Search

Internationally, there is a growing trend towards the inclusion of autistic pupils within mainstream schools. However, concerns have been expressed regarding this policy roll-out preceding empirical evidence demonstrating effective outcomes for autistic students. Concerns have also been expressed regarding the absence of the voices of autistic pupils themselves within research and policy literature. This review seeks to synthesise evidence from qualitative studies relating to the experiences and perspectives of autistic young people enrolled in mainstream second-level or post-primary education. Searches were carried out on three bibliographic databases: Education Research Complete, Education Resources Information Centre and PsychInfo. One thousand sixty-three studies were identified through a combination of database and hand searches of which 33 met the inclusion criteria for the review. Data were synthesised using 'thematic synthesis' and the validity of included studies was assessed using the 'Critical Appraisal Skills Programme' (CASP) checklist. Thematic synthesis resulted in the development of three analytical themes: 'Demands of mainstream placements', 'Social participation' and 'Impacts on the student'. Our analysis revealed that for many autistic young people, mainstream school is a complex and demanding social environment. Further research conducted in partnership with this cohort is essential as inclusive policy and practice continues to develop.

This paper seeks to compare the evolution of inclusive education policy in the four countries of an EU-funded research project (QualiTYDES) operating under the shared policy environment of the UN, EU and European Commission. A shared policy cannot of course be assumed to result in common legislative or provisional outcomes at national level. The different sociocultural, political, historical and economic contexts in each country shape its journey towards "compliance" with an international convention (both pre-and post-ratification), and neither the route nor the destination can be assumed to be shared, given the scope for different interpretations of the same texts. This paper places the implementation trajectories of four European countries side by side as they attempt to move towards "inclusive" education systems. Following a brief overview of the international education policy environment relating to the education of people with disabilities, we describe the national education policy responses in Ireland, Austria, Spain and Czech Republic in recent decades, including both legislation pertaining to special educational need and implementation of policies in practice. The comparison highlights the different manifestations of inclusive education current in each country, and also explores the challenges which have arisen as individual countries attempt to align international policy with provision in existing education systems, each with their own legacy interests, pressures and priorities. Examples of "gaps" in this alignment are where learners with disabilities/SEN are likely to be failed, and represent the critical points at which barriers to fully inclusive education arise and negatively impact opportunity over the life course.

IN 2003 I ATTENDED A CONCERT in St. John's given by the renowned English revival singer Martin Carthy, during which he performed traditional ballads, broadsides, and tunes. At intermission I [...]

In marine sedimentary bottoms, mussels and macroalgae have long been recognized as important autogenic engineers that create habitat and modify abiotic conditions. The structural complexity added by bivalves and macroalgae may also mediate intraguild predation amongst marine decapod crustaceans. While spatial distributions of these ecosystem engineers frequently overlap, there is limited understanding of compounded effects when more than one engineer is present. Here we demonstrate that the coexistence of two ecosystem engineers may create habitat valuable for the survival of a small native species, the Atlantic mud crab (Panopeus herbstii), in the presence of the invasive green crab (Carcinus maenas). Using laboratory and field habitat mimics, we measured mud crab survival rates as a proxy for refuge quality. We compared the refuge provided by a unique association between shells of blue mussels (Mytilus edulis) and the giant strain of Irish moss (Chondrus crispus) to that provided by bare substrate, and by each engineer alone. These experiments revealed that the association of giant Irish moss with blue mussel shells positively and non-additively increased mud crab survival compared to the other less complex habitat mimics. In contrast, parallel experiments revealed that high habitat complexity was less important for young green crabs to survive predation from large conspecifics. These results suggest that the impact of ecosystem engineers on trophic dynamics should be considered in a broader, wholecommunity context encompassing multiple habitat-forming species present. [ABSTRACT FROM AUTHOR]

A unique strain of the red alga Irish moss (Chondrus crispus) is found solely amongst clumps of blue mussels (Mytilus edulis) in a coastal lagoon in Atlantic Canada. Since about 2000, its bed area has shrunk by >99.9%, coinciding with the arrival of the non-indigenous green crab (Carcinus maenas). This study tested two mechanisms by which green crabs may harm the Irish moss. The hypothesis that green crabs directly consume the alga was tested by exposing fronds and clumps to crabs. Crab interaction with the clumps caused limited fragmentation, consumption was very small, and the condition (visible grazing damage) of fronds did not change significantly. A second hypothesis, that during predation and handling of mussels green crabs indirectly displace the seaweed and remove its attachment substrate, was addressed by placing crabs with Irish moss-mussel clumps containing either large or small mussels. Green crabs removed and ate up to 100% of the small mussels but did not consume or displace large mussels. This study concludes that direct consumption is not a plausible mechanism for green crabs to harm this strain. Instead, green crabs harm could be mediated by mussels, whose removal deprives the giant Irish moss of positional stability. [ABSTRACT FROM AUTHOR]

The importance of children's rights has been acknowledged in national and international legislation. However, educational systems are often slow to listen to children's voices, particularly to children with social, emotional and/or behavioural difficulties (SEBD). This article draws on preliminary findings from research conducted between 2008 and 2011 with students identified with SEBD in mainstream schools in Ireland. The pertinent issues with respect to mainstream schools which provided the impetus for this study include: the policy of inclusion, challenging behaviour, and 'pupil voice'. The most significant themes which have emerged from the data from preliminary analysis are: positive relationships for students especially with teachers, 'attachment' or a sense of belonging within school, leadership and support for initiatives and strategies within the hierarchy of the school, particularly from the principal. [ABSTRACT FROM AUTHOR]

With the current national shortage of Infection Preventionists (IP), we struggle to recruit new and experienced IP practitioners. At the same time, retention of our seasoned IP staff by providing them opportunities for growth, engagement, and value is a challenge. IPs at many institutions in our area feel frozen in their position without opportunities for advancement or financial gain despite many years of practice. We examined options to address these challenging issues at our 305 bed community hospital with a staff of 3 existing IPs. We designed a process to support the goals of recruitment and retention to strengthen our IP program. Using the APIC Competency Model as a guide we created our own Career Advancement Application. A minimum of 2?years satisfactory employment was needed to apply. The Career path was designed to span from Level 1 (Entry level) to Level IV (Expert), with 10 specific skill and knowledge-based requirements for each advancement level. Supporting evidence for each requirement had to be met. Written recommendation from the IP manager was the final step in the approval process. The application was submitted to our IP manager, Director of Infectious Diseases and Human Resources for approval and to assign financial increments. The financial benefits were attached to?each level and budgeted by the Infectious Diseases Department. Two of our employed IP practitioners applied and were approved for advancement to level III and IV respectively, and received their status upgrades as expected. The Career Advancement tool aided in new IP recruitment; was disclosed to new job applicants during their interview process; and helped us add another highly experienced IP to the department. Creation of a formal Career Advancement program for Infection Prevention practitioners proved to be an advantageous recruitment and retention tool which can help other organizations attract and retain experienced IPs. [ABSTRACT FROM AUTHOR]