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Initial Teacher Education (ITE) is a critical arena for advancing inclusion in Health and Physical Education (HPE). This paper reports research that is engaging with the diversity of the HPE profession and practitioners. It centres on a unique case study that critically explored the school-based professional experience of an Australian secondary HPE Pre-service Teacher (PsT) who has a hearing impairment. Specifically, to enable PST success in HPE professional experiences as defined by the professional standards for teachers in Australia and to which, PSTs' must evidence to graduate and attain teacher registration. Drawing on documentary and interview data the paper focuses on tensions identified between the bureaucratic environment of ITE and the legislation of 'reasonable adjustments' for students with additional needs. Discussion highlights the expertise that PsTs with additional needs can bring to inform institutional and sector-wide work to advance equity and inclusion in ITE. Our research shows that graduate employability of peoples with additional needs in HPE teacher education relies on the inclusive interpretation and application of the professional standards for teachers. We advocate further research to increase knowledge(s) supporting (i) the representation of people with additional needs in HPE teaching and (ii) inclusive practice in HPE ITE courses.

The curricula in higher education not only provides guidance and direction for students, but aligns with industry standards to safeguard quality offerings in specific programs. While there has been increasing focus on the importance of the curriculum particularly for first year university students, very little is known about the curriculum and design principles that exist in open-access enabling programs in Australia. In the following paper, a comprehensive examination of the curriculum of three large open-access enabling programs is presented. The research team explored the curriculum design via a rigorous mapping exercise to establish potential principles to guide enabling curriculum design. In developing the curriculum-mapping tool for this research project, it became apparent that limited attention has been given to enabling curriculum design in the academic literature. Given increasing attention towards Australian enabling education, the findings of this study emphasise the importance of clarity between the intended and the enacted curriculum, such as in unit learning outcomes and program attributes.

It is generally acknowledged that alternative strategies are required to enable children with disability to access storytelling activities. In this study, we sought to analyse the benefits of one such strategy: an arts-based multisensory story and rhyme program delivered to children with Down syndrome and autism spectrum disorder. In order to determine the engagement and impact of the program on the participants, data were collected through a series of multisensory session observations, focus group interviews with parents of participants, and interviews with performing artists delivering the program. The findings of this study revealed multiple benefits of using sensory stimuli to engage children with disability in storytelling processes, including increased engagement, focus, and interaction with other children and family members. The performing artists used their knowledge and skills to create an engaging environment that was responsive to the children's needs. It was observed that language development could be further enhanced by integrating written text into the performance and increasing the use of nonverbal communication methods. Further, the engagement of siblings without disability in this program suggested that it could be developed to be inclusive of children with and without disability.

In this paper we report on a study of the implementation of handheld game consoles (HGCs) in 10 Year four/five classrooms to develop student automaticity of mathematical calculations. The automaticity of mathematical calculations was compared for those students using the HGC and those being taught using traditional teaching methods. Over a school term, students (n = 236) who used the HGCs and Dr Kawashima's Brain Training showed significant improvement in both the speed and accuracy of their mathematical calculations. Data collected in interviews during the intervention period from students, staff and parents were analysed to provide further information on the implementation and efficacy of this approach. This exploration identified that the HGCs contributed to positive learning, motivational, and efficiency outcomes. These findings highlight opportunities for using commercially available digital games to achieve classroom objectives.

: Introduction: Globally about 1.7 million children were living with HIV in 2020. Two integrase strand transfer inhibitors, dolutegravir and raltegravir, are increasingly used in children. We conducted a systematic review to assess the effectiveness and safety of dolutegravir and raltegravir in children and adolescents living with HIV, aged 0–19 years. Methods: Sources included MEDLINE, Embase, the Cochrane Library, clinical trial registries, abstracts from key conferences and reference list searching. Observational studies and clinical trials published January 2009–March 2021 were eligible. Outcomes included efficacy/effectiveness (CD4 counts and viral load) and/or safety outcomes (mortality, grade 3/4 adverse events and treatment discontinuation) through 6 months or more post‐treatment initiation. Risk of bias was assessed using previously published tools appropriate for the study design. Narrative syntheses were conducted. Results and discussion: In total, 3626 abstracts and 371 papers were screened. Eleven studies, including 2330 children/adolescents, reported data on dolutegravir: one randomized controlled trial (RCT; low risk of bias), one single‐arm trial (unclear risk of bias) and nine cohort studies (three low risk of bias, two unclear risk and four high risk). Ten studies, including 649 children/adolescents receiving raltegravir, were identified: one RCT (low risk of bias), one single‐arm trial (low risk of bias) and eight cohort studies (four low risk of bias, three unclear risk and one high risk). Viral suppression levels in children/adolescents at 12 months were high (>70%) in most studies assessing dolutegravir (mostly second‐ or subsequent‐line, or mixed treatment lines), and varied from 42% (5/12) to 83% (44/53) at 12 months in studies assessing raltegravir (mostly second‐ or subsequent‐line). Across all studies assessing dolutegravir or raltegravir, grade 3/4 adverse events (clinical and/or laboratory) were reported in 0–50% of subjects, few resulted in discontinuation, few were drug related and no deaths were attributed to either drug. Conclusions: These reassuring findings suggest that dolutegravir and raltegravir are effective and safe as preferred regimens in children and adolescents living with HIV. With the rollout of dolutegravir in paediatric populations already underway, it is critical that data are collected on safety and effectiveness in infants, children and adolescents, including on longer‐term outcomes, such as weight and metabolic changes., INTRODUCTION In 2020, approximately 1.7 million children aged 0–14 years were living with HIV worldwide [1]. The World Health Organization (WHO) recommends that all children and adolescents living with HIV [...]

This paper reports on a pilot study that compared the use of commercial off-the-shelf (COTS) handheld game consoles (HGCs) with traditional teaching methods to develop the automaticity of mathematical calculations and self-concept towards mathematics for year 4 students in two metropolitan schools. One class conducted daily sessions using the HGCs and the Dr Kawashima's Brain Training software to enhance their mental maths skills while the comparison class engaged in mental maths lessons using more traditional classroom approaches. Students were assessed using standardised tests at the beginning and completion of the term and findings indicated that students who undertook the Brain Training pilot study using the HGCs showed significant improvement in both the speed and accuracy of their mathematical calculations and self-concept compared to students in the control school. An exploration of the intervention, discussion of methodology and the implications of the use of HGCs in the primary classroom are presented. (Contains 3 tables.)

Providing a curriculum that promotes personal growth and wellbeing is an overarching learning outcome of the Western Australian Curriculum Framework (Curriculum Framework, 1998). However, little is known about what constitutes and causes wellbeing of students in our primary schools. In the study reported in this paper the happiness of 312 primary-aged students was measured using various instruments and viewpoints, along with demographic information provided by their parents. The findings, which were compared with Holder and Coleman (2008) and research into adult happiness, indicate that a sense of friendship, belonging and optimism are strong indicators of children's happiness. (Contains 6 tables.)

This research used qualitative methods to gather the perceptions of regular classroom teachers and students with and without mild disabilities (MD) about an inclusive program implemented in three separate classrooms and designed to enhance both the academic and social engagement of a small number of students with MD. Teachers acknowledged that these strategies resulted in improvements in their classroom approach and in positive outcomes for students. Two of the three teachers considered that the strategies resulted in limited academic gains, but provided opportunities for students with MD to enhance their social experience. All students were positive about certain changes to their classroom, particularly in working with their peers, but did not see the classroom teachers' instructional methodologies as being different, despite a series of changes to the classroom pedagogy. Teacher and student discussions about the strategies implemented are presented and the implications for practice, teacher education and future research are discussed. (Contains 1 table.)

The way in which technologies support students with disability has been widely explored in recent times. Much of this research has focused on computer programs specifically designed to teach social and academic skills to students with disability. In the research reported in this paper we examined how students with disability could use technology designed for the general market. The impetus for the study was the principle of normalisation, which espouses that people with disability should have the opportunity to share in experiences of their same-aged peers. In previous research we demonstrated the benefits of using the commercially available hand-held games console Nintendo DS with Dr. Kawashima's Brain Training program with students in mainstream classrooms. This finding led us to consider how this technology could be used to meet specific academic and social outcomes for students with disability in the same settings. We implemented a small-scale study in an Education Support Centre as this setting provided us with the opportunity for a detailed examination of how students with disability might use this technology. We found that students with disability can benefit from using the Nintendo DS with Dr. Kawashima's Brain Training program and have identified how they may use this type of technology in inclusive classrooms.

What does the take-up of new technology have in common with the adoption of inclusive pedagogies to support students with additional needs in regular classrooms? Both are profound changes in the way we do things. Both are in response to changes in society. Both are championed by true believers and villainised by those more resistant to change. In this paper I consider why inclusive education has been so difficult to sell within schools, despite empirical evidence that is highly supportive of this practice. I review meta-analyses on the academic outcomes of students with disability in inclusive and segregated environments and discuss why the apparent benefits of this approach are not universally appreciated by Australian classroom teachers. I then compare the adoption of inclusive education with the uptake of innovative technology to develop an appreciation of what may be required for teachers to gain an understanding and commitment towards inclusive education.

Education assistants (EAs) who support students with disability in general education classrooms often find themselves in difficult situations. Caught in the firing line between their personal sense of duty, expectations of the classroom teachers, and the challenges that inclusion presents, their roles as primary support agents are anything but clear. In the following article the authors describe the findings from a modification of screening tool on the over-utilisation of paraprofessionals. The 16-item electronic survey focused on factors associated with EA support, conducted in a variety of Western Australian schools. The findings revealed that school community members such as EAs, classroom teachers, administrators and parents observed aspects of EA support that appear counter-productive towards more inclusive pedagogy.

Games technology in the form of hand-held game consoles (HGCs) when focussed on specific academic skill development has the capacity to engage students in learning and in turn produce positive academic results. This current research explores teacher perceptions of the implementation of HGCs to enhance the development of mental maths skills (namely the recall of single digit addition, subtraction and multiplication sums) in nine Year 4 classrooms and, through a series of structured interviews and observations, categorises these educators in terms of their role in the classroom. It was hypothesised that the teaching style would impact on the student's motivation and engagement when using the HGCs, however, it became evident that by maintaining set classroom structures the HGCs appeared to have the capacity to engage and motivate students, regardless of the approach of the teacher.

A Chinese proverb suggests "Tell me and I'll forget; show me and I may remember; involve me and I'll understand." How to involve or engage today's learner is at the forefront of much educational research and was the impetus for the study reported herein. This study explored the perceptions of Year 4/5 students from nine separate schools in Western Australia about the use of the Handheld Game Console (HGC) Nintendo DS to develop mental mathematics skills. It revealed that students perceived the use of the HGCs as both fun and engaging. Further, students identified that they were challenged, developed strategies for success and made independent choices during these classes. These discussions are presented as a framework of factors that impacted on the participating students' self-improvement, self-determination and self-esteem. (Contains 3 figures.)

The Student Perceptions of Classroom Support Scale (SPCS), which measures the perceptions of students with mild disabilities of academic and social support mechanisms implemented in regular classrooms, was administered to 60 secondary school-aged students. Data were obtained with reference to curricular, instructional, physical and peer support mechanisms. Item affectivity and multivariate analysis of variance revealed that significant differences were evident in student's perceptions in regard to academic versus social support mechanisms. Support mechanisms rated highly by students in terms of positive academic and social outcomes often represented traditional teaching values. Conversely, support mechanisms such as one-to-one assistance from teacher assistants or volunteers were perceived as positive in terms of completing classroom activities, but of limited value in establishing friendships with peers. The SPCS not only provides researchers, clinicians and educators with a method of objectively evaluating students' perceptions of support mechanisms, but also as a method of developing effective practical applications for students included in regular classrooms. (Contains 1 figure and 2 tables.)

Background: There is a dearth of empirical research pertaining to the perceptions of students with mild disabilities of the academic and social outcomes of classroom support mechanisms. The absence of suitable measures is a primary issue contributing to this situation. Method: The present study reports the development and utility of the "Student Perceptions of Classroom Support" (SPCS) scale, which was specifically designed to assess students' perceptions of curricular, instructional, physical, and peer support received in regular classrooms from both an academic and social perspective. The SPCS was administered to 60 secondary school-aged students with mild disabilities who experienced both regular classroom and traditional special education. Results: Person and item discrimination analyses, and calculation of internal consistencies (Cronbach's alpha) revealed the SPCS to have excellent psychometric properties ([alpha]=0.92 for "academic outcomes" and [alpha]=0.87 for overall "social outcomes"). Internal consistencies for each of the subscales are also reported. Conclusions: The SPCS provides educators with a valid method of assessing students' preferred support strategies, which can then be articulated within Individual Education Plans (IEPs). (Contains 2 tables and 3 figures.)

C. elegans uses EGL-9 as a dioxygenase for the regulation of the transcriptional complex, HIF, by prolyl hydroxylation. In mammalian cells, the HIF-prolyl hydroxylases are isoforms that possess a conserved 2-histidine-1-carboxylate iron coordination motif at the site of catalysis.