scholarly journals A chasm: Consequences of poor collaboration between health and education in paediatric cerebral palsy care in Johannesburg

2021 ◽  
Vol 68 (1) ◽  
Author(s):  
Martha Lydall ◽  
Berna Gerber
Keyword(s):  
Cerebral Palsy ◽  
Service Delivery ◽  
School Environment ◽  
Resource Sharing ◽  
Public Hospitals ◽  
Special Educational Needs ◽  
Rehabilitation Professionals ◽  
Department Of Health ◽  
Depth Study ◽  
Group Interviews

Background: Nearly 20 years since the establishment of the National Rehabilitation Policy, strides have been made within the health and education sectors to improve accessibility to rehabilitation services as well as the quality of life of children with cerebral palsy (CP). Shortfalls, however, still exist in implementing the policy. An in-depth study into the implementation of policy would be beneficial in identifying and understanding the shortfalls of the rehabilitation process.Objectives: To investigate the perceptions of Speech-Language Therapists (SLTs) working in the Gauteng Department of Health (GDH) and Gauteng Department of Education (GDE), in Johannesburg Region A, about systemic strengths and weaknesses surrounding the service delivery for children with CP, from birth to 6 years.Method: A qualitative study was conducted. Thirty-one (31) SLTs working in public hospitals, clinics and schools for Learners with Special Educational Needs participated in eight focus group interviews. Interviews were audio-recorded for transcription and subsequent thematic analysis.Results: The participants reported a lack of resources and knowledge that contributed to a perceived chasm between the GDH and GDE, resulting in fragmented and uncoordinated service delivery for children with CP leaving the health system and entering the education system.Conclusion: The results suggest that a cohesive plan should be formulated to bridge the perceived chasm between GDH and GDE in the referral process of children with CP from the health setting, into the school environment. This may facilitate communication, collaboration, education, as well as resource-sharing between the departments. Rehabilitation professionals should actively participate in such planning processes.

Gendered Impact of Corruption in Healthcare Service Delivery in Nigeria

2013 ◽  
Vol 11 (1) ◽  
Author(s):  
Yetunde A. Aluko
Keyword(s):  
Service Delivery ◽  
Public Hospitals ◽  
Public Health Care ◽  
Women's Voices ◽  
Medical Supplies ◽  
Poor Women ◽  
Level Information ◽  
Life Threatening ◽  
Threatening Situation ◽  
The Impact

This paper supports the hypothesis that corruption and non-delivery of services in key sectors such as health have gender-specific poverty consequences. The study utilized qualitative micro-level information about the structures of corruption and its impact on poor women. Respondents expressed their perceptions on the occurrence of corrupt practices in public health care system and its wider impact on society. The findings revealed that the impact of corruption is felt disproportionately by women and the poor, who are most dependent on public services, and have no alternative even when facing corrupt practices in a life threatening situation, such as complicated birth delivery. Pregnant women denied access to doctors tended to deliver at home, which increased the likelihood of complications and maternal and child mortality. Medical supplies meant for public hospitals are sold to private clinics who charge more for drugs and supplies. There is need to strengthen sectoral oversight mechanisms and transparency as well as increase women’s voices in service delivery.

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 Active Citizens: Evaluation of a Community-Based Education Program

2019 ◽  
Vol 11 (3) ◽  
pp. 663 ◽  
Author(s):  
Petra Simonova ◽  
Jan Cincera ◽  
Roman Kroufek ◽  
Sarka Krepelkova ◽  
Andreas Hadjichambis
Keyword(s):  
School Environment ◽  
Design Research ◽  
Research Study ◽  
Mixed Design ◽  
Control Groups ◽  
Community Based ◽  
Community Based Education ◽  
The Mean ◽  
Group Interviews ◽  
The Impact

This study analyses the Active Citizens program conducted in seven Czech elementary schools in 2017/2018. The data were obtained in a mixed-design research study containing pre/post experimental/control groups (N = 114), eight focus groups with selected students (N = 56), and group interviews with teachers (N = 14). The mean age of the students was 13.8 years. The study focuses on the students’ and the teachers’ perception of the process, the program’s barriers and benefits, and on the impact of the program on the students’ self-efficacy and on perceived democratic school culture. The analysis revealed that while the participants felt empowered because of their experience, they started to perceive their school environment as less democratic than before the program. The program also likely influenced girls more than boys as the latter seem to have been unaffected. Finally, the implications of the findings for the practice are discussed.

scholarly journals Inclusive Education for Students with Disability

2018 ◽  
Vol 42 ◽  
pp. 00039 ◽  
Author(s):  
Ikhfi Imaniah ◽  
Nurul Fitria
Keyword(s):  
Special Education ◽  
Postsecondary Education ◽  
Inclusive Education ◽  
School Environment ◽  
Special Educational Needs ◽  
Academic Communication ◽  
Future 2 ◽  
Near Future ◽  
Guidance Teacher

This paper identifies and discusses major issues and trends in special education in Indonesia, including implications of trends for the future developments. Trends are discussed for the following areas: (1) inclusion and integration, issues will remain unresolved in the near future; (2) early childhood and postsecondary education with disability students, special education will be viewed as lifespan schooling; (3) transitions and life skills, these will receive greater emphasis; and (4) consultation and collaboration, more emphasis but problems remain. Moreover, the participant of the study in this paper was an autism student of twelve years old who lived at Maguwoharjo, Yogyakarta. This study was qualitative with case study as an approach of the research. The researchers conclude the autism that has good academic, communication and emotional skill are able to go to integrated school accompanied by guidance teacher. But in practice, inclusive education in Indonesia is inseparable from stakeholders ranging from government and institutions such as schools, educators, school environment, community and parents to support the goal of inclusive education itself. Adequate infrastructure also needs to be given to the school that organizes inclusive education for an efficient and effective students understanding learning-oriented of inclusive education. In short, every child has the same opportunity in education, yet for special education which is aimed at student with special educational needs.

scholarly journals Perceptions of registered nurses regarding factors influencing service delivery in expanding programmes in a primary healthcare setting

2012 ◽  
Vol 17 (1) ◽  
Author(s):  
Nnoi. A. Xaba ◽  
Mmapheko D. Peu ◽  
Salaminah S. Phiri
Keyword(s):  
Service Delivery ◽  
Registered Nurses ◽  
Primary Healthcare ◽  
Healthcare Setting ◽  
Qualitative Approach ◽  
Focus Group Interviews ◽  
Enabling Factors ◽  
Related Factors ◽  
Factors Influencing ◽  
Group Interviews

The aim of this study was to explore and describe the perceptions of registered nurses regarding factors influencing service delivery regarding expansion programmes in a primary healthcare setting, using a qualitative approach. The registered nurses, who have been working in the clinics for more than two years and have been exposed to the expansion programmes there, were purposively sampled. Two focus group interviews were conducted in a neutral place and the data collected by the researcher Nnoi A. Xaba (N.A.X.). Data were analysed by the researcher and an independent co-coder using the Tesch method. Categories, subcategories and themes were identified; those that formed the basis of discussion were disabling factors, enabling factors, client-related factors, service-related factors and solutions to problems. It is recommended that integration of programmes and coordination be done at a provincial level and planned together with the training centres in order to alleviate problems in service delivery. Training on expansion programmes in the form of in-service education should be carried out continually in the region.Die doel van die studie was om die persepsie van geregistreerde verpleegkundiges met betrekking tot die  faktore wat dienslewering van die uitbreidingsprogramme in ‘n primêre gesondheid opset beinvloed; te eksploreer en te beskryf. ‘n Kwalitatiewe benadering is gevolg in die iutvoering van die studie. ‘n Doelgerigte steekproef is uitgevoer vanuit geregistreerde verpleegkundiges wat vir langer as twee jaar in die klinieke werksaam was en blootgestel is aan die uitbreiding programme. Twee fokus groep onderhoude is deur die navorser Nnoi A. Xaba (N.A.X.) in ‘n neutrale opset uitgevoer. Data is deur die navorser en ʼn onafhanklike kodeerder ontleed volgens Tesch se metode van analise. Kategorieë, sub-kategorieë en temas was geidentifiseer. Die kategorieë fundamenteel tot die bespreking behels: remmende faktore, bydraende faktore, kliënt-verwante faktore, diens-verwante faktore, en oplossing van probleme. Daar word aanbeveel dat die integrasie en koordinasie van programme op provisiale vlak beplan word in samewerking met opleidings instansies om die dienslewerings probleem te verlig. In die streek behoort opleiding met betrekking tot die uitbreidingsprogramme deurlopend deur middel van indiensopleiding gedoen word.

scholarly journals Educational outcomes of children in Wales with cerebral palsy

2019 ◽  
Vol 4 (3) ◽  
Author(s):  
Hywel Jones ◽  
Bethan Carter ◽  
Jackie Bethel ◽  
Verity Bennett ◽  
Sarah Rees ◽  
...  
Keyword(s):  
Health Care ◽  
Cerebral Palsy ◽  
School Attendance ◽  
National Curriculum ◽  
Area Deprivation ◽  
Special Educational Needs ◽  
Special Schools ◽  
Data Set ◽  
Education Data ◽  
Teacher Assessments

Background with rationaleIt is recognized that children with disability have special educational needs (SEN). They are likely to have poor school attendance and do not achieve well academically. Many children with a cerebral palsy (CP) have SEN but little is known about their educational provision or outcomes. Main AimTo investigate the educational experience of children in Wales with CP and describe the type of SEN and SEN provision; school attendance; achievement—teacher assessments at the end of the Foundation Phase and Key Stages 2 and 3 of the National Curriculum (NC)—and in General Certificate of Secondary Education (GCSE) examinations. Methods/ApproachData from the Pupil Level Annual School Census (PLASC), NC and GCSE results from 2009 to 2016 were linked with routine e-health records of primary and secondary health care data held in SAIL. The health care records were used to identify pupils who, potentially, had a cerebral palsy. ResultsThe linked data set included around 360,000 pupils per school census of whom 1200–1400 per school census were identified as having a CP, representing a crude prevalence of 0.4%. Adjusted for age, year and sex, there was no significant variation in prevalence by area deprivation. Around 60% of children with a CP have a statement of SEN; over a quarter of CP children are educated in special schools; CP children in mainstream (primary, middle and secondary) schools tended to miss more school sessions (~50% more) than other children and lower percentages achieved the expected levels at Key Stages 2 and 3 and the Level 2 GCSE threshold. Conclusion/Implications This work demonstrates the utility of record-linkage between health and education data to map, monitor and provide information to parents, carers and policymakers about education outcomes for this group of children to inform planning and service provision.

Issues concerning the Health of Looked after Children

2002 ◽  
Vol 26 (4) ◽  
pp. 8-18 ◽  
Author(s):  
Harriet Ward ◽  
Helen Jones ◽  
Margaret Lynch ◽  
Tricia Skuse
Keyword(s):  
Health Care ◽  
Service Delivery ◽  
Access To Health Care ◽  
Holistic View ◽  
Department Of Health ◽  
Looked After Children ◽  
Healthcare Needs ◽  
National Service Framework ◽  
Access To Health ◽  
Health Assessments

There is substantial evidence that looked after children have extensive health needs and disabilities, that they have often missed out on routine health surveillance and health promotion before entry to care or accommodation, but that at present they receive little compensatory care. Harriet Ward, Helen Jones, Margaret Lynch and Tricia Skuse discuss these issues. They look at how frequent changes of placement and poor inter-agency communication exacerbate difficulties in gaining access to adequate health care, especially when children lack an advocate who takes proactive action on their behalf. The Department of Health has responded by issuing new Guidance that sets clear standards for service delivery, encourages children's participation, and ensures that health assessments recognise inequalities and take a holistic view of healthcare needs. The implementation of the Integrated Children's System should improve the quality and accuracy of health information concerning all children in need. New Regulations and Standards for foster care, a National Healthy Care Standard and, on a broader policy front, the National Service Framework for Children should all ensure better access to health care for this population. However, as the authors conclude, such measures will only be successful if inter-agency working can be improved through multi-disciplinary training and better co-ordinated structures for service delivery.

Ideological and Political Education Resources in Literary Works —A study Based on College Students and Employees of Tobacco Enterprises

2021 ◽  
Vol 7 (6) ◽  
pp. 5960-5966
Author(s):  
Liu Zijie
Keyword(s):  
College Students ◽  
Ideological And Political Education ◽  
Political Education ◽  
Focus Group Interviews ◽  
Literary Works ◽  
Education Resources ◽  
Depth Study ◽  
Discourse Strategies ◽  
The Subject ◽  
Group Interviews

Objectives: This paper discusses the ideological and political education resources in literary works. Based on the focus group interviews with college students and employees of tobacco enterprises, this paper further explains the three forms of manifestation related to the ideological and political education resources in literary works: First, the ideological and political education themes in literary works; secondly, the literary discourse strategies can provide reference for the discourse system of the ideological and political education; thirdly, literary works can involve the subject construction in the discourse system of the ideological and political education. An in-depth study of these problems will bridge the originally wide gap between the literary narration and the ideological and political education so that the ideological and political education can absorb and learn from the advantages of literary narration in the ideological dissemination.

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