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Research evidence has shown that employment is crucial and purposeful for people with intellectual disabilities, promoting positive effects associated with independent living and social inclusion. Notwithstanding, people with intellectual disabilities find it particularly difficult to accomplish successful employment. They face discrimination, and they are considered to lack work capacity. The extremely marginal position of people with intellectual disabilities in the labor market appears to prevail across national settings. Over the last 35 years, there has been an improvement in the vocational inclusion of individuals with intellectual disabilities in Greece, with the legislation embracing the human rights-based approach to disability. Nevertheless, the challenge of accomplishing full participation and equality in employment for people with intellectual disabilities still remains huge in Greece. Their participation rates in the Greek labour market are significantly lower than in the rest of the European Union. This article illustrates the employment provisions for individuals with intellectual disabilities in Greece. Additionally, it presents the current implemented models of their occupational inclusion while critically discussing the convention's pursuance on the Rights of Persons with Disabilities in the Greek context.

Exploring the individual differences of the longitudinal growth of early numeracy (EN) in young children with Intellectual disabilities (IDs) prerequires the critical stage of exploring and validating the potential factor structure. Despite the fact that Relational Skills (RS), Counting Skills (CS) and Operations (O) are expected to constitute distinct domains of EN, there is not sufficient evidence to support either the above position or the position that they are different means of assessing a general-informal numeracy skill construct. This study was designed to shed light in the field through the evaluation of a measurement model describing the structure of RS, CS and O domains of EN and their interrelation. The sample included N = 155 children with IDs, enrolled in special school classes, mentally aged between 5;02 (y;m) and 6;10 (M = 5.11, SD = 0.974). Confirmatory Factor Analysis indicated a “good fit” of the two-factor model (RS, CS + O) of EN in ID (RMSEA=.029

The mitochondrial calcium (Ca2+) uniporter (MCU) channel is responsible for mitochondrial Ca2+ influx. Its expression was found to be upregulated in endothelial cells (ECs) under cardiovascular disease conditions. Since the role of MCU in regulating cytosolic Ca2+ homeostasis in ECs exposed to shear stress (SS) is unknown, we studied mitochondrial Ca2+ dynamics (that is known to decode cytosolic Ca2+ signaling) in sheared ECs. To understand cause-and-effect, we ectopically expressed MCU in ECs. A higher percentage of MCU-transduced ECs exhibited mitochondrial Ca2+ transients/oscillations, and at higher frequency, under SS compared to sheared control ECs. Transients/oscillations correlated with mitochondrial reactive oxygen species (mROS) flashes and mitochondrial membrane potential (ΔΨm) flickers, and depended on activation of the mechanosensitive Piezo1 channel and the endothelial nitric oxide synthase (eNOS). A positive feedback loop composed of mitochondrial Ca2+ uptake/mROS flashes/ΔΨm flickers and endoplasmic reticulum Ca2+ release, in association with Piezo1 and eNOS, provided insights into the mechanism by which SS, under conditions of high MCU activity, may shape vascular EC energetics and function.

The mitochondrial calcium (Ca

Exploring individual differences and looking beyond averaged parameters of early numeracy in young children with mild intellectual disabilities has become an area of interest to many researchers worldwide. This study aimed to identify the different profiles of early numeracy skills in young children with mild intellectual disabilities. For this purpose, we assessed early numeracy through Utrecht early numeracy test and learning aptitude through Detroit Test, in a sample of 135 children diagnosed with intellectual disabilities. The mean of their mental age was 5:09 (years:months) . Two-step cluster analysis identified four homogenous groups of children with distinct early numeracy profiles as follows:C1 were fluent in relational and numerical skills up to 20, C2 were fluent in relational skills and numerical skills up to 10, C3 had basic knowledge of relational skills and inconsistent numerical skills up to 10 and C4 had inconsistent relational skills and numerical skills. Results are discussed with reference to their educational implications.

This study aims to assess reliability and construct validity of the Greek version of the Attitudes Towards Teaching All Students Scale. All teachers were employed either with preschool or first-school-age children. In Study 1, we performed exploratory factor analysis in order to assess the factor structure in a sample of n = 253 in-service teachers. In Study 2, we performed confirmatory factor analysis to confirm the proposed 3-factor structure in a sample of n = 610 in-service teachers. Results suggest that the Greek-adapted version of ATTAS-mm is a reliable and valid research tool and they are discussed in terms of pre-service and in-service teachers’ training.

In the present study, the role of interpersonal coping strategies was examined in relation to teachers’ characteristics and burnout factors. Two hundred sixty-nine General and Special Education tea...

The purpose of this research was to measure teachers and students interpersonal competences in situations that a teacher may face at school and which require interpersonal interaction with students...

High ability preschoolers manifest a great variability on neuropsychological measures and preliteracy skills within their population, despite their intelligence quotient scores in the above average range. The present chapter begins with a definition of the executive functions (EFs), followed by recent research on the penetration of EFs sufficiency or insufficiency in early oral language development. Research data on the EFs and preliteracy skills of high ability preschool children are also presented, followed by the description of an educational EFs training software with embedded preliteracy activities. Its development was based on recent documented evidence on the relevance of early childhood EFs and young children's preliteracy skills. After taking part in a pretest assessment of core EFs and preliteracy skills, a group of 12 high ability preschool children participated in two 30-min sessions of the educational EFs training program with integrated preliteracy activities per week for 12 weeks. Preliminary findings are promising for its efficacy.

In the present study, the role of interpersonal coping strategies was examined in relation to teachers’ characteristics and burnout factors. Two hundred sixty-nine General and Special Education teachers completed the Teachers’ Interpersonal Competences Test and the Maslach Burnout Inventory. Differences in the use of interpersonal coping strategies were noted on teachers’ gender, teaching experience, grade level, experience and training in Special Education. Interpersonal coping strategies predicted most of teachers’ burnout factors according to regression analyses. The importance of developing strategies that enhance interpersonal relationships and reduce conflicts at schools, in order to reduce teachers’ burnout, is discussed. © 2020 Informa UK Limited, trading as Taylor & Francis Group.

Although deaf role model projects have existed for some time and their benefits and outcomes for deaf children/young people and their parents have been recorded, almost no attention has been paid to the experiences of the deaf people who take on these roles. Additionally, the experiences of being a deaf role model have been little explored in the literature. This paper explores available literature on role models for supporting families of deaf children and hearing practitioners. Most deaf people (about 95%), all over the world, have hearing parents and do not meet deaf adults and sign language before the age that formal primary education starts. The majority of hearing parents do not come in touch with deafness even after their child is diagnosed of being deaf. But it’s really crucial for families to have resources that allow them to help their child develop language and have full interaction with their family. Additionally, deaf role models can play a vital role in the development of deaf children’s knowledge, skills, and perceptions. Further work would be also required to understand the longer-term benefits and further developments that deaf role models may wish to initiate. Article visualizations

This book will enable general education teachers, special educators, specialist scientists and therapists, parents/guardians, carers and social partners to more effectively address the special needs of people with intellectual disabilities. In particular, it focuses on describing the developmental course of the social, emotional and communicative characteristics of people with intellectual disabilities and especially of people with Down syndrome. Extensively demonstrates appropriate social skills and targeted intervention strategies in an inclusive educational field. Emphasizes the necessary adaptations to the curriculum through evidence based practices in support of positive social behavior. The present issues are important and we believe that the present work comes to fill a gap in the field of studying the social development of children with intellectual disabilities and Down syndrome in general education. Adaptive and social skills seem to help people with intellectual disabilities to interact appropriately in their familiar environment and to generalize their social skills in new environments. During adolescence, interactions and close, quality friendships between peers become increasingly important for personal and social well-being. The role of the family in the successful inclusion of the child with intellectual disability and Down syndrome in the general school is also crucial., Αυτό το βιβλίο θα επιτρέψει σε εκπαιδευτικούς γενικής αγωγής, ειδικούς παιδαγωγούς, ειδικούς επιστήμονες και θεραπευτές, γονείς/κηδεμόνες, φροντιστές και κοινωνικούς εταίρους να αντιμετωπίσουν πιο αποτελεσματικά τις ιδιαίτερες ανάγκες των ατόμων με νοητική αναπηρία. Ειδικότερα, εστιάζει στην περιγραφή της αναπτυξιακής πορείας των κοινωνικών, συναισθηματικών και επικοινωνιακών χαρακτηριστικών των ατόμων με νοητική αναπηρία και κυρίως των ατόμων με σύνδρομο Down. Παρουσιάζει εκτενώς τις κατάλληλες κοινωνικές δεξιότητες και τις στοχευμένες στρατηγικές παρέμβασης σε ένα συμπεριληπτικό εκπαιδευτικό πεδίο. Δίνει βαρύτητα στις απαραίτητες αναπροσαρμογές του προγράμματος σπουδών μέσα από τις εμπειρικά τεκμηριωμένες πρακτικές υποστήριξης της θετικής κοινωνικής συμπεριφοράς. Τα παρόντα ζητήματα είναι σημαντικά και θεωρούμε πως το πόνημα έρχεται να καλύψει ένα κενό στον τομέα της μελέτης της κοινωνικής ανάπτυξης των παιδιών με νοητική αναπηρία και σύνδρομο Down στη γενική και ενιαία εκπαίδευση. Οι προσαρμοστικές και κοινωνικές δεξιότητες φαίνεται να βοηθούν τα άτομα με νοητική αναπηρία να αλληλεπιδρούν κατάλληλα στο οικείο τους περιβάλλον και να γενικεύουν τις κοινωνικές τους ικανότητες σε νέα περιβάλλοντα. Κατά τη διάρκεια της εφηβείας, οι αλληλεπιδράσεις και οι στενές, ποιοτικές φιλίες μεταξύ των συνομηλίκων καθίστανται ολοένα και πιο σημαντικές για την προσωπική και κοινωνική ευημερία. Καθοριστικός, επίσης, αναδεικνύεται και ο ρόλος της οικογένειας στην επιτυχή συμπερίληψη των παιδιών με νοητική αναπηρία και σύνδρομο Down στο γενικό σχολείο.

Calcium (Ca2+) signaling is critical for cell function and cell survival. Mitochondria play a major role in regulating the intracellular Ca2+ concentration ([Ca2+]i). Mitochondrial Ca2+ uptake is an important determinant of cell fate and governs respiration, mitophagy/autophagy, and the mitochondrial pathway of apoptosis. Mitochondrial Ca2+ uptake occurs via the mitochondrial Ca2+ uniporter (MCU) complex. This review summarizes the present knowledge on the function of MCU complex, regulation of MCU channel, and the role of MCU in Ca2+ homeostasis and human disease pathogenesis. The channel core consists of four MCU subunits and essential MCU regulators (EMRE). Regulatory proteins that interact with them include mitochondrial Ca2+ uptake 1/2 (MICU1/2), MCU dominant-negative β-subunit (MCUb), MCU regulator 1 (MCUR1), and solute carrier 25A23 (SLC25A23). In addition to these proteins, cardiolipin, a mitochondrial membrane-specific phospholipid, has been shown to interact with the channel core. The dynamic interplay between the core and regulatory proteins modulates MCU channel activity after sensing local changes in [Ca2+]i, reactive oxygen species, and other environmental factors. Here, we highlight the structural details of the human MCU heteromeric assemblies and their known roles in regulating mitochondrial Ca2+ homeostasis. MCU dysfunction has been shown to alter mitochondrial Ca2+ dynamics, in turn eliciting cell apoptosis. Changes in mitochondrial Ca2+ uptake have been implicated in pathological conditions affecting multiple organs, including the heart, skeletal muscle, and brain. However, our structural and functional knowledge of this vital protein complex remains incomplete, and understanding the precise role for MCU-mediated mitochondrial Ca2+ signaling in disease requires further research efforts.

Empathy is a multi-level phenomenon, referring to the ability of an individual to understand or feel what another experiences. It is a fundamental element of Education, but also of Special and Inclusive education. On the other hand, educational robotics which generally refers to teaching with the utilization of programmable devices, has gained huge momentum nowadays in educational research. This paper aims at highlighting the significance of empathy and empathy training in typical, special and inclusive education. Furthermore, the lack of approaches for active empathy training are highlighted through a brief literature review. This leads to the formation of a new proposal for an Educational Robot which will be used for empathy education via realistic simulations in real classroom settings, mainly in Early Childhood and Primary Education. Indicative lesson plans are be presented.

Some preschool children are at risk for reading difficulties because of inadequate emergent literacy skills. Recent studies have found evidence of the bidirectionality between executive function skills (Efs) and young children's preliteracy skills. This chapter aims to discuss the development and the efficacy of Cogni-Prelit (Cognition and Preliterature) digital application, which stimulates and enhances core Efs integrated with preliteracy activities, in children at risk for reading difficulties. A group of 30 preschool children took part in a pre-test assessment of preliteracy skills and core Efs. Children were then randomly assigned to either an experimental (n =15) or a passive control group (n =15). The experimental group participated in 2 30-min sessions of the Cogni-Prelit training program per week, for 12 weeks. Significant differences between control and experimental groups were observed in the post-test assessment, with the latter performing better on both measures.

Monocytes are critical mediators of the inflammatory response following myocardial infarction (MI) and ischemia-reperfusion injury. They are involved in both initiation and resolution of inflammation and play an integral role in cardiac repair. The antagonistic nature of their function is dependent on their subset heterogeneity and biphasic response following injury. New advancements in single-cell transcriptomics and mass cytometry have allowed us to identify smaller, transcriptionally distinct clusters that may have functional relevance in disease and homeostasis. Additionally, recent insights into the spatiotemporal dynamics of monocytes following ischemic injury and their subsequent interactions with the endothelium and other immune cells reveal a complex interplay between monocytes and the cardiac milieu. In this review, we highlight recent findings on monocyte functional heterogeneity, present new mechanistic insight into monocyte recruitment and fate specification following MI, and discuss promising therapeutic avenues targeting monocytes for the treatment of ischemic heart disease.

Students with learning disabilities often struggle with reading skill acquisition, due to the nature and complexity of the reading process (Brown, 2009). In addition, it has been documented that students experiencing reading disabilities, have problems with the basic cognitive skills of visual perception (Stokes, Matthen & Biggs, 2015). The purpose of the present study was to investigate the role of the cognitive parameters of visual perception, assessed by the Developmental Test of Visual Perception-2nd Edition (DTVP-2, Hammill, Pearson & Voress, 1993) on the reading ability of students with learning disabilities, assessed by Test A (Panteliadou & Antoniou, 2007, Standardized test for reading disabilities in Greek). The sample consisted of 73 children (N=73) attending the 4th and 5th grade of Primary school, diagnosed with learning disability in reading. The results indicated that visual perception was a predictive factor for reading performance. Implications of these findings are discussed in terms of developing early detection programmes as well as effective educational interventions for pre-school and primary school students.

Avoidance of red blood cell (RBC) transfusions in patients awaiting heart transplantation (HTx) has been suggested to minimize the risk of allosensitization. Although recent studies have suggested that an immature immune system in younger HTx recipients may reduce risks associated with RBC transfusion, the role of age in moderating the influence of transfusion on HTx outcomes remains unclear. We used available data from a national transplant registry to explore whether the association between pre-transplant transfusions and outcomes of pediatric HTx varies by patient age. De-identified data were obtained from the United Network for Organ Sharing registry, including first-time recipients of isolated HTx performed at age 0-17 years in 1995-2015. The primary exposure was receiving blood transfusions within 2 weeks prior to HTx. Patient survival after HTx was evaluated using multivariable Cox proportional hazards, where age at transplant was interacted with exposure to pre-transplant transfusion. Age-specific hazard ratios (HRs) of pre-transplant transfusion were plotted across ages at transplant. There were 4883 patients meeting inclusion criteria, of whom 1258 died during follow-up (mean follow-up duration 6 ± 5 years). Patients receiving pre-transplant transfusions were distinguished by younger age, higher prevalence of prior cardiac surgery, greater likelihood of being in the intensive care unit, and greater use of left ventricular assist device bridge to transplant. In multivariable analysis, pre-transplant transfusions were associated with increased mortality hazard among infants

The current study explores the parental perspectives of children with intellectual disabilities (ID) on the effectiveness of inclusive education in Greek mainstream schools. The participants were 83 parents, whose children had different degrees of ID and all of them were attending mainstream schools at the time of the study. They completed a questionnaire examining their perspectives with regard to (a) the most effective educational placement in mainstream schools (special class, mainstream class or co-teaching), (b) their satisfaction with the inclusive mainstream education, (c) their cooperation with the teachers, (d) the perceived benefits of their children’s educational placement and (e) their suggestions regarding the improvement of the inclusive educational model. Results indicated that most parents of children with ID would like their child to attend a mainstream class with a co-teaching arrangement. The perceived benefits are mostly related to the development of their children’s social skills. Significant considerations regarding cooperation with the teachers, lack of individualized information and guidance, administrative and organizational issues were expressed.

Upon inositol trisphosphate (IP3) stimulation of non-excitable cells, including vascular endothelial cells, calcium (Ca2+) shuttling between the endoplasmic reticulum (ER) and mitochondria, facilitated by complexes called Mitochondria-Associated ER Membranes (MAMs), is known to play an important role in the occurrence of cytosolic Ca2+ concentration ([Ca2+]Cyt) oscillations. A mathematical compartmental closed-cell model of Ca2+ dynamics was developed that accounts for ER-mitochondria Ca2+ microdomains as the µd compartment (besides the cytosol, ER and mitochondria), Ca2+ influx to/efflux from each compartment and Ca2+ buffering. Varying the distribution of functional receptors in MAMs vs. the rest of ER/mitochondrial membranes, a parameter called the channel connectivity coefficient (to the µd), allowed for generation of [Ca2+]Cytoscillations driven by distinct mechanisms at various levels of IP3 stimulation. Oscillations could be initiated by the transient opening of IP3 receptors facing either the cytosol or the µd, and subsequent refilling of the respective compartment by Ca2+ efflux from the ER and/or the mitochondria. Only under conditions where the µd became the oscillation-driving compartment, silencing the Mitochondrial Ca2+ Uniporter led to oscillation inhibition. Thus, the model predicts that alternative mechanisms can yield [Ca2+]Cyt oscillations in non-excitable cells, and, under certain conditions, the ER-mitochondria µd can play a regulatory role.

The purpose of the study was to investigate the relationship between the Test of Detection and Investigation of Attention and Concentration, the Test of Executive Function (Simos et al., 2007a,b) and the Test of Psychosocial Adjustment and Self-Report Scale (Hatzichristou et al., 2007), in a sample of 44 Greek 5th grade students with writing disabilities. The results in our study indicated that there were significant Pearson correlations ranged from 0.39 to 0.43 between cognitive, academic and social factors. Additionally, regression analysis indicated that certain scales of the Test of Attention and Concentration have predictive power to emotional sufficiency (t = 2.001, p < 0.05) and academic self-concept (t = 2.072, p < 0.05). Further implications of these findings for a school-based neuropsychological evaluation and planning of individualized educational interventions are discussed.

Digital Cognitive Games are digital games that promote the performance of high-level cognitive activities involved in Executive functions, namely planning, working memory, attention, inhibition, self-monitoring, self regulation and initiation carried out by prefrontal areas of the frontal lobes. There is evidence that Executive Functions play an important role in learning during childhood. This issue becomes even more critical, when it concerns children with learning difficulties and research upon teaching interventions for enhancing their Executive Functions is carried out over the years. The past decade extremely positive beliefs have emerged regarding the use of Computer-assisted instruction in training Executive Functions. There is a plethora of software, online and mobile applications to claim that they improve the cognitive skills related to the Executive Functions in children and adults. This paper provides an overview of the purposeful approach underlying the utilization of Computer-assisted instruction and more specifically cognitive games in education as well as it presents the currently available online platforms/applications, which address children's population with or without learning difficulties and are supported by conducted scientific research.

Background and Study Aim: The purpose of this study was to examine the effect of exercise in the communication skills and behavior of a child with Autistic Spectrum Disorder (ASD). Material and Methods: The survey involved a 7 years old boy attending a mainstream school who was diagnosed at 2.5 years of age with pervasive developmental disorder and at 3.5 years of age with ADS. The annual re-assessment, at the age of 6 defined him as a child with high functional autism. The study consisted of three phases. In the interview process through a questionnaire, data concerning the overall picture of the boy was collected. The same questionnaire was answered by all participants (parents, general class teacher, parallel support teacher and physical education teacher) two days prior and two days after the implementation of the intervention program, so as to record observations. The questionnaire investigated four areas, that is, intention or function of communication, semantic categories and use of words, context (framework) communication and ways (means) of communication. The intervention program lasted 12 weeks, at a frequency of 3 sessions per week, of 40-45 minutes each session including balance activities, self-awareness exercises, group games (3-4 people), visual - motor coordination activities, lateral movement and time and space orientation games. Results: After the implementation of the intervention program, the child showed significant improvement in all domains and in almost all subcategories. Conclusions: An individually structured exercise program results in a significant improvement in behavior, skills and communication for a child with ASD.

Teachers' interpersonal style is a new field of research in the study of students with intellectual disabilities and challenging behaviors in school context. In the present study, we investigate emotions and causal attributions of three basic types of challenging behaviors: aggression, stereotypy, and self-injury, in relation to teachers' interpersonal style. One hundred and seventy seven Greek general and special educator teachers participated in the study by completing a three-scaled questionnaire. Statistical analysis revealed that the type of challenging behaviors affected causal attributions. According to regression analysis, emotions, teaching experience, expertise in special education, and gender explained a significant amount of variance in interpersonal style. Emotions were found to have a mediating role in the relationship between causal attributions and interpersonal style of "willingness to support," when challenging behaviors were attributed to stable causes or causes under the control of the individual with intellectual disabilities.

Written language is a difficult endeavour as the demands of transcription require self-regulatory skills from a motor, cognitive and attention perspective. The purpose of the present study was to investigate the relation between the Test of Writing Difficulties (Porpodas et al., 2007) and the Test of Detection and Investigation of Executive Functions (Simos et al., 2007) in a sample of 50 Greek-speaking, 5th-grade students with writing disabilities. The results of our study indicated that there were significant Pearson correlations ranging from .35 to .44 between executive functions and written expression. Furthermore, regression analysis showed that the subscales of the Test of Executive Functions had significant predictive power for spelling correctness and correction of jumbled sentences. Further implications of these findings for a school-based neuropsychological evaluation and planning of individualised educational interventions are discussed.

Calcium (Ca2+) transport by mitochondria is an important component of the cell Ca2+ homeostasis machinery in metazoans. Ca2+ uptake by mitochondria is a major determinant of bioenergetics and cell fate. Mitochondrial Ca2+ uptake occurs via the mitochondrial Ca2+ uniporter (MCU) complex, an inner mitochondrial membrane protein assembly consisting of the MCU Ca2+ channel, as its core component, and the MCU complex regulatory/auxiliary proteins. In this review, we summarize the current knowledge on the molecular nature of the MCU complex and its regulation by intra- and extramitochondrial levels of divalent ions and reactive oxygen species (ROS). Intracellular Ca2+ concentration ([Ca2+]i), mitochondrial Ca2+ concentration ([Ca2+]m) and mitochondrial ROS (mROS) are intricately coupled in regulating MCU activity. Here, we highlight the contribution of MCU activity to vascular endothelial cell (EC) function. Besides the ionic and oxidant regulation, ECs are continuously exposed to haemodynamic forces (either pulsatile or oscillatory fluid mechanical shear stresses, depending on the precise EC location within the arteries). Thus, we also propose an EC mechanotransduction-mediated regulation of MCU activity in the context of vascular physiology and atherosclerotic vascular disease.

The present study aimed at comparing the working memory of Greek monolingual students to bilingual ones from migrant backgrounds who all attend primary school. Secondly, an effort was made to investigate the correlation of the working memory with the academic performance in both groups. Moreover, the correlation of the vocabulary strategies, employed by monolingual and bilingual students in an integrated memory-based text framework (Rachanioti, Griva & Alevriadou, 2017), with their working memory was explored. The sample consisted of 20 monolingual and 20 bilingual students of Albanian origin, who attended the 5th and 6th grade of three primary schools in Eastern Thessaloniki, Greece. The monolingual and bilingual students were matched according to their mark reports on academic performance. The Automated Working Memory Assessment (Alloway, 2007) was used to assess the students’ working memory. The data revealed that monolingual and bilingual students did not differ either in the verbal working memory or the visuospatial working memory performance. A statistically significant positive correlation between working memory and academic performance was found in both monolingual and bilingual students. The correlation of the Process strategies with the verbal working memory was statistically significant in monolingual students, as well as in the bilingual ones. The Memory strategies were positively correlated with the verbal and visuospatial working memory in both groups. The Confirmation/consolidation strategies were positively correlated with the verbal working memory only in the bilingual students. Results are discussed in terms of memory strategy instruction that may compensate for a poor working memory of both monolingual and bilingual students in a classroom’s setting, thus aiding to improve their academic performance. This study is the first trial of the AWMA in Greek students as well as bilingual immigrant ones.

The aim of this study was to explore the factors that are considered crucial by teachers for a successful intervention in managing of challenging behaviors of people with intellectual disabilities. We asked 177 Greek general and Special Educator teachers to prioritize, using a list of 24 factors, the 6 major that can contribute to the success of an intervention. Teachers chose the factor “knowledge and expertise, staff training” as the most important for the successful management of challenging behaviours. The x 2 test revealed no dependency relationships with teachers’ gender, working structure or Special Education expertise. The need of staff training in changing the way teachers understand challenging behaviors is also discussed.

Over the past few years, perceptions about disability – at least at the theoretical level – have been shifted toward a more progressive approach, which stresses the social aspects of the construction of disability (social model) rather than personal limitations, as supported by the traditional disability approach (medical–individual model). Drawing upon the sociosemiotic approach as developed by Kress and van Leeuwen, the present study examines from a comparative perspective the representations about disability and people with disabilities, as emerging from the drawings produced by 4th grade Greek primary school children. The sample consists of two groups of children. Group A does not share the same school environment with schoolchildren with special education needs, while group B shares the same school surroundings with students attending a special education needs School. The comparative analysis of their drawings indicates that children of both groups reproduce the dominant meanings they receive from th...

The study was designed to determine if spatial location of movement was automatically encoded in memory by children with intellectual disabilities (ID) and typically developing (TD) children. Each participant performed motor exercises at each of four selected locations on a 20X20 m field. The condition variable consisted of intentional position-intentional exercise, incidental position-intentional exercise, and incidental position-incidental exercise. The results indicated that spatial location of movement was not automatically encoded because intention resulted in better performance for TD children. Several critical issues related to intervention strategies in the field of ID are also discussed, considering the educational practices

Several researchers explored the impact of cognition, language and social understanding on theory of mind abilities in typically developing (TD) children and children with intellectual disabilities (ID) (either ID of genetic origin or non-specific ID). The aim of the present study was to determine the specificity of the theory of mind deficit to different groups of children with ID. The results are in accordance with the developmental approach of similar structure hypothesis ( Zigler, 1969 ). The findings are discussed in terms of the specificity of the etiology-related theory of mind profiles of ID groups, considering the educational and social inclusion practices.

Bovine aortic endothelial cells (ECs) respond to nitric oxide (NO) donors by activating the redox-sensitive NF-E2-related factor 2/antioxidant response element pathway and up-regulating heme oxygenase (HO)-1 expression. EC exposure to steady laminar shear stress causes a sustained increase in NO, a transient increase in reactive oxygen species (ROS), and activation of the HO-1 gene. Because steady laminar flow increases the mitochondrial superoxide (\documentclass[10pt]{article} \usepackage{amsmath} \usepackage{wasysym} \usepackage{amsfonts} \usepackage{amssymb} \usepackage{amsbsy} \usepackage{mathrsfs} \usepackage{pmc} \usepackage[Euler]{upgreek} \pagestyle{empty} \oddsidemargin -1.0in \begin{document} \begin{equation*}{\mathrm{O}}_{2}^{\overline{.}}\end{equation*}\end{document}) production, we hypothesized that mitochondria-derived ROS play a role in shear-induced HO-1 expression. Flow (10 dynes/cm2, 6 h)-induced expression of HO-1 protein was abolished when BAECs were preincubated and sheared in the presence of either NG-nitro-l-arginine methyl ester or N-acetyl-l-cysteine, suggesting that either NO or ROS up-regulates HO-1. Ebselen and diphenylene iodonium blocked HO-1 expression, and uric acid had no effect. The mitochondrial electron transport chain inhibitors, myxothiazol, rotenone, or antimycin A, and the mitochondria-targeted antioxidant peptide, Szeto-Schiller (SS)-31, which scavenges \documentclass[10pt]{article} \usepackage{amsmath} \usepackage{wasysym} \usepackage{amsfonts} \usepackage{amssymb} \usepackage{amsbsy} \usepackage{mathrsfs} \usepackage{pmc} \usepackage[Euler]{upgreek} \pagestyle{empty} \oddsidemargin -1.0in \begin{document} \begin{equation*}{\mathrm{O}}_{2}^{\overline{.}}\end{equation*}\end{document}, hydrogen peroxide (H2O2), peroxynitrite, and hydroxyl radicals, markedly inhibited the increase in HO-1 expression. These data collectively suggest that mitochondrial H2O2 mediates the HO-1 induction. MitoSOX and 2′,7′-dichlorofluorescin (DCF) fluorescence showed that mitochondrial \documentclass[10pt]{article} \usepackage{amsmath} \usepackage{wasysym} \usepackage{amsfonts} \usepackage{amssymb} \usepackage{amsbsy} \usepackage{mathrsfs} \usepackage{pmc} \usepackage[Euler]{upgreek} \pagestyle{empty} \oddsidemargin -1.0in \begin{document} \begin{equation*}{\mathrm{O}}_{2}^{\overline{.}}\end{equation*}\end{document} levels and intracellular peroxides, respectively, are higher in sheared ECs compared with static controls and, in part, dependent on NO. SS-31 significantly inhibited both the shear-induced MitoSOX and DCF fluorescence signals. Either phosphatidylinositol 3-kinase or mitogen-activated protein kinase cascade inhibitors blocked the HO-1 induction. In conclusion, under shear, EC mitochondria-derived H2O2 diffuses to the cytosol, where it initiates oxidative signaling leading to HO-1 up-regulation and maintenance of the atheroprotective EC status.

Shear stress is known to stimulate an intracellular free calcium concentration ([Ca2+]i) response in vascular endothelial cells (ECs). [Ca2+]i is a key second messenger for signaling that leads to vasodilation and EC survival. Although it is accepted that the shear-induced [Ca2+]i response is, in part, due to Ca2+ release from the endoplasmic reticulum (ER), the role of mitochondria (second largest Ca2+ store) is unknown. We hypothesized that the mitochondria play a role in regulating [Ca2+]i in sheared ECs. Cultured ECs, loaded with a Ca2+-sensitive fluorophore, were exposed to physiological levels of shear stress. Shear stress elicited [Ca2+]i transients in a percentage of cells with a fraction of them displaying oscillations. Peak magnitudes, percentage of oscillating ECs, and oscillation frequencies depended on the shear level. [Ca2+]i transients/oscillations were present when experiments were conducted in Ca2+-free solution (plus lanthanum) but absent when ECs were treated with a phospholipase C inhibitor, suggesting that the ER inositol 1,4,5-trisphosphate receptor is responsible for the [Ca2+]i response. Either a mitochondrial uncoupler or an electron transport chain inhibitor, but not a mitochondrial ATP synthase inhibitor, prevented the occurrence of transients and especially inhibited the oscillations. Knockdown of the mitochondrial Ca2+ uniporter also inhibited the shear-induced [Ca2+]i transients/oscillations compared with controls. Hence, EC mitochondria, through Ca2+ uptake/release, regulate the temporal profile of shear-induced ER Ca2+ release. [Ca2+]i oscillation frequencies detected were within the range for activation of mechanoresponsive kinases and transcription factors, suggesting that dysfunctional EC mitochondria may contribute to cardiovascular disease by deregulating the shear-induced [Ca2+]i response.

This study, conducted using a correlational method, determines the relationship between school administrators' decision-making styles and teachers' job satisfaction levels. In total, 483 teachers and 167 administrators from primary schools in Sakarya Province, Turkey, were surveyed. The short form Minnesota Satisfaction Questionnaire and Decision-Making Styles Questionnaire were used. The results show that the job satisfaction levels of teachers and administrators who participated in the survey were high. We conclude that administrators mostly use rational decision-making style, and they rarely use avoidant decision-making style. Regression analysis results showed that teacher job satisfaction levels were predicted significantly by administrators' decision-making styles. (C) 2015 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).

Concepts are the abstract representatives of those classifications created by objects, events, ideas and behaviors which have some similar or common traits. Individuals think through concepts while they are thinking. The richer relations have the concepts with each other, the richer will thinking process is. Therefore, developing concepts is an important part for education. Social Sciences have a great role in developing concepts. The aim of this study is to find out how one can associate some citizenship concepts of social sciences classes with those of related with them. For this purpose, government, citizenship, democracy, constitution, state, election and public concepts, which are planned to be developed through Social Studies Curriculum for 4-7 graders, have been selected. In this research single crosshatching model has been used among general crosshatching models. In order to achieve the goal of the study, a word association test developed through the topic, has been applied to 181 8th grader students. The achieved data has been analyzed in terms of percentage and frequency of the concepts. Concepts which have breakpoints above 60, 50, 40 and 30, have been associated with mind maps. At the end of the research, mind maps of the students upon citizenship concepts have been deducted and it has been concluded that they have some misunderstandings about public, state and government concepts. It has also been understood that the concept of citizenship could not been associated with other concepts. Apart from this, it has been seen that concepts like prime-minister, president, right, liberty and TGNA (Turkish Grand National Assembly) have come into prominence. (C) 2015 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license.

One of the main objects of education is to teach student how to reach the information instead of giving him a pure knowledge. Because one can easily forget any knowledge but the skill of reaching the correct information can be used forever if it is learned once. Extracurricular activities like doing research/homework are really important in terms of teaching these skills. Homeworks/researches enable parents to take part in that process as they are extracurricular activities. Both their children and themselves face with many difficulties during this process. Therefore, this study aims to describe those difficulties faced during the research/homework process by parents who have children in primary schools. This study has been lead according to the phenomenological method among qualitative research techniques. The study group consists of 26 parents whose children are in primary school during 2013-2014 academic year and these parents have been selected with the criterion sampling method which is one of those predictive sampling methods. In order to gather information, some interview questionnaire forms designed and used by the researchers. Acquired data has been evaluated in terms of descriptive analysis. At the end of the research it has been concluded that parents encounter many economical (e.g: not being able to spare time, providing equipment economically etc.) and spiritual difficulties (e.g: boredom, exhaustion, panic, feeling of self-inadequacy etc.) Students, on the other hand, encounter some sensory (e.g: boredom, fatigue), cognitive (e.g: not understanding), physical environmental and physicomotor difficulties. (C) 2015 The Authors. Published by Elsevier Ltd.

The objective of this study is to prove that the basic philosophy teaching on an academic level is compulsory in translation and interpretation departments by taking into account the challenges encountered in the translation of philosophical texts and besides the ways to solving them. At the end of their training, students in translation and interpretation departments cannot be expected to translate or interpret every sort of texts owing to the fact that the translation of every text requires specialized knowledge in different fields. Considering that the undergraduate may not gain an opportunity to be specialized at every field, it is sometimes impossible for him or her to understand the source text wholly and translate it to the target culture. As a natural consequence of what he/she has learnt during his/her training, the translator may compensate his/her lack of knowledge in ordinary texts with finding suitable equivalents in each culture. In other words, the translator can further develop his/her skills in the translation of ordinary texts after she/he has graduated from the department. However, in the translation of text types such philosophical ones encompassing an important part of a culture, both internalization and questioning are required other than finding accurate equivalents in source and target texts. This can only be achieved if students take the basic philosophy education. The fact that each course in translation and interpretation departments is offered by a different field specialist and the philosophy is regarded as an area of specialization make easily understanding of translation challenges encountered particularly in the translation of philosophical texts possible. (C) 2015 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer-review under responsibility of Academic World Education and Research Center.

Irrational beliefs are improper solutions developed by the person himself for his personal problems. They occur in person's mind. These beliefs affect person's life. The purpose of this research is to investigate the effects of irrational beliefs on academic motivation and academic self-efficacy of students. Independent variable of the study is irrational beliefs. Dependent variables are academic motivation and academic self-efficacy. Survey method was used in the study. The sample of the study consists of 161 second and third year students attending at Sakarya University, Faculty of Education, Department of Computer and Instructional Technologies Education. It was found out that there were no differences between irrational beliefs of students in terms of gender. And we found positive relationship between irrational beliefs and academic motivation, and negative relationship between irrational beliefs and academic self-efficacy of students. At the end of the research some suggestions has been presented on irrational beliefs, academic motivation and academic self-efficacy. (C) 2015 The Authors. Published by Elsevier Ltd.

Both in vivo models of ischemia/reperfusion and in vitro models of hypoxia (H)/reoxygenation (R) have demonstrated the crucial role of the Rac1-regulated NADPH oxidase in the production of injurious reactive oxygen species (ROS) by vascular endothelial cells (ECs). Since membrane lipid peroxidation has been established as one of the mechanisms leading to cell death, we examined lipid peroxidation in H/R-exposed cultured human umbilical vein ECs (HUVECs) and the role of Rac1 in this process. H (24 h at 1% O2)/R (5 min) caused an increase in intracellular ROS production compared to a normoxic control, as measured by dichlorofluorescin fluorescence. Nutrient deprivation (ND; 24 h), a component of H, was sufficient to induce a similar increase in ROS under normoxia. Either H(24 h)/R (2 h) or ND (24 h) induced increases in lipid peroxidation of similar magnitude as measured by flow cytometry of diphenyl-1-pyrenylphosphine-loaded HUVECs and Western blotting analysis of 4-hydroxy-2-nonenal-modified proteins in cell lysates. In cells infected with a control adenovirus, H (24 h)/R (2 h) and ND (24 h) resulted in increases in NADPH-dependent superoxide production by 5- and 9-fold, respectively, as measured by lucigenin chemiluminescence. Infection of HUVECs with an adenovirus that encodes the dominant-negative allele of Rac1 (Rac1N17) abolished these increases. Rac1N17 expression also suppressed the H/R- and ND-induced increases in lipid peroxidation. In conclusion, ROS generated via the Rac1-dependent pathway are major contributors to the H/R-induced lipid peroxidation in HUVECs, and ND is able to induce Rac1-dependent ROS production and lipid peroxidation of at least the same magnitude as H/R.