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Migration to Europe in recent years has made the issue of educational support for recently arrived immigrant pupils critically important, and, especially for pupils who are in need of special educational support. Schools in Sweden have special needs educators (SNEs) supporting pupils in need of special education, but little is known about the work of SNEs in regard to special educational support for recently arrived immigrants. This article reports the results of 483 SNEs answering a survey on their views of their role and work tasks in relation to recently arrived immigrant pupils in need of special educational support in Swedish compulsory schools. SNEs report that their actual tasks include compiling individual educational plans (IEPs), developing learning environments, and supervising staff. Less than 50% of the participants responded that they work directly with the pupils, and around 19% of the SNEs wanted to do more of such work. Class and subject teachers and mother tongue tutors are the occupational groups seen as providing the most support for recently arrived immigrant pupils. The empirical results are discussed from different theoretical perspectives on special education (Emanuelsson, 2001; Persson, 1998), Hughes’ (1958) concept of ‘dirty work’ and Abbott’s theory of profession (1988).

Objectives The Psychosocial Standards of Care (PSSC) in paediatric oncology prescribe the minimum standards for education support. It is unknown, however, if published education support programmes for children with cancer meet the PSSC standards for education support. Successful implementation of standards for education support is challenging but may be achieved with guidance. We aimed to (1) review education support programmes for childhood cancer patients and survivors against the PSSC standards and (2) provide practical recommendations for future research and implementation of education support programmes. Methods We searched PsycINFO, PubMed, CINAHL, EMBASE, and Educational Resources Information and Center databases. We reviewed the education support programmes using five evaluation criteria derived from the PSSC and summarised the structure of identified programmes. We examined the features and limitations of programmes that met all evaluation criteria. Results We identified 20 education support programmes in paediatric oncology, including peer programmes (n = 3), teacher programmes (n = 5), and school re-entry programmes (SRPs n = 12). We found that three SRPs met all evaluation criteria and that SRP components were timed according to the child's position on the cancer trajectory (e.g., diagnosis and treatment, school re-entry, and follow up throughout schooling). The supporting evidence of the programmes, however, is unclear due to the lack of adequately designed studies. Conclusions SRPs provide a promising structure for future education support programmes. We recommend strategies for developing and evaluating education support that adheres to the PSSC and adapts to international and local contexts.

Introduction The aim of this teaching review was to obtain feedback from graduates of the Orthodontic Therapy course from the School of Dental Science, Trinity College Dublin, which was established in 2014. Materials and methods A focus group, comprising of one to two graduates from each of the five years of the orthodontic therapy course, convened to obtain feedback. Thematic analysis was used to analyse the feedback transcribed from the focus group. Results Multiple themes emerged including enthusiasm, commitment, educational support, peer support and satisfaction. The graduates found the course challenging but very rewarding, helped by support from the university, mentors and peers. Satisfaction was very high from all participants with 100% reporting they would recommend the course. Suggestions emerged regarding the delivery of specific didactic components of the course and increased engagement with the specialist orthodontic mentors to ensure teaching is standardised for all trainees. Conclusion The course is rated very highly by the graduates and completion of this training has had a positive impact on their job satisfaction. Members of the focus group provided constructive feedback on the delivery of the course, which will contribute to its refinement for future trainees.

AIM: The aim of this research was to explore clinicians' experiences of parents' online health information seeking (OHIS) behaviour about selective dorsal rhizotomy for the management of cerebral palsy. METHODS: Using qualitative methodology, clinicians likely to have had experience with parents requesting selective dorsal rhizotomy were invited to participate in semi-structured interviews. Interviews with 13 clinicians were recorded, transcribed and inductive content analysis was used to identify, code and organise the data into themes. RESULTS: Participants highlighted how parental OHIS was changing clinical communication. Negative effects included a shift in clinicians' attention from giving advice and guidance to spending time discussing online findings, justifying how this information applies to a particular child and managing parents' judgments about clinical views. Positive effects included more collaboration and sharing of ideas. These results are presented in three main themes: (i) the informed parent; (ii) the clinicians' role; and (iii) a new clinical dynamic. CONCLUSION: This research reinforces the notion that OHIS is changing the communication dynamic and clinicians' and parents' roles within the clinical encounter. Of significance was the number of challenges clinicians are facing as a result of online information, including managing parental understanding of non-evidenced information and responding to negative feedback about their practice. This research suggests a need for educational support and ongoing professional development for clinicians to assist them to adjust to new goals and expectations of clinical interactions with 'informed' parents.

Objective: Long‐term issues following diagnosis and treatment of a childhood brain tumour often become apparent as the survivor enters adolescence and young adulthood. Their caregivers may additionally face long‐term impacts on their emotional and psychological functioning. This review synthesised evidence on the issues and supportive care needs of adolescent and young adult (AYA) survivors of a brain tumour diagnosed in childhood and their caregivers. Methods: Electronic databases were searched up until September 2017. All studies reporting on issues or needs of childhood brain tumour survivors (aged 14‐39) and their caregivers were included. Narrative synthesis methods were used to summarise, integrate, and interpret findings. Results: Fifty‐six articles (49 studies) met the inclusion criteria. Social issues (ie, isolation and impaired daily functioning) were most commonly reported by survivors, followed by cognitive (ie, impaired memory and attention) and physical issues (ie, endocrine dysfunctions and fatigue). Survivors experienced poorer social functioning and sexual functioning and were less likely to be employed or have children, when compared with other AYA cancer survivors. Caregivers experienced reduced support as the survivor moved into young adulthood. Caregivers reported uncertainty, increased responsibilities, and problems maintaining their own self–well‐being and family relationships. Few studies reported on supportive care needs. Survivors expressed a need for better educational support and age‐specific psychosocial services. Conclusions: Surviving a childhood brain tumour can be particularly challenging for AYA survivors and their caregivers. Robust structured research is needed to identify specific support needs of both survivors and their caregivers and how these can be optimally addressed.

This article reports the development and evaluation of a toolkit-based approach to eliciting children’s experiences of educational support, where the children in question experience speech and communication needs. The ‘Your Voice Your Choice’ approach was evaluated using a cross-case analysis methodology, which represents a novel approach to critical examination of the effectiveness of such resources. We explored seven case studies within a critical realist framework. We found that the toolkit was effective at supporting most (although not all) of the children with speech and communication needs to explore \ud their school learning and support experiences through a scaffolded emotion-based ‘dialogue’, which was corroborated by observations and other data sources. The toolkit facilitated access to children’s voice as they revealed how they felt across a number of relational, learning and support areas, which could be used by services to focus provision and consider how to better support children’s social and emotional needs.

Independent schools are securely established in the Swedish education system. Prior research shows they generally have fewer pupils in need of support and lower proportions of special educators. He ...

This paper challenges the view that, in the context of the HIV/AIDS pandemic, the African extended family is no longer able to care for and support orphaned children. The paper is based on a qualitative case study conducted in a South African urban area on the lived experiences of orphaned children aged 9–14. Data were collected from the children, their teachers as well as their main caregivers. The study found that, despite the poverty facing the extended family, emotional support, family cohesion and support for learning can serve to meet the educational needs of orphaned children.

The educational experiences and attainment of looked-after children and young people (LACYP) remains an issue of widespread international concern. Within the UK children and young people in care achieve poorer educational outcomes compared to individuals not in care. Despite proliferation of research documenting the reasons for educational disadvantage amongst this population, there remains limited empirical consideration of the lived experiences of the educational system, as perceived by LACYP themselves. This paper draws upon qualitative research with 67 care-experienced children and young people in Wales. The sample was aged 6-27 years, and comprised of 27 females and 40 males. Participants had experienced a range of care placements. Findings focus on how educational policies and practices alienate LACYP from dominant discourses of educational achievement through assignment of the ‘supported’ subject position, where children and young people are permitted and even encouraged not to succeed academically due to their complex and disrupted home circumstances. However, such diminished expectations are rejected by LACYP, who want to be pushed and challenged in the realization of their potential. The paper argues that more differentiated understandings of LACYP’s aspirations and capabilities need to be embedded into everyday practices, to ensure that effective educational support systems are developed.

This article examines how three Nashville educational support professionals' conceptions of empowerment map onto their civic expectations for their Latino/a students and themselves. It argues that these expectations are inversely related, with students standing as surrogates for professionals' civic selves or professionals acting as civic surrogates for students. The article shows how professionals' civic identities are formed in relation to their students and the classrooms where they work—complicating models of empowerment, citizenship, and out-of-school settings.

Accessible summary Some adults with cognitive limitations choose to become parents. Parents with cognitive limitations can receive support to help them meet a child's needs. Different types of support exist such as educational support. The aim of this study was to explore the different types of support that parents with cognitive limitations might need. Summary In several countries, a growing number of adults with cognitive limitations decide to become parents. However, exercising this right requires the implementation of measures and services that foster their ability to assume parental responsibilities. This study presents results collected in an exploratory study documenting the type of support parents with cognitive limitations may need to play their parental role efficiently and be active members of their community. Data come from semi-structured interviews conducted with 27 professionals and 9 parents with cognitive limitations. Nine types of support were identified from the data collected. Some issues associated with the delivery of such supports are discussed.

Aim The National Center for Geriatrics and Gerontology has begun to provide educational support for family caregivers through interdisciplinary programs focusing on patients in the early stage of dementia. These interdisciplinary programs have established two domains for the purpose of “educational support”: cure domains (medical care, medication) and care domains (nursing care, welfare). In the present study, we examined the learning needs and post-learning attitude changes of patients and their families who participated in these programs in order to assess the effectiveness of an interdisciplinary program of educational support in each of these domains. Methods A total of 170 participants (51 dementia patients, 119 family members) were included in the study. Data were obtained from electronic health records, and through a written survey administered before and immediately after each program. Results A high percentage of patients and family members desired knowledge about the progression and symptoms of dementia, as well as measures to prevent progression, both of which fall under the medical care content. For patients, education in the medical care content increased their motivation to live. For families, education in the medical and nursing care contents promoted their understanding of dementia, while education in medication and welfare contents improved their skills for handling dementia patients and their symptoms. Conclusion Both patients and family members expressed a need to learn medical care content, including the progression and disease symptoms of dementia, and methods to prevent the progression of dementia symptoms. Their responses showed that learning medical care was effective for understanding dementia. We suggested that medical care content was the core of interdisciplinary educational support for early-stage dementia patients and their family members. Geriatr Gerontol Int 2014; 14 (Suppl. 2): 28–34.

Parents of pediatric liver and kidney transplant recipients were surveyed regarding their current education plans (eg, Individualized Education Program, 504), satisfaction with these plans, and interest in educational support from the psychosocial transplant team. Survey results indicate high rates of IEP and 504 plans, academic and related services, and accommodations among this population. The majority of parents/guardians reported satisfaction with their child's current school plan and did not report need for additional transplant team support specific to school services on the survey measure. However, other information highlights the importance for pediatric transplant teams to consider other ways to support this population's educational needs.

This research project was part of a planned initiative at the University of Pittsburgh School of Dental Medicine to incorporate lecture recordings as standard educational support technologies. The goal of an institutional survey was 1) to gather current data about how dental educators across the United States and Canada use lecture recordings; 2) determine dental educators’ perceived value and outcomes of using lecture recordings; and 3) develop recommendations based on #1 and #2 for the dental education community. Of the sixty-six North American dental schools at the time of the study, forty-five schools responded to the survey, for a 68 percent response rate. Of the respondents, twenty-eight schools were found to currently conduct lecture recording; these comprised the study sample. This study focused on the dental schools’ past experiences with lecture recording; thus, those not currently engaged in lecture recording were excluded from further analysis. The survey questions covered a wide range of topics, such as the scope of the lecture recording, logistics, instructional design considerations, outcomes related to student learning, evaluation and reception, barriers to lecture recording, and issues related to copyright and intellectual property. The literature review and results from the survey showed that no common guidelines for best practice were available regarding lecture recordings in dental education. The article concludes with some preliminary recommendations based on this study.

North Korean defectors have faced significant challenges in finding and keeping jobs in the South Korean labour market due to their many differences from South Korean workers. As the number of defectors has increased, South Korea has experienced an increased need for employment support to assist defectors in overcoming challenges in their employment and leading them to stable economic status. This study aims to develop a needs-centred educational support model for defectors' career transitions, compare the content of suggested support programmes with the content of currently provided support programmes, and suggest relevant policy implications. Based on this study's findings, the authors argue that defectors' employment needs differ from those of other groups of job seekers in Korea; thus, this population should be served differently with consistent educational support. Each stage of the developed model provides appropriate support programmes that reflect the unique employment needs of defectors.

Background: Some Australian pharmacists use continuing education to maintain knowledge and acquire new information. There has been a progression from continuing education to continuing professional development (CPD) - a mandatory requirement for pharmacists in all jurisdictions of Australia. Aim: To identify post-registration learning trends of community pharmacists in Western Australia. Method: A questionnaire was developed and administered by face-to-face interviews with community pharmacists in metropolitan Perth. Pharmacists registered for less than 12 months and pharmacists working in hospitals were excluded. Results: 103 pharmacists were approached with a response rate of 95%. Journals (41%), reference books (23%) and the Internet (18%) were the most commonly used educational resources cited by pharmacists. Keeping scientific information up-to-date (39%) and gathering practical knowledge (22%) were the leading motivators for pharmacists to participate in continuing education. Factors that hindered participation in continuing education included lack of time (34%), family commitments (21%) and business commitments (21%). 79% of pharmacists agreed with the concept of mandatory CPD. 47% of pharmacists suggested that the primary sanction for not complying with mandatory CPD should be counselling to determine reasons for non-compliance. Conclusion: Community pharmacists preferred educational resources that were easily accessible at convenient times. Most pharmacists were able to fulfil the requirements of CPD, however, further educational support and promotion would ensure the successful uptake of CPD by community pharmacists in Western Australia.

Despite recent advances in understanding dyslexia as a neurological condition, a number of academics in both the United Kingdom and United States have dismissed the validity of this impairment. The key thinking behind this approach is twofold. Firstly, individuals labelled as having dyslexia cannot be separated from individuals with general reading difficulties. Secondly, educational ‘treatment’ of dyslexia is consistent with educational support for children labelled as having general reading difficulties. Rather than expand on a psycho-cognitive approach, this article endeavours to reflect on individual subjectivities. This is to analyse the social aspects of dyslexia and its symptoms. By discussing the life stories of people diagnosed with dyslexia, the article confronts certain stereotypes associated with this syndrome. In doing so, the study concludes by developing a meaningful response to the label of learning difficulties.

In 2001, funding from the W.K. Kellogg Foundation (WKKF) provided the resources necessary for the American Dental Education Association (ADEA) to lend its support to the Robert Wood Johnson Foundation Pipeline, Profession, and Practice: Community-Based Dental Education program. Through the $1.1 million WKKF grant, ADEA was able to provide grants to eleven of the Pipeline schools. The awards were known as the ADEA/WKKF Access to Dental Careers grants. Each school received $100,000 during the four-year grant period. The grant funds were used for direct educational support only to underrepresented minority and low-income students. ADEA provided administrative support for distribution of funds to the schools and for reporting to the foundation. The grants provided educational support funding to underrepresented minority and low-income students as an added value to the recruitment component of the Pipeline program. A total of 226 awards were made during the four-year grant period. The average grant award was $4,867.25.

Aim: To pilot the use of the Craig Hospital Inventory of Environmental Factors (CHIEF) questionnaire to ascertain information regarding barriers to participation experienced by a sample of New Zealand children with cerebral palsy. Methods: The CHIEF questionnaire was administered to parents/caregivers of a consecutive sample of 32 children with cerebral palsy attending a paediatric tertiary clinic in Auckland. Twenty-three children walked independently, 5 used walking aides and four used a wheelchair. Twenty-four of the 32 parent-respondents provided contextual feedback for their responses and wider issues relating to the topic. Results: The barriers to participation most commonly reported by parents were attitudes at school (72%) and in the community (56%), difficulties accessing personal equipment (59%), and the natural environment and built surroundings (56%). Contextual information from families generally supported their answers to the questionnaire but highlighted that some parents had confused the ‘not applicable’ and ‘never’ options. Discrepancy between scores on the policy-related questions and later contextual feedback suggested that the policy subscale did not fully capture family concerns about limited availability of public funding for equipment, therapy, and educational support. Conclusions: The CHIEF instrument proved easy to use in a clinic setting. However, parent-respondent feedback highlighted the difficulties in interpreting responses to some items when the instrument is used in isolation to quantify environmental barriers to participation. The results highlight the need to develop research approaches and tools that can explore barriers to participation by children with cerebral palsy taking account of socio-economic and other relevant contextual information.

Each United Kingdom regional postgraduate deanery offers courses and educational support for the NHS (National Health Service) primary care dental team, primarily through networks of tutors (dental educators). After reporting literature on effective continuing education and the role of evaluation, this article provides an analysis of five educational evaluations (2005–08), identifying key messages and distilling ways to enhance educational support for the UK dental team. These evaluations adopted case study design and principally employed interviews (n=51) and questionnaires (n=221). The studies’ key messages and recommendations are as follows: clarify dental educator roles; provide strategic management and educational support for educators; ensure continuing education is matched to the learning needs of dental teams and specific groups; and use practice (office) visits to support practice (team) development plans. Evaluation enables initiatives to be evidence-informed, focus effort where most needed, argue for continued funding, and give voice to stakeholders. However, there is added value in a collective consideration of evaluation findings from related studies. Doing this has identified ways to enhance the strategic development of educational support for the UK dental team and is applicable in a wider context both nationally and internationally.

There are approximately 1.5 million children in the United States who go to sleep each night without a home of their own (National Center on Family Homelessness, 2009). In this article, we provide insights into how educators can create greater classroom support, particularly in literacy learning and development, for this population. Drawing from our work with families living in homeless shelters in two diverse regions in the United States, we share the voices of: 1) a director of a homeless shelter; 2) a principal of a school with many students who are homeless; 3) a teacher who has many students in her classroom who do not have homes; 4) a parent living in a homeless shelter; and 5) a child living in a homeless shelter. Following each stakeholder's comments, we ask what teachers can learn from this. The article concludes with specific recommendations for educators. يوجد هناك حوالي 1.5 مليون طفل في الولايات المتحدة ينامون كل ليلة بدون بيت لهم (حسب المركز الوطني للتشيد الأسروي، 2009). وفي هذه المقالة نوفر تبصرات في كيف يستطيع المعلمون أن يخلقوا أكثر دعما للصفوف بخاصة تنمية معرفة القراءة والكتابة والتعلم لهذه المجموعة. واستنادا إلى عملنا مع العائلات الساكنة في ملاجئ للمتشردين في منطقتين متعددتي الأشكال في الولايات المتحدة فإننا نقدم الأصوات التالية: 1) مدير من ملجئ للمتشردين و2) مدير مدرسة مع طلاب متشردين كثيرين و3) معلمة عندها طلاب كثيرون في غرفة صفها ليس لديهم بيوت و4) والد ساكن في ملجئ للمتشردين و5) طفل ساكن في ملجئ للمتشردين. وبعد كل تصريح صاحب الحق فإننا نسأل ماذا يستطيع المعلم أن يتعلم من هذا؟ وتنتهي هذه المقالة باقتراحات معينة للمعلمين. 根据「美国国家无居所家庭研究中心」在2009年所作的报告指出，美国大约有150万名儿童住无居所。本文作者就教育工作者如何为这些儿童创造更大的课堂教学支援，特别是在读写能力的学习与发展方面，为教育工作提供一些建议。本文作者在美国两个不同地区的庇护站里从事无居所家庭的研究工作，并基于其研究所得，与读者分享以下五位人仕的意见：一位无居所者庇护站的主任、一位任职于有很多无居所学生就读的学校的校长、一位任教于有很多无居所学生的课堂教师、一位住在无居所者庇护站的家长、一名住在无居所者庇护站的儿童。作者根据每位利益相关的参与者的意见而提出以下的问题：教师从这些意见可以学到些什么？本文在结论中给予教育工作者提供一些具体的建议。 Il y a environ 1.5 millions d'enfants aux Etats-Unis qui vont se coucher chaque soir sans avoir de maison qui leur appartienne (Centre national des familles sans-abri, 2009). Nous presentons dans cet article des idees afin que les pedagogues puissent apporter un soutien scolaire plus important a cette population, notamment dans le developpement et l'apprentissage de la litteratie. Partant de notre travail avec des familles sans-abri de deux regions des Etats-Unis, nous faisons entendre les voix de 1) un directeur de foyer pour personnes sans-abri; 2) un chef d'etablissement avec beaucoup d'eleves sans-abri; 3) une enseignante dont beaucoup d'eleves de sa classe sont sans-abri; 4) un parent vivant dans un foyer pour sans-abri; 5) un enfant vivant dans un foyer pour sans-abri. A partir de chaque partie prenante, nous nous sommes demande ce que les enseignants peuvent en tirer. L'article se termine par des recommandations a l'intention des enseignants. В США примерно полтора миллиона детей ежедневно засыпают без крыши над головой (данные Национального центра бездомных семей, 2009). В этой статье предложены некоторые соображения о том, как педагоги могут оказать академическую поддержку таким детям – особенно в плане развития грамотности. Поработав с семьями, живущими в приютах для бездомных в двух разных регионах США, авторы представляют мнения: 1) директора приюта для бездомных; 2) директора школы, где учится много бездомных детей; 3) учителя, в чьем классе учится много бездомных детей; 4) родителя, живущего в приюте для бездомных; 5) живущего в приюте ребенка. После комментариев каждой “заинтересованной стороны” делается определенный вывод для практикующих учителей. Статья заканчивается конкретными рекомендациями для педагогов. Hay aproximadamente 1.5 millones de ninos en los Estados Unidos que no tienen un hogar propio donde dormir segun el Centro Nacional Sobre las Familias Sin Hogar (2009). En este articulo, proporcionamos nuevas percepciones sobre como los docentes le pueden ofrecer mas apoyo escolar a esta poblacion, especificamente en el area del desarrollo y aprendizaje de competencias. Sirviendonos de nuestro trabajo con familias que viven en refugios en dos regiones diferentes de los Estados Unidos, presentamos las voces de: 1) el director de un refugio; 2) el director de una escuela con muchos estudiantes que no tienen hogar propio; 3) una maestra que tiene muchos estudiantes en su aula que no tienen hogar propio; 4) un padre que vive en un refugio; y 5) un nino que vive en un refugio. Despues de los comentarios de cada persona, preguntamos que pueden aprender los maestros de sus comentarios. El articulo termina con recomendaciones especificas para los educadores.

Objective This study was conducted to evaluate a computer-imaging program called HAAIR (Help with Adjustment to Alopecia by Image Recovery) that was developed to provide educational support and reduce distress in women with hair loss following chemotherapy.

Teenagers are a high-risk group for food-hypersensitivity fatalities, engage in risk-taking behaviours and may experience impaired quality of life. Understanding their experience is important to inform their care. This study aimed to describe the lived experiences of teenagers with food hypersensitivity. Individual semi-structured interviews were conducted with 21 teenagers (13-18 yr) with food hypersensitivity to a variety of foods and analysed using a phenomenological approach. Teenagers described living with (or coming to know) food hypersensitivity (FHS) as a way of life but still found living with food hypersensitivity to be burdensome. A necessary part of living with food hypersensitivity was coping with associated burden; a variety of coping strategies were employed to this effect. Teenagers described ways in which the burden of living with food hypersensitivity was alleviated or exacerbated by others. Management of food hypersensitivity was based on an assessment of acceptable risk resulting in varying levels of precaution taking. Teenagers' understanding of their FHS and ability to cope with it needs to be regularly assessed. Educational support may be required to ensure they take an appropriate level of precautions to minimize the chance of future reactions while not over compromising their quality of life. Psychological support may be required to help them to utilize healthy adaptive strategies to cope with the stresses of living with FHS. This approach is also likely to facilitate the smooth handover of responsibility from parent to teenager.

Pressure of workforce shortages, educational reform, heightened regulatory requirements and increased community expectations and scrutiny, has led to demand for substantial change in the provision of surgical education and training. The Royal Australasian College of Surgeons has responded positively to these external factors through an extensive review of local and worldwide practice and opinion, providing ongoing realignment of its governance and committee structure, substantially adjusting the structure of its educational program and increasing the educational support to trainees and supervisors. The College looks to the Council and its senior Fellows to create the direction and drive, but these changes need to be supported and implemented with care by the management and administrative staff of the College and specialist societies. This is in an opinion-rich zone with substantial regulatory scrutiny.

The aim of this study was to explore the early numeracy of low‐performing young children. The mean age of the children was six years and four months. The 511 participants belonged to three groups: multi‐language children, children with special educational needs and children with average performance. The results showed that there were significant group differences in early numeracy: the children in the reference group had better relational and counting skills than those with a multi‐language background and those with special educational needs. Some differences were found in counting skills between the children with multi‐language background and those with special educational needs. Finally, (special) educational support for low‐performing children is discussed.

The effects of multiple instructional conditions on self-injury/aggression and on-task behaviours were assessed with a 9-year-old boy diagnosed with childhood disintegrative disorder. Behavioural responses were assessed as part of an educational evaluation to determine the occurrence of target behaviours in relation to varying degrees of educational support. Self-injury/aggression and task engagement were assessed across baseline conditions and instructional conditions involving pre-session access to preferred items, followed by systematic presentation of work tasks with contingent reinforcement and auditory cueing. Results indicated an increase in task engagement and a decrease in the target behaviours from baseline across subsequent conditions. This study lends support for directly assessing the efficacy of specific potential instructional support as a means of developing individualised treatment packages for learners with childhood disintegrative disorder.

The importance of early school experiences in the personal and social development of young refugees and asylum-seekers has been documented by researchers and enshrined in practice guidelines. The capacity of schools to implement these guidelines is, however, limited, in terms of the availability of appropriate knowledge and skills, financial resources and long-term planning. In this article we draw upon case studies of six school or education-based services funded by the Children's Fund. We explore the various ways in which these have enhanced the ability of schools to address multiple and interrelated family- and community-level factors impacting on the educational attendance and achievement of this group. In conclusion, we consider the challenges to scale up and sustain these services." TD="0".

The Associated Colleges of the St. Lawrence Valley's Liberty Partnerships Program provides tutoring, referrals, educational support, advocacy, counseling, social activities, and health and wellness information, as well as supports parental involvement in a holistic approach of access to higher education that serves secondary students in an economically poor rural region of northern New York.

This is the protocol for a review and there is no abstract. The objectives are as follows: To describe the nature of educational support interventions for children and adolescents with a chronic health condition, and to examine the effectiveness of these educational support interventions on school engagement and academic achievement.

In England, Wales and Northern Ireland, the General Certificate of Secondary Education (GCSE) was designed as an ‘inclusive’ qualification, access to which has been supported by providing a ‘reader’ to some candidates during examinations. A candidate reading age criterion of ten years has been employed by the GCSE awarding bodies to determine eligibility for this provision. In this paper, Kevin Woods, a member of the Educational Support and Inclusion Research and Teaching Group in the Faculty of Education at the University of Manchester, examines the rationale and evidence for adopting this criterion and describes an investigation of the reading needs of a cross-sectional sample of 38 GCSE examination candidates in trial examinations. The investigation found a low level of candidate need for a reader, with candidate reading age and self-prediction being unreliable indicators of this need. Kevin Woods highlights the implications for the assessment process used to determine eligibility for a reader in GCSE examinations and pays particular attention to the feasibility and validity of including all students as eligible.

Automatically detecting a learner's stalled situation or deadlock in an educational support system using computers is very useful. This paper proposes a method for detecting such a deadlock on the basis of the record of a learner's operations and evaluates it by tests on human subjects. Specifically, it uses the moving variance of the operational time intervals to detect a deadlock. As a result, in about 80% of the practice problems with self-declarations of a deadlock by the subjects, the deadlock could be detected at a point in time prior to the self-declarations. In addition, deadlocks were detected by the proposed method in three cases in which states close to a deadlock had been determined from questions after the completion of the practice problems, even though there were no self-declarations. © 2003 Wiley Periodicals, Inc. Syst Comp Jpn, 34(7): 63–75, 2003; Published online in Wiley InterScience (www.interscience.wiley.com). DOI 10.1002/scj.10256

This paper documents the views of a sample of 80 children and young people, aged 10–18 years, living in foster and residential care placements in England, regarding their educational experience whilst being looked after. The children were interviewed as part of an ongoing evaluation of the Taking Care of Education project, a development programme designed to facilitate improvements in the education of looked after children, co-ordinated by the National Children's Bureau and funded by the Gatsby Charitable Foundation. Interviews with the sample asked children to assess their current educational progress and identify individuals who supported or hindered their education, as well as the availability of educational support in care placements. Teaching staff were frequently mentioned as providers of support, whilst social workers were often associated with hindering educational progress. Children and young people had access to a range of educational supports in care placements, and these were more widely available in residential settings than in foster care. Children offered a range of pertinent suggestions as to how the educational experience of those in the public care system might be improved.

Project Description: The National Center for Geriatrics and Gerontology (NCGG) has begun to provide educational support for family caregivers of persons with dementia. In this study, we aim to search for the family caregivers’ needs in order to provide efficient educational support programs. The subjects were 33 caregivers and 33 patients of Alzheimer-type dementia, who participated in the program of six lectures in one term (3 months: May-July 2013). The principal data collected was the relation of the caregiver to the patient, and the evaluations of lectures (changes in their acceptance of dementia, degree of willingness to utilize the knowledge in actual care as results of the lectures). Data was collected in descriptive questionnaires (once at the start of the term, and once at the end), and from patients’ electronic health records (NM, N-ADL, BPSD, ZBI). We conducted statistical analyses.Conditional changes of the patients (3 months) were; NM: 26.2613.2y’26.8613.1, N-ADL: 38.4612.7y’36.7613.2, BPSD: 24.2613.8y’27.5615.2, and the progression of dementia was observed. Also, ZBI was 34.8615.7y’39.3613.8. Furthermore, we divided the subjects into two groups by their ZBI increase and decrease, and compared their evaluations of lectures. In terms of acceptance of dementia, struggling with the reality was dominant in both groups. Also, in terms of their willingness to utilize the learned knowledge in care, the group with decreased ZBI showed positive responses to the wide-ranged, comprehensive knowledge such as explanations of the disorder, treatment methods, and care logics. On the other hand, the ZBI increase group showed positive responses to how to relate to a person with dementia, and care skills. Based on the results, we conducted hearings for those family caregivers who were struggling to cope with those in need of care, and concluded that there is a need to implement 2-class step-up method programs and proper classifications. The two classes should be: 1) a sit-in class providing mainly medical and nursing knowledge, and 2) a class providing case studies based on exercise style focused on nursing and care.

Higher education is facing a broad range of challenges upon entering the new millennium with shifts in technology, paradigms and resources for learning. In response to these challenges, teachers are broadening their range of instructional methods. One area that is seeing increased attention is the provision of instructional support for ‘self-accessed’ learning. This paper examines the status, issues and trends of multimedia instructional support. Examples associated with the development of CD-ROMs and interactive web sites are presented to illustrate important considerations for such development. It is hoped that these considerations will result in greater educational support for individualised learning.

The purpose of this article is to present the characteristics and needs of adolescent students who are underrepresented in gifted programs. The specific populations of underrepresented gifted youth who will be addressed in this article include young women, students with learning disabilities, and students living in poverty. The academic and social-emotional needs of students from underrepresented populations will be presented, followed by strategies professionals can use to support these students. The importance of developing more sensitive identification and outreach programs for these youth is clearly illuminated by their social-emotional characteristics and academic underachievement. It is important to create support strategies for students at the secondary level, as this may be their last point of entry in the educational system. © 2001 John Wiley & Sons, Inc.

In this article, Miguel Fernandez examines the integration of a female student with an intellectual disability into a mainstream high school in Western Australia. A major concern is to achieve, with limited educational support facilities, an inclusive placement that facilitates both academic requirements and life skills training. In what settings will she learn most effectively and what does she need to learn? In this context, the author suggests that given the similarities between UK and Australian special educational needs policies, both derived from the 1978 Warnock Report, threats to inclusion in the UK also apply in Western Australia.

Handouts were developed to support the program of Clinical Anatomy in the Medical School of Porto, and since 1996/97 alterations have been made to improve their format and content with our educational objectives in mind. A questionnaire was designed to evaluate the opinion of second-year medical students enrolled in the program. Students were asked about their approval of the way handouts were organized and their usefulness, especially for lectures and practical sessions on physical examination, sectional and imaging anatomy, anatomical variations and malformations and case studies. Of 152 students, 138 (90.8%) returned the questionnaire. To describe the relationship between the value of handouts and several aspects of their organization and adequacy, the Spearman rank correlation coefficient was used for lectures, and canonical correlation for the various practical sessions. Students fully approved the way the handouts of lectures and practical sessions were organized (81.8% and 87%, respectively), their presentation (74.6% and 86.2%), relevance (88.3% and 85.5%), usefulness in understanding the lectures (77.6%) and their value in preparing for practical sessions (83.3%). Handouts were considered highly useful for case studies (90%), physical examination (81.9%) and sectional anatomy (65.7%). Students stating a higher degree of utility of the handouts emphasized that they were useful—indeed essential—in preparing for sessions, and noted their objectivity. The evaluation of the handouts was highly favorable and showed that they can be used as a guide through the complexities of an innovative program of Clinical Anatomy. Clin. Anat. 12:337–344, 1999. © 1999 Wiley-Liss, Inc.

Summary This study was set up to compare the frequency of health, educational and behavioural problems in a geographically defined birth cohort of 7-year-old children grouped by weight at birth. The study design was based on a multi-stage postal survey, with sampling stratified by birthweight. It took place in the four counties of Oxfordshire, Buckinghamshire, Berkshire and Northamptonshire which make up the former Oxford region. We studied 1319 live births to women resident in the former Oxford region in1985, including all those with birthweights under 1500 g, or whose weight was not recorded, and a sample of those who weighed 1500–2499 g, and of those who weighed 2500 g or more at birth. The children in the sample were traced through the National Health Service Central Register (NHSCR) and self-administered questionnaires were sent to their parents, general practitioners (GP) and teachers. Of the 1169 children who were alive at the age of 7 years and were successfully traced, 805 (75%) were followed up by postal survey. The use of health services, and of additional educational support was higher, and school performance was poorer among children who had weighed less than 1500 g at birth than among children who had weighed 2500 g or more, with the rates for children who had weighed 1500–2499 g falling in between. This survey method identifies the higher rate of health and educational problems in children weighing under 2500 g at birth, particularly those with birthweight under 1500 g, compared with other children. The method could be developed to provide a way of monitoring any changes over time in the prevalence of these problems. This information can be used to assess the health and educational needs of 7-year-old children in the population.

Objective: To determine the specialty training and responsibilities of urban U.S. emergency medical service (EMS) medical directors and how these factors relate to the type of service involved (fire, hospital, private, municipal). Methods: A single mailed survey of training officers—field supervisors of 211 urban advanced life support (ALS) services in the United States. The survey also requested information about medications carried, approved procedures, and who set these standards. Respondents also rated the EMS medical director's involvement in various activities (quality assurance, administrative, executive, run reviews, and in-service/education). Results: Eighty-five percent (n = 179) of the forms were returned, with 165 (78%) usable. The physician EMS medical directors were primarily trained in emergency medicine (77%) and were paid (75%) for EMS responsibilities. The number of medications carried and the number of approved procedures were not related to either the number of hours the physicians commit weekly to the EMS service or their degree of involvement in ALS activities. The physician EMS medical directors were most often involved in quality assurance and education and were less likely to devote time to executive or other administrative functions of ALS units, with the exception of fire-based EMS physician medical directors, who contributed significantly to executive and administrative functions (p < 0.05). Overall practice standards were established by the medical director (46%), the state department of health (24%), and local/regional health authorities (23%). Conclusions: EMS training officers believe that urban ALS medical directors in the United States primarily provide quality assurance and educational support. With the exception of fire-based EMS systems, physicians appear to have limited involvement in other EMS administrative and executive functions.

Rural and remote health and welfare professionals require diversity, flexibility and recognition of individual and local education needs in the structure and content of the courses of learning they undertake. Numerous education methods have been proposed, and fewer tried, in an attempt to provide for the education and training needs of rural and remote health and welfare professionals. This article presents a pilot model of education for multidisciplinary health and welfare professionals which has been trialled and evaluated, and which responds to consumer demands, rather than those of an educational provider organisation.

In contrast to physical characteristics, the developmental and behavioural characteristics of children with Sotos syndrome are not well documented. Data from a survey of 27 children (17 males and 10 females; mean age 10 years 7 months; range 6 to 15 years) with mild and moderate learning disabilities were obtained concerning school placement, social networks, adaptive competence, and behavioural problems and compared with a control group matched for cognitive level and age. Ten children attended a mainstream school (with remedial assistance), eight were placed in a school for children with learning disabilities, nine children attended other special schools. Social contact problems and anxious behaviour were reported as the most prominent characteristics of children with Sotos syndrome. Some implications for psychological counselling and educational support are discussed.

Dog controls without educational support could do more harm than good, says Kendal Shepherd – but, she suggests, there is a solution

This study attempts to identify different patterns of cognitive growth in kindergarten and first grade associated with selected subpopulations. The results are based upon a nationally representative sample of fall kindergartners who were retested in the spring of their kindergarten year and then again in the fall and spring of their first grade year. Of special interest here is the estimation of the growth rates of subpopulations of children that are often considered to be at risk, educationally and/or economically. This study also investigates whether or not the absence of formal schooling during the summer differentially impacts subpopulations who are “at risk” because they may lack a strong educational support system in the home.