section, is key for preservice teachers. Though federal guidelines mandate the transition plan to start by age 16, many states require the development of the plan much earlier. The author believes that for some students, the transition plan is completed too late to have full effect. The chapter will give the preservice teacher the knowledge needed to understand the component of the transition plan and offer some resources and suggestions for assessments to develop the transition plan.

scholarly journals Individual Education Program Kaitannya dengan Differentiated Assessment: Strategi Mengakomodir Siswa Berkebutuhan Khusus di Sekolah Umum

Humaniora ◽  
2011 ◽  
Vol 2 (2) ◽  
pp. 996
Author(s):  
Dina Sekar Vusparatih
Keyword(s):  
Public Schools ◽  
Public School ◽  
Special Needs ◽  
Education Program ◽  
School Education ◽  
Individual Education Program ◽  
Students With Special Needs ◽  
Public School Education ◽  
Individual Education

Individual Education Program (IEP) is a plan made by a team consists of parents, teachers, and other school elements. The purpose of IEP is to help students reach expected academic target. IEP is designed for students in special needs that not only defined academic target but also the methods for reaching the target. Thearticle explains the stages in defining IEP. The primary purpose of IEP is to give the same chance for students with special needs to have standard and public school education for other normal students. Through public schools, the students with special needs could interact and socialize with other students.

scholarly journals Individual Education Program (IEP) Paperwork : A Narrative Review

2018 ◽  
Vol 7 (2.29) ◽  
pp. 682
Author(s):  
Aniva Kartika ◽  
Dewi Retno Suminar ◽  
Mareyke M.W. Tairas ◽  
Wiwin Hendriani
Keyword(s):  
Education Program ◽  
Appropriate Technology ◽  
Narrative Review ◽  
Administrative Staff ◽  
Individual Education Program ◽  
Exclusion Criteria ◽  
Service Flow ◽  
Administrative Burden ◽  
Administrative Tasks ◽  
Individual Education

Previous studies have shown that teachers understand the importance of Individual Education Program (IEP), but they consider the administrative tasks of IEP as a burden. This review aims to illustrate how long the teacher completed the IEP administrative tasks, to explain why teachers view IEP as a burden, and to describe the strategies to minimize obstacles related to the administrative burden of IEP. The procedure of narrative review is selecting journals based on the inclusion and exclusion criteria related to administrative burden of IEP paperwork. The result shows that teachers spend more time doing IEP paperwork than assessing students’ assignments, communicating with parents, and sharing with colleagues. IEP paperwork takes up more than 10% of working time. The reasons IEP paperwork  perceived as burdens are because of a large number of IEP forms and details, the multiple IEP service flow, the lack of knowledge of the personnel relating to the preparation or implementation of IEPs, the lack of assistance of administrative staff to complete the IEP paperwork, and the short/limited deadlines for administrative duties of IEP. The proposed strategies are improving appropriate technology, streamlining the contents of IEP forms, group IEP and increase the IEP administrative skills of the teachers.  

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