The Investigation According to Some Variables of COVID-19 Fear Levels of High School Students in the Pandemic Process

The aim of this study was to examine the COVID-19 fear of high school students in the COVID-19 pandemic proccess, based on a few characteristics. Within the scope of this aim, the study’s research group; in the 2020-2021 academic year, a total of 760 students, 382 girls and 378 boys, were identified using a sample technique that can be readily located among high school students who continue their studies in Krşehir province. In the research, for determining the COVID-19 fear levels of students, Ahorsu et al. (2020), and Bakioğlu et al. (2020) “COVID-19 Fear Scale” adapted into Turkish was used. Kolmogorov-Smirnowa values showed that the data were normally distributed. Frequency and percentage analyzes were applied in descriptive statistics, T test was used in the analysis of binary groups, and One way Anova was used in the analysis of three or more groups. As a result of these analyzes, it was determined that the high school students participating in the study had a moderate (x̄ = 15.7) fear of COVID-19. It was determined that the COVID-19 fear levels of high school students the pandemic process, according to the gender variable, the COVID-19 fears of female students (x̄ = 17.26) were significantly higher than male students (x̄ = 14.21). Yet, it was determined that the variables of age, class, being in the school team, doing licensed sports, type of sports, duration of doing sports and getting COVID-19 disease did not have a significant effect on high school students’ fear of COVID-19. As a conclusion, it was shown that fear of COVID-19 in high school students created substantial disparities in favor of girls only on the basis of gender. Other characteristics revealed in the study had no significant effect on high school students’ COVID-19 fear levels.

The psychological climate of the classroom with students with disabilities: assessment diagnostics and ways to optimize interpersonal relationships

Актуальность статьи обусловлена необходимостью формирования в каждом классе с обучающимися с ограниченными возможностями здоровья благоприятного психологического климата. Цель настоящего исследования заключается в выявлении особенностей диагностики психологического климата школьного коллектива, в котором обучаются дети с ОВЗ. В статье проводится анализ полученных результатов интервью, определяющих отношения в инклюзивном классе; особенности взаимоотношений ребенка с ОВЗ в классном коллективе; деятельность учителей по формированию психологического климата школьного класса с обучающимися с ОВЗ. Выявлены трудности диагностики психологического климата класса с обучающимися с ОВЗ. Авторами предложены виды психолого-педагогической работы, направленные на оптимизацию межличностных отношений в школьном классе, в котором обучаются дети с ОВЗ. Статья предназначена для работников системы образования, исследователей. The relevance of the article is due to the need to form a favorable psychological climate in each class with students with disabilities. The purpose of this study is to identify the features of the diagnosis of the psychological climate of the school team in which children with disabilities study. The article analyzes the results of interviews that determine the relationship in an inclusive classroom; the features of the relationship of a child with disabilities in the classroom; the activities of teachers to form the psychological climate of the school class with students with disabilities. The difficulties of diagnosing the psychological climate of a class with students with disabilities are revealed. The authors propose the types of psychological and pedagogical work aimed at optimizing interpersonal relationships in the school classroom in which children with disabilities study. The article is intended for employees of the education system, researchers.

A Study of the Use of a Guide to Schoolwide Planning for Teacher Aide Supports in a New Zealand Primary School

<p>This study chronicled a process of schoolwide planning for teacher aide supports in a New Zealand primary school. The process replicated the work of Giangreco, Edelman and Broer and followed the guidelines set out in their work - A Guide to Schoolwide Planning for Paraeducator Supports (Giangreco, Edelman, & Broer, 2001a). Data reflect the utilisation and outcomes of the process by school personnel and by the voluntary school team, which was made up of representatives from all adult constituencies of the school community, that is, management, teachers, teacher aides and parents. Results indicated that the process assisted the school and the team in self assessing their teacher aide practices, identifying priorities in need of improvement and developing action plans. Some logistical difficulties were encountered in the implementation of these plans, but despite these difficulties, the team reported a high level of satisfaction with the process. They reported that the process did what it purported to do and rated it highly on consumer-oriented variables (e.g. the logic of the process, ease of use). Additionally, teacher aides responded positively to a questionnaire on the impact of the process on their work and the school team took part in semistructured interviews to document the impact of the process on school personnel and student outcomes. Implications for teacher aide supports for teachers of students with special education needs in regular classrooms are discussed.</p>

A Study of the Use of a Guide to Schoolwide Planning for Teacher Aide Supports in a New Zealand Primary School

<p>This study chronicled a process of schoolwide planning for teacher aide supports in a New Zealand primary school. The process replicated the work of Giangreco, Edelman and Broer and followed the guidelines set out in their work - A Guide to Schoolwide Planning for Paraeducator Supports (Giangreco, Edelman, & Broer, 2001a). Data reflect the utilisation and outcomes of the process by school personnel and by the voluntary school team, which was made up of representatives from all adult constituencies of the school community, that is, management, teachers, teacher aides and parents. Results indicated that the process assisted the school and the team in self assessing their teacher aide practices, identifying priorities in need of improvement and developing action plans. Some logistical difficulties were encountered in the implementation of these plans, but despite these difficulties, the team reported a high level of satisfaction with the process. They reported that the process did what it purported to do and rated it highly on consumer-oriented variables (e.g. the logic of the process, ease of use). Additionally, teacher aides responded positively to a questionnaire on the impact of the process on their work and the school team took part in semistructured interviews to document the impact of the process on school personnel and student outcomes. Implications for teacher aide supports for teachers of students with special education needs in regular classrooms are discussed.</p>

Penyuluhan Protozoa Usus Penyebab Diare dan Penyerahan Washtafel Pada Siswa SD Makamhaji 03 Sukoharjo

Penyakit diare merupakan penyakit endemis di Indonesia. Pada tahun 2016 terdapat 911.901 kejadian diare di Jawa Tengah. Salah satu sebab diare adalah infeksi protozoa usus. Penyakit diare yang disebabkan oleh protozoa usus pada siswa SD bisa terjadi karena banyak faktor, antara lain yaitu pengetahuan dan sikap tentang protozoa usus yang bisa menyebabkan diare, serta perilaku dalam pencegahan diare karena protozoa usus. Perilaku dalam hal ini yang bisa mencegah terjadinya diare karena protozoa usus yaitu menjaga personal higiene siswa, misalnya mencuci tangan sebelum makan dan sesudah buang air besar. Oleh karena itu, kami mengadakan pengabdian masyarakat dengan cara memberikan penyuluhan tentang protozoa usus yang bisa menyebabkan diare kepada siswa-siswi SD Makamhaji 03 Sukoharjo. Tujuan pengabdian masyarakat ini adalah untuk memberi pengetahuan kepada siswa-siswi SD Makamhaji 03 Sukoharjo tentang protozoa usus yang dapat menyebabkan diare. Kegiatan pengabdian masyarakat ini dilaksanakan pada hari Rabu tanggal 13 November 2019 di SD Negeri Makamhaji 03 Kartasura Kabupaten Sukoharjo. Peserta penyuluhan terdiri dari siswa-siswi kelas IV, sebanyak 37 anak. Siswa-siswi mengikuti penyuluhan dengan antusias. Acara ditutup dengan penyerahan washtafel dan sabun cuci tangan dari tim penyuluh kepada pihak sekolah. Persiapan, proses dan hasil penyuluhan baik. Terdapat peningkatan pengetahuan siswa tentang protozoa sebagai penyebab diare. Hal tersebut bisa diketahui dari nilai kuesioner. Rata-rata nilai pretes adalah 2,45 sedangkan rata-rata nilai postes adalah 3,16.---Diarrhea is an endemic disease in Indonesia. On 2016, the incidence of diarrhea was 911.901 cases in Central Java. One of microorganism can cause diarrhea is intestinal protozoa. Protozoal diarrhea in elementry school students can occur because of many factors, such as knowledge and attitude of the diarrheal prevention. One of the attitudes is about maintain personal hygiene, such as washing hands before and after eating and after defecation. We did the community service by socialization to the students about intestinal protozoa as cause of diarrhea. The socialization aimed to give adequat information about intestinal protozoa as cause of diarrhea to the students of SD Makamhaji 03 Sukoharjo. The community service was held on Wednesday, 13th November 2019 in SD Makamhaji 03 Sukoharjo. The audience was students of 4th grade of SD Makamhaji 03 Sukoharjo, 37 students. The students attended the socialization well. There was donation of washtafel and hand soap from presenter team to school team. The preparation, process and socialization result was good. There was increasing of students’ knowledge about intestinal protozoa as cause of diarrhea, within the mean of pretest score was 2.45 meanwhile the mean of postes score was 3.16.

Perspectives on the Initial Adoption of Multitiered Systems of Support for Behavior

Although the number of schools implementing multitiered systems of support for behavior (MTSS-B) continues to grow, most schools have still not adopted these evidence-based frameworks. We examined the views of educators ( N = 561) at the outset of adopting MTSS-B in their schools or districts. Our survey addressed the (a) reasons schools and districts decided to adopt MTSS-B, (b) challenges they anticipated with respect to implementation, and (c) expected outcomes of MTSS-B. We also compared views across three groups of stakeholders: local school team members, building administrators, and district representatives. Although most participants reported multiple motivations for adopting MTSS-B, concerns about student behavior and the need for staff support in this area were among the primary reasons. Anticipated challenges varied by group, with district representatives affirming those challenges most strongly. Responses also suggest these stakeholders have high expectations regarding the impact of MTSS-B in their school or district. We discuss implications for technical assistance providers related to supporting a more widespread adoption of MTSS-B.

Cultivating Student Belonging and School Connectedness

The effect on students from the COVID-19 pandemic, violence related to racism, and loss of customary school routines may cause loss of both school connection and a sense of belonging. School nurses can positively influence student belonging and school connection as they encounter students throughout in-person school and virtual school environments. School nurses build connections with students whom they know and outreach to students whom they identify as vulnerable in the areas of belonging and school connectedness. With a mind-set of the Framework for 21st Century School Nursing Practice and in collaboration with a school team implementing a multitiered system of support, school nurses intentionally outreach and cultural sensitivity to grow positive school climate that benefits students.

The effects of respiratory muscle training on aerobic, anaerobic and respiration parameters

This study was conducted to search the effect of respiratory muscle training on aerobic, anaerobic endurance, and respiratory parameters in primary school students. 32 volunteer students, between the ages of 13-14, participated in this study. The volunteers were divided into experimental (n = 15) and control groups (n = 17). The experimental group participated in the football training of the school team three days a week, with two hours of physical education lessons in a week. Also, respiratory muscle training was applied with the Powerbreathe device for 5 weeks, five days a week in the morning and evening. The control group only participated in the football training of the school team three days a week, with two hours of physical education lessons in a week. Physical measurements, pulse, systolic-diastolic blood pressure, oxygen saturation, lung volume and capacity, aerobic and anaerobic capacity, and inspiratory pressure were measured before and after the study. Physical measurements has been determined that there are differences in the values of FAT, BMR, anaerobic power and MaxVO2, respiratory parameters, systolic and diastolic blood pressure (p < 0.05). It was observed that Inspiratory pressure measurement values were found to be statistically significant (p < 0.05). As a result, it can be said that five-week respiratory muscle training positively affects aerobic and anaerobic endurance, respiratory functions, respiratory muscle strength of primary school students compared to students who do regular training.