Inclusive education in a refugee camp for children with disabilities: How are school setting and children's behavioral functioning related?

Many refugee children face challenges accessing education, but refugee children with disabilities are especially vulnerable to exclusion from school environments as well as social settings. Mainstreaming is considered a best practice but may not always be feasible given the limited resources available in refugee camps. The purpose of this study is to examine the extent to which school setting (i.e., special needs vs. mainstream classrooms) is associated with changes in children's prosocial behaviors (i.e., social skills and ability to get along well with peers) and behavioral difficulties, accounting for disability status. In Kakuma Refugee Camp in Kenya, researchers collected two waves of data (approximately 2.5 years apart) for students enrolled in special needs schools (n = 78) and students who had transitioned from special needs schools into mainstream classrooms (n = 51). Children's average prosocial scores decreased between wave 1 and wave 2, but scores from children in special needs schools decreased at a lower rate indicating potential protective factors in these settings. While children's average total difficulties decreased over time, children's difficulties in special needs schools decreased at a faster rate, also indicating potential protective factors. Neither severity of disability nor gender significantly predicted change in prosocial or difficulties scores. In the context of a refugee camp, mainstreaming alone may not fully address the needs of children with disabilities. Specific factors seen in special education settings, such as individualized services, accessible accommodations, and infrastructure supports, must be considered as a means of creating inclusive educational environments.

Relación entre trastorno afectivobipolar, depresión, ansiedad, estrésy valores de presión arterial enpoblación de la Clinica San Juan deDios, Manizales, Colombia, 2014 / Relationship between bipolar affective disorder, depression, anxiety, stress and blood pressure values in the population of San Juan de Dios Clinic, Manizales, Colombia, 2014

Identificar, en población psiquiátrica diagnosticada con trastornos clínicos como estrés, depresión, ansiedad, trastorno afectivo bipolar asociado con valores depresión arterial. Materiales y métodos: es un estudio de tipo correlacional que incluye 150 pacientes hospitalizados en la clínica San Juan de Dios de Manizales (Caldas,Colombia), con diagnóstico psiquiátrico (depresión, ansiedad, trastorno bipolar, estrés).La recolección de la información se realiza mediante la revisión de historias clínicas en una población mayor de 18 años y se analizan diferentes variables (demográficas,personales y de patología mental). Resultados: 59,3% de género femenino, edad promedio de 45,7±15,78 años, 27,3% presentan hipertensión, 30% presenta cifras depresión arterial < 120 mmHU y <80 mmHg, 2% ansiedad, 20% depresión, 5,3% estrés,74% trastorno bipolar. Se encuentra relación significativa entre trastorno bipolar y un aumento en las cifras de presión arterial (p=0,022) y se evidencia una dependencia significativa entre presión arterial diastólica y trastorno afectivo bipolar (p=0,026), más no se encuentra relación entre trastorno bipolar e hipertensión diagnosticada. Los pacientes con trastono bipolar tienen mayor incidencia de hipertensión, comparado con la población sin el trastorno, aunque sin ser este resultado significativo. Conclusiones: el presente estudio indica que la enfermedad mental por sí sola, no predispone a la hipertensión, al menos en pacientes con diagnósticos de ansiedad, depresión, estrés...