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The purpose of this study was to identify special education teachers' profiles in relation to their levels of burnout, work engagement and job satisfaction, following a person- oriented approach. This approach was chosen in order to provide cfombinations of attributes that shape high-risk groups of low engagement and high burnout. Additionally, it was examined whether these profiles differed with regard to special education teachers' individual parameters and work-related characteristics, such as age, gender, marital status, number of children in family, level of education, region of employment and teaching experience. The sample included 664 in-service special education teachers (503 females and 161 males) working in primary and secondary schools. Two-step cluster analysis yielded four profiles, entitled: passionate, workaholic, operational and overworked. Differences were also noted among profiles, in terms of participants' age, educational level, region and teaching experience. Findings are discussed with reference to implications for future research in order to early detect and support teachers at risk.

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.

While open and distance education gains growing recognition over time, it also faces increasing drop-out rates. Consequently, the development of predictive models for early identification of students at-risk for drop-out could be critical to promote ongoing engagement. This study aims to gain insights into the dropout prediction problem in a sample of postgraduate special education students. Therefore, a nonlinear state-space model was employed. An Expectation-Maximization (EM) algorithm that iterates between state estimation (E-step) and parameter estimation (M-step) was retrieved from the existing literature. However, the variables were redefined according to available data. In the dataset a total number of n[subscript 1] = 1337 students were enrolled, attending n[subscript 2] = 7 different modules. Statistical analysis showed that the majority of the students dropped out during the second week. Moreover, an inversely proportional relationship was observed between the dropout rates and the number of weeks that the student has actively engaged in the module. Significant differences across modules were also observed. Results are discussed in terms of their application in the training and education of the collaborating teaching staff working in the HOU. Future work in the field should be expanded in order to investigate students' drop-out in more courses other than special education.

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=0.029 < 0.08, CFI = 0.98 [more than or equal to] 0.90 and SRMR = 0.000 < 0.08). No measurement invariance across gender was reported for the proposed two-factor model of EN. The nested EN models validated full measurement invariance across gender. Finally, educational implications are discussed.

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, parents or other teachers. In addition, the mediating role of interpersonal competences was examined in the relationship between teachers' interpersonal style and burnout. In order to measure interpersonal competences, a test (Teachers' Interpersonal Competency Test) was constructed according to the standards of Situational Judgement Tests (SJTs). The sample consisted of 269 Greek General and Special Education teachers and 117 students from General and Special Education Departments. Participants completed the Teachers' Interpersonal Competency Test, the Questionnaire on Teacher Interaction and the Maslach Burnout Inventory. According to the results of the statistical analysis, interpersonal competences were mainly differentiated between teachers who worked at different levels of education. Differences in interpersonal competences also occurred between teachers and students, as well as between first- and third-year students. Interpersonal competences have been shown to play a protective mediating role between interpersonal style and burnout. The present research contributes to the study of teachers' interpersonal competences and their importance to the wellbeing of teachers and students as well, through the development of supportive interpersonal styles.

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.

Abstract 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.

Abstract Mitochondrial calcium (mCa2+) uptake occurs via the Mitochondrial Ca2+ Uniporter (MCU) complex and plays a critical role in mitochondrial dynamics, mitophagy, and apoptosis. MCU complex activity is in part modulated by the expression of its regulatory subunits. Cardiovascular disease models demonstrated altered gene/protein expression of one or multiple subunits in different cells, including vascular endothelial cells (ECs). MCU complex activity was found necessary for stable flow (s‐flow)‐induced mitophagy and promotion of an atheroprotective EC phenotype. Disturbed flow (d‐flow) is known to lead to an atheroprone phenotype. Despite the role of MCU in flow‐regulated EC function, flow‐induced alterations in MCU complex subunit expression are currently unknown. We exposed cultured human ECs to atheroprotective (steady shear stress, SS) or atheroprone flow (oscillatory shear stress, OS) and measured mRNA and protein levels of the MCU complex members. SS and OS differentially modulated subunit expression at gene/protein levels. Protein expression changes of the core MCU, mCa2+ uptake 1 (MICU1) and MCU regulator 1 (MCUR1) subunits in SS‐ and OS‐exposed, compared to static, ECs suggested an enhanced mCa2+ influx under each flow and a potential contribution to EC dysfunction under OS. In silico analysis of a single‐cell RNA‐sequencing dataset was employed to extract transcript values of MCU subunits in mouse carotid ECs from regions exposed to s‐flow or d‐flow. Mcu and Mcur1 genes showed significant differences in expression after prolonged exposure to each flow. The differential expression of MCU complex subunits indicated a tight regulation of the complex activity under physiological and pathological hemodynamic conditions.

The purpose of this study was to identify special education teachers' profiles in relation to their levels of burnout, work engagement and job satisfaction, following a person- oriented approach. This approach was chosen in order to provide cfombinations of attributes that shape high-risk groups of low engagement and high burnout. Additionally, it was examined whether these profiles differed with regard to special education teachers' individual parameters and work-related characteristics, such as age, gender, marital status, number of children in family, level of education, region of employment and teaching experience. The sample included 664 in-service special education teachers (503 females and 161 males) working in primary and secondary schools. Two-step cluster analysis yielded four profiles, entitled: passionate, workaholic, operational and overworked. Differences were also noted among profiles, in terms of participants' age, educational level, region and teaching experience. Findings are discussed with reference to implications for future research in order to early detect and support teachers at risk. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

Mitochondrial calcium (mCa2+) uptake occurs via the Mitochondrial Ca2+ Uniporter (MCU) complex and plays a critical role in mitochondrial dynamics, mitophagy, and apoptosis. MCU complex activity is in part modulated by the expression of its regulatory subunits. Cardiovascular disease models demonstrated altered gene/protein expression of one or multiple subunits in different cells, including vascular endothelial cells (ECs). MCU complex activity was found necessary for stable flow (s‐flow)‐induced mitophagy and promotion of an atheroprotective EC phenotype. Disturbed flow (d‐flow) is known to lead to an atheroprone phenotype. Despite the role of MCU in flow‐regulated EC function, flow‐induced alterations in MCU complex subunit expression are currently unknown. We exposed cultured human ECs to atheroprotective (steady shear stress, SS) or atheroprone flow (oscillatory shear stress, OS) and measured mRNA and protein levels of the MCU complex members. SS and OS differentially modulated subunit expression at gene/protein levels. Protein expression changes of the core MCU, mCa2+ uptake 1 (MICU1) and MCU regulator 1 (MCUR1) subunits in SS‐ and OS‐exposed, compared to static, ECs suggested an enhanced mCa2+ influx under each flow and a potential contribution to EC dysfunction under OS. In silico analysis of a single‐cell RNA‐sequencing dataset was employed to extract transcript values of MCU subunits in mouse carotid ECs from regions exposed to s‐flow or d‐flow. Mcu and Mcur1 genes showed significant differences in expression after prolonged exposure to each flow. The differential expression of MCU complex subunits indicated a tight regulation of the complex activity under physiological and pathological hemodynamic conditions. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

This study explored potential factors of numeracy acquisition in young children with intellectual disabilities (IDs). Those factors are determined to assess parents' academic expectations and home practices that they use with their children daily. The sample consisted of 187 Greek-speaking couples, comprising a total number of 374 parents. All of them had a child with mild IDs aged between 4 and 7 years old. Since Greece is placed among European countries with the lowest median disposable income it is significant to assess the potential effects of each family's socioeconomic status. We employed structural equation modeling to identify potential factors affecting a child's with IDs numeracy outcomes. Analysis of moments structures (AMOS) revealed that there is a good fit for the suggested second-order structural equation model. Results are discussed regarding their practical implications., Competing Interests: Declaration of conflicting interestsThe author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.