Differentiating Language for Students Who Are Deaf or Hard of Hearing: A Practice-Informed Framework for Auditory and Visual Supports.

PURPOSE: Speech-language pathologists (SLPs) serving students who are d/Deaf or hard of hearing (Deaf/hh) and their deaf education counterparts must navigate complexities in language that include modalities that are spoken or signed and proficiency, which is often compromised. This tutorial describes a practice-informed framework that conceptualizes and organizes a continuum of auditory and visual language supports with the aim of informing the practice of the SLP whose training is more inherently focused on spoken language alone, as well as the practice of the teacher of the Deaf/hh (TDHH) who may focus more on visual language supports. METHOD: This product resulted from a need within interdisciplinary, graduate programs for SLPs and TDHHs. Both cohorts required preparation to address the needs of diverse language learners who are Deaf/hh. This tutorial includes a brief review of the challenges in developing language proficiency and describes the complexities of effective service delivery. The process of developing a practice-informed framework for language supports is summarized, referencing established practices in auditory-based and visually based methodologies, identifying parallel practices, and summarizing the practices within a multitiered framework called the Framework of Differentiated Practices for Language Support. Recommendations for use of the framework include guidance on the identification of a student's language modality/ies and proficiency to effectively match students' needs and target supports. CONCLUSIONS: An examination of established practices in language supports across auditory and visual modalities reveals clear parallels that can be organized into a tiered framework. The result is a reference for differentiating language for the interdisciplinary school team. The parallel supports also provide evidence of similarities in practice across philosophical boundaries as professionals work collaboratively.

Perceptions of Collaboration Between General and Special Educators in Physical Education.

This article describes the perceptions and experiences of collaboration between teachers of physical education (n = 3) and special educators (n = 3) on teaching pupils with disabilities. Using a qualitative approach, the study seeks to establish the nature and extent of collaboration among these teachers and to identify the benefits and barriers to implementation. Semistructured interviews were used as the main data source. Data were collected from teachers working in the public school system in the southern part of Finland. The findings indicate that while teachers are mostly aware of the value of collaboration, its implementation varies immensely among the different schools. While the special educators in this study see themselves mainly responsible for supporting pupils with disabilities, the physical education teachers showed a strong commitment to the subject matter of their teaching. Participants also reported several challenges relating to time constraints, a lack of classroom support, and a shared vision of inclusive teaching.

Situación escolar y uso de sustancias psicoactivas en estudiantes con discapacidades / School situation and psychoactive substance use among students with disabilities

Objetivo: Analizar la asociación entre situación escolar y uso de sustancias psicoactivas por parte de estudiantes con discapacidades. Métodos: Estudio transversal realizado en escuelas públicas. La población de estudio fueron estudiantes con discapacidades. Se utilizó el cuestionario Teen Addiction Severity Index. Los datos se analizaron mediante la prueba Chi-cuadrado, la prueba de tendencia lineal Chi-cuadrado (extensión de Mantel-Haenszel) y la prueba ANOVA. El estudio fue aprobado por el Comité de Ética en Investigación. Resultados: Participaron 110 estudiantes. La mayoría pertenecientes al grupo etario de entre 20 y 30 años, del sexo masculino, morenos, católicos y con discapacidades intelectuales. El 70% de los participantes refirió nunca consumir sustancias psicoactivas, mientras que el 30% afirmó haber usado estas sustancias alguna vez en la vida. Entre las sustancias consumidas, el 19,4% reportó uso de sedantes, el 4,6% consumo de alcohol, el 0,9% uso de opiáceos y el 0,9% de tabaco. Se registró una asociación entre edad y uso de sustancias psicoactivas. No hubo asociación significativa alguna entre situación escolar y consumo de estas sustancias. Conclusiones: Los hallazgos destacaron que existe mayor consumo de sustancias psicoactivas lícitas entre los estudiantes con discapacidades, lo que se asocia con la edad. Estos resultados son importantes para que los enfermeros desarrollen sus actividades de prevención del abuso de sustancias psicoactivas (AU)

Objetivo: Analisar a associação entre a situação escolar e o uso de substâncias psicoativas por estudantes com deficiência. Métodos: Estudo transversal realizado em escolas públicas. A população do estudo foi composta por estudantes com deficiência. Utilizou-se o questionário Teen Addiction Severity Index. Os dados foram analisados por meio dos testes Qui quadrado, Qui-quadrado (extensão de Mantel-Haenszel) e ANOVA. Estudo aprovado pelo Comitê de Ética em Pesquisa. Resultados: Participaram 110 estudantes. A maioria pertence a faixa etária entre 20 e 30 anos de idade, sexo masculino, pardos, católicos e com deficiência intelectual. 70% dos participantes referiu que nunca consumiu substâncias psicoativas, enquanto que 30% afirma ter consumido alguma substância pelo menos uma vez na vida. Dentre as substâncias consumidas, 19,4% relataram uso de sedativos, 4,6% uso de álcool, 0,9% uso de opiáceos e 0,9% de tabaco. Houve associação entre idade e o uso de substâncias psicoativas. Não houve associação significativa entre a situação escolar e o uso destas substâncias. Conclusões: Os resultados destacaram que existe um maior consumo de substâncias psicoativas lícitas entre os estudantes com deficiência, o que está associado com a idade. Estes resultados são importantes para que os enfermeiros desenvolvam suas atividades de prevenção ao abuso de substâncias psicoativas (AU)

Objective: To analyze the association between school situation and use of psychoactive substances by students with disabilities. Methods: A cross-sectional study carried out in public schools. The study population was students with disabilities. The Teen Addiction Severity Index questionnaire was used. The data were analyzed using the Chi-square test, the linear trend Chi-square test (Mantel-Haenszel extension) and the ANOVA test. The study was approved by Research Ethics Committee. Results: The participants were 110 students, most of them belonging to the age group between 20 and 30 years old, male, brown-skinned, Catholics, and with intellectual disabilities. 70% of the participants reported never having used psychoactive substances; in turn, 30% asserted having used these substances at least once in their lifetime. Among the substances consumed, 19.4% reported sedatives, 4.6% alcohol, 0.9% opioids, and 0.9% tobacco. There was an association between age and use of psychoactive substances. There was no significant association between school situation and use of these substances. Conclusions: The findings highlighted that there is greater consumption of licit psychoactive substances among students with disabilities, which is associated with age. These results are important for nurses to develop their activities to prevent psychoactive substance abuse (AU)

An evaluation of video-prompting procedures via telehealth to teach first aid skills to children with intellectual and developmental disabilities.

Unintentional injuries are one of the leading causes of morbidity and mortality among children with intellectual and developmental disabilities (IDD). First aid training involves teaching critical first aid skills, some of which are designed to treat unintentional injuries. To date, no study has (a) evaluated the effects of a video-prompting procedure to teach first aid skills to children with IDD or (b) attempted to teach these skills to children by using a telehealth delivery format. We used a concurrent multiple-baseline-across-skills design to evaluate the efficacy of a video-prompting procedure via telehealth to teach five children with IDD to perform first aid on themselves for insect stings, minor cuts, and minor burns under simulated conditions. For all participants, our procedure produced large improvements that maintained for a minimum of 4 weeks. Furthermore, the effects of the training generalized to novel confederates for all participants, and these effects maintained for a minimum of 4 weeks.

Associations between 24-h movement guidelines compliance and anxiety and depression among youth receiving special education services in the US.

BACKGROUND: Youth with disabilities are five times more likely to experience anxiety or depression than peers without disabilities. Engagement in sufficient daily physical activity (PA), adequate nightly sleep, and limited daily screen time (collectively known as 24-h movement guidelines) is associated with lower odds of anxiety and depression for peers without disabilities. Extending the investigation of these modifiable behaviors to youth with disabilities is warranted. OBJECTIVE: To estimate the association between meeting 24-h movement guidelines and anxiety and depression among a nationally representative sample of youth with disabilities. METHODS: A cross-sectional secondary analysis of the 2019-2020 NSCH was conducted and included youth 6-17 years old who were currently receiving special education services. Weighted prevalence estimates and logistic regressions were employed to estimate the association between meeting guidelines (separately and combined) and current anxiety or depression status. RESULTS: Compared to youth with disabilities who met the guideline, those not meeting the sleep or screen time guidelines, independently, had significantly higher odds of depression, or anxiety (aOR range 1.53, 2.31 respectively). Comparable odds were observed between those meeting the PA guidelines, alone or in combination, and those meeting none of the 24-h movement guidelines. CONCLUSION: Adequate nightly sleep, and limited screen time, were significantly associated with anxiety and depression among youth with disabilities, a pattern consistent to peers without disabilities. Yet, meeting more than one guideline did not further reduce odds of poor mental health, warranting further investigation of compounding benefits of the 24-h guidelines within this population.

Special Education Assessment: Practices That Support Eligibility and Intervention.

PURPOSE: Federal special education requirements specify that information districts must gather and review during the process of finding a student eligible for special education and developing a student's Individualized Education Program (IEP). The purpose of this tutorial is to describe the federal requirements related to evaluation and assessment and to apply best practices in assessment to those expectations, thereby enhancing teams' ability to identify students' strengths and needs, determine eligibility for services, and create high-quality IEPs. METHOD: This tutorial includes a detailed review of the Individuals with Disabilities Education Act (IDEA) statute and regulations and the U.S. Department of Education guidance related to evaluation, assessment, and IEP development. The tutorial also reflects on an analysis of existing data regarding the identification of students with speech-language impairment in one state and a narrative review of the current literature related to assessment and its role in intervention planning. RESULTS: The results indicate that the IDEA requires rigorous evaluation and assessment practices to determine eligibility (evaluation) and identify students' unique strengths and needs for intervention (assessment). By adhering to these requirements and employing evidence-based assessment practices, speech-language pathologists (SLPs) can be assured that they are gathering accurate and useful information. This information is fundamental to developing an IEP that will support students' acquisition of the knowledge and skills needed to progress in the general curriculum. CONCLUSIONS: This tutorial reviews federal requirements related to assessment and links these with best practices in assessment, to facilitate compliance with federal evaluation requirements and IEP development in a manner that meets the needs of all students. SLPs can rely on the IDEA for guidance in completing their special education evaluations and assessments, using this as a framework for employing evidence-based assessment practices.

Conocimiento y uso de los recursos dirigidos a los familiares de personas con discapacidad / Knowledge and Use of Resources for Family Members of Persons with Disabilities

Las políticas sociales buscan relevar a la familia de las personas con discapacidad y dependencia en su papel de cuidadores. Sin embargo, en numerosas ocasiones, estas familias no disponen de todos los recursos necesarios para afrontar estas situaciones de cuidado. El objetivo general del presente trabajo es conocer la percepción sobre los recursos de los que disponen los familiares de personas con discapacidad. Se trata de un estudio cualitativo mediante entrevista estructurada, no experimental ex post facto, de carácter descriptivo y de tipo transversal. La muestra total fueron 27 personas familiares de personas con discapacidad. Para el análisis de las respuestas se empleó el programa JASP y se realizó estadística descriptiva y correlacional. Los resultados indican que el recurso más reconocido y utilizado es el referido a las prestaciones económicas, así como la atención temprana y los colegios de educación especial. Las mujeres son mayoritarias en el cuidado de estas personas, señalando estas mujeres un gasto de energía, por lo que podría ser recomendable mejorar la eficiencia y la eficacia de los programas de respiro familiar. (AU)

Social policies seek to relieve the family of people with disabilities and dependency in their role as caregivers. However, on numerous occasions, these families do not have all the necessary resources to deal with these care situations. The general objective of this study is to find out the perception of the resources available to family members of people with disabilities in Spain. This is a qualitative study using a structured interview, non-experimental ex post facto, descriptive and cross-sectional in nature. The total sample consisted of 27 relatives of people with disabilities. The JASP programme was used to analyse the responses, and descriptive and correlational statistics were performed. The results indicate that the most recognized and used resource is the one referred to economic benefits, as well as early care and special education schools. Women are in the majority in the care of these people, who report an expenditure of energy, so it could be advisable to improve the efficiency and effectiveness of family respite programmes. (AU)

Habilidades Sociales y personas con discapacidad: panorama de las investigaciones brasileñas / Habilidades sociais e pessoas com deficiência: panorama das pesquisas brasileiras / Social skills and people with disabilities: overview of brazilian research

Pesquisas sobre o campo das habilidades sociais vêm crescendo nas últimas décadas e, em paralelo, estudos que buscam sistematizar o que vem sendo produzido. Este estudo teve como objetivo caracterizar, por meio de uma revisão da literatura, estudos empíricos realizados por autores brasileiros publicados em periódicos que investigam diretamente as habilidades sociais de pessoas com deficiência. Foi realizada uma busca nas bases de dados SciELO, PEPSIC, LILACS, Index Psi, BDENF e Periódicos CAPES com os descritores habilidades sociais e competência social, sem restrição quanto ao período de publicação. Foram caracterizados 43 artigos quanto a aspectos bibliográficos e metodológicos. Os resultados indicam alto volume de pesquisas com delineamento descritivo, maior frequência de participantes com deficiência intelectual, predomínio de inventários como forma de avaliação e escassez de pesquisas instrumentais sobre validação ou desenvolvimento de medidas. Essa revisão poderá contribuir com informações para auxiliar novas pesquisas sobre habilidades sociais junto a pessoas com deficiência.

Investigaciones sobre el campo de las habilidades sociales siguen creciendo en las últimas décadas y, en paralelo, estudios que buscan sistematizar lo que vienen siendo producido. En este estudio se tuvo como objetivo caracterizar, por intermedio de una revisión de la literatura, estudios empíricos realizados por autores brasileños publicados en periódicos que investigan directamente las habilidades sociales de personas con discapacidad. Se realizó una búsqueda en las bases de datos SciELO, PEPSIC, LILACS, Index Psi, BDENF y Periódicos CAPES con los descriptores habilidades y competencia sociales, sin restricción al período de publicación. Se caracterizaron 43 artículos cuanto al aspectos bibliográficos y metodológicos. Los resultados indican alto volumen de investigaciones con delineamento descriptivo, mayor frecuencia de participantes con discapacidad intelectual, predominio de inventarios como forma de evaluación y escasez de investigaciones instrumentales sobre validación o desarrollo de medidas. Esta revisión podrá contribuir con informaciones para ayudar nuevas investigaciones sobre habilidades sociales junto a personas con discapacidad.

ABSTRACT Research about the social skills field has been growing in recent decades and, in parallel, studies that seek to systematize what has been produced. This study aimed to characterize, through a literature review, empirical studies carried out by Brazilian authors published in journals that directly investigate the social skills of people with disabilities. A search was carried out in the SciELO, PEPSIC, LILACS, Index Psi, BDENF and Periodicals CAPES databases with the descriptors social skills and social competence, without restriction regarding the period of publication. It was found 43 articles were characterized in terms of bibliographic and methodological aspects. The results indicate a high volume of research with a descriptive design, a higher frequency of participants with intellectual disabilities, a predominance of inventories as a means of evaluation and a scarcity of instrumental research on validation or development of measures. This review may contribute with information to support further research on social skills with people with disabilities.

Trajetória e vínculo da equipa multiprofissional no cuidado de crianças/adolescentes com necessidades especiais de saúde / The multi-professional team delivering care to children and adolescents with special health needs: trajectory and bonding / Trayectoria y vinculación del equipo multiprofesional en el cuidado de niños/adolescentes con necesidades sanitarias especiales

Resumo Enquadramento: A trajetória dos profissionais de saúde e da educação especial que prestam cuidados e atendimento a crianças e adolescentes com necessidades especiais de saúde (CRIANES) é desafiadora, exigindo formação específica e a construção de vínculos. Objetivo: Conhecer como é constituída a trajetória e o vínculo da equipa multiprofissional que atua com CRIANES numa associação de pais e amigos dos excepcionais (APAE). Metodologia: Estudo descritivo e qualitativo, com 19 profissionais que atuam na clínica e na escola de uma APAE, por meio de entrevista semiestruturada, submetida à análise temática de conteúdo. Resultados: Evidencia-se a importância do vínculo para o desenvolvimento de crianças e adolescentes, que o cuidado compartilhado, as vivências, a busca pelo conhecimento e as trocas afetivas fortalecem a relação entre usuários e a equipa multiprofissional. Conclusão: A trajetória dos profissionais está alicerçada nos desafios de atuar com esta população. Ao longo do tempo formaram vínculo e sentiram afeto e sensibilidade para o desenvolvimento do seu trabalho. Sugere-se que o processo de formação contemple as singularidades de cuidados requeridos por CRIANES.

Abstract Background: The trajectory of health and special education professionals delivering care and support to children with special health care needs (CSHCN) is challenging and requires specific training and bonding. Objective: To understand the trajectory and bonding of a multi-professional team with CSHCN in an Association of Parents and Friends of Exceptional Children (APAE). Methodology: This is a descriptive and qualitative study, with 19 professionals working in an APAE clinic and school, using semi-structured interviews submitted to thematic content analysis. Results: The evidence shows the relevance of the bond formed with the multi-professional team for the children's and adolescents' development and how the shared care, experiences, search for knowledge, and affection exchanges strengthen the relationship between professionals and CSHCN. Conclusion: The challenges of working with this population shape the professionals' trajectories. Over time, they bond with CSHCN and become emotionally attached to them and their work. Including the specificities of special needs-related care in these professionals' training is recommended.

Resumen Marco contextual: La trayectoria de los profesionales sanitarios y de educación especial que prestan cuidados y asistencia a niños y adolescentes con necesidades sanitarias especiales (CRIANES) es un desafío, requiere una formación específica y la construcción de vínculos. Objetivo: Conocer cómo está constituida la trayectoria y el vínculo del equipo multiprofesional que trabaja con CRIANES en una asociación de padres y amigos de excepcionales (APAE). Metodología: Estudio descriptivo y cualitativo, con 19 profesionales que trabajan en la clínica y en la escuela de una APAE, mediante entrevistas semiestructuradas, sometidas a análisis temático de contenido. Resultados: Se observa la importancia del vínculo para el desarrollo de los niños y adolescentes, que el cuidado compartido, las experiencias, la búsqueda de conocimiento y los intercambios afectivos fortalecen la relación entre los usuarios y el equipo multiprofesional. Conclusión: La trayectoria de los profesionales se basa en los desafíos de trabajar con esta población. Con el tiempo, formaron vínculos y sintieron afecto y sensibilidad por el desarrollo de su trabajo. Se sugiere que el proceso formativo contemple las singularidades del cuidado requerido por los CRIANES.

Identifying Implementation Strategies to Increase Augmentative and Alternative Communication Adoption in Early Childhood Classrooms: A Qualitative Study.

PURPOSE: The goal of this study was to identify promising implementation strategies that may increase teachers' and speech-language pathologists' (SLPs) adoption of augmentative and alternative communication (AAC) during routine classroom activities. METHOD: A grounded theory approach was used to collect and code online, semistructured interviews with six special education teachers and 14 SLPs who taught children aged 3-8 years who used AAC in inclusive and self-contained special education classrooms. Interviews were transcribed and coded verbatim using the constant comparative method. During a member checking process, six participants (n = 30%) confirmed their transcripts and commented on emerging themes. RESULTS: Participants shared a range of implementation strategies to increase AAC use during typical classroom activities, which were organized into seven themes: distribute modern AAC equipment, provide foundational training, share video examples, develop a systematic plan for adoption, deliver practice-based coaching, alter personnel obligations to provide protected time, and connect with professionals. A preliminary thematic map was created to link implementation barriers, strategies, and potential outcomes. CONCLUSIONS: AAC interventions effective in clinical research can be difficult to translate into routine practice unless investigators directly explore the needs of and demands on educational professionals. Future research should define implementation strategies clearly, solicit feedback from school-personnel, and match implementation strategies to the needs of local schools to support the uptake of AAC interventions in routine classroom settings. SUPPLEMENTAL MATERIAL: https://doi.org/10.23641/asha.23699757.

Predictors for Augmentative and Alternative Communication Clinical Service Provision: Closing the Gap.

PURPOSE: At the core of the clinical services provided by a speech-language pathologist (SLP) is upholding the human right to communicate. Augmentative and alternative communication (AAC) modalities support communication across environments by offering temporary or permanent solutions. Barriers to AAC service provision include translation of knowledge into clinical practice, which remains problematic despite changes to AAC preservice training addressing the knowledge barrier. This study aims to understand the importance of factors impacting the provision of AAC clinical services. METHOD: From the survey data of SLPs (N = 530) regarding current AAC service delivery practices, barriers, and professional development preferences in the United States, a hierarchical multiple regression identified the importance between individual and clinical practice variables of knowledge and current use of AAC modalities. A binomial logistic regression predicted the probability of one or more independent variables for barriers to AAC service delivery and learning preferences for AAC-related professional development. RESULTS: The factors impacting SLPs' knowledge and barriers to practice are related to clinical practicum experiences. Engagement in AAC-related continuing education (CE) is the primary contributor to the use of AAC service provision. Predictors for barriers to AAC clinical provision are associated with clinical practicum experiences, the average number of patients seen weekly, and geographic region. Preference for CE topics and frequency depend on the work setting. CONCLUSIONS: Hands-on clinical practicum experience addresses opportunity barriers in AAC service provision, contributing explicitly to the value of collaboration in AAC service delivery and highlights the importance of evidence-based professional development content. The findings from this study are reassuring in that clinicians are using AAC and suggest that high-quality professional development is an effective means to address the gap between knowledge generation and translation in the field. SUPPLEMENTAL MATERIAL: https://doi.org/10.23641/asha.23202170.

Funding and Provision Models for Mobile Technology for Persons with Disabilities.

Research has yet to full investigate the multidimensional factors and mechanisms that contribute to access and adoption of Assistive Technology (AT). This mini-session aims to explore this gap by providing initial indicators for the social return on investment (SRoI) for including mainstream consumer technology in AT provision schemes and report on an analysis of key stakeholder perspectives and documents funded by the Global Accessibility Reporting Initiative (GARI).

Seguridad, inclusión y tecnología: una solución tecnológica para situaciones de emergencia / Safety, inclusion and technology: a technological solution for emergency situations

Security and access to prevention-related information and training should be rights guaranteed for all. This is not the case, however, for most people with intellectual disabilities (ID), who may face numerous difficulties when dealing with emergency situations. The SIT (Safety, Inclusion and Technology) project is focused on designing and developing a technological solution for identifying individuals with ID in emergencies, attending to them, and providing preventive training to improve their self-determination and quality of life. To do so, we have used Design-Based Research (DBR) owing to its characteristic cyclical refinement of designed products. This research method has enabled us to validate the contents of the final versions of the SOSDI Application and SIT project website. In this paper we describe the flow of operation, provide a detailed definition of the components of both products, and discuss accessibility features we have taken into account to ensure cognitive accessibility. (AU)

La seguridad, así como el acceso a la información y formación relativa a la prevención es un derecho que todas las personas deben tener garantizado. Este no es el caso de la mayoría de las personas con discapacidad intelectual (DI), quienes pueden presentar numerosas dificultades para desenvolverse en situaciones de emergencia. El proyecto SIT (Seguridad, Inclusión y Tecnología)se centra en el diseño y desarrollo de una solución tecnológica que permita la identificación, atención y formación preventiva de personas con DI en situaciones de emergencia con el fin de mejorar así su autodeterminación y calidad de vida. Para ello hemos utilizado la metodología de la Investigación Basada en el Diseño (DBR) como método de investigación por su característica cíclica de refinamiento de los productos diseñados. Esto nos ha permitido validar el contenido de la aplicación SOSDI y la web del proyecto SIT en sus versiones teóricas finales. En este artículo podrán encontrar el flujo de uso, la definición detallada de cada una de las partes de los productos, así como los aspectos de accesibilidad que se han tenido en cuenta para garantizar la accesibilidad cognitiva. (AU)

Diseño Universal y discapacidad física: percepciones sobre el uso de diseños de soporte para smartphone por adultos con parálisis cerebral / Universal Design and Physical Disability: Perceptions on the Use of Support Designs for Smartphone by Adults with Cerebral Palsy

El Diseño Universal (DU) de productos para personas con discapacidad física, en el caso de adultos con parálisis cerebral, necesita de evidencia científica. Este trabajo tiene como objetivo conocer las percepciones sobre el uso de diseños de soporte para smartphone por este grupo con discapacidad, tomando como marco referencial los siete principios del DU. Para ello, se realizó un grupo focal que fue presencial con adultos con parálisis cerebral del interior de São Paulo, Brasil. Se tomaron como ejemplo seis diseños de soporte para usar el smartphone en una superficie plana o en otro tipo de superficie, que fueron evaluados por el grupo de participantes. Fue seleccionado un diseño que era útil para todos independientemente de su discapacidad y que mostraba funciones adicionales para utilizar el smartphone. Se concluye que el estudio en base al modelo del DU es una herramienta teórica y práctica valiosa para identificar las perspectivas de las personas con discapacidad, así como reflexionar sobre las mejoras del producto que puedan adaptarse a sus necesidades. (AU)

The Universal Design (UD) of products for people with physical disabilities, such as adults with cerebral palsy is lacking in scientific evidence. The objective of this paper is to know the perceptions of the use of support designs for smartphones, taking the seven principles of the UD as a framework by analyzing a focus group. Face-to-face interviews were performed with adults with cerebral palsy from the countryside of São Paulo, Brazil. Six support designs were taken as an example to use the smartphone on a flat surface or another type of surface, which were evaluated by the group of participants. One design was selected that was useful for everyone regardless of their disability and that showed additional functions for using the smartphone. In conclusion, the study based on the DU model is a valuable theoretical and practical tool to identify the perspectives of people with disabilities, as well as to reflect on the improvements of the product that can be adapted to their needs. (AU)

Applicants to a Special Education Advocacy Training Program: "Insiders" in the Disability Advocacy World.

Although social groups have "insiders," this construct has not been measured within the disability advocacy community. Examining 405 individuals who applied for an advocacy training program, this study examined the nature of insiderness within the disability advocacy community and ties to individual roles. Participants showed differences in mean ratings across 10 insider items. A principal components analysis revealed two distinct factors: Organizational Involvement and Social Connectedness. Non-school providers scored highest on Organizational Involvement; family members/self-advocates highest on Social Connectedness. Themes from open-ended responses supported the factors and showed differences in motivation and information sources across insiderness levels and roles. Qualitative analysis revealed two additional aspects of insiderness not addressed in the scale. Implications are discussed for future practice and research.

Adapting a virtual manipulative-based instructional sequence to target maintenance.

The ability to maintain mathematical skills learned is critical for students to successfully engage in advanced mathematics and promote independence in daily living skills. The purpose of this study was to evaluate the effectiveness of a graduated manipulative sequence consisting of virtual, representational, abstract, and an extended abstract phase (VRAEa) to teach various types of mathematical problems to three students with autism and mild intellectual disability using a multiple probe across behavior single case design. This study extended previous research on the virtual, representational, abstract sequence (VRA) to address deficiency in maintenance results through incorporating the extended abstract phase. The results indicate the intervention was effective, however, maintenance was variable. Implications for practice and ideas for future research to support the learning needs of students with developmental disabilities are discussed.

La ceguera y la baja visión en Cuba y en el mundo / Blindness and low vision in Cuba and in the world

La discapacidad visual afecta directamente la calidad de vida de las personas. Supone un obstáculo en el aprendizaje, y una menor productividad laboral, por lo que puede ser considerada un problema de salud pública en muchas regiones del planeta. Las grandes limitaciones en el acceso a la atención sanitaria, los diferentes hábitos alimentarios y de vida en general crean diferencias claras en las causas de la misma. Por ello, la lucha contra la discapacidad visual es un factor importante para disminuir la pobreza mundial. definir principales causas que originan la ceguera y la baja visión desde los referentes que brinda la ciencia y la tecnología. Se realizó una búsqueda bibliográfica extensa y actualizada en base de datos que ofrecen Internet, Infomed, Hinari Pubmed y Google académico, así como las páginas oficiales de la Organización Mundial de la Salud (OMS). Se emplearon los términos oftalmología, baja visión y rehabilitación. Se puede afirmar que la ceguera y las discapacidades visuales graves tienen un notable impacto en el desarrollo socioeconómico del individuo y la sociedad(AU)

Visual disability directly affects people's quality of life; it is an obstacle to learning and lower work productivity, so it can be considered a public health problem in many regions of the planet. Where the great limitations in access to health care, the different eating habits and life in general create clear differences in the causes of it. Therefore, the fight against visual impairment is an important factor in reducing global poverty. An extensive and updated bibliographic search was carried out in databases offered by the internet, Infomed as well as Hinari Pubmed and academic Google as well as the official pages of the World Health Organization (WHO), also using basic texts of ophthalmology, low vision and rehabilitation. It is concluded that blindness and severe visual impairment have a significant impact on the socioeconomic development of the individual and society(AU)

Hacia una educación inclusiva. La Educación Especial ayer, hoy y mañana / Towards an Inclusive Education. Special Education Yesterday, Today and Tomorrow

Al inicio del nuevo milenio bien pudiera hacerse una visión retrospectiva sobre la situación de la educación especial, con el fin de ir cerrando algunas puertas e ir abriendo algunas ventanas que renueven el aire en el que vayamos a respirar desde la teoría y desde la práctica en el ámbito de la diversidad. De ahí que en este artículo hagamos una revisión tanto a nivel terminológico como conceptual para centrarnos sobre todo en la perspectiva de futuro que se nos ofrece desde la filosofía de una educación inclusiva y la buena práctica de una escuela para todos. Avanzamos la idea de propiciar un medio ambiente enriquecedor, manteniendo las diferencias en un mundo diverso, potenciando las posibilidades personales y multiculturales para crecer todos juntos en un mundo sin barreras físicas, morales o sociales. Si por nuestra parte hay actitud favorable hacia las personas con discapacidad, y si por nuestra parte arbitramos las medidas necesarias para dar respuesta a las posibles necesidades, sería factible acoger a todo el que llegue, darle la bienvenida y brindarle las ayudas necesarias para que cada uno –junto a todos los suyos– encuentre su trayectoria en la vida. (AU)

In the beginning of the new millennium, it is possible to look back on the situation of special education, in order to close some doors and open some windows to help renew the air that we are going to breath in the areas of theory and practice in the diversity field. Therefore, this paper is a review at a terminology and conceptual level in order to focus on future perspectives of the philosophy of educational inclusion and good practices in a school for all. We advance the idea of promoting a rich environment while maintaining the differences of a diverse world, and of improving personal and multicultural capabilities in order to grow in a world without physical, moral, or social barriers. If we have positive attitudes toward persons with disabilities, and if we develop the required strategies to answer possible needs, it will be possible to host everyone who comes, welcome them, and offer them the required supports to help them find –together with their significant ones– the pathway for their lives. (AU)

La inclusión en diferentes realidades educativas: voces de profesionales / Inclusion in Different Educational Realities: Voices of Professionals

Ante el debate surgido a partir de la nueva ley de educación en España sobre las modalidades de escolarización, el presente artículo pretende sumergirse en el ámbito de la inclusión educativa, exponiendo lo que sucede dentro de las aulas en relación con la educación del alumnado denominado con Necesidades Educativas Especiales. Para ello, este trabajo se adentra en la realidad de cinco centros educativos que ofrecen diferentes modalidades de escolarización con el objetivo de conocer, según la valoración de sus profesionales, cuáles son las barreras que impiden el éxito educativo o hacia dónde debemos de dirigir las futuras acciones si queremos alcanzar la inclusión. La investigación se realiza con un método cualitativo, siguiendo un diseño emergente que busca la heterogeneidad de los participantes, y empleando entrevistas semiestructuradas en profundidad que permiten acercarse a la realidad tal como la interpretan sus agentes. La información recabada en las entrevistas se ha analizado siguiendo el modelo inductivo (codificación, categorización, descripción y valoración) con el apoyo del software profesional QDA ATLAS.ti.8. Los resultados hallados inciden en la necesidad de mayor coordinación y formación docente, pero, sobre todo, insisten en las barreras culturales y administrativas para poder mejorar la inclusión real en los centros educativos. (AU)

In view of the debate that has arisen from the new education law in Spain on the modalities of schooling, this article aims to dive into the field of educational inclusion, exposing what happens inside the classroom in relation to the education of students with Special Educational Needs. This work delves into the reality of five educational centres that offer different types of schooling with the aim of finding out, according to the voices of their professionals, what are the barriers that prevent educational success. The research is carried out using a qualitative method, following an emergent design that seeks the heterogeneity of the sample, using semi-structured in-depth interviews that allow us to approach the reality as interpreted by its agents. The information collected in the interviews has been analysed following the inductive model (coding, categorisation, description and assessment) with the support of the professional software QDA ATLAS.ti.8. The results found stress the need for greater coordination and teacher training, but, above all, they insist on cultural and administrative barriers in order to improve real inclusion in educational centres. (AU)

Legal Issues 101: Students With Disabilities.

This article is the first in a series of "Legal Issues 101" topics addressing some common questions and misconceptions around the law and school health. In this article, the authors address frequently asked questions on topics related to the school nurse's role and their students' rights as it relates to the special education process, the individualized education program (IEP), and Section 504 Accommodation plans. Readers are encouraged to expand their knowledge on this multifaceted topic further using the resources and references provided within the article.