Perspectives on Socio-Educational Inclusion of Children with Special Educational Needs

The socio-educational inclusion of children with special educational needs is an insufficiently explored topic in Romania, despite the fact that we are part of many international organizations that support human rights and an increasing number of nationally ratified conventions. This paper aims to capture the perception and attitude of teachers on the rights and possibilities of these children to integrate into mainstream education, identifying obstacles and possible solutions. The study was conducted through an opinion poll and a focus group with the participation of teachers from mainstream education units.The main conclusions show that regular education will not be able to integrate children with special educational needs, in the absence of differentiated teaching/ learning, programs and assessments tailored to the specifics of each child, a thorough training of teachers and support of specialized staff, parents and community.

Educação e sua Importância no Processo de Inclusão de Crianças com TDAH: Inquietações a serem enfrentadas no Ensino Regular / Children with ADHD: Concerns to be Faced in Regular Education

Resumo: O intuito da pesquisa foi conhecer a importância da educação de acordo com o processo de inclusão, o que afirmam os pesquisadores acerca do Transtorno de Déficit de Atenção e Hiperatividade (TDAH). Quanto ao processo metodológico, foi realizada pesquisa bibliográfica com abordagem qualitativa e estudo de caso com entrevista semiestruturada. Os efeitos apontaram as dificuldades de adaptação por conta da falta de qualificação específica dos professores no ensino regular, falta de conhecimento por parte das famílias, dificuldades de aprendizagens e deficiência quanto à equidade no ensino. Concluiu-se que a educação inclusiva ainda está se moldando e se adaptando, seja na sociedade ou nas políticas públicas. Ao mesmo tempo em que parte da dificuldade de aprendizagem desses alunos com necessidades especiais, é dos pais sem informação adequada e os profissionais da educação, como também a sociedade e a comunidades escolares sem nenhuma formação ou informações adequadas. Palavras-chave: Ensino-aprendizagem. Inclusão. Transtorno de Déficit de Atenção e Hiperatividade. Capacitação. __________________________ Abstract: The purpose of the research was to know the importance of education according to the inclusion process, which researchers claim about Attention Deficit Hyperactivity Disorder (ADHD). As for the methodological process, a bibliographical research was carried out with a qualitative approach and a case study with semi-structured interview. The effects pointed out the difficulties of adaptation due to the lack of specific qualification of teachers in regular education, lack of knowledge on the part of families, learning difficulties and deficiencies in terms of equity in education. It was concluded that inclusive education is still shaping and adapting, whether in society or in public policies. While part of the learning difficulty of these students with special needs is parents without adequate information and education professionals, as well as society and school communities without any training or adequate information. Keywords: Teaching-learning. Inclusion. Attention Deficit Hyperactivity Disorder. Training.

Serving Students With Acquired Brain Injury: Understanding Long-Term Need and Outcomes After the BrainSTEPS Program

Purpose: The purpose of this study was to inform school-based services for children with acquired brain injury (ABI) by describing and analyzing functional student-outcome data from a state-wide, school-based, school re-entry consultation program, BrainSTEPS (Strategies Teaching Educators, Parents, and Students), in Pennsylvania. Method: A nonexperimental, retrospective analysis was conducted with data collected during a pilot follow-up survey for BrainSTEPS. Caregivers reported on 337 students with ABI participating in BrainSTEPS. Results: Most students post-ABI who were participating in BrainSTEPS were enrolled in regular education and reported no ongoing symptoms, as well as no parent perception of need for additional BrainSTEPS consultation during the time period of the follow-up survey. Current receipt of therapy was significantly associated with injury type, χ 2 (1, n = 329) = 16.72, p < .001. A multiple logistic regression was significant ( p < .001) in predicting the need for additional BrainSTEPS consultation. More severe injuries, educational placement postinjury of regular education with a 504 plan (compared to regular education), and current receipt of therapy significantly increased the odds of need for consultation. Conclusions: Due to the wide range of experiences of students in this sample, hospital-to-school transition services, educational supports and services, and long-term follow-up must be individualized for children with ABI. Speech-language pathologists are critical members of the school-based academic team for students with ABI to decrease long-term unmet needs.

Psychological and Emotional Changes among Students Undergoing Different Teaching Strategies- A Survey

Background: Stress is a common and serious threat that affects different populations in various age groups. Students belonging to professional courses in medical and dental colleges are subjected to higher levels of stress. Objective: The objective of the present study was to assess stress associated with different teaching strategies in students of various professional colleges and its influence on academic, social and health-related factors. Methods: A cross-sectional study was conducted among 100 students of medical, dental and engineering colleges from the urban area of Chennai city using a convenience sampling technique. A self-developed questionnaire consisting of 18 questions was used for the data collection to analyse the level, frequency, reason for stress, stress symptoms, type of education they undergo, stress relief methods followed. This questionnaire was circulated by Google forms and the responses were collected. Analysis was done using frequency analysis and chi-square test. Results: Results revealed that the majority of participants about 57.7 % are undergoing regular education, 23% of students are undergoing express education and 18% of students are undergoing online education. About 70% of respondents stated that they feel stress. Majority of participant in the regular mode of education responded that they took antidepressant drugs (23%), music (16.5%) for the habit of fighting against stress and the association was found to be statistically significant. Conclusion: The study concluded an innovative finding that most of the students underwent regular education and were better at academic performance and stress pertaining to academics was dealt with habit of hearing music and intake of antidepressant drugs.

PENGARUH DUKUNGAN SUAMI DAN KADER POSYANDU TERHADAP MINAT IBU MENGGUNAKAN KB IMPLAN

Berdasarkan Profil Kesehatan Indonesia cakupan KB implant sebesar 11,20%. Proporsi KB aktif implan di Jawa Timur sebesar 10,23%. Data dari Dinas Kesehatan Kota Probolinggo tahun 2019, di Kelurahan Sumbertaman terdapat KB Aktifnya yaitu 1.470 PUS dan Implan (146 PUS) serta yang ber KB di RW 1 sebanyak 21 orang. Tujuan menganalisis Pengaruh Dukungan Suami Dan Kader Posyandu terhadap Minat Ibu Menggunakan KB Implan di RW 1 Kelurahan Sumbertaman Kota Probolinggo. Desain penelitian analitik korelasional dengan metode cross sectional. Penelitian dilaksanakan Bulan Mei - Juni di kelurahan Sumbertaman Kota Probolinggo dengan 107 sampel. Data dianalisis dengan uji Spearman dan Regresi Ordinal ?: 0,05. Hasil penelitian menunjukkan dukungan suami sangat mendukung sebesar 47 responden (43,9%), dukungan kader posyandu kurang mendukung sebesar 59 responden (55,1%), minat ibu dalam menggunakan alat kontrasepsi implant dengan kategori minat tinggi sebesar 57 responden (53,5%) dengan p value : 0,000. Kesimpulan ada Pengaruh Dukungan Suami Dan Kader Posyandu Terhadap Minat Ibu Menggunakan KB Implan. Saran bagi puskesmas/tenaga kesehatan meningkatkan pemberian edukasi secara berkala kepada suami dan keluarga tentang pentingnya menggunakan alat kontrasepsi dan membentuk kelompok peduli KB. Kata kunci: Dukungan Suami, Dukungan Kader Posyandu, Minat Ibu, Alat Kontrasepsi Implan ABSTRACT Based on the Indonesian Health Profile, the coverage of implant family planning is 11.20%. The proportion of active implant family planning in East Java is 10.23%. Data from the Probolinggo Health Office in 2019, in Sumbertaman Village there were, namely 1,470 Childbearing Age Couple and implants (146 Childbearing Age Couple ) and 21 people who had an interest in implant Contraceptive in RW 1. The purpose was to analize the influence between husband support and Posyandu cadres to maternal interest in using implant family planning in RW 1, Sumbertaman, Probolinggo. The design of this research is correlational analytic using cross sectional method. The research was conducted on May - June in Sumbertaman, Probolinggo with 107 samples. Data collection analyzed by Spearman test and Ordinal Regression ?: 0.05. The results showed husband's support in the very supportive category was 47 respondents (43.9%), the support of posyandu cadres with less supportive criteria was 59 respondents (55.1%), the mother's interest in using implant contraceptives with high interest categories was 57 respondents (53,5%) with p value: 0,000. The conclusion of the study shows there is a influence between husband support and Posyandu cadres to maternal interest in using implant family planning. Suggestions are put forward for health centers / health workers to increase the provision of regular education to husbands and families about the importance of using contraceptives and to form family planning care groups or family planning villages. Keywords: Husband's Support, Posyandu Cadre Support, Mother's Interest, Implant Contraceptives

Fluid Attention in Education: Conceptual and Neurobiological Framework

Attention is indispensable to our learning, performance, relationships, health, and daily life, and yet laboratory studies of attention have only scratched the surface of these lived varieties of attention. In this article, we begin with William James' theory of derived involuntary attention, which has largely been ignored in laboratory research. We then show that there is a gap in our attention vocabulary and the theory that underpins it, which depend on an incomplete voluntary/involuntary dichotomy. The negative effects of this dichotomy stretch beyond laboratory research to clinical diagnosis, influencing how we understand so-called attention deficits. To fill the gap between voluntary and involuntary, we introduce a third kind of attention—fluid attention (also called postvoluntary attention), which is goal-directed and selective, like voluntary attention, but also effortless and drawn to its source, like involuntary attention. Fluid attention is a rediscovery of James' derived involuntary attention. A distinguishing feature of fluid attention is its motivational component, which, we show, neurophysiologically also reveals a gap in the neurocognitive literature on attention. Recognizing fluid attention as fundamentally motivational allows ADHD to be redefined as a motivational rather than an attentional deficit, which we go on to show has significant implications for both special and regular education.

Pedagogical practices in the literacy process of deaf students

There is a concern for deaf education, especially in the literacy stage, which consequently extends throughout regular education, where most deaf students have completed high school without knowing how to read and/or produce in Portuguese. This problem affects the social development of these subjects, since the Portuguese language is still expected as if it were the mother tongue of the deaf, not respecting their identity and culture, whose first language is LIBRAS. In this bias, the research aims to verify the methods and techniques in the literacy process of the deaf and seek new teaching models that are based on bilingual theory, thus ensuring the acquisition of LIBRAS as the mother tongue (L1) and teaching Portuguese as the second language (L2). This bibliographical research brings theoretical references and empirical experiences as a contribution to these reflections.

Digital and Media Literacies in the Polish Education System—Pre- and Post-COVID-19 Perspective

Digital and media literacies refer to a specific set of skills and abilities. The range of these skills as they concern the educational process has been broadly discussed. In this paper, we analyzed the Polish educational system to determine the scope of the sorts of digital skills young people and students should achieve in order to be considered digitally and media literate. We compared sets of recommendations from the last ten years issued by different national governmental and nonprofit organizations for the Polish education system. We identified a set of skills that should be expected to be possessed by young people and students during their education. Additionally, we discussed results regarding the situation caused by the COVID-19 pandemic and the shift from regular education to distance learning.

Understanding personal asthma action plans

Personal asthma action plans (PAAPs) are written plans that help people with asthma to self-care and keep themselves as well as possible. PAAPs are usually developed in partnership with the patient or carer in primary care. PAAPs aim to ensure that people with asthma know how to manage their asthma and when to seek help if their condition deteriorates. To manage their asthma adequately at home, patients will need regular education about what asthma is, an understanding of their triggers, how their medications work and managing their devices. The practice nurse can play a key role in developing the PAAP, monitoring asthma control, and subsequently modifying the PAAP if necessary to maintain control of the condition.