Mothers' evaluations of fathers' contributions to raising children with autism spectrum disorder in the United Arab Emirates.

BACKGROUND: Autism spectrum disorder (ASD) is a lifelong neurological condition which results in social skill deficits, communication difficulties, and restrictive and repetitive behaviour. The difficulties associated with parenting children with ASD have been studied extensively, mainly from the perspectives of mothers. The extent of involvement of fathers in the raising of children with ASD has received limited scholarly attention, especially in non-Western contexts such as the United Arab Emirates. OBJECTIVES: This study asked mothers to evaluate the involvement of fathers in the development of children with ASD. METHODS: In all, 240 mothers completed the Fathers' Involvement in Development and Rehabilitation Scale, designed based on a review of literature on the construct of involvement, namely attitude, participation in training, and support domains. The data were subjected to computation of mean scores, multivariate analysis of variance, hierarchical regression, and moderation analyses. RESULTS: The results suggested that fathers held positive attitudes and provided substantial support to their children with ASD. However, mothers were ambivalent regarding the participation of fathers in training to support the development of their children. Differences were also observed between participants according to marital status, location, child gender, and ASD severity. CONCLUSION: Recommendations for targeted training for fathers and other study implications are discussed.

Exploring Collaborative Efforts Toward Promoting Better Eating Habits among Autistic Children in the United Arab Emirates.

According to the principle of duty of care, adults in the lives of children with disabilities such as autistic children are expected to promote their development. The Nutbeam's health literacy model was adopted to explore the efforts of special education teachers and parents toward promoting better eating habits among autistic children in the United Arab Emirates (UAE). Twenty-one participants, comprising fifteen special education teachers and six parents with autistic children, were examined in this study. The results indicated that some special education teachers' and parents' limited understanding of unhealthy food might impact the development of autistic children. Furthermore, the findings also highlight the lack of collaboration and communication between teachers regarding the nutrition and healthy living of autistic children. The findings have practical consequences, such as urging UAE health policymakers to provide professional development for special education instructors and parents of autistic children.

Fathers' involvement in raising children with intellectual disabilities: Mothers' ratings of the contribution of their spouses.

BACKGROUND: Intellectual disability (ID) is a lifelong condition characterized by individuals' inability to perform cognitive tasks and participate in daily living activities. While parenting children with ID has been reported to be demanding, studies draw mainly on mothers. In contexts such as the United Arab Emirates (UAE), there is little literature on fathers' involvement in raising children with IDs. OBJECTIVES: The purpose of this study was to explore, from the perspectives of mothers, the extent of fathers' involvement in raising children with ID in the UAE. METHODS: One hundred and fifty-eight (N = 158) mothers with children with ID completed the fathers' involvement in disability and rehabilitation scale. Mothers who had enrolled their children with ID in special schools or receiving services at rehabilitation centres were invited to participate in this study. The data were subjected to the following analyses: mean computation, multivariate analysis of variance, hierarchical regression, and moderation analysis. RESULTS: The results showed high fatherly support, participation in training, and contribution to the development of their children with ID. However, the mothers' ratings showed the fathers' ambivalence toward parenting children with ID. A relationship was found between attitude and support, as well as marital status and the educational level of mothers, providing insight into the involvement of fathers. CONCLUSION: The study recommends training programs aimed at improving the attitudes of fathers toward raising children with ID and other study implications.

Coronavirus Disease Vaccination Among Persons With Disabilities: Understanding Vaccine Perceptions and Hesitancy in Ghana.

The effects of coronavirus disease 2019 (COVID-19) have been felt globally and in all spheres of life. Developing vaccines was an important milestone in ensuring the protection of lives, but there are concerns about vaccine availability in sub-Saharan African (SSA) countries. The living conditions of persons with disabilities, in particular, in SSA societies have been described as deplorable and unsustainable, and they are at risk of discrimination. Such persons appear to be already struggling to obtain other basic services, and the extent of vaccine accessibility to this population remains unknown. This study aimed to assess the perceptions of persons with disabilities in Ghana of COVID-19 vaccines. Between July 2021 and December 2021, 336 persons with disabilities (hearing, visual, and physical) were recruited from two regions in Ghana. The attitude toward the COVID-19 vaccination scale was adapted for this study. The results showed that persons with disabilities were ambivalent toward vaccination, and differences were observed between participant groups. The background variables found to influence attitude were age, place of residence, educational qualification, gender, and COVID-19 acquisition status. The study concludes with a clarion call to policymakers to expedite public education for persons with disabilities.

The influence of student factors on students' achievement in the Trends in International Mathematics and Science Study in Abu Dhabi Emirate Schools.

Introduction: This study aimed to investigate student factors affecting performance in mathematics in Abu Dhabi schools in the United Arab Emirates. Method: We used the secondary data from the Trends in International Mathematics and Science Study (TIMSS) 2015, which included 4,838 eighth-grade students from 156 schools in Abu Dhabi. Result: The data from the student questionnaire in TIMSS 2015 were subjected to principal component analysis (PCA). The 39 questions were reduced to five factors generated from the student questionnaire, including Safety and Behavior, Classroom Mathematics, Environment, Student Attitudes toward Mathematics, and Technology and Resources. The effects of these factors on students' achievement were examined using multiple regression analysis. Discussion: All of these factors had a significant impact on student achievement in the 2015 TIMSS. The pedagogical and policy implications of the findings have been discussed.

Accessibility of nutritional services for children with autism spectrum disorder in the United Arab Emirates: Insights from special education teachers and parents.

BACKGROUND: Goal 2 of United Nation's Sustainable Development Goals exhorts countries to provide guidelines on better nutrition for all children. In response, the United Arab Emirates (UAE) government designed a national nutrition framework to encourage better eating habits. However, large body of literature has reported that children with ASD are at high risks of malnutrition and poor eating habits. Yet, in the UAE and other contexts, there is limited research on accessibility of nutritional services to adults in the lives of children with ASD. AIMS: As parents and teachers spend the most time with children with ASD, this study sought to understand their perceptions of the availability of nutritional services for such children in the UAE. METHOD AND PROCEDURES: Penchansky and Thomas' (1981) health access theory served as the theoretical framework; its five tenets (geography, finance, accommodation, resources and acceptability) informed the design of a semi-structured interview guide. Data were collected from 21 participants, comprising 6 parents and 15 teachers of children with ASD. OUTCOMES AND RESULTS: Thematic analysis revealed that participants perceived accommodation, acceptability, and human resource availability as barriers to accessibility. However, geographical and financial accessibility were not identified as challenges. CONCLUSIONS AND IMPLICATIONS: The study calls for health policymakers to formalise nutritional services as an integrated part of the UAE health system, while also extending services to children with ASD. CONTRIBUTION: This study makes a substantial contribution to the literature. First, it addresses the needs for nutritional services for children with ASD. There is a limited body of knowledge on whether children with ASD have access to the requisite nutrition for development This study sheds light on an area that has received limited scholarly insight. Second, it adds to the usage of health access theory in studies on nutritional services for children with ASD.

Idealism as an educational philosophy of mathematics teachers in Al Ain City Schools of the United Arab Emirates.

Educational philosophy, in general, is at the heart of the growth of education. It outlines the institution's goals, subject matters, teaching methods, roles of teachers as well as the role of students, assessment methods, and teaching/learning experiences. The study aimed to identify the educational philosophical implications of idealism in schools in Al Ain city of the United Arab Emirates from the perspectives of mathematics teachers. The researchers used a questionnaire with thirty-two Likert-type items as a quantitative method for data collection. The instrument was administered to a randomly selected sample of 82 (46 male and 36 female) mathematics teachers in Al Ain city. The data were analyzed in IBM SPSS version 28 for one sample t-tests and independent samples t-tests to compare teachers' perceptions of curriculum, education values, school functions, roles of teachers, and teaching methods with gender and school type. Further analyses included a one-way ANOVA for teaching experiences and teaching cycles, bivariate correlations between the variables, and a generalized linear model to identify the significant predictors of the teaching method. The findings of the study showed that mathematics teachers in Al Ain city embrace an idealistic philosophy of curriculum, educational values, the role of schools and teachers, and teaching methods in general. The teachers' perceptions of the curriculum and school functions were found to be significant predictors of their teaching methods. These findings have both pedagogical and curricular implications.

Behavioral, cognitive, emotional and social engagement in mathematics learning during COVID-19 pandemic.

A meaningful engagement of learners is critical in the quality teaching and learning of mathematics at school level. Learner engagement has been an ongoing issue in mathematics classrooms in Nepal and elsewhere. In this context, this study aimed to examine the level of engagement (behavioral, social, emotional, and cognitive activities) and their association with learning mathematics through the virtual mode of instruction during the pandemic. The cross-sectional online survey design was employed among 402 secondary-level mathematics teachers in Nepal. Descriptive statistics, correlation, and structural equation modeling were the major statistical techniques used in research. The findings indicate that the level of behavioral, social, emotional, and cognitive engagement of students was found to be high in the online mode of instruction. Additionally, cognitive engagement has significant highest impact on social, behavior, and emotional engagement.

Nutritional needs of children with disabilities in the UAE: understanding predictors and mediators of nutritional knowledge and practices.

BACKGROUND: There is a high estimated prevalence of obesity and poor eating habits among children with disabilities. Unfortunately, the extent of parental and teachers' awareness of the dietary needs and nutritional requirements of children with disabilities has been understudied. This study aims to explore the predictors and mediators of nutritional knowledge and practices among parents and teachers of children with disabilities in the United Arab Emirates (UAE) using Nutbeam's hierarchical health literacy model as a framework to test three hypotheses. METHODS: A total of 149 parents and teachers were recruited from rehabilitation centres in two of the seven Emirates in the UAE. The revised Food and Nutritional Literacy Scale (FNLIT) was used for data collection. The revised scale was validated and its reliability was assessed using SPSS and AMOS version 28 to compute exploratory factor analysis and structural equation modelling (confirmatory factor analysis and path analysis), respectively. RESULTS: The results confirmed a four-factor structure for FNLIT, and all three hypotheses were supported by the study findings. We confirmed a relationship between understanding and practical nutritional skills (Hypothesis I), and found that two practical nutritional skills, functional and interactive, combined to predict the understanding of nutritional needs of children with disabilities (Hypothesis II). Hypothesis III was partially supported in that participant type mediated the relationship between functional, interactive, and understanding factors. The convergent and discriminant validities of the scale were confirmed, and path analysis showed the ability of practical skills to predict knowledge. CONCLUSION: The study concludes on the need for public education on nutritional needs as well as developing the capacity of teachers and parents to implement appropriate eating programmes for children with disabilities.

Using tactile imagery to teach geometry to students with visual impairments in the United Arab Emirates.

Learning geometry is difficult for students with visual impairments (VIs). However, tactile imagery, the process of constructing mental images of physical objects with certain shapes, may help them make sense of geometrical shapes. Thus, discussions have centred on interventions to promote the participation of students with VIs in the learning of shapes. This study explored tactile imagery connecting physical touch to memory as an approach to teaching shapes to students with VIs. Eleven students, five with VIs and six sighted students took part in this experimental design study. A tactile imagery test and intervention lessons were developed for this study. Four tactile imagery domains (tactile discrimination, tactile memory 2D, tactile memory 3D and pattern recall), each made up of 10 tests, guided the design of the tests and training lessons. The students' scores from the pre-test and post-test were subjected to mean computations, Mann-Whitney U tests and the Wilcoxon signed-rank test. The post-test results revealed that students with VIs performed better than their sighted peers. The study concludes with a discussion of the need for teacher educators to consider using tactile imagery as a way of teaching geometry to students with VIs.

Challenges of social justice in mathematics classrooms.

This study explored the challenges faced by mathematics teachers in promoting social justice in teaching and learning in mathematics in high schools in Nepal. An interpretive qualitative research method was employed for collecting, analyzing, and interpreting data in an iterative process. An in-depth interview method was implemented to collect data from three mathematics teachers on challenges of social justice in mathematics classrooms at three public secondary schools in Kathmandu. A multi-layered thematic analysis and interpretation of the participant narratives from the interview data produced eight emergent themes: diverse students, working-class children, students' absenteeism, disengaging curriculum, students' different interests, non-participatory teaching, insufficient skills in using technology, and cultural differences. Pedagogical and policy implications are additionally considered.

Passive remediation of coalbed natural gas co-produced water using zeolite.

Coalbed natural gas (CBNG) co-produced waters can contain sodium (Na(+)) concentrations that may be environmentally detrimental if discharged to receiving bodies of water or applied to land surfaces. A field demonstration and companion laboratory studies were conducted to evaluate the use of a Bear River zeolite (BR-zeolite) for mitigating impacts associated with Na(+) in CBNG waters. Bench-scale kinetic and adsorption isotherm studies were performed to determine both the rate and extent of sodium Na(+) adsorption and assess the effects of bicarbonate (HCO3(-)) and chloride (Cl(-)) anions. Results of these studies showed that the adsorption of Na(+) on BR-zeolite followed the Langmuir adsorption model with maximum adsorption equal to 21 and 18 g Na(+)/kg zeolite with 0.0012 and 0.0006 L/mg Langmuir coefficients (KL) for sodium bicarbonate and sodium chloride, respectively. The kinetics study indicated that the sorption of Na(+) was inversely related to the size of the zeolite particles with significantly greater adsorption for smaller particles. The field demonstration evaluated the effectiveness of BR-zeolite for mitigating infiltration losses from Na(+) in CBNG waters. The field site utilized 12 open boreholes, each installed to a depth of approximately 1.8 m. Each borehole was lined with a 3.0 m long, 15 cm diameter schedule 40 PVC pipe and fitted with an automatic data logging pressure transducer for measuring water levels over time. The BR-zeolite was found to mitigate much of the deleterious effect that high sodium adsorption ratio (SAR = 27 (mol/m(3))(1/2)) CBNG co-produced water had on soil permeabilities.