Professional Issues in the Interpreted Education of Deaf and Hard of Hearing Students.

Through in-depth interviews, this qualitative study explored the perceptions of seven teachers of students who are d/Deaf and hard of hearing (D/HH) regarding inclusive and interpreted education. The findings revealed central themes of concern including inadequate support in inclusive placements, communication modality mismatches, and insufficient quality of interpreted education. The teachers' experiences underscore the need for more comprehensive educational support systems and the development of robust support mechanisms to effectively navigate the challenges of inclusive placements for students who are D/HH. Specifically, further attention must be given to improving the qualifications, training, support, and supervision of educational interpreters facilitating education in inclusive settings. These findings have implications for multiple stakeholders, including policymakers, educators, and supportive personnel involved in shaping inclusive education practices to ensure equitable access and the creation of supportive spaces where all students can thrive.

Collaborative AI-enhanced digital mind-mapping as a tool for stimulating creative thinking in inclusive education for students with neurodevelopmental disorders.

BACKGROUND: Nowadays, inclusive education is becoming an increasingly important method in the education of people with various types of disabilities. This study is aimed at investigating the effectiveness of utilizing collaborative digital mind-mapping techniques in the practical work of students in inclusive educational groups, as well as examining how the use of AI-provided prompts influences the development of creative skills. METHODS: The study involved 163 participants, among whom 28 had neurodevelopmental disorders. The application of the proposed methodology resulted in an improvement in the indicators of creative thinking as measured by the Torrance Figural Creativity Test, specifically in terms of Fluency, Originality, Elaboration, and overall creativity score; the observed increase was statistically significant according to the Wilcoxon signed-rank test (p = 0.05). RESULTS: This increase in indicators was observed both in students with neurodevelopmental disorders and in students without developmental disorders, with a notably stronger impact observed on students with neurodevelopmental disorders. Furthermore, a slightly higher effectiveness of the applied methodology was recorded when AI prompts were used for both categories of students. Students with neurodevelopmental disorders largely perceived the usefulness of the prompts they received subjectively. CONCLUSIONS: The present research may contribute to further study of various creativity development methodologies in inclusive education, as well as regarding the influence of AI utilization on creative skills. The obtained results can be utilized in the development of educational programs for students in higher education institutions that support inclusive forms of learning.

No More Excuses: Strategies for Inclusive Pediatric Physical Therapy Education.

PURPOSE: The purpose of this special communication is to provide practical, evidence-based recommendations and examples of inclusive and accessible teaching practices that can be effectively used in pediatric physical therapy (PT) education to: (1) ensure equity in education, (2) elevate all voices, and (3) facilitate anti-oppressive learning environments. SUMMARY OF KEY POINTS: Concrete action items and strategies addressing these 3 recommendations are provided at all levels of the ecological model framework. STATEMENT OF CONCLUSIONS AND RECOMMENDATIONS FOR CLINICAL PRACTICE: Pediatric PT clinical and academic educators must work proactively to ensure learning environments are inclusive of everyone. Pediatric PT educators need to take the time to self-reflect, change their behaviors, and use inclusive, accessible, and anti-oppressive education practices. This will create equitable learning opportunities to successfully meet the needs of our learners, children, and families with whom we engage regularly in our personal and professional lives.

Exploring context for implementation of inclusive education for children with developmental disabilities in mainstream primary schools in Ethiopia.

A large gap in provision of services for children with developmental disabilities (DD) has been identified in Ethiopia, especially in the education system. Including children with disabilities in mainstream schools is encouraged by policies, but progress in this direction has been limited. This study aimed to explore stakeholders' perspectives on contextual factors relevant for inclusive education for children with DD in mainstream schools in Ethiopia, with a focus on Adis Ababa. Data were collected through semi-structured interviews with 39 local stakeholders, comprising caregivers of children with DD, school teachers and principals/managers, non-governmental organisation representatives, government officials, clinicians and academics/consultants. We used template analysis to code the data and map them onto domains of the Context and Setting dimensions of the Context and Implementation of Complex Interventions framework. Stakeholders discussed frameworks in the Legal and Ethical context endorsing the right of all children to education. However, they reported multiple reasons why children with DD in Ethiopia have limited access to education, either in special or mainstream schools. First, individual features, such as gender and support needs, discussed in the Epidemiological context, may affect the likelihood of a child with DD to be accepted in school. Transportation challenges are a key barrier in the Geographical context. Socio-economic and Socio-cultural contexts present barriers at the levels of the nation, school and family, mostly related to limited services and material and financial resources and limited awareness of DD. Stakeholders believe the currently limited but growing commitment in the Political context can support progress towards the removal of these barriers. Our findings can form the basis for development of an implementation plan that addresses such barriers and capitalises on existing facilitators.

An ecosystemic perspective of the factors affecting the learning experiences of learners with dyslexia in mainstream schools in England.

A systematic literature review (SLR) of seven papers written between 2015 and 2021 explored the educational experiences of learners with dyslexia in mainstream schools in England from an ecosystemic perspective and how to improve the situation. The analysis employed keywords for database searches and followed the PRISMA flow protocol. It synthesised evidence using thematic analysis and identified seven themes: dyslexia challenges; differential treatment; negative stereotypes; early intervention; teachers' training; power dynamics; and collaboration. The results suggest that several factors can influence the learning experiences of learners with dyslexia in English mainstream schools. Similarly, such factors can, in turn, be dependent on education policies. On that premise, this systematic literature review recommends that to promote positive learning experiences for learners with dyslexia, classroom strategies targeting interventions should be supported with broader environmental strategies shaping individuals' learning experience and offer support from different perspectives. A whole-school approach to providing intervention, teachers' training, parents and school partnerships, and professional collaboration can improve learners' educational experiences. A further recommendation is for learning interventions to target all learners, to prevent differential treatment of learners with dyslexia and to avoid them standing out from their peers and creating a negative experience.

Short report: Parents' perspectives on inclusive schools for students with disabilities in Saudi Arabia.

BACKGROUND: Educational inclusion of students with disabilities has benefits for students with and without disabilities. However, general classroom education remains inaccessible for students with disabilities in Saudi Arabia despite policy reforms in the country. AIM: To examine the perspectives of parents of children with and without disabilities on inclusion in general education classrooms. METHODS AND PROCEDURES: A cross-sectional survey investigated parents' (N = 225) perspectives on inclusion in general and across four dimensions, namely impact on students with and without disabilities, and on parents and families of students with and without disabilities. OUTCOMES AND RESULTS: Although all participants support inclusion, parents of students with disabilities agreed more strongly with statements supportive of inclusion than parents of students without disabilities. Parents of students with severe disabilities expressed the least agreement with statements supporting inclusion. CONCLUSIONS AND IMPLICATIONS: All parents supported inclusion but were concerned about the preparation and provisioning of teachers as a key factor in the success of inclusion.

A Profile of Occupational Therapists Working in School-Based Practice in Australian Primary Schools.

Inclusive education has increased the demand for school-based occupational therapy services and has reconceptualised the practice in mainstream schools. Therapists are now expected to work collaboratively with teachers within tiered intervention models to support access and participation of all students, including those with disabilities, within the natural classroom context. School-based occupational therapy has become a specialised area of practice, as therapists work within educational, rather than health, systems and processes. While the growth in demand and expanded scope of practice is positive for the profession, predicted workforce shortages and the necessity for specialised and enhanced practice present significant challenges. The ability of the profession to fully support the demands of an inclusive education system remains unclear. As accurate, up-to-date information on the school-based therapy workforce is the foundation for planning future personnel needs, knowledge of the current state of the workforce is critical. There is a paucity of national data regarding this growing area of practice. The aim of this study is to describe a current profile of school-based occupational therapists to better understand the workforce, practice patterns, and the funding landscape in Australia. A convenient and purposive sample of 108 Australian paediatric occupational therapists working in mainstream primary schools in New South Wales, Queensland, and Victoria was surveyed in this quantitative study, which was analysed using descriptive statistics. Results provide some insights into the workforce and practice of school-based therapy in Australia offering preliminary data for future planning in this important and growing area of paediatric practice. While specific to the local context, results invite cross-national and global comparison to reveal universal trends and localised nuances across diverse settings.

Examining contributing factors for the implementation of inclusion students with disabilities from the perspective of university academics in Saudi Arabia.

Inclusive education focuses on implementing education for individuals who do not follow typical learning trajectory and require special educational needs (SEN). Educational systems in many countries around the world, including Saudi Arabia, tend to implement and practise inclusive education in order to fulfill relevant international conventions and achieve educational standards of acceptable quality in educating children and young people with medical and neurodevelopmental conditions. This study seeks to reveal some of the factors that may help to overcome the obstacles faced in the implementation of inclusive education from the point of view of academics of special education in Saudi universities. To achieve this goal, the study used semi-structured interviews as its primary tool for data collection. Sixteen male and female faculty members specialized in special education in several Saudi public universities were interviewed. The data were analysed thematically. Two master themes were derived from the thematic analyses, 1) theoretical factors and 2) applied factors. Both master themes had several sub-themes. A number of factors were identified as helping to implement inclusive education thereby changing the behaviours and attitudes towards including students with disabilities Saudi context. It is suggested here that similar factors might exist in other countries in Middle East and beyond.

The interpreter's role and deaf students' autonomy in mainstream classrooms.

This article explores the interpreter's role and approaches to working with deaf students as seen from deaf individuals' and interpreters' perspectives. A group of 41 formerly mainstreamed deaf individuals and interpreters offered insights into how the interpreter's role in mainstream classrooms influences deaf student autonomy and participation. This research illustrates the significance of autonomy for mainstreamed deaf students and suggests a correlation between the interpreter's role and deaf students' perceived autonomy in the classroom. In addition, the findings suggest that deaf students do not always know what an interpreter is supposed to do in K-12 classrooms. This study also finds that educational team members do not always explicitly communicate their roles and responsibilities to deaf students, leading to confusion that impacts their autonomy and overall experience. Finally, this research finds that deaf students are not trained with the ability to negotiate and renegotiate the interpreter's role. This article concludes with considerations and recommendations for deaf education and interpreter education communities.

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.

Teacher-therapist collaboration in inclusive primary schools: A scoping review.

INTRODUCTION: Inclusive school environments require collaboration between teachers and allied health professionals to promote student access and participation. Collaboration is a complex phenomenon with no universally accepted definition or measurement and with many challenges to effective practice. The purpose of this scoping review is to describe what is known about interprofessional collaboration between teachers and therapists in inclusive primary schools. METHODS: A scoping review of health and education literature was conducted using the Joanna Briggs Institute methodology. Peer-reviewed articles reporting on empirical studies with a focus on collaboration between teachers and school-based occupational therapists or speech and language therapists in inclusive primary schools were included. RESULTS: Results summarise how collaboration is reported in the literature. Numerical and descriptive summaries describe how collaboration is defined and measured, the challenges to collaborative practice, the structures required to support effective practice, and the outcomes of such practice. CONCLUSION: Definitions vary between studies and disciplines but contain common elements. For effective practice, the purpose of the collaboration must be clear, and the intended outcomes of the collaboration are measured. Measurement of collaboration requires further research using tools developed from robust theoretical frameworks and validated within the educational context and with professionals of different disciplines. Consistent measurement tools would allow cross-study comparisons. Barriers to collaborative practice are well documented; thus, future research should be directed to examining effective practice, investigating how professionals circumvent obstacles.

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.

[Formula: see text] Differential neuropsychological profiles in children and adolescents with motor disability in an inclusive educational setting.

The aim of this study was to determine the potential cognitive impairment associated with motor disability in a group of children attending regular schools and to analyze whether there were different cognitive profiles according to the type of motor disability they presented. The study had 87 participants, 31 healthy and 56 with three types of motor disability: Neuromuscular Diseases (NMD Group), Cerebral Palsy-Hemiparesis (CP- HPx Group) and Cerebral Palsy-Diplegia (CP-DP). Ages ranged from 6 to 18 years and they had medium and medium-high socioeconomic and cultural levels. All participants attended regular state-funded and independent schools in an inclusive modality. The neuropsychological assessment included the following cognitive domains: processing speed, working memory, verbal and visual episodic memory, language, visuo-perception and constructive praxis and executive functioning. A second analysis was performed with the groups with CP: one based on the severity of gross motor impairment (GMFCS-E&R scale) and the other based on the levels of manual dexterity (MACS scale). ANCOVAs were performed controlling for age and processing speed in the three analyses. The group with CP-HPx was shown to be the most cognitively impaired of the three groups, with significant deficits in visuo-perception, verbal working memory, and visuo-spatial memory. Subjects with greater gross motor dysfunction (GMFCS-E&R) did not show the greatest cognitive impairment, while those with worse manual dexterity (MACS) exhibited greater cognitive impairment. Children and adolescents with motor disabilities, a priori cognitively normal, present different levels of cognitive impairment. This should be considered when planning educational adaptations for this infant-juvenile population.

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.

Inclusion of autistic students in schools: Knowledge, self-efficacy, and attitude of teachers in Germany.

LAY ABSTRACT: Nowadays, autistic students are often enrolled in mainstream schools. To successfully include autistic students in general education, teachers need to possess knowledge about autism, feel competent in teaching autistic students, and have a positive attitude toward their inclusion. However, in Germany, little is known about the knowledge, the self-efficacy, and the attitude concerning autism among teachers working at mainstream schools. Therefore, we conducted a study in which we used items to assess knowledge, self-efficacy, and attitude. A total of 887 general education teachers participated in the study. The results showed that the level of knowledge about autism was moderate among teachers. Similarly, teachers did not hold overwhelmingly high self-efficacy beliefs. However, their attitude toward inclusion of autistic students was rather positive. At the same time, teachers who had experience with teaching autistic students possessed more knowledge and higher self-efficacy than teachers who had no experience with teaching autistic students. In addition, female teachers were more knowledgeable about autism and felt more competent in teaching autistic students than male teachers. In contrast, knowledge, self-efficacy, and attitude were rather similar among teachers from different types of schools. The findings suggest that teachers in Germany should possess more knowledge about autism and feel more competent in teaching autistic students. Therefore, it is important to systematically include autism trainings in teacher education programs.

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.