The violent death toll from the Iraq War: 2003-2023.

From the beginning of the Iraq war, in March of 2003, to the present day, controversy has swirled around the death toll of the war. This paper narrows down the range of uncertainty for the numbers and trends in violent deaths in the war. I assemble and appraise all primary sources that cover the period from March of 2003 onwards-six sample surveys plus a casualty recording project (Iraq Body Count [IBC]). Data permitting, I present cumulative monthly figures with, for the surveys, 95% bootstrapped uncertainty intervals. The analysis uncovers a core of high-quality mainstream sources that are highly consistent with each another. In addition, there are three outlier surveys that are compromised by serious flaws and produce estimates far outside the mainstream. Discarding the outlying and flawed surveys reveals a clear picture of the violent death toll from the Iraq war. IBC figures, extended to include combatants, occupy a central position within the mainstream range of estimates. The strong consistency across the high-quality sources provides a rare validation of three war-death-measurement methodologies-household-based surveys, sibling-based surveys, and casualty recording. Methodological success notwithstanding, we must transcend the numbers to truly comprehend the human costs of the war.

Machine Learning Model to Extract Malnutrition Data from Nursing Notes.

Malnutrition is a severe health problem that is prevalent in older people residing in residential aged care facilities. Recent advancements in machine learning have made it possible to extract key insight from electronic health records. To date, few researchers applied these techniques to classify nursing notes automatically. Therefore, we propose a model based on ClinicalBioBert to identify malnutrition notes. We evaluated our approach with two mainstream approaches. Our approach had the highest F1-score of 0.90.

Analyzing the Spread of Informatics with PubMed.

We analyzed PubMed citations since 1988 to explore the dissemination of medical/health informatics concepts between countries and across medical domains. We extracted countries from the PubMed author affiliation field to identify and analyze the top 10 informatics publishing countries. We found that the informatics publications are becoming more similar over time and that the rate of exchange across countries has increased with the introduction of e-publishing. Nonetheless, with the exception of machine learning, the impact of core informatics concepts on mainstream medicine and radiology publications remains small.

Structure and Organization of Sport for People With Intellectual Disabilities Across Europe.

Opportunities to participate and compete in sports for athletes with intellectual disability (ID) have increased; however, this group still encounters limitations in accessing a comprehensive range of sports. This study addressed the current knowledge on how sport for people with ID is organized and the relationships between the major sport organizations for people with ID across 10 European countries. The participants were 29 national sport organizations for people with ID. Data were collected using semistructured interviews with representatives from the key organizations and analyzed thematically. From the results, two major themes emerged: (a) connection and networking between sport organizations and (b) organizational landscape of each nation (i.e., ID, multidisability, or mainstream). The results of this study contribute to understanding how sport for people with ID is organized across the participating nations, demonstrating different models of development and examples of good practice.

From fringe to mainstream: The Garcia effect.

The rejection of research results is sometimes thought to be justified in cases of individuals embracing fringe ideas that depart significantly from prevailing orthodoxy, or in cases of individuals who lack appropriate expertise or credentials. The case of John Garcia exhibits both of these dimensions, and illustrates that such rejection can delay scientific advancements. Garcia's work decisively challenged what was the orthodoxy in psychology in the midcentury: behaviorism. Behaviorist learning theorists suffered from theory-entrenchment insofar as they failed to acknowledge Garcia's anomalous research findings that ran counter to their theoretical expectations. The case study also illustrates that theories on the margins can become embraced as a result of advancements in adjacent research fields. Studying how Garcia's work moved from fringe to mainstream results in lessons for the philosophy of science and epistemology more generally. Only when we see the mechanisms of exclusion at work can we understand how science and other knowledge production systems can inadvertently act counterproductively via gatekeeping practices that filter out unorthodox points of view.

Sugarcane stem node identification algorithm based on improved YOLOv5.

Identification of sugarcane stem nodes is generally dependent on high-performance recognition equipment in sugarcane seed pre-cutting machines and inefficient. Accordingly, this study proposes a novel lightweight architecture for the detection of sugarcane stem nodes based on the YOLOv5 framework, named G-YOLOv5s-SS. Firstly, the study removes the CBS and C3 structures at the end of the backbone network to fully utilize shallow-level feature information. This enhances the detection performance of sugarcane stem nodes. Simultaneously, it eliminates the 32 times down-sampled branches in the neck structure and the 20x20 detection heads at the prediction end, reducing model complexity. Secondly, a Ghost lightweight module is introduced to replace the conventional convolution module in the BottleNeck structure, further reducing the model's complexity. Finally, the study incorporates the SimAM attention mechanism to enhance the extraction of sugarcane stem node features without introducing additional parameters. This improvement aims to enhance recognition accuracy, compensating for any loss in precision due to lightweight modifications. The experimental results showed that the average precision of the improved network for sugarcane stem node identification reached 97.6%, which was 0.6% higher than that of the YOLOv5 baseline network. Meanwhile, a model size of 2.6MB, 1,129,340 parameters, and 7.2G FLOPs, representing respective reductions of 82%, 84%, and 54.4%. Compared with mainstream one-stage target detection algorithms such as YOLOv4-tiny, YOLOv4, YOLOv5n, YOLOv6n, YOLOv6s, YOLOv7-tiny, and YOLOv7, G-YOLOv5s-SS achieved respective average precision improvements of 12.9%, 5.07%, 3.6%, 2.1%, 1.2%, 3%, and 0.4% in sugarcane stem nodes recognition. Meanwhile, the model size was compressed by 88.9%, 98.9%, 33.3%, 72%, 92.9%, 78.8% and 96.3%, respectively. Compared with similar studies, G-YOLOv5s-SS not only enhanced recognition accuracy but also considered model size, demonstrating an overall excellent performance that aligns with the requirements of sugarcane seed pre-cutting machines.

An exploratory survey about using ChatGPT in education, healthcare, and research.

OBJECTIVE: ChatGPT is the first large language model (LLM) to reach a large, mainstream audience. Its rapid adoption and exploration by the population at large has sparked a wide range of discussions regarding its acceptable and optimal integration in different areas. In a hybrid (virtual and in-person) panel discussion event, we examined various perspectives regarding the use of ChatGPT in education, research, and healthcare. MATERIALS AND METHODS: We surveyed in-person and online attendees using an audience interaction platform (Slido). We quantitatively analyzed received responses on questions about the use of ChatGPT in various contexts. We compared pairwise categorical groups with a Fisher's Exact. Furthermore, we used qualitative methods to analyze and code discussions. RESULTS: We received 420 responses from an estimated 844 participants (response rate 49.7%). Only 40% of the audience had tried ChatGPT. More trainees had tried ChatGPT compared with faculty. Those who had used ChatGPT were more interested in using it in a wider range of contexts going forwards. Of the three discussed contexts, the greatest uncertainty was shown about using ChatGPT in education. Pros and cons were raised during discussion for the use of this technology in education, research, and healthcare. DISCUSSION: There was a range of perspectives around the uses of ChatGPT in education, research, and healthcare, with still much uncertainty around its acceptability and optimal uses. There were different perspectives from respondents of different roles (trainee vs faculty vs staff). More discussion is needed to explore perceptions around the use of LLMs such as ChatGPT in vital sectors such as education, healthcare and research. Given involved risks and unforeseen challenges, taking a thoughtful and measured approach in adoption would reduce the likelihood of harm.

Views of educators working with pupils with Down syndrome on their roles and responsibilities and factors related to successful inclusion.

BACKGROUND: Whilst the majority of primary-school aged children with Down syndrome are educated in mainstream schools, little is known about the roles of Teachers and TAs in their education provision or their views on issues related to their effective inclusion. AIMS: This study explored the perceptions of Teachers and TAs working with pupils with Down syndrome in mainstream primary schools in the UK using an online survey. METHODS AND PROCEDURES: Responses from 105 TAs and 94 Teachers were collected. OUTCOMES AND RESULTS: Teachers and TAs tended to view themselves as primarily responsible for a range of teaching and learning activities. TAs were more likely to have attended Down syndrome specific training and were frequently viewed as primarily responsible for delivering teaching, alongside other teaching and learning activities. TAs were less likely than Teachers to agree with statements relating to satisfaction with support from internal teaching staff and external agencies, and more likely to disagree with statements relating to sufficient time for planning and preparation. Both Teachers and TAs indicated positive attitudes to inclusion, though TAs felt more confident and competent in meeting the needs of pupils with Down syndrome. CONCLUSIONS AND IMPLICATIONS: Data suggest a lack of clarity and consistency in relation to the roles and responsibilities of Teachers and TAs supporting pupils with Down syndrome, and concerns relating to several factors associated with successful inclusion. These findings are discussed in relation to the Down Syndrome Act (2022) and guidance for educators working with pupils with Down syndrome. WHAT THIS PAPER ADDS: This paper reports the views of teachers and TAs working with pupils with Down syndrome in primary schools across the UK, including their satisfaction with factors which support successful inclusion, gathered through an online survey. The data demonstrates differences in teacher and TA views on who is primarily responsible for teaching and learning activities for pupils with Down syndrome. Factors associated with successful inclusion cover training and support, planning and preparation as well as attitudes, confidence and competence of educators. In general, educators reported the need for Down syndrome specific training and sufficient time to plan and prepare. Overall TAs reported higher levels of confidence, competence and ability to meet pupil's needs. Ultimately this paper highlights the views of those responsible for educating pupils with Down syndrome and the need for clear guidance around roles and responsibilities and training to ensure successful inclusion of pupils with Down syndrome in the UK.

Social skills, behavioral problems, and academic competence of students with intellectual disabilities / Habilidades sociais, problemas de comportamento e competência acadêmica de alunos com deficiência intelectual / Habilidades sociales, problemas de conducta y competencia académica de estudiantes con discapacidad intelectual

This study had as general objective to characterize and associate social skills, behavior problems, and academic competence of students with intellectual disabilities in school inclusion and; as specific objectives to verify predictive values for social skills and differences between groups diagnosed with intellectual disability and other associated diagnoses. This was a quantitative, cross-sectional, descriptive, correlational, predictive, and comparative study. Forty-four students with intellectual disability participated (11 of them presented other associated diagnoses), who were evaluated by 42 guardians and 34 teachers. The instruments used were Social Skills Rating System (SSRS-BR) and the Parental Educative Social Skills Interview Script (RE-HSE-P). The evaluation from guardians and teachers were different. Social skills were negatively associated with behavior problems and positively associated with academic competence; behavior problems and diagnosis were negative predictors to social skills. There were significant differences in the groups. The results highlight the importance of intervention programs to develop social skills.(AU)

O estudo teve como objetivo geral caracterizar e associar habilidades sociais, problemas de comportamento e competência acadêmica de alunos com deficiência intelectual em inclusão educacional e; como objetivos específicos verificar valores preditivos para habilidades sociais e diferenças entre grupos com diagnóstico de deficiência intelectual somente e com outros diagnósticos associados. Trata-se de um estudo quantitativo, transversal, descritivo, correlacional, preditivo e comparativo. Participaram 44 alunos com deficiência (11 apresentavam outros diagnósticos associados), que foram avaliados por 42 responsáveis e 34 professoras. Os instrumentos utilizados foram Social Skills Rating System (SSRS-BR) e Roteiro de Entrevista de Habilidades Sociais Educativas Parentais (RE-HSE-P). A avaliação de responsáveis e professores foi diferente. Habilidades sociais foram negativamente associadas aos problemas de comportamento e positivamente associadas a competência acadêmica; problemas de comportamento e diagnósticos associados foram preditores negativos de habilidades sociais. Houve diferença significativa entre grupos. Resultados evidenciam a importância de programas para promoção de habilidades sociais.(AU)

Este estudio tuvo como objetivo general caracterizar y asociar las habilidades sociales, los problemas de conducta y la competencia académica de estudiantes con discapacidad intelectual en la inclusión escolar; y como objetivos específicos verificar los valores predictivos de las habilidades sociales y las diferencias entre grupos diagnosticados con discapacidad intelectual y otros diagnósticos asociados. Se trató de un estudio cuantitativo, transversal, descriptivo, correlacional, predictivo y comparativo. Participaron 44 estudiantes con discapacidad intelectual (11 de ellos presentaban otros diagnósticos asociados), quienes fueron evaluados por 42 tutores y 34 docentes. Los instrumentos utilizados fueron el Sistema de Evaluación de Habilidades Sociales (SSRS-BR) y el Guion de Entrevista de Habilidades Sociales para Educación de los Padres (RE-HSE-P). Las evaluaciones de los tutores y docentes fueron diferentes. Las habilidades sociales se asociaron negativamente con problemas de conducta y positivamente con la competencia académica; los problemas de conducta y el diagnóstico fueron predictores negativos de las habilidades sociales. Hubo diferencias significativas entre los grupos. Los resultados destacan la importancia de los programas de intervención para desarrollar habilidades sociales con la población estudiada.(AU)

Participation and Companions for Socially Inclusive Community Activities by U.S. Adults With Intellectual and Developmental Disabilities.

We investigated socially inclusive participation in mainstream community groups and religious services by U.S. adults with intellectual and developmental disabilities using weighted secondary analyses of 2018-2019 National Core Indicators data. Overall, 34.4% participated in community groups and 42.4% in religious services. Some 45.0% had an unmet desire for community-group participation, whereas most (75.0%) attended a religious service as often as preferred. The type of companion varied by living arrangements and age group. Attending community groups and religious services were each strongly associated with better friendship outcomes but were not related to loneliness. The large unmet demand for community-group participation reveals a major gap. The friendship outcomes underline the benefits of socially inclusive community participation.

Teachers' perceptions of their experience with inclusive education practices in Saudi Arabia.

The literature on inclusive education suggests a set of practices that teachers need to implement to achieve successful inclusive education. The intent of the current study was to contribute to the development of inclusive education in Saudi Arabia by providing an initial investigation of the extent to which teachers possess knowledge and skills in using these practices. The sample of the study consisted of 125 teachers who were surveyed about their experience in using inclusive teaching practices. The vast majority of the participants indicated they had sufficient experience with inclusive teaching, regardless of the teachers' gender, whether they had special training on inclusive education, teachers' education level, or school level. However, special education teachers reported more experience with inclusive education practices than general education teachers. The results of the study highlight the importance of considering the concept of inclusion in teacher preparation programs and suggest several practical implications and directions for future research.

The investigation of constraints in implementing robust AI colorectal polyp detection for sustainable healthcare system.

Colorectal cancer (CRC) is one of the significant threats to public health and the sustainable healthcare system during urbanization. As the primary method of screening, colonoscopy can effectively detect polyps before they evolve into cancerous growths. However, the current visual inspection by endoscopists is insufficient in providing consistently reliable polyp detection for colonoscopy videos and images in CRC screening. Artificial Intelligent (AI) based object detection is considered as a potent solution to overcome visual inspection limitations and mitigate human errors in colonoscopy. This study implemented a YOLOv5 object detection model to investigate the performance of mainstream one-stage approaches in colorectal polyp detection. Meanwhile, a variety of training datasets and model structure configurations are employed to identify the determinative factors in practical applications. The designed experiments show that the model yields acceptable results assisted by transfer learning, and highlight that the primary constraint in implementing deep learning polyp detection comes from the scarcity of training data. The model performance was improved by 15.6% in terms of average precision (AP) when the original training dataset was expanded. Furthermore, the experimental results were analysed from a clinical perspective to identify potential causes of false positives. Besides, the quality management framework is proposed for future dataset preparation and model development in AI-driven polyp detection tasks for smart healthcare solutions.

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).

O diálogo entre a escola e a clínica fonoaudiológica no caso de uma criança com Transtorno do Espectro Autístico (TEA) / The dialogue between the school and the speech therapy clinic in the case of a child with Autistic Spectrum Disorder (ASD) / El diálogo entre la escuela y la clínica de logopedia en el caso de un niño con Trastorno del Espectro Autista (TEA)

A criança com diagnóstico do TEA, de modo geral, além de estar no ensino regular é acolhida em centros e clínicas de serviços especializados. Esses espaços são importantes para o desenvolvimento da criança e uma parceria mais próxima com a escola potencializa tanto as práticas que se dão na escola quanto na clínica. Considerando a importância do diálogo entre a clínica fonoaudiológica e a escola foram estabelecidos os seguintes objetivos: analisar se houve diálogo entre a clínica fonoaudiológica e a escola ao longo do processo terapêutico de uma criança diagnosticada com TEA e, ainda, as implicações deste diálogo para o processo de inclusão do sujeito no ensino regular. Trata-se de um estudo qualitativo, descritivo e de corte transversal. Foi realizado a partir do estudo da história clínica e escolar de uma criança do sexo feminino, com diagnóstico médico do Transtorno do Espectro Autista (TEA). A produção de dados foi realizada a partir da análise do prontuário e entrevistas semiestruturadas com os atores e atrizes sociais que conviveram e participaram diretamente no processo de escolarização da criança. A análise dos dados apontou que o contato entre a clínica e a escola foi possibilitado especialmente pela mãe da criança, especialmente no espaço da clínica. No entanto, um diálogo que de fato contribua para o processo de inclusão é uma prática ainda a ser mutuamente construída. (AU)

The child diagnosed with ASD, in general, in addition to being in regular education, is welcomed in specialized service centers and clinics. These spaces are important for the development of the child and a closer partnership with the school enhances both the practices that take place in the school and in the clinic. Considering the importance of dialogue between the speech therapy clinic and the school, the following objectives were established: to analyze whether there was dialogue between the speech therapy clinic and the school throughout the therapeutic process of a child diagnosed with ASD and, also, the implications of this dialogue for the process of inclusion of the subject in regular education. This is a qualitative, descriptive and cross-sectional study. It was carried out from the study of the clinical and school history of a female child, with a medical diagnosis of Autistic Spectrum Disorder (ASD). Data production was carried out from the analysis of medical records and semi-structured interviews with social actors and actresses who lived and participated directly in the child's schooling process. Data analysis showed that the contact between the clinic and the school was made possible especially by the child's mother, especially within the clinic. However, a dialogue that actually contributes to the inclusion process is a practice yet to be mutually constructed. (AU)

El niño diagnosticado con TEA, en general, además de estar en la educación regular, es acogido en centros y clínicas de atención especializada. Estos espacios son importantes para el desarrollo del niño y una colaboración más estrecha con la escuela mejora tanto las prácticas que tienen lugar en la escuela como en la clínica. Considerando la importancia del diálogo entre la clínica de logopedia y la escuela, se establecieron los siguientes objetivos: analizar si hubo diálogo entre la clínica de logopedia y la escuela a lo largo del proceso terapéutico de un niño diagnosticado con TEA y, también, las implicaciones de este diálogo para el proceso de inclusión del sujeto en la educación regular. Se trata de un estudio cualitativo, descriptivo y transversal. Se realizó a partir del estudio de la historia clínica y escolar de una niña, con diagnóstico médico de Trastorno del Espectro Autista (TEA). La producción de datos se realizó a partir del análisis de historias clínicas y entrevistas semiestructuradas a actores y actrices sociales que vivieron y participaron directamente del proceso de escolarización del niño. El análisis de los datos mostró que el contacto entre la clínica y la escuela fue posible especialmente por la madre del niño, especialmente dentro de la clínica. Sin embargo, un diálogo que realmente contribuya al proceso de inclusión es una práctica aún por construir entre todos.(AU)

A highly sensitive vertical plug-in source drain high Schottky barrier bilateral gate controlled bidirectional tunnel field effect transistor.

In this article, we propose a highly sensitive vertically plug-in source drain contacts high Schottky barrier based bilateral gate and assistant gate controlled bidirectional tunnel field Effect transistor (VPISDC-HSB-BTFET). It can achieve much more sensitive forward current driving ability than the previously proposed High Schottky barrier source/drain contacts based bilateral gate and assistant Gate controlled bidirectional tunnel field Effect transistor (HSB-BTFET). Silicon body of the proposed VPISDC-HSB-BTFET is etched into a U-shaped structure. By etching both sides of the silicon body to form vertically plug-in source drain contacts, the source and drain electrodes are plugged into a certain height of the vertical parts of both sides of the U-shaped silicon body. Thereafter, the efficient area of the band-to-band tunneling generation region near the source drain contacts is significantly increased, so as to achieve sensitive ON-state current driving ability. Comparing to the mainstream FinFET technology, lower subthreshold swing, lower static power consumption and Higher Ion-Ioff ratio can be achieved.

From mainstream employment to mainstream retirement: A randomised controlled trial of a transition to retirement intervention for adults with intellectual disability.

BACKGROUND: We evaluated a transition to retirement intervention that adapted strategies used to support employment of people with intellectual disability in mainstream workplaces. The intervention facilitated their independent participation in mainstream community groups and volunteering. METHODS: We randomised 29 older Australians who currently/previously worked in mainstream employment into an intervention group or wait-list control group. Hours of independent participation in target activities were collected before and after the 13-week initial intervention/waiting period, and at 52 weeks for intervention participants. RESULTS: Six of the 12 intervention participants selected an activity and increased hours of independent participation following 13 weeks in the Keeping Active (KA) program and eight were independently accessing their selected activity at 52-week follow-up. None of the 19 wait-list participants increased their independent participation after 13 weeks. CONCLUSIONS: The intervention was effective and highlighted the need to account for factors such as participant choice in evaluation of individualised programs.

Acolhimento acadêmico e reconfiguração dos modelos educacionais durante a pandemia de COVID-19: relato de experiência / Recepción académica y reconfiguración de modelos educativos durante la pandemia COVID-19: relato de experiencia / Academic reception and reconfiguration of educational models during the COVID-19 Pandemic: experience rep

O presente artigoobjetiva relatar a experiência da aplicação de ferramentas digitais em encontros virtuais para o acolhimento de alunos ingressantes do curso de Odontologia da Universidade Estadual do Piauí (UESPI)durante a fase de isolamento social advinda da pandemia do novo coronavírus no ano de 2020. A ação extensionista foi realizada em cinco encontros virtuais por meio da plataforma de reuniões Google Meete foram aplicadas ferramentas colaborativas como Padlet, Mentimetere Google Formspara integração do grupo. A participação dos ingressantes foi integral, 100% dos estudantes matriculados no primeiro período do curso se fizeram presentes nos encontros. Diante das incertezas relativas ao início do período letivo no ano de 2020, a proposta realizada obteve êxito no objetivo principal de acolher os ingressantes e estabelecer o vínculo com a família do curso de Odontologia da UESPI. Desta forma a experiência mostrou-se positiva, proporcionando uma acolhida dos discentes durante o período mais crítico da pandemia de COVID-19 e forte isolamento social (AU).

Este artículo tiene como objetivo relatar la experiencia de aplicación de herramientas digitales en reuniones virtuales de bienvenida a estudiantes que ingresan a la carrera de Odontología de la Universidad Estadual de Piauí (UESPI) durante la fase de aislamiento social derivada de la pandemia del nuevo coronavirus en 2020. La acción de extensión se llevó a cabo en cinco reuniones virtuales utilizando la plataforma de reuniones Google Meet y se aplicaron herramientas colaborativas como Padlet, Mentimeter y Google Forms para la integración del grupo. La participación de los estudiantes de primer año fue plena, en las reuniones estuvo presente el 100% de los estudiantes matriculados en el primer periodo del curso. Ante las incertidumbres respecto al inicio del periodo académico del año 2020, la propuesta realizada tuvo éxito en su objetivo principal de dar la bienvenida a nuevos estudiantes y establecer un vínculo con la familia de carreras de Odontología de la UESPI. De esta manera, la experiencia resultó positiva, brindando a los estudiantes una acogida durante el período más crítico de la pandemia de COVID-19 y de fuerte aislamiento social (AU).

The present article aims to report the experience of applying digital tools in virtual meetings to welcome students entering the Dentistry course at the State University of Piauí (UESPI) during the social isolation phase resulting from the new coronavirus pandemic in 2020. The extension action was carried out in five virtual meetings using the Google Meet meeting platform and collaborative tools such as Padlet, Mentimeter and Google Forms were applied to integrate the group. The participation of freshmen was full, 100% of students enrolled in the first period of the course were present at the meetings. Given the uncertainties regarding the start of the academic period in 2020, the proposal made was successful in its main objective of welcoming new students and establishing a bond with the UESPI Dentistry course family. In this way, the experience proved to be positive, providing students with a welcome during the most critical period of the COVID-19 pandemic and strong social isolation (AU).

A criança com deficiência: primeiras experiências de escolarização / The child with disabilities: first schooling experiences

Este artigo apresenta uma análise das primeiras experiências de escolarização de crianças com deficiência nos séculos XVIII, XIX e início do século XX, por meio dos trabalhos de Jacob Rodrigues Pereira (1715-1780), Jean Marc Gaspard Itard (1774-1838), Edouard Séguin (1812-1880) e Maria Montessori (1870-1952), identificando pressupostos metodológicos que contribuíram para a constituição da área da Educação Especial e da Psicologia. Trata-se de uma pesquisa histórica que considera a produção teórica na área da educação especial e da psicologia, contemplando a leitura e a análise de livros, artigos, teses, dissertações e, principalmente, textos e obras completas de autoria dos educadores pesquisados. As análises apontaram que, ao proporcionarem condições de aprendizagem e desenvolvimento para crianças com deficiência, os trabalhos desses educadores contribuíram para a constituição histórica da educação especial, bem como apresentam as raízes do processo hoje denominado de inclusão social.

This article presents an analysis of the first schooling experiences of children with disabilities in the 18th, 19th and early 20th centuries, through the works of Jacob Rodrigues Pereira (1715-1780), Jean Marc Gaspard Itard (1774-1838),Edouard Séguin (1812-1880) and Maria Montessori (1870-1952), identifying methodological assumptions that contributed to the constitution of the area of Special Education and Psychology. This is a historical research that considers theoretical production in the area of special education and psychology, contemplating the reading and analysis of books, articles, theses, dissertations and, mainly, texts, and complete works authored by the surveyed educators. The analyzes pointed out that, by providing conditions for the learning and the development of children with disabilities, the work of these educators contributed to the historical constitution of special education, as well as presenting the roots of the process today called social inclusion.

Children with autism exhibit similar longitudinal changes in core symptoms when placed in special or mainstream education settings.

LAY ABSTRACT: Today, children with autism spectrum disorder (ASD) are placed in mainstream or special education settings somewhat arbitrarily with no clear clinical recommendations. Here, we compared changes in core ASD symptoms, as measured by the Autism Diagnostic Observation Schedule, 2nd edition (ADOS-2) clinical assessment, across ASD preschool children placed in special or mainstream education. Longitudinal changes in ADOS-2 scores did not differ significantly across settings over a 1- to 2-year period. While some children improved in core ASD symptoms, others deteriorated in both settings. This highlights the need to identify specific criteria for establishing meaningful placement recommendations.