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ObjectiveTo explore the policy framework, theoretical system and principles of educational placement for children with special needs based on the International Classification of Functioning, Disability and Health (ICF) for the multi-faceted educational placement services and methods for these children. MethodsBased on ICF theory and methods, public policy research techniques, and educational policy analysis, this study systematically investigated the policy architecture and theoretical underpinnings for the educational placement of children with special needs, focusing on an inclusive education-oriented system of multiple placements. ResultsThe study analyzed educational policies, emphasizing the rights to education under the United Nations Convention on the Rights of Persons with Disabilities (CRPD) and UNESCO's guidelines on ensuring inclusivity and equity in education which encourage the provision of individualized educational support services and reasonable accommodations to enable the effective participation of students with disablities in education. China, the European Union (EU) and the United States (US) have enacted laws and policies promoting inclusive education, integrating children with disablities into the general education system, and providing them with the same educational opportunities as other children. The development of special education focuses on tailored educational services for those children who need additional support and resources. Policies underscore the need to evaluate the specific needs of children with disablities and provide individualized educational plan based on these needs. ConclusionBased on core content from the CRPD, UNESCO's guidelines, and relevant policies from China, the EU, and the US regarding the education and educational placement services for children with special needs, the theoretical framework and principles of educational placement for children with special needs based on ICF are discussed, proposing contents and methods for constructing a multi-faceted educational placement service system for children with special needs.
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Objective To explore the content and the psychometric properties of assessment tools used for evaluating functioning and adaptive behavior in school-age children with intellectual and developmental disabilities within educational settings. Methods The most used assessment tools included Vineland Adaptive Behavior Scales(VABS),Supports Intensity Scale for Children(SIS-C),Strengths and Difficulties Questionnaire(SDQ)and Repetitive Behavior Scale-Revised(RBS-R),for assessing functioning and adaptive behavior children with intellectual and developmental disabili-ties.Employing the framework and methods of the International Classification of Functioning,Disability,and Health(ICF),this research encoded and categorized the assessment dimensions and items of the four tools,and explored their psychometric properties. Results VABS's assessment content was solely focused on activities and participation,including speaking(d330),con-versation(d350),toileting(d530),eating(d550),drinking(d560),basic interpersonal interactions(d710),com-plex interpersonal interactions(d720),changing and maintaining body positions(d410-d429),carrying,moving and handing objects(d430-d449),and walking and moving(d450-d469).SIS-C assessed activities and participa-tion,and environmental factors,including washing oneself(d510),caring for body parts(d520),community life(d910),using transportation(d470),school education(d820),basic learning(d130-d159),looking after one's health(d570),basic interpersonal interactions(d710),and products and technology for education(e130).SDQ fo-cused on body functions,and activities and participation,including emotional functions(b152),global psychoso-cial functions(b122),attention functions(b140),and basic interpersonal interactions(d710).RBS-R focused on body functions,and activities and participation,including involuntary movement reaction functions(b755),invol-untary movement functions(b765),looking after one's health(d570),energy and drive functions(b130),under-taking a single task(d210),carrying out daily routine(d230),attention functions(b140),and handling stress and other psychological demands(d240).VABS was characterized by good specificity and excellent sensitivity.SIS-C demonstrated very good internal consistency,reliability and validity.SDQ was good in internal consistency,with excellent credibility and validity.RBS-R showed good internal consistency,reliability and validity. Conclusion SDQ and RBS-R cover both body functions,and activities and participation,SIS-C covers activity and par-ticipation,and environmental factors,while VABS solely assesses activities and participation.In terms of body functions,the assessment items primarily focus on mental functions(b130-b189)and movement functions(b750-b799).For activities and participation,the tools assess content across eight domains of functioning.Regarding en-vironmental factors,the assessment content mainly includes products and technology for education(e130),as well as design,construction and building products and technology of buildings for public use(e150).VABS,SIS-C,SDQ,and RBS-R are all norm-referenced measures,with moderate to excellent internal consistency,and good to excellent reliability and validity.
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ObjectiveTo synthesize evidence from systematic reviews on the positive impacts of music interventions on the functioning, health and development of children and adolescents with intellectual and developmental disabilities (IDD). MethodsLiterature was searched across databases including PubMed, EBSCO, PsycINFO, Embase, Web of Science and CNKI, focusing on high-quality systematic reviews published from January, 2014 to March, 2024. These reviews examined the functioning, health and developmental benefits of music interventions (including therapy and education) for children and adolescents with IDD. ResultsEight English systematic reviews were included, involving 5 308 children and adolescents with IDD, from China, France, Spain, Canada, the United States and the United Kingdom; mainly from journals in the fields of music therapy, children and adolescents psychiatry, educational psychology, intellectual disability, autism spectrum disorder (ASD) and health psychology, mainly published between 2018 and 2023. The music therapy interventions mainly included music education interventions, improvisation music therapy (creation and performance), interactive music therapy (music and movement), mixed music therapy (including singing, dancing and drama), auditory-motor mapping training, family music therapy and melody-based communication therapy; involving basic music theory learning, music gesture and language training, music appreciation, improvisation, music ensemble, music cooperative games, etc; ten to 90 minutes a time, one to five times a week, for one to 32 weeks. In terms of cognitive development, music education interventions were beneficial for improving attention in children and adolescents with IDD. In terms of psycholinguistic skills, music therapy could significantly improve the articulation and language abilities of children and adolescents with ASD, especially phonological memory, word and sentence comprehension; and language and communication skills of children and adolescents with IDD, and enhance oral expression abilities. Music could also help improve behavioral disorders, including improving physical coordination, reducing repetitive behaviors and controlling hyperactive behaviors. In terms of music education performance, music therapy could improve amiliarity with song rhythm and melody, phoneme discrimination, mastering songs and lyrics, and enhance music rhythm perception of children and adolescents with IDD. In addition, music therapy also promoted social and emotional development, improved prosocial behavior and social skills, helped reduce anxiety, enhance emotional control, improve social skills and self-esteem, increase positive emotions, and strengthen communication and cooperation with peers and teachers. ConclusionMusic intervention has a positive impact on the function, health and development of children and adolescents with IDD, which is reflected in cognitive development, psycholinguistic skills, motor skills, music education performance, and children and adolescents' social and emotional development.
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Arteriovenous fistula (AVF) is the most commonly used dialysis pathway in patients with end-stage renal diseases. However, it is prone to complications in the establishment and dialysis process, common complications include internal arteriovenous fistula maturation disorders, stenosis and thrombosis, etc. Early detection of AVF complications and appropriate intervention to maintain a smooth pathway can improve the prognosis of patients with end-stage renal diseases. Ultrasonography can be used to evaluate and assist in the maturation of AVF, early detection of common complications of AVF and interventional therapy. The advancements of ultrasound in the complications of AVF were reviewed in this article.
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Objective To observe the effect of tripterygium wilfordii combined with low molecular hepatin in treatment of chronic nephritis.Methods 102 patients who underwent renal biopsy and diagnosed as chronic nephritis were randomly divided into treatment group and control group,each contained 51 patients.The control group were given ordinary western medicine,and both continued for therapeutical period of 4 weeks.the treatmem group were given tripterygium wilfordii and low molecular heparin besides ordinary western medicine.Results The treatment group's total effective rate 90.20%was obviously higber than the control group's 74.51%.and compared with the control group,there was significandy statistical difference(P＜0.05).After 4 weeks treatment,the treatment group's urine protein and serum creatinine、urea nitrogen compared with the control group also had significant differences all P＜0.05).Conclusion Tripterygium wilfordii combined with low molecular heparin could difinltely reduce the chronic nephritis patients' urine protein and serum creatinine、urea nitrogen,and had less side effect,and it Was worthy of being widely used.