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Background: Despite a growing body of literature investigating the impact of disabilities on family relationships, the experiences of ethnic minorities remain underexplored. Method: Semi-structured online interviews were conducted with eight young people (aged 18-28 years) with disabled sibling(s) within an immigrant family to understand how this affects their wellbeing and relationships, identify sources of support and strain, and explore the significance of balancing different cultural expectations. We used reflexive thematic analysis to analyse the transcribed data. Results: Analysis identified three themes: constant challenges, negative consequences on self and relationships, and coping strategies to overcome difficulties. Despite maintaining positive relationships with their siblings, challenges took a serious toll on young people’s psychological wellbeing and relationships. Participants used various coping strategies but desired culturally appropriate extra-familial support. Conclusions: This study has highlighted the urgent requirement for policy makers to investigate how to better support young carers from diverse backgrounds.

Innovative Learning Environments (ILEs) are characterised by features that can create hypervisibility, and hyperstimulation, that raise psychological safety issues. However, there is a lack of rese...

According to the OECD definition of innovative learning environments (ILEs), inclusion is considered a pillar of its design. The depiction of an inclusive ILE from the OECD outlines the importance ...

Antibody tests for SARS-CoV-2, the virus that causes COVID-19, are widely available. This living review summarizes the evidence on the prevalence, levels, and durability of detectable antibodies after SARS-CoV-2 infection and whether antibodies to SARS-CoV-2 confer protective immunity. The review will be updated as more evidence becomes available., Background: The clinical significance of the antibody response after SARS-CoV-2 infection remains unclear. Purpose: To synthesize evidence on the prevalence, levels, and durability of detectable antibodies after SARS-CoV-2 infection and whether antibodies to SARS-CoV-2 confer natural immunity. Data Sources: MEDLINE (Ovid), Embase, CINAHL, Cochrane Central Register of Controlled Trials, ClinicalTrials.gov, World Health Organization global literature database, and Covid19reviews.org from 1 January through 15 December 2020, limited to peer-reviewed publications available in English. Study Selection: Primary studies characterizing the prevalence, levels, and duration of antibodies in adults with SARS-CoV-2 infection confirmed by reverse transcriptase polymerase chain reaction (RT-PCR); reinfection incidence; and unintended consequences of antibody testing. Data Extraction: Two investigators sequentially extracted study data and rated quality. Data Synthesis: Moderate-strength evidence suggests that most adults develop detectable levels of IgM and IgG antibodies after infection with SARS-CoV-2 and that IgG levels peak approximately 25 days after symptom onset and may remain detectable for at least 120 days. Moderate-strength evidence suggests that IgM levels peak at approximately 20 days and then decline. Low-strength evidence suggests that most adults generate neutralizing antibodies, which may persist for several months like IgG. Low-strength evidence also suggests that older age, greater disease severity, and presence of symptoms may be associated with higher antibody levels. Some adults do not develop antibodies after SARS-CoV-2 infection for reasons that are unclear. Limitation: Most studies were small and had methodological limitations; studies used immunoassays of variable accuracy. Conclusion: Most adults with SARS-CoV-2 infection confirmed by RT-PCR develop antibodies. Levels of IgM peak early in the disease course and then decline, whereas IgG peaks later and may remain detectable for at least 120 days. Primary Funding Source: Agency for Healthcare Research and Quality. (PROSPERO: CRD42020207098)

Inclusive education can be viewed as an ongoing active process or journey that is impacted by changes in policy, practices, and values (Anderson & Boyle, 2020). This “journey toward inclusion” is not always an easy undertaking, but rather a progression that requires modification to systems, structures, and functioning in schools. Nauru, a small Pacific republic situated in the Micronesian central Pacific Ocean, has worked in partnership with Australian education providers since 2011 to improve educational learning experiences for all Nauruan students. More recently, initiatives by the Nauru Government resulted in the commissioning of a national project to develop a Nauru policy on inclusive education and also to deliver professional development for teachers that would be needed to support inclusion. Inclusive education staff at the University of England, Australia, guided the development of the project which culminated in the Nauru Inclusive Education Policy and Guidelines (2017) (Page, 2018). From this policy, a series of workshops were delivered on unpacking the policy directions, guidelines, and roles and responsibilities for teaching staff in Nauru. This chapter describes the university staff who are working in collaboration with Nauruan teachers in order to develop their capacity to create inclusive classrooms. In doing so, we embraced approaches that incorporated culturally responsive practices into our work, using the framework of Ekereri (educational approaches that embody the core values of Nauruan culture) into our practices. With this chapter, we hope to further the understanding of how contextual factors influence the collaboration and implementation of educational partnerships between culturally distinctive groups of people.

The steadily increasing prevalence of mental disorders in children and adolescents presents itself as a public health challenge, especially given the health, social and economic burden of mental disorders. School-based interventions aimed at improving mental health literacy and reducing mental health stigma have the potential to prevent mental disorders and promote mental well-being, thus reducing the burden of mental disorders. This review identified and synthesised evidence on the effectiveness of school-based interventions designed to improve mental health literacy and reduce mental health stigma.Electronic bibliographic databases including MEDLINE, Embase, PsycINFO, Education Resources Information Center (ERIC), Child Development and Adolescent Studies, British Education Index and Applied Social Sciences Index and Abstracts (ASSIA) were searched. Randomised controlled trials (RCTs) were included if they assessed the effectiveness or cost-effectiveness of school-based intervention aimed at improving mental health literacy and reducing mental health stigma for children and young people aged 4-18 years. Quality of studies was appraised using the EPHPP tool. A numerical summary and a narrative description of the findings in relation to the research questions were synthesised. This systematic review was registered with PROSPERO (CRD42020191265).We identified 21 studies describing 20 unique school-based mental health interventions. Overall, there is moderate evidence suggesting that school-based mental health interventions can be effective in improving mental health literacy and reducing mental health stigma defined as attitudes and beliefs regarding mental disorders. However, there is less evidence for their long-term effectiveness, as most studies did not include follow-ups.Despite exclusively including studies with randomised designs, intervention and methodological heterogeneity poses uncertainties to any conclusions made. Future research should focus on resolving methodological issues concerning how outcomes are assessed and include process evaluations to better inform the design of an intervention in term of its delivery and implementation.

The transition between child and adult services should aim to support young people into the next stage of their life in a way that optimises their function. Yet financial, organisational and procedural barriers to continuity of care often hamper smooth transition between child and adult services.We reviewed studies of transition from child to adult mental health services, focusing on: (a) rates of referrals and referral acceptance; (b) barriers and facilitators of successful transition; (c) continuity of care during and post-transition and (d) service users' experience of transition. Studies were identified through systematic searches of electronic databases: PsycINFO, Medline, Embase and Child Development and Adolescent Studies.Forty-seven papers describing 43 unique studies met inclusion criteria. Service provision is influenced by previous history and funding processes, and the presence or absence of strong primary care, specialist centres of excellence and coordination between specialist and primary care. Provision varies between and within countries, particularly whether services are restricted to 'core' mental health or broader needs. Unsupportive organisational culture, fragmentation of resources, skills and knowledge base undermine the collaborative working essential to optimise transition. Stigma and young people's concerns about peers' evaluation often prompt disengagement and discontinuation of care during transition, leading to worsening of symptoms and later, to service re-entry. Qualitative studies reveal that young people and families find the transition process frustrating and difficult, mainly because of lack of advanced planning and inadequate preparation.Despite increasing research interest over the last decade, transition remains 'poorly planned, executed and experienced'. Closer collaboration between child and adult services is needed to improve the quality of provision for this vulnerable group at this sensitive period of development.

Australia was an early signatory to the Salamanca Statement, and it espouses inclusive education (IE) as the overarching philosophy of education for all. A 2015 critique of IE in Australia [Anderso...

The Paralympics is globally the largest and most significant sporting event that takes place for athletes with a disability. The 2020 Tokyo Games was heralded as significant in its extensive media coverage that served to promote the disability athletic movement, breaking all broadcasting viewing records from the number of broadcasters, viewers, and a number of events provided live. In the past, however, media reporting of the Paralympic Games has not been without controversy. Stereotypical representations of disability, for example, have often been cited). These involve representations such as framing disability as something to be overcome; where athletes ‘participate’ rather than ‘compete’; and for those with adaptive technology, being portrayed as ‘cyborgs’, rather than as competitive athletes. This article has been driven by the curiosity to determine if media depictions of Paralympic athletes have improved over time. We wished to explore the current representations of the print and television coverage in Australia of the 2020 Tokyo games. Our research found that media coverage did, for the most part, provide coverage of events where Paralympians were represented as athletes first and their disability second. Despite this positive outcome, stereotypes prevailed in both print and television reporting. These included minimalising a person's disability, often to the point of making the disability invisible; focussing on overcoming tragedy; using inspirational language to position athletes as advocates for the disability; the use of patronising language; and the positioning of athletes as needing to be grateful. We conclude that whilst the media in Australia has made significant steps towards representing Paralympians as elite athletes, continued attention and primary focus needs to be given to the athlete’s first narrative.

Over the first few months of 2020, the schooling sector shifted to distance education as governments moved to bring the virus, COVID-19, under control. Education sectors rapidly developed online en...

Understanding how best to support all learners to achieve their goals is a key aspect of education. Ensuring that educators are able to be provided with the best programs and knowledge to do this is perfectly respectable. But what is “evidence” in education, and at what point is it useful and informative in inclusive education? The need exists for a better understanding of what should constitute evidence-based inclusive education. Research with a focus on evidence-based practices in special and inclusive education has been increasing in recent years. Education intervention, by its very definition, should be tailored to suit individuals or groups of learners. However, immediately this is at odds with the gold standard of research intervention, that of randomized control trials; however, there are many advocates for evidence-based practice confirming to the highest form of research methodology. This seems laudable, and who could argue with wanting the best approaches to inform programs and teaching in all facets of education? Nevertheless, the requirements for research rigor mean that it is not practically possible to measure interventions in inclusive education so that they are generalizable across the many students who need support, because the interventions must be specific to individual need and therefore are not generalizable, nor are they intended to be. A narrow approach to what is evidence-based practice in education is unhelpful and does not take into consideration the nuances of inclusive education. Evidence of appropriate practice in inclusive education entails much more than robust scientific methodologies can measure, and this should be remembered. “Good” education is inclusive education that may or may not be recognized as evidence-based practice.

Since 1994 the Salamanca Statement has been pivotal in encouraging nations to move toward inclusive education. Much progress has been made, yet the question must be asked if inclusive education has now plateaued. Inclusive education can be compared to a bicycle, where momentum powers it forward and it must continually move in order to stay upright. Along with movement, there also needs to be a clear direction of travel. Movement for the sake of movement will not bode well. If full inclusion is to succeed as a universal reality, not just an admirable goal, then it must become clear how to push the majority of countries forward, thus achieving full inclusion for most rather than a few. In many countries the reality of the principles of inclusive education are not reflected in everyday schooling. There have been many successes in inclusive education over many years in many countries, and these should be celebrated. Many consider full inclusion to be an over-reach by inclusivists, with most countries not achieving full inclusion; however, others argue that it is still attainable. From this point, where can the inclusion movement go? Has it, in effect, reached the end of its journey—like a bicycle with no rider, which eventually will fall over?

This edited book considers the main issues and controversies within the current educational context of inclusive education, from an international perspective. Authorities in the field such as Norwich, Kauffman, and Boyle, amongst many other international scholars, provide an enticing insight into many of the issues and controversies around inclusive education, and whether it is achievable or not. We have reached a point in time where inclusive education has been the prevailing doctrine for universal education policies. However, there are still many challenges facing those working within the inclusive education space, with some countries actually becoming less inclusive. International and national legislation has continued to move towards inclusive education, yet there seems to be many gaps between the philosophy and the principles of inclusive education and systemic practice. The book aims to address the current debates surrounding the implementation of inclusive education, and also offers insights into the inconsistencies between policies and practices in inclusive environments. Moreover, it analyzes contemporary research evidence on the effectiveness of inclusion and identify directions for future research. Contributors are: Kelly-Ann Allen, Dimitris Anastasiou, Joanna Anderson, Adrian Ashman, Jeanmarie Badar, Christopher Boyle, Jonathan M. Campbell, Heather Craig, Leire Darretxe, Julian Elliott, Zurine Gaintza, Betty A. Hallenbeck, Divya Jindal-Snape, Marguerite Jones, James M. Kauffman, George Koutsouris, Fraser Lauchlan, Gerry Mac Ruairc, Sofia Mavropoulou, Daniel Mays, Brahm Norwich, Angela Page, Kirsten S. Railey, and Federico R. Waitoller.

This is the author accepted manuscript. The final version is available from Brill via the DOI in this record

This is the author accepted manuscript. The final version is available from Brill via the DOI in this record

This is the author accepted manuscript. the final version is available from brill via the DOI in this record

Inclusive education ( IE) is a term that has been part of the educational discourse in Australia for almost two decades. While there is no overarching definition under which IE operates in that country, it is accepted that the meaning behind the term has shifted from being exclusively about students with a disability to now encompassing the delivery of a high-quality education to all students. The public education system is carrying the burden of an increasingly diverse student population ( Gonski et al., 2011), and as such, each of the eight educational jurisdictions responsible for the schools within their borders have developed policies and increased funding levels in the name of IE ( Graham, in press). Despite this, there are currently no standards or guidelines provided at the state or federal level to measure the success (or not) of IE practices within Australian educational sectors. This article aims to do just that, by providing a 'report card' on IE in Australia. An extensive review of the current literature and related educational policies and reports was conducted, and Loreman's (2014) three guides for measuring IE - student participation, student achievement and post-school options - were adopted to evaluate the performance of Australia's public education system. The findings indicate that, despite operating under the same national legislative acts, the eight educational jurisdictions in Australia are managing and enacting IE in different ways, leading to inconsistent levels of access and educational outcomes for students. Rates of segregation and exclusion (through both the provision of education in 'alternative' settings and disciplinary action) are on the increase, with disproportionate representation of students from minority groups. This has been exacerbated by the inception of a national testing regime, which some have argued is in breach of the Disability Discrimination Act as it excludes participation by particular groups of students. On the flip side, for the first time Australia has a consistent curriculum that has provided a set of outcomes for all students, and the gap between Indigenous and non-Indigenous students in the areas of literacy and numeracy is on the decrease, albeit a slow decrease. However, there is still a long way to go, and this paper discusses the need for a national approach to IE to enable the continued development of effective schooling for all students across Australia. [ABSTRACT FROM AUTHOR]

District general hospital scanners have historically been linked to regional neuroscience units for specialist opinions on scans and to make decisions on transfer of patients requiring neurosurgical management. The implementation of digital picture archiving and communication systems (PACS) in all hospitals in the UK has disrupted these dedicated links and technical and information governance issues have delayed reprovision of electronic transfer of images for rapid expert decision making in this group of patients. We studied improvement in image transfer to acute neurosurgery units over a 4-year period.Four-year sequential review of national provision of image transfer facilities into neurosurgery units; observational study of delays associated with image transfer modalities in one representative tertiary referral centre.During the 4 years of study, all hospitals nationally have implemented digital PACS systems for image viewing. Remote image viewing facilities have gradually changed with dedicated image links being replaced by remote PACS access. However, a minority of referrals (12%) still require images to be physically transferred between hospitals using couriers for CD-ROMs. The detailed study within our own unit shows that this adds a mean delay of 5.8 h to decision making.Image transfer in neuroscience has been neglected following the shift to PACS servers. The recommendations of the 2004 Neuroscience Critical Care Report are unmet and patient safety is being threatened by a continued failure to implement a coordinated solution to this problem.

Globally, student populations in government-run schools are becoming increasingly diverse (see Gonski, 2011; Rashid & Tikly, 2010; Voltz, Sims & Nelson, 2010). Simultaneously, students are being excluded from schools, or placed into segregated educational settings in increasing numbers. Both the social and economic costs of disengagement and exclusion from, and inequalities within, education systems have been well documented (see OECD, 2010; Snow & Powell, 2012; Wilkinson & Pickett, 2010).

Although at any time in the UK there are about 20,000 women with multiple sclerosis (MS) who may be considering having children, very little is known about their experiences or about those who have had children after the onset of disease. Using semi structured interviews, we explored the childbearing experiences of nine women with MS in order to better understand their expectations, needs and concerns associated with pregnancy, childbirth and mothering. A major concern for women with MS was theirs and their babies' health and future wellbeing, especially how pregnancy can impact their long term MS prognosis and how the condition would affect their ability to look after the baby. In conclusion we suggest that midwives with special interests in MS could be a key source of information and ongoing support.