「ことばの教室」の教師における医療と教育の連携について―学習障害児の指導に関して―

This study examines the effectiveness of the Purdue Pegboard Test in discriminating children with learning disabilities. Two groups of children, a total of 195, were tested with the Pegboard and were classified into levels of intelligence, emotional stability, reading retardation, and learning disability. While the study tends to support previous research, data are insufficient recommend the inclusion of this test in any test bettery as a diagnostic instrument. The study also suggests that the Pegboard may have value as a simple and objective measure in determining benefits accrued in a class for children with learning disabilities.

The purpose of the current study was to investigate the effect of a peer mediation intervention on self‐regulated learning of students with learning disabilities. The research captured both process and outcomes of peer tutoring following the tutors’ experience of the intervention programme. Tutors’ self‐regulated learning was measured by modifications in mediation styles (process of tutoring) and capacity to benefit from adult mediation for Analogical thinking (outcomes) after participating in the intervention and peer tutoring exercise. The sample was composed of 162 pupils, 81 from grade 5 (tutors) and 81 from grade 2 (tutees or learners). Tutors were chosen from classes of children with LD as defined by the NJCLD; the tutees were randomly selected from regular classes. Each pair of tutors and tutees was randomly assigned to an experimental or control group. During the final tutoring session, the children’s interactions were video taped and later assessed with the Observation of mediation instrument. The tutors were also given a Dynamic assessment analogies test. The research findings indicated that the experimental tutors showed higher self‐regulated learning as compared with the control group, expressed by their mediation skills and improvement in Analogies scores between the pre‐intervention and post‐intervention phase. The findings are discussed with reference to Vygotsky’s theory, self‐regulated learning goals and today’s heterogeneous classes.

A critical review of the literature to determine the attitudes of staff and families towards the sexuality of adults who have learning disabilities. An evidence-based practice literature search of all published studies conducted since 2000. This included a comprehensive review of books, electronic databases, grey literature and hand-searching. Four key studies were identified and subjected to critical analysis. METHOD OF CRITIQUE: The four key studies yielded were critically analysed using a framework developed by Parahoo (2006). This critiquing tool identifies seven key areas: title, abstract, literature review, methodology, data analysis and results, discussion and interpretation, and conclusions and recommendations. All four studies uniquely addressed similar issues in practice; there are areas of bias and concerns about the reliability of some of the studies critiqued. Similar themes were identified, suggesting that the results could be replicated in further studies. Education for staff was a key theme throughout the studies. Education for staff is vital to ensure that a consistent approach is taken to support adults who have learning disabilities to express their sexuality. In order to facilitate the changes required in practice, leadership, education and a support network are required. Recommendations from this review include training on leadership and on the sexuality of adults with learning disabilities for all staff.

The construct of learning disabilities has been challenged pedagogically, politically, and in the judiciary. Some claim that learning disabilities are socially constructed and created by misdirected efforts of educational reform. Politicians worry about the growing number of children served in special education and propose that many LD students are instructional casualties and not truly disabled. The judiciary has applied a severity screen that narrows the class of eligible children and has contributed to the LD eligibility confusion. This article traces the legislative history of LD eligibility, reviews administrative and judicial decisions pertaining to LD eligibility, and explores the dilemma inherent in a rights-based approach to ensuring equitable educational opportunity for students with LD.

Digital transformation is one of the European Commission's policy priorities in the last few years. High quality and inclusive education and training are a key part of reaching this object and ensuring that all people are prepared to live and be educated in the digital age. These priorities coincide with the crucial need to provide inclusive digital learning environments to all learners including those with special educational needs – disadvantaged and disabled learners. The paper presents a primary analysis of the results of a sociological qualitative survey conducted in the framework of the project “Inclusive digital environments to enable high-quality education and training for disadvantaged learners”. Methodology: The main method used was an in-depth interview. Thirty in-depth interviews were conducted among School Leaders and Teaching Staff in High Schools and Universities, Primary and Secondary Education Organizations in Bulgaria. The data was collected from October 2021 to January 2022. This study was provoked by inequalities in inclusive education and therefore by variations in the way of remote learning that has been delivered across EU Member States and Bulgaria, in particular. The aim of the study was provoked not only by the exceptional significance and reflection of digital education on basic human needs. It seeks to provide insights into the national special education traditions in the country and aims to establish how these have influenced current developments in inclusive education together with digital environments for disadvantaged and disabled learners. The main conclusion approached by the study is that there is a major need to raise awareness about unequal access to inclusive education for students with disabilities in Bulgarian society, as well as a need of providing а detailed information on how to implement more inclusive educational practices and at sharing promising examples of inclusive methods in education for learners with special educational needs. Keywords: Digital Education, Digital Environments, Special education needs, Disadvantaged and Disabled Learners Acknowledgments: The article has been developed in the framework of the European Funded Project ERASMUS+ EACEA/34/2019 - Social Inclusion and Common Values - Action: the contribution in the field of education and training, entitled: ‘INCLUDEME - Inclusive digital environments to enable high-quality education and training for disadvantaged learners’. The project is co-funded by the European Commission through the Erasmus+ programme.

Increasing social and emotional development of primary school students with learning difficulties promotes equal participation in educational processes at all levels of their education. Social coexistence programmes at all school levels empower all students both emotionally and socially by promoting solidarity and creatively enhancing the learning environment. The aim of this research was for the students with learning difficulties and the teachers to evaluate a social coexistence programme implemented in a Greek Primary School. The program involved 22 students in a 4th-grade class, 4 of whom had been diagnosed with learning difficulties, and 4 members who are scientific and teaching staff of the school. In order to evaluate the actions of the programme, the multimethodological approach was applied by using a sociometric tool and a logbook, and by conducting semi–structured interviews. The research results showed that the social interaction of students with learning disabilities with their peers increased significantly after the completion of our intervention. The development of a collaborative culture in school was cited as a decisive factor for the effective implementation of social coexistence programmes by the participating adults. The results are discussed in the context of implementing similar interventions in more classes by having more students and members of the teaching staff participating as well.

PurposeChildren with developmental disabilities (e.g. learning disability and autism) often struggle with handwriting skills. This study aims to implement an adapted handwriting programme for children with developmental disabilities to improve their handwriting skills.Design/methodology/approachSix children with developmental disabilities aged 9–15 years received an adapted Handwriting Without Tears® (HWT) programme in small groups over eight weeks. The programme was delivered by typical teaching staff (i.e. paraprofessionals) at a special education school following a brief training session and with ongoing supervision. A range of measures assessed the children’s handwriting and related skills. Social validity interviews were conducted with school staff following the intervention to evaluate the programme’s acceptability.FindingsTypical teaching staff implemented the handwriting programme with 92.3% average fidelity and delivered a minimum of three sessions per week. Social validity interviews demonstrated the acceptability of the intervention to school staff. After eight weeks of intervention, all children improved their handwriting on various assessments. Improvements were only partially maintained at follow-up.Originality/valueThis study supports the feasibility of using an adapted HWT programme to teach handwriting to children with developmental disabilities in special education settings. Typical teaching staff can be trained to support the delivery of the programme to children in small groups.

Intensive interaction is an approach used to develop the communication and social inclusion of those who are pre-verbal. It is used in a variety of settings by healthcare and educational staff. A systematic search was conducted to identify and review the literature which explores staff experiences of intensive interaction being implemented within their places of work. Thematic synthesis was utilized to synthesize the findings. Nine papers were included. Three higher-order themes were generated: "Personal Doubt, Discordance & Discomfort," "A Turning Point" and "Needing Implementation at All Levels." There were consistent findings across a range of settings. Findings suggest that intensive interaction is rewarding for staff and beneficial to those that they work with. Implementation was sometimes perceived to be challenging and this review attempts to highlight solutions with guidance of the literature. Limitations largely relate to heterogeneity of the papers and methodological limitations are discussed.

Of 43 long-term survivors with birth weights of 1,250 g or less, 33 were compared with peers and school-aged siblings for educational levels and needs. Of the 33 children in school, three (9.1%) were in classes for children with major handicaps, whereas 30 (90.9%) were found to be comparable to their classmates by teachers and/or test scores, but 14 (47%) were receiving remedial instruction to perform at grade level. Of 13 children with school-aged siblings, three required more hours of assistance by specialized teaching staff than their siblings. The group without the need for specialized teaching staff had older mothers and tended to reside in higher socioeconomic households. Overall, our children with birth weights of 1,250 g or less (51.5%) required more special education efforts than the general school population (24.1%), thereby enabling most to compare favorably with their peers.

Audits of clinical transfusion practice have consistently demonstrated deficiencies in knowledge and practice that impact on patient safety and in some cases result in death. These deficiencies include transfusion being prescribed inappropriately, administration of blood components using poor processes, documentation deficiencies and inadequate identification of potential transfusion recipients.Improvement needs to be driven by a multifaceted approach that includes robust systems and mechanisms to ensure compliance combined with education of staff. However, education of medical, nursing and other staff involved in the transfusion chain can be difficult. Large numbers of staff, shiftwork, varying levels of background knowledge and limited resources create significant challenges. Consideration of these problems and informal needs analysis defined a web‐based or on‐line learning tool (e‐learning) as being a suitable mechanism to assist hospitals to increase knowledge of staff.An effective e‐learning tool must be engaging, replicate an authentic learning environment, cater for various learning styles and engage the learner in the learning process. This requires knowledge of on‐line learning best‐practice, learner profiles, learning styles and the learning environment, as well as consideration of interface design, motivational tools and knowledge retention strategies.Funding was provided by the South Australian Department of Health, under the BloodSafe programme, to develop an e‐learning tool. This has resulted in a multimedia‐rich programme utilizing video, audio, animations, and case studies and didactic instruction in order to create an authentic learning environment. Learning content includes expert and peer education, case studies, interactive games and puzzles and modelling of best‐practice processes. A flexible learning pathway gives learners control over learning sequence, content viewed and assessment. Learner demographics, progress and assessment tools and records are stored in an SQL database.This tool is available for use by hospitals and healthcare institutions and professionals. Initial use has demonstrated a high degree of acceptance with participants providing strong feedback on the content, learning pathway and ease of use. Further development is being undertaken to add additional modules offering advanced content and/or a broader audience base.The initial implementation of this e‐learning tool is directed at an Australian audience, however, the content is relevant to the wider transfusion scene in the Asia‐Pacific region (and beyond) as a mechanism for educating staff involved in all steps of the transfusion chain.

Introduction: Teachers who work in the Youth Educational Centres often come across difficult and demanding situations, which makes them adapt to changing circumstances in internal and external reality, i.e. social and cultural environment. The staff have to become adjusted to these challenges and build their self-efficiency at the same time. It is closely related to the process of improving their convictions that they have appropriate skills in coping with daily difficulties. The teachers also perceive those as challenges not as threats. In order to prevent the teachers’ mental overload while upbringing youths with learning disabilities, emotional and behavioral disorders, the long-term, systematic programs are essential. One of the examples may be the program under discussion. Research Aim: Description of the individual supporting program for Youth Educational Centres staff and presentation of the preliminary program with six participants from different institutions. Evidence-based Facts: Although the results of research conducted with the professional burnout phenomenon are known and described widely, there is relatively little information about the specific prevention tasks, especially in the group of teachers working with troubled youths. Summary: The teaching staff from Youth Educational Centres have participated in various forms of professional development, e.g. workshops, courses, lectures. They make teachers more effective in their efforts. At present, there is a strong need to take care of the employees’ mental health in these institutions. This problem has been particularly visible during the COVID-19 pandemic and its consequences and now it is time to introduce individual standard support procedures in educational work in Youth Educational Centres.

Learning disabilities (LD) are a significant issue in the U.S. educational system and the fastest growing disability group in need of services at the postsecondary educational level. This growth has led to an increase in colleges and universities offering support services to the adult LD population. However, many students are still having difficulty remaining in college and completing degree programs. This difficulty may arise, in part, from confusion and misunderstanding among postsecondary professionals, including disability support coordinators and professors. The purpose of this article is to address some of the issues postsecondary educational staff and faculty members come across when dealing with the adult learning disabled population.

This article is a systematic analysis and synthesis of published research from 1985–2000 recommending or reporting on postsecondary education services for students with learning disabilities. Twenty-six articles met the criteria of recommending services or describing services presently available. The 11 program factors examined were: definition of learning disability, characteristics of adult learners, type of institution, special admission procedures, assessment services, program accommodations, support services, instructional adjustments, instructional staff training, direct service staff training, and program evaluation. Implications and recommendations for postsecondary program development are presented.

41. Application of eye tracking in neuroscience

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