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Aim: Understand the social representations of disability in the school context. Methodology: Purpose-built questionnaire with open answers, consisting of 10 questions, was used. Results: (1) The operators interviewed undoubtedly framed the disabled student in a non-medicalization perspective, albeit with qualitative differences; (2) All teachers and all parents have de facto provided representative modalities that are often collusive between themselves; and (3) Only the families of students with disabilities can provide significant information on therapeutic opportunities or previous educational experiences that may give relevant results in terms of both behaviour and profit.

This paper is about "Improvement of teaching techniques by eye tracking in technology enhanced classrooms" (e-Teach), an innovative project funded by the Erasmus Plus Programme (KA2 - Strategic Partnership in the field of School Education). The project aims to study teachers' eye movements in real teaching situation using eye-tracking glasses and compares the teachers' use of digital technologies between novices and experts teaching the same school subject. The purpose of this study was to provide indicators of skill gaps between novices and experts which can be addressed appropriately with highly targeted teacher education. The first part of the paper reviews recent developments in conceptual frameworks for digital competence and in digital competence descriptors. The second part describes the project status, the methods and its phases. In conclusion, the paper gives a brief overview of initial findings of ongoing research, focusing largely on the Italian experience, and development tasks for the next project phases. The initial findings suggest that teachers valued the benefits of using digital technologies in classrooms and recognized the necessity of professional development. They also provided specific insights for the purpose of developing an online course for teacher education in four languages: English, Turkish, Italian and Lithuanian.

We describe a university's psychological counselling approach, based mainly on a form of dialogue known as an "Elicitation Interview". It is a technical conversational situation in which a counsellor helps a student to raise his or her awareness of his/her educational experiences. It is a conversational approach that provides students with a reflective activity by means of guided reenactments of experiences of his or her relational difficulties, feelings of low self-efficacy, risky behaviours, physical and mental symptoms. This reflective activity seems to be a relevant step for helping them to consolidate coping and resilience skills. This paper present clinical examples of this type of interview. The data have been collected at the University of Salerno's counselling service, Italy.

Background: A nudge intervention against Herpes Zoster, created and implemented in Italy, is presented in order to administer the Shingrix vaccine on a sample of frail patients, as required by the National Prevention Plan. Individual and contextual factors associated with vaccine adherence were investigated. Method: 300 frail adult subjects underwent a full vaccine cycle with recombinant-Shingrix vaccine (RZV vaccine). Hospital Presidia of the Salerno University Hospital Authority, a Hospital Presidium of the Salerno Local Health Authority, and the Public Health Laboratory of the University of Salerno (Campania) participated in the intervention. An ad hoc questionnaire was administered with the following scales: EQ-5D, PSS-10, MSPSS, and representations of HZ and its consequences. Results: Some variables, such as peer support, doctor–patient relationship, level of education, and perception of health, are important in vaccine adherence and information processing. The following factors emerged from the factor analysis: Trust in collective knowledge and collective responsibility (F1); beliefs about virus risk and vaccine function (F2); information about virus and symptomatology (F3); and vaccine distrust (F4). Factor 4 correlates negatively with social support indices (R = −0.363; p < 0.001). There is a significant relationship between factor 3 and satisfaction with national information campaigns (F = 3.376; gdl = 5; p-value = 0.006). Conclusions: Future vaccination campaigns should be built with the aim of personalizing information and developing contextualized strategies, starting from understanding the stakeholders involved, cultural contexts, and organizational settings. [ABSTRACT FROM AUTHOR]

This paper is about “Improvement of teaching techniques by eye tracking in technology enhanced classrooms” (e-Teach), an innovative project funded by the Erasmus Plus Programme (KA2 - Strategic Partnership in the field of School Education). The project aims to study teachers’ eye movements in real teaching situation using eye-tracking glasses and compares the teachers’ use of digital technologies between novices and experts teaching the same school subject. The purpose of this study was to provide indicators of skill gaps between novices and experts which can be addressed appropriately with highly targeted teacher education. The first part of the paper reviews recent developments in conceptual frameworks for digital competence and in digital competence descriptors. The second part describes the project status, the methods and its phases. In conclusion, the paper gives a brief overview of initial findings of ongoing research, focusing largely on the Italian experience, and development tasks for the next project phases. The initial findings suggest that teachers valued the benefits of using digital technologies in classrooms and recognized the necessity of professional development. They also provided specific insights for the purpose of developing an online course for teacher education in four languages: English, Turkish, Italian and Lithuanian.

Featured Application: The present cross-sectional analysis aimed to evaluate the level of interest in oral and dental needs and teledentistry applications among the elderly, as well as whether COVID-19 pandemic outbreaks were influenced by real-time surveillance, using Google Trends. As the number of elderly dental patients continues to increase, there is a growing need for specific interventions that address the biological and psychological issues of this population. Teledentistry represents a healthcare delivery system that can overcome these problems, although the oral and dental care provision methods involved are still unknown to most people. Indeed, there is a need to raise awareness of the indications for teledentistry, the available interventions, and the potential benefits for the oral and dental care of elderly patients. Considering the increasing need for oral and dental care in the elderly, teledentistry has been proposed to improve the education of elderly patients in oral health maintenance and risk factor control, identify patients' concerns in advance, facilitate monitoring, and save time and money. The present cross-sectional analysis of Google search data through real-time surveillance with Google Trends aimed to determine Google users' interest in oral and dental needs and teledentistry applications in the elderly, and to compare search volumes before and after the COVID-19 outbreak. Extracted CVS data were qualitatively analyzed. Pearson and Spearman correlation analyses were performed between searches for "elderly" and "teledentistry", and all the oral and dental needs and teledentistry applications. The Mann–Whitney U test compared search volumes in the 36 months before and after the beginning of the COVID-19 pandemic. Google users' interest in the elderly and related oral and dental needs was diffusely medium–high, while teledentistry and its applications were of lower interest. Interest in teledentistry and its applications was strongly related to interest in the older population, which is consistent with the assumption that older adults represent the population segment that could benefit most from these tools. A positive correlation was also found between searches for "Elderly" and searches for almost all oral and dental needs typical of the geriatric population. Search volumes increased significantly after the outbreak of the COVID-19 pandemic. More information about teledentistry should be disseminated to increase knowledge and awareness, especially among older patients, about its indications, applications, and advantages. [ABSTRACT FROM AUTHOR]

Background: The "Guidelines for the Management of Specific Learning Disorders" provide clear diagnostic and evaluative guidance on Reading Comprehension Disorder (RCD), as suggested by the DSM-5. The present study investigated the relationship between cognitive abilities in university students with RCD compared to students with Decoding Difficulties—i.e., dyslexia (DD)—and examined possible diagnostic procedures for RCD in young adults. Methods: Twenty university students from the University of Salerno "Disabilities/SLD Help Desk" participated. The sample was divided into the RCD Group (10) and DD Group (10). They were administered (a) the Wechsler Adult Intelligence Scale—Fourth Edition (WAIS-IV) to assess their cognitive profile; and (b) the LSC-SUA-Reading tests for the assessment of text comprehension, writing, and calculation skills. Results: With regard to their cognitive profile, the DD Group had a lower mean of FSIQ (91.90 ± 5.82 vs. 92.50 ± 2.41). The RCD Group showed higher means in the subscales of CPI (94.80 ± 5.77), WMI (91.80 ± 78.80), and PSI (101.20 ± 6.20). Text comprehension assessment showed high averages in the DD Group (Track A = 11.50 ± 1.08; Track B = 11.40 ± 0.95). Conclusions: A valid psychodiagnostic model to examine reading comprehension skills for adults must assess the interaction between higher-level linguistic and cognitive processes in order to best define the pathways of skill enhancement. [ABSTRACT FROM AUTHOR]

The paper describes the purpose and the methods of the international project "Teaching in Higher Education Effectively via Eye-tracking" (THEE) and summarizes its findings. The project studied the eye movements of higher education teachers and students to reflect on how to improve the teachinglearning process. The participants were four professors and twelve students who wore eye tracking glasses during the lessons. The results of the study demonstrate a clear benefit of the approach based on collecting eye tracking data and teachers' self-reflection on their own classroom practice. Concerning the analysis of gaze location and teachers and students' behaviour, we noticed that the teachers looked mostly at the centre of the classroom and that the duration of the fixations depends on the size of the classroom and the type of subjects. Moreover, the teachers of scientific subjects seem to change their fixation duration distribution over the lessons analysed while the humanities lecturers appeared more static. The analyses also highlighted that the teachers of humanities subjects were found to be very focused on the cognitive processes, while teachers of scientific subjects were attentive to the way they can involve students in learning. On the other hand, students of the humanities mainly highlighted some operational factors related to the teacher's lesson and to their own subsequent study, whereas students of scientific subjects seemed to show more attention to the factors related to the lesson and to activities carried out in the classroom. [ABSTRACT FROM AUTHOR]