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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.

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 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 the present study was to identify the correlation between gender and reading preferences and reading strategies employed by 5th and 6th Grade students of primary school in Greece. The main objectives of the present study were (1) to identify possible differences between male and female students in employing cognitive and metacognitive strategies, (2) to record the difficulties encountered by males and females when reading and (3) to highlight possible differences between male and female students in reading preferences. 405 Greek students (206 boys and 199 girls, M = 11.21 years old, SD = 0.47) participated in the study and were asked to fill in a questionnaire including questions related to reading preferences and attitudes. In addition, 32 students from the total sample were asked to choose their favourite text to read and think aloud about the processes they followed and the strategies they used. The questionnaire results indicated significant differences between male and female students in reading preferences, since the female students showed a greater preference for "human-interest" stories and male ones preferred to read comics and action-stories. The verbal data revealed the female students' flexibility in strategy use and their higher metacognitive awareness compared to male students. Reading, gender and social factors are discussed in the light of citizenship education.

An important pedestrian skill that young people with intellectual disabilities (ID) (mental retardation) find difficult is the ability to find a safe place to cross the road. Safe pedestrian behaviour relies on cognitive skills, including the ability to focus attention on the traffic environment and ignore irrelevant stimuli. Individuals with ID consistently demonstrate selective attention deficiencies. Other factors such as individual differences in cognitive style might play a role in road safety. The aims of the present study were to test any possible significant relationship between attention, cognitive style and identification of safe and dangerous road-crossing sites in preadolescents with ID. Participants were 40 boys with mild ID. Attention and field dependence-independence were assessed using the visual attention subtest of the Developmental Neuropsychological Assessment and the Children's Embedded Figures Test (CEFT), respectively. The participants were subdivided into two groups, matched on IQ. The two groups differed significantly in mean score on the visual attention subtest and on the CEFT. Analysis of variance showed that preadolescents with higher scores on both tests performed better than those who were more filed dependent and less attentive. Attention and cognitive style should be considered in the planning of road safety training for individuals with ID. (Contains 4 tables.)

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]

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 0.35 to 0.44 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.

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.

Contrary to the growing body of research into views about and attitudes towards disability which has focused on the perspectives of non-disabled people, recent disability studies have been directed to the voices of people with disabilities and/or their families, by acknowledging an ‘epistemic privilege’ to them. In the present study, we use the posts of sensory and physical disability groups on Facebook as a lens to uncover the voices and experiences of people with disabilities and/or their families. The critical discourse analysis of the posts of disability groups on Facebook suggests that people with disabilities and/or their families do not constitute a homogeneous group of people being connected because of their common (bodily) condition. On the other hand, different representations of disability also suggest a different use of Facebook.

Williams (WS) and Down syndromes (DS) are two genetic disorders that involve intellectual disability (ID) and have been extensively studied over the past decades because of the unique linguistic profiles they exhibit. Recent investigations seek to explore the fractionation of linguistic components within the cognitive system using genetically based neurodevelopmental disorders such as WS and DS and to identify different profiles of linguistic function in these two groups of individuals. The expressive vocabulary, receptive vocabulary, word opposites and word definitions subtests (Level 1) of the Test of Word Knowledge (TOWK) were used to assess lexical skills in six children with WS and five children with DS. Our findings indicate that the two syndromes exhibit substantial differences on linguistic tasks with individuals with WS performing at a higher level compared to those with DS and producing atypical responses in word definitions. The pattern of errors for each syndrome is qualitatively different suggesting that their underlying linguistic mechanisms are distinctive even though ID is similar. This study supports the differential outcome of two chromosomal disorders with similar ID. It also argues in favour of the large within group variability of the two syndromes that is not related to mental age but rather to different underlying mechanisms supporting language. These findings are discussed in the light of the current evidence concerning linguistic knowledge of neurodevelopmental and genetic disorders.