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The aim of this study was to analyze the effect of different types of regulatory exchanges and gaze of teachers on their students during real-time classroom interactions in the first year of urban and rural primary school. The study is descriptive using quantitative methodology. Twenty-nine female teachers of urban and rural schools in Chile participated. A real lesson was filmed where the teachers used eye tracking lenses. Two types of regulatory exchanges were recorded: mediated (MRE) and only regulatory exchanges (RE). The fixation time of the teachers’ gaze on students’ faces was determined. Results indicate that: (1) The average range of teacher fixation on students’ faces is significantly higher in rural classroom teachers compared to urban classroom teachers; (2) the structure of the MRE does not affect the fixation time of gaze of classroom teachers., El objetivo fue analizar el efecto de diferentes tipos intercambio regulatorio y la mirada de los profesores sobre sus alumnos en las interacciones de aula, en el primer año de escuelas primarias urbanas y rurales. El estudio es descriptivo y utiliza metodología cuantitativa. Participaron 29 profesoras de escuelas urbanas y rurales de Chile. Se filmó una clase donde se usaron lentes de seguimiento ocular. Se registraron dos tipos de intercambios regulatorios: mediados (IRM) y sin mediación (IR); se calculó el tiempo de fijación de la mirada de las profesoras en los rostros de los alumnos en dichos intercambios. Se encontró que: (1) El rango promedio de fijación de la mirada de las profesoras en las caras de los estudiantes es significativamente mayor en las aulas rurales comparadas con las aulas urbanas; (2) La estructura del IRM no afecta el tiempo de fijación de la mirada de los profesores de aula.

Purpose This study aims to (1) describe the health-related quality of life (HRQoL) outcomes experienced by children born very preterm (28–31 weeks’ gestation) and extremely preterm ( Methods This investigation was based on data for 3687 children born at ™ GCS scores. A mediation analysis that applied generalised structural equation modelling explored the association between potential mediators and PedsQL™ GCS scores. Results The multi-level OLS regression (fully adjusted model) revealed that birth at ™ GCS score of 0.35, 3.71 and 5.87, respectively. The mediation analysis revealed that the indirect effects of BPD and severe non-respiratory morbidity on the total PedsQL™ GCS score translated into decrements of 1.73 and 17.56, respectively, at Conclusion The findings suggest that HRQoL is particularly impaired by extremely preterm birth and the concomitant complications of preterm birth such as BPD and severe non-respiratory morbidity.

L’un des obstacles pour une éducation inclusive est constitué par des méthodes d’évaluation du fonctionnement de l’enfant, basées sur un modèle « biomédical » axé sur les déficiences. Elles ont tendance à sous-estimer le potentiel et à mener à une exclusion d’une éducation appropriée. Pour réaliser un enseignement inclusif, différentié et adapté aux besoins des élèves différents, en vue de planifier des « aménagements raisonnables », il faut un autre regard : plus dynamique, plus orienté vers le potentiel, en tenant compte du contexte. Cet article présente un modèle d’évaluation du fonctionnement dans différents domaines, développé dans le projet européen DAFFODIL (Dynamic Assessment of Functioning and Oriented at Development and Inclusive Learning). Les résultats ont conduit à des recommandations plus utiles pour les enseignants, les psychologues des centres de guidance, les parents et le personnel de réadaptation. Des études de cas illustrent comment ce modèle mène à un enseignement plus inclusif.

Children with trisomy 21 are at increased risk for autism spectrum disorder. A prevalence between 9 and 42% is reported in the literature. Early diagnosis of autism spectrum disorder has multiple potential benefits for the child and its environment. Several screening tools have been developed for children with intellectual disabilities. The PDD-MRS scale (Pervasive Developmental Disorder in Mentally Retarded Persons Scale) was originally designed and validated in Dutch. We aimed to evaluate the accuracy of this scale as screening test in our trisomy 21 clinic. Method: 22 children (11 girls, 11 boys) with trisomy 21, aged 24-84 months (mean 56,2 months) were included and screened with the PDD-MRS. After screening all children completed a comprehensive multidisciplinary diagnostic evaluation at the Centre for Developmental Disorders. The results of the PDD-MRS screening test and the full multidisciplinary evaluation were compared. Results: Autism spectrum disorder was diagnosed with multidisciplinary diagnostic evaluation in 59% of our population. The PDD-MRS results in two outcome scores: a clean points score based on the parents’ answers to the questionnaire and a clinical score based on both the answers and the observation of the child’s behaviour by the examiner. The sensitivity and specificity of PDD-MRS were as follows: clean points score: sensitivity 0.69, specificity 0.56; clinical score: sensitivity 0.92, specificity 0.67. The feasibility of the PDD-MRS was good. Conclusion: In our population, the accuracy of the PDD-MRS scale as screening test is moderate. The sensitivity of the clinical score, combining parents’ answers and functional observation, is clearly better than the clean score, but that might be determined by the examiner’s experience. Keywords Trisomy 21, Down syndrome, child, autism spectrum disorder, screening Trisomy 21

ispartof: EASPD country fact sheets status: published

Education for all is the slogan of UNESCO. During the last decades a worldwide movement towards inclusive education is taken place. The idea is to make the school accessible to all children, whatever their differences or background. Not only accessible but also to give every child, together with its peers, a good education. Inclusive education also means that children with special needs and/or disability are integrated into regular education settings. Article 24 of the 2006 United Nations Convention on the rights of people with disability states that children with a disability have the right to be educated in regular school settings together with non-disabled peers, and that governments should take measures to grant them that right. A number of countries have adapted their laws to make education more inclusive. But practice is lagging behind policies: teachers hardly know how to deal with the diversity of student´s needs and performance levels and there are many organizational gaps.

Medicalisering van leerproblemen neemt de laatste jaren enorm toe: op 20 jaar tijd zijn er tienmaal meer kinderen met een medische diagnose van ontwikkelings- en/of leerstoornis en tienmaal meer voorschriften voor aandacht- en gedragmedicatie bij kinderen. Dit artikel start met de illustratie van de probleemstelling aan de hand van een typische casus. Vervolgens maken we een inschatting van het aantal leerlingen met extra zorgnoden op basis van literatuur en eigen onderzoek. 20 % van de leerlingen uit het Vlaamse lager onderwijs, in meerderheid jongens, krijgt ermee te maken. Mogelijke verklaringen hiervoor zijn talrijk. Neurobiologische verklaringen worden meer en meer naar voren geschoven. Hierbij passen enkele kritische bedenkingen: hersenontwikkeling is geen afgesloten proces en hersenplasticiteit wordt ook beïnvloed door omgevingsfactoren. Het vinden van een hersenafwijking is ook niet noodzakelijk een bewijs van een oorzaak. Door het fenomeen te reduceren tot een neurobiologische afwijking, krimpt ook het gezichtsveld van de behandelstrategieën in tot een medische invalshoek. Er zijn ook culturele verklaringen mogelijk: in welke omgevingen groeien de kinderen op? Is er bepaalde over- of onderstimulatie? Is er in de moderne opvoedingsstijl voldoende mediatie van aandachtsfuncties en van gedragsregulering? Heeft de samenleving, en a fortiori het onderwijs, een probleem met aanvaarding van diversiteit? Is de moderne onderwijspraktijk bevorderlijk voor een goede omgang met leer- en aandachtsproblemen? Beide verklaringsmodellen hoeven elkaar niet uit te sluiten. Medicalisering is ook een cultureel fenomeen, in een competitieve samenleving, waarbij gebrek aan prestatie gesanctioneerd wordt door een testcultuur, met zijn onvermijdelijke cut-offs en uitsluiting. Medische labelling biedt dan wel het voordeel van erkenning van een probleem, wat toegang geeft tot bijzondere maatregelen en de ouders deculpabiliseert. De keerzijde van de medaille is echter dat er een risico is tot afwentelen van verantwoordelijkheid door de onderwijsinstellingen, de ouders, de overheid, en uiteindelijk de leerling zelf die het probleem ervaart, gestigmatiseerd in de kou blijft staan en de facto wordt uitgesloten (exclusie) van kwaliteitsvol onderwijs. Het antwoord hierop zou een radicale culturele omslag moeten zijn naar een inclusieve cultuur en een praktijk van echt inclusief onderwijs, met differentiëring en zorg en op maat, een andere, meer handelingsgerichte en contextuele diagnostiek. Iets wat het M-decreet probeert, maar hierbij optornt tegen een zeer sterke mainstreamcultuur van labelen, medicaliseren, en als dit niet lukt, vervolgens uitwijzen

The project ENABLIN+ is an international partnership for the period of 01/01/2014 to 31/12/2016. It's addressed to the needs of children and youth with complex and intense support needs (CISN), their caregivers and supporters. It wants to develop a system of interdisciplinary in-service training, where professionals and parents of various professional backgrounds learn together, with the aim of improving inclusion, promoting de-institutionalization and enhancing quality of life of the children with CISN, at various age levels. ENABLIN+ promotes an inclusive intervention, not only in social life, but also in education. In this context, this work aims to present and discuss the concept of "best practices" in inclusive intervention based in real world cases. To study that subject we prepare a seminar, where 12 cases of "best practices" in inclusive intervention was presented. The institutions, services and projects working in the field of inclusion of children and young people with permanent SEN were asked to submit, via the project Facebook page (https://www.facebook.com/pages/Projetos-de-Inclus%C3%A3o/293506687489384?ref=hl) or via website (www.enablin.jimdo.com) their best practices in a seminar with a duration of 4 hours. We assumed a triadic concept of best practices: IDEAS (Innovative and/or challenging ideas for the inclusion of children and youth); PROCESSES (services, practices, methodologies) and RESULTS (examples, people, and success stories). Each communication was strictly to a duration of 6 minutes and was supported by a set of 20 slides, made from a template (previously available for download) that ran automatically. The aim was that the communication reports about the innovative character of each best practice, demonstrating their importance and the inclusive impact. In this article we analyze the 12 submitted communications, about the concept of "best practices", its innovative character, implementation process and results obtained. We also explored the results of the assessment of the presentations and evaluation of the seminar methodology made by the participants. The results indicated that the participants were very satisfied with the methodology used (Global average of 4.13/5), and with the presentations (global average of 4.05/5). Finally we discuss the effectiveness of define best practices in a triadic approach, in order to promote reflection and implication for more inclusive interventions. The ENABLIN+ Project Seminar was an important milestone for the project's progress as an important point of reflection and sharing of information on best practices in the field of disability.

A temática central deste livro é a inclusão. O livro encontra-se organizado em cinco partes principais. A primeira parte sobre práticas actuais de avaliação nos diferentes países parceiros. A segunda parte sobre métodos inovadores de avaliação dinâmica e funcional. A terceira parte sobre o percurso da avaliação ao coaching. A quarta parte sobre a avaliação da aprendizagem no âmbito curricular. A quinta e última parte reporta-se a conclusões e orientações. O livro contém ainda um DVD com videos e documentos diversos

Although governments have recognized the need to make education more accessible to children with developmental disabilities and/or learning difficulties, many children remain excluded from participation in regular school settings, let alone receive adequate education. Though every country which ratified the United Nations (UN) 2006 Convention on the Rights of People with Disability has committed itself to inclusive education, there are many obstacles. One of them is the currently preferred way of assessing children with standardized, psychometric diagnostic tests, with a comparative and classifying purpose. This type of assessment, based on a medical impairment model and a static model of intelligence, results in reports which are sometimes not very useful for educational advice. This paper reports an overview of the results of the DAFFODIL project (Dynamic Assessment of Functioning and Oriented at Development and Inclusive Learning), created by a consortium of eight European partners in order to research more inclusive alternatives and suggest reforms to assessment and coaching procedures. It starts with a critical review of current assessment practices; then it presents criteria for good practices for assessing children with additional educational needs in a more dynamic, inclusion-oriented and contextual way. A Delphi procedure was used by 150 professionals and parents to develop a consensus for guidelines for assessment procedures oriented at mapping functional difficulties, context, interaction and possibilities for learning, with the objective to understanding learning processes, to develop more inclusive, challenging and suitable educational programmes and more useful recommendations for teachers, parents and rehabilitation staff.