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While a wealth of research demonstrates the benefits of translanguaging and trans-semiotizing (TL-TS) pedagogy in secondary content and language integrated learning (CLIL) settings, little research has explored teacher collaboration in early primary CLIL classrooms nor the operationalisation of co-teaching CLIL classes with students of special educational needs. Drawing on the recent dynamic, distributed view of TL and flows, the study intends to investigate how CLIL co-teachers support primary English-as-an-additional-language classrooms with students of special educational needs in learning to write Information Reports. Five videotaped lessons were analysed to identify patterns of teacher collaboration via TL-TS. The findings show that the co-teachers’ joint orchestration of semiotic resources on different spatio-temporal scales serves to: (1) engage students’ co-construction of the thematic patterns in the target academic genre; (2) create disciplining spaces in classroom contingencies; and (3) enable knowledge brokering and foreground students’ achievement in discipline-specific activities. The results indicate that CLIL teacher collaboration should be expanded with planned spaces and spontaneous and dynamic resources to meet the emerging needs of diverse learners. [ABSTRACT FROM AUTHOR]

This report explores how 1:1 semi‐structured interviews were conducted and adapted to gain views from pupils with moderate and severe learning difficulties. The report conveys how interview questions were structured, scaffolded and integrated with multi‐sensory activities to support pupils' confidence and ability to respond. By providing these additional supports, giving pupils sufficient time to respond and working with an interviewer who could support their communication needs we were able to capture authentic and reliable views from pupils with moderate and severe special educational needs (SEN). [ABSTRACT FROM AUTHOR]

This small-scale, exploratory research considered the experiences of professionals using person-centred planning (PCP) in annual review meetings within one local authority (LA) in England. Semi-structured interviews were used to explore the experiences of five educational psychologists (EPs) and two special educational needs co-ordinators (SENCOs). Data were analysed using thematic analysis resulting in the development of six themes: child-centred practices; communication, participation and voice; facilitation, roles and relationships; maximising meeting value; project implementation and development; and operationalising PCP annual reviews. Findings indicate that PCP annual reviews offer an alternative and inclusive space where professionals report attendees feel heard, respected, valued, and empowered. Key elements, such as; preparation, graphic recordings, relationship-focus, collaboration, and facilitation skills supported the process. Implications for practice include; the importance of assessing the contextual factors impacting implementation of PCP annual reviews; the challenge of balancing outcomes and person-centred practice; and the valuable role of EPs in the development and facilitation of PCP annual reviews. [ABSTRACT FROM AUTHOR]

Significant international attention has been paid to teachers' attitudes and the variables affecting them, as these are considered crucial for successful inclusive education. This article reports on an investigation of Early Childhood Care and Education (ECCE) teachers' attitudes to the inclusion of children with special educational needs (SEN) in Ireland, and whether attitudes are affected by personal or setting characteristics, including State funded interventions. Until the recent development of the Access & Inclusion Model (AIM), children with a disability had variable access to the universally funded ECCE Scheme. Teachers in a random sample of 1,725 ECCE services across Ireland were surveyed, using an established attitude scale, yielding 173 responses. Statistical analysis found teachers with special-education qualifications have more positive attitudes. Teachers perceiving their inclusive experience as successful also have more positive attitudes, as have those who think buying in assistance is feasible with AIM funding. However, teachers unsure whether AIM improves their service's ability to include children with SEN have more negative attitudes. This study highlights the need to address the AIM in-class assistance model, teacher qualifications/training and successful inclusive experiences, to protect the positive attitudes which are critical to inclusive practice. [ABSTRACT FROM AUTHOR]

Background and Study Aim: Social changes and contemporary global challenges, including the COVID-19 pandemic and ongoing armed conflicts, have heightened the importance of inclusion in all areas of life, including sports. Sports can play a significant role in promoting social integration. Nevertheless, many individuals, especially those with atypical physical, psycho-emotional, social, and other characteristics, and thus with special educational needs, continue to face systemic exclusion in sports. Coaches, as key figures in the sports environment, have the potential to implement inclusive practices in their teams, but their readiness to do so remains insufficiently researched. The COM-B model, which considers capabilities, opportunities, and motivation as key determinants of behavior, provides a comprehensive framework for understanding and enhancing coaches' readiness to work inclusively. By addressing three research questions, this study aims to identify, using the COM-B model, the perceptions of Ukrainian coaches regarding their capabilities, opportunities, and motivation to coach athletes with special educational needs. Material and Methods: A survey conducted between September 2023 and March 2024 involved 379 Ukrainian coaches across 58 sports. Of these, 217 (57.3%) were men and 162 (42.7%) were women, with an average age of 37 (±14) years. The survey was based on the COM-B model, data collection was carried out using Google Forms, and statistical calculations were performed using Microsoft Office Excel 2010. The methods applied included questionnaires and a range of general scientific and statistical (descriptive statistics) methods. Results. Among the components that determine behavior according to the COM-B model, coaches rated their motivation the highest. However, a low level of capability and opportunities for working with athletes with special educational needs (SEN) was also identified, indicating existing challenges that hinder the effective implementation of inclusivity in the training process. Approximately half of the respondents believed that they had not received adequate training (54.9%), lacked appropriate equipment and conditions (52.8%), and did not have the necessary methodological resources (46.2%) for coaching athletes with SEN. About 20% of the surveyed coaches acknowledged having a strong desire (20.6%) and intention (17.7%) to coach athletes with SEN, as well as possessing the necessary interpersonal communication skills (19%). These percentage results are supported by central tendency measures at levels below the median value. Conclusions. The survey results indicate the need for further measures to change coaches' behavior, taking into account their perceptions of their capabilities, opportunities, and motivation to coach athletes with SEN. This will not only improve the quality of training for all athletes but also contribute to the sustainable development of inclusivity in sports.

This paper presents findings from a series of focus group interviews with three groups of professionals in England, in the period immediately preceding the COVID‐19 global pandemic, on the information needed by professionals to support migrant children with special educational needs (SEN) in the English education system. The data gathered were subjected to a thematic analysis revealing four themes: (1) Information about the needs of migrant children with SEN, (2) Information about parents and families, (3) Information about strategies to support migrant children with SEN, (4) The importance of clear and understandable information. The findings emphasise that when information is sought about migrant children with SEN, professionals must account for and understand the different experiences that the children and their families have experienced across different educational systems and the different educational ecologies associated with migration. Ecological theory helps identify potential tensions at different levels between and within different ecologies, but also suggests ways in which these may be bridged by information gathering, trust and relationship building within and across ecologies. [ABSTRACT FROM AUTHOR]

Greater provision of inclusive education is an important goal for education systems internationally. Frequently identified barriers to progress include a lack of resources to support students with special educational needs (SEN) in mainstream education settings. This study from Spain sought to gain insight into the availability of educational resources to support students with SEN in mainstream schools in the region of Murcia, by exploring the perceptions of stakeholders. Participants were 27 stakeholders involved in the development and operation of special classrooms in mainstream settings for students with SEN who require highly specialised attention. Perceptions were gathered from participants across 18 mainstream centres in the region, via semi-structured interviews and focus groups. Data were analysed qualitatively, according to an existing categorisation that distinguished between material, human and teaching space resources. In-depth analysis suggested that, according to many stakeholders, an insufficiency of educational resources constituted one of the main barriers to achieving inclusive education. Participants believed that material resources in education centres should be increased to support students with SEN, reporting a lack of digital resources and the necessary teacher education for their application in the classroom. Limited availability of human resources was also highlighted, with participants desiring a more substantial presence of professionals in mainstream centres and a deeper commitment towards inclusion. They considered that there should be more space in the centres to conduct multisensory and motivating activities for students with SEN. Catering to the diverse learning needs of all students is a key concern globally. This study underscores the significance of different types of resources in inclusive provision. It draws attention to the importance of increasing the availability of resources in mainstream educational settings to support students with SEN. [ABSTRACT FROM AUTHOR]

This study explored impact of using OrCam Learn on students' reading comprehension outcomes. In three school settings (1 independent mainstream; 1 independent dyslexia specialist; 1 state‐funded mainstream), 32 students' (aged 10:01–13:07) reading comprehension was tested using the York Assessment of Reading for Comprehension (primary/secondary) assessment battery. Reading comprehension outcomes for independent, self‐reading of passages were captured and scores standardised. Then reading comprehension outcomes for passages, where students read using OrCam Learn were captured. Statistically significant improvements in reading comprehension outcomes were found (t32 = 4.92, p < 0.001). The mean improvement was 8.31 standard points (95% CI [4.87, 11.76]), with a high‐medium positive correlation (r = 0.33) and high‐medium effect size (d = 0.720). Use of OrCam Learn to support reading comprehension was found to be socially valid, with 84% of participants preferring using OrCam Learn over human support, and 94% of participants preferring using OrCam Learn to reading independently. [ABSTRACT FROM AUTHOR]

Previous research by the authors of this piece hinted at the heavy workload of Special Educational Needs Co‐ordinators (SENCos) within settings in England, and their ever‐mounting challenges in the context of reduced local government services and cuts in funding to schools for their children with Special Educational Needs. As a result of these findings, the aim of this research was to focus exclusively on the lived professional experience of the SENCo in primary schools in England. Through anonymous survey, we asked SENCos to share with us their perception of their role and the responsibilities that it included. Although our sample of 20 was relatively small, it provided rich data about the preparedness and the perceived competence and confidence of those in this role. Workload, and the erosion that excessive demands caused to the well‐being of SENCos dealing with complex systems, was prominent in the data we collected, in line with most recent investigations of the educationalist's experience in England. However, our data also raised questions about the status, or lack of, of the SENCo in settings, the way in which the nationally recognised qualification associated with the role is delivered and sources of support available to those in the role. [ABSTRACT FROM AUTHOR]

SEN students have some characteristics that differentiate them from Typical Development (TD) in social aspects. They tend to have poor social skills and sometimes come up with behavioral problems. Children with TD and sometimes teachers have overall negative attitudes that make their social life even more difficult. This study aimed to prove is there any differences between SEN and TD primary school students’ social participation and factors that influenced it. 252 regular and 30 SEN students involved in a causal-comparative study for four aspects of social participation. Fieldwork used two sociometric questionnaires and a Peer Social Self-Concept instrument. Results indicated that there are differences between social interaction, peer acceptance, reciprocal friendship, and peer social self-concept. Explanatory case studies in two schools with positive and negative social participation revealed that peer acceptance, reciprocal friendship, and social interaction influenced by disabilities type and negative attitude towards SEN. Besides, peer social self-concept influenced exclusively by negative attitudes towards SEN. School management, education about social matters for SEN, TD, and parents expected to improve social participation in SEN.

Background and Study Aim. Social changes and contemporary global challenges, including the COVID-19 pandemic and ongoing armed conflicts, have heightened the importance of inclusion in all areas of life, including sports. Sports can play a significant role in promoting social integration. Nevertheless, many individuals, especially those with atypical physical, psycho-emotional, social, and other characteristics, and thus with special educational needs, continue to face systemic exclusion in sports. Coaches, as key figures in the sports environment, have the potential to implement inclusive practices in their teams, but their readiness to do so remains insufficiently researched. The COM-B model, which considers capabilities, opportunities, and motivation as key determinants of behavior, provides a comprehensive framework for understanding and enhancing coaches' readiness to work inclusively. By addressing three research questions, this study aims to identify, using the COM-B model, the perceptions of Ukrainian coaches regarding their capabilities, opportunities, and motivation to coach athletes with special educational needs. Material and methods. A survey conducted between September 2023 and March 2024 involved 379 Ukrainian coaches across 58 sports. Of these, 217 (57.3%) were men and 162 (42.7%) were women, with an average age of 37 (±14) years. The survey was based on the COM-B model, data collection was carried out using Google Forms, and statistical calculations were performed using Microsoft Office Excel 2010. The methods applied included questionnaires and a range of general scientific and statistical (descriptive statistics) methods. Results. Among the components that determine behavior according to the COM-B model, coaches rated their motivation the highest. However, a low level of capability and opportunities for working with athletes with special educational needs (SEN) was also identified, indicating existing challenges that hinder the effective implementation of inclusivity in the training process. Approximately half of the respondents believed that they had not received adequate training (54.9%), lacked appropriate equipment and conditions (52.8%), and did not have the necessary methodological resources (46.2%) for coaching athletes with SEN. About 20% of the surveyed coaches acknowledged having a strong desire (20.6%) and intention (17.7%) to coach athletes with SEN, as well as possessing the necessary interpersonal communication skills (19%). These percentage results are supported by central tendency measures at levels below the median value. Conclusions. The survey results indicate the need for further measures to change coaches' behavior, taking into account their perceptions of their capabilities, opportunities, and motivation to coach athletes with SEN. This will not only improve the quality of training for all athletes but also contribute to the sustainable development of inclusivity in sports. [ABSTRACT FROM AUTHOR]

The article examines the rise of inequalities in developed countries and challenges the effectiveness of post-war redistribution policies in reducing these inequalities. It discusses philosopher John Rawls's critique of welfare state capitalism (WSC) and his proposal for a property-owning democracy (POD) as an alternative. The article explores criticisms of both WSC and Rawls's proposal, highlighting the importance of fighting inequalities to strengthen democratic societies. It suggests that a just welfare state should aim to empower citizens and increase social mobility, rather than solely providing assistance. [Extracted from the article]

The article analyses the use of innovative tools and approaches based on information and communication technology (ICT) in inclusive education for students, including students with learning needs and learning difficulties in secondary school at the primary stage of education. The findings of the study contribute to the fact that innovative ICT-based approaches and tools, some of which are original developments, are gaining ground in the modern mainstream school. They have been used in the secondary school “Jordan Jovkov” – Sliven since April 2022. The study showed that they are preferred by pedagogical professionals – teachers, resource teachers and parents. The expert opinion of the school psychologist and resource teachers on the progress in personal development of students with whom the above approaches are worked on using information and communication technology tools is shared. It is shown that the use of own tools of information and communication technology in the work with students with learning needs and disabilities leads to results in the educational process and personal development. [ABSTRACT FROM AUTHOR]

El objetivo del artículo es analizar el concepto geométrico de radián a través de un fenómeno de transposición de conocimientos, el cual se investiga en diferentes obras elementales. Situamos el concepto en la configuración general de las producciones a lo largo del siglo XIX y nos interesamos por su uso en otras disciplinas. Las definiciones del concepto que aparecen en las obras de matemáticas, así como aquellas dedicadas a otras profesiones, son caracterizadas en el escrito desde la Teoría Antropológica de lo Didáctico por praxeologías matemáticas y praxeologías prácticas, en el sentido de Chevallard (2007) y Castela (2009), respectivamente.

In this systematic scoping review, research on the inclusion of students with special education needs (SEN) in Nordic countries was reviewed to describe the scope and types of empirical research, identify the practices and approaches on the inclusion of students with SEN, and conceptually map how particular concepts (i.e., inclusion, SEN) are referred to by the authors of each study in the empirical literature. Based on a comprehensive literature search of relevant peer-reviewed articles and book chapters in three databases, 135 studies were selected as eligible in line with the a priori defined inclusion criteria. Results highlight that there still is a need to clarify perspectives on inclusion and on who needs support, and quantitative and mixed-method studies on actual practices and student outcomes including students' perspectives are needed. [ABSTRACT FROM AUTHOR]

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One argument for the inclusion of children with special education needs (SEN) is that they will benefit from the interactions and relationships with their typically developing peers. However, students with SEN tend to be more rejected than their non-SEN peers. Considering the negative consequences of peer rejection on socioemotional development and school adjustment, the current study aims to understand the behavioural correlates and specific characteristics of the students with SEN associated with peer rejection. Participants were 227 students (107 with SEN); 53.7% male; mean age 10.79 (SD = 2.16); attending the 3rd (33.9%), 5th (35.3%) and 7th grades (30.8%). Students filled in a Sociometric task and 47 regular school teachers and 31 special education teachers provided information regarding sociodemographic and educational data, behavioural characteristics and student-teacher relationship. SEN status was the most important predictor of rejection followed by social skills. In the case of students with SEN, less familiarity with peers and a less close student-teacher relationship were also associated with rejection. Thus, the findings emphasise the need of professional development programs to assist teachers in the promotion of positive relationships with their students and a positive peer culture within the class. [ABSTRACT FROM AUTHOR]

The choice of this topic is motivated by the crucial relevance of family support in the context of the development of children with Special Educational Needs (SEN). In the current educational paradigm, the family is an essential nucleus in facilitating the cognitive, emotional and social progress of these children. The contribution of the family in building a strong foundation of support and motivation can decisively influence the developmental path and social integration of children with ESD. It is therefore imperative to explore in depth the function of the family in the context of these children's lives, as the literature has consistently illustrated the beneficial impact of family involvement on their social, emotional and academic development. Families are catalytic agents in promoting self-confidence, autonomy and adaptability, as well as being a vital support in navigating the intrinsic challenges associated with ASD. This study aims to deepen our understanding of family dynamics and their essential contribution to the education of children with ASD, recognizing the central role they play in shaping their educational and social trajectories. Adopting a holistic perspective in the education of children with ESD requires a synergy between the family, educational institutions and professionals from various fields. A detailed understanding of the role and contribution of the family can facilitate the development of optimised educational strategies and the setting of convergent educational goals aimed at holistically supporting children's development. In addition, the family is a fundamental pillar in promoting the social integration and inclusion of children with ESC. Through family networks, children are supported in developing social skills, establishing interpersonal links and actively participating in community initiatives. This underlines the need for an integrated approach, where family, school and community work closely together to ensure an inclusive and developmental environment for children with SEN. [ABSTRACT FROM AUTHOR]

The present study deals with the development of a multiphase numerical model of the continuous casting process of steel bloom. Two SEN configurations that differ in port angles are considered for the study of flow pattern, temperature distribution, solidification thickness, interface fluctuation and inclusion behavior during the process. The influence of mold electromagnetic stirring (M-EMS) on the various output parameters is examined. The results show that the upper circulation loop formed in the 15° port angle case is responsible for higher inclusion removal, high interface level, and low solidification thickness in the meniscus region compared to that of the 30° case. The presence of M-EMS completely changes the flow pattern below SEN. Strong rotational flow coupled with oppositely directed swirl flow provides high tangential velocity near the solidification front and high axial velocity in the core region. It results in fluctuation in shell thickness along the casting direction and decreasing the superheated steam penetration. However, flow patterns remain unaffected above the SEN as upwards swirl flow is not able to reach this region. On applying the M-EMS, inclusion entrapment in solidifying shell increases for both 15° and 30° cases. In contrast, inclusion removal at the interface decreases for 15° case and increases for 30° case. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Education, Health & Sport is the property of Nicolaus Copernicus University in Torun and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Socioterapy / Journal Socioterapie is the property of Linguo-Cultural & Translation-Interpretation Centre of Excellence at the Faculty of Arts and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of MLS Educational Research is the property of MLS Journals S.L. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Policies aiming to promote the mainstreaming of students with special educational needs in regular classrooms have become a focal point of political discussions in many countries. However, there is a scarcity of quantitative evidence with robust empirical designs that can shed light on the long-term educational outcomes associated with mainstream education. This study utilizes extensive longitudinal register data and employs a propensity score matching framework to investigate the disparities in upper secondary education completion between students educated in regular and segregated learning environments. The findings reveal that the likelihood of attaining an upper secondary certificate is significantly higher (by 18 percentage points) among students in regular classrooms. Furthermore, tentative results indicate that higher passing rates at the lower secondary school leaving exam may play a mediating role. [ABSTRACT FROM AUTHOR]

The chopped strand mat (CSM) glass fiber-reinforced polyester composite is commonly used for building and repairing in various industrial fields. Its sensitivity to the edge notches has not been considered well in the literature. This paper studies the notch tensile strength (NTS) and fracture characteristics of the proposed composite under the influence of each of the strain rate, notch shape and size with three levels. Nine tests have been designed according to the Taguchi's orthogonal array. Then, analysis of variance (ANOVA) has been applied to analyze the experimental results of the NTS. Different models of SEN specimens were simulated to predict the stress distribution and concentration. Results reveal that the notch size, notch shape and strain rate have the effectiveness of 46.7, 40 and 6.4% on the failure stress, respectively. The smallest U-shape notch and lowest strain rate conditions achieve highest notch tensile stress. The numerical simulation results confirm the experimental results. [ABSTRACT FROM AUTHOR]

The field of special education is thought to be a stressful profession due to the complex needs of the students. The current study aimed to assess the effectiveness of a mindfulness‐based smartphone application intervention for reducing burnout in special educators. We used the Copenhagen Burnout Inventory scale (with three subscales; personal, work‐related and student‐related) to measure burnout and the Five Facets of Mindfulness (shortened version) to assess mindfulness. Special educators (n = 29) were assigned to either the experimental group (n = 14) which used the 'Smiling Mind' app for guided meditations or the active control group (n = 15) which used 'Day One', a note‐taking app, for a list‐making activity. Both groups used their assigned apps for 10 days. The experimental group showed significant reductions from baseline to post‐intervention on the personal burnout subscale while the control group did not, indicating that the intervention affected this domain of burnout. This was maintained at a 2‐week follow‐up. Mindfulness scores did not significantly increase in the experimental condition, meaning that the mechanism of this decrease in personal burnout is unknown. Further research is needed in order to add to the knowledge on preventing and treating burnout in special educators. [ABSTRACT FROM AUTHOR]

In both the literature on inclusive education and in international policy development, there has been considerable interest in the use of sets of indicators for the implementation of inclusive education at national and local levels. Drawing on sets of indicators developed in Europe and the Pacific Islands, this study proposes a set of such indicators for Kuwait. These indicators are then presented in a survey of 161 special education teachers working in public elementary mainstream schools across Kuwait. Analysis of the results is used to explore how such indicators could play a role in promoting policy implementation for inclusive education in Kuwait and more widely in Gulf Cooperation Council (GCC) countries. [ABSTRACT FROM AUTHOR]

Previous research on school transition has highlighted how it can be a particularly difficult time for children with special educational needs and disabilities. In addition, parental involvement in the transition is seen to be an important factor in facilitating a positive transition. This study aimed to investigate the factors that impact the school transition experience of children with SEND, through the use of Internet forum data and the perceptions and experiences of parents. A total of 12 threads from the internet-based forum website Mumsnet were selected and analysed containing 127 posts from 46 different users. The keywords 'School transition' and the selected chosen topics of 'SEN', 'SN Children' and 'SN teens and young adults' were used to search for relevant forum threads. Forum threads were then analysed using Reflexive Thematic Analysis. The themes generated were 'Proactive parents', 'Child-focused: Understanding and addressing the individual child's needs and concerns', and the overarching theme of 'Sufficient preparation' with the themes 'Preparation pre-transition' and 'Preparation post-transition'. Understanding the parent's role in school transition can help to support other parents to better support their child; the advice of other parents and suitable methods they have found to support their children can be suggested to others. Recognising the issues will also be useful in improving the support within schools. [ABSTRACT FROM AUTHOR]

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The need for counseling in school is an obvious one, because the student's activity can be marked by the appearance of certain problems, for the approach of which the experience, knowledge and guidance of a specialist are needed.

Worldwide, more than 1.5 billion students had to switch to distance learning in 2020. Education took place at home, where parents attended to their children, and teachers taught their students in digital mode, while minors were physically and socially isolated from their peers. Concerning the situation in Austria, several quantitative studies expose two central challenges: First, the comprehensive lack of digital infrastructure disrupted (digital) distance learning. Second, the Covid‐19 pandemic particularly affected vulnerable students and extended educational inequality. The state of the art emphasizes a lack of qualitative studies demonstrating different perspectives on the educational situation of vulnerable students in general and with SEN in particular during the pandemic. This leads to the following research question: How do professional actors map the situation of inclusive and digital education during the Covid‐19 pandemic in Austria? To research this unprecedented situation, four focus groups with diverse stakeholders (teachers, principals, psychologists, and school board employees) discussed their experiences in the school years 2019–2020 and 2020–2021. Data were analyzed according to the Grounded Theory method of the postmodern approach referred to as “situational analysis.” The study visualizes various parallel discourses and voices within the situation of (digital distance) learning during the Covid‐19 pandemic. The theoretical context of the intersection of inclusive and digital education frames the empirical findings. Central findings relate to missing or discriminatory guidelines and policies, a lack of digital infrastructure, and altered professional‐pedagogical support that minimized or disrupted inclusive education during (digital) distance learning.

Atopic dermatitis (AD) is one of the most common childhood dermatological diseases. Its characteristic clinical feature is intractable pruritus, which causes an urge to scratch the skin, and the occurrence of skin lesions which are typical in their morphology and location. It is characterised by its chronicity, difficulty of treatment and numerous psychosocial consequences which affect not only the patient, but also all family members. The child's severe pruritus and visible skin lesions result in sleep disturbances, chronic fatigue, difficulties in intra- and extra-familial relationships or problems in the family's financial situation. The effectiveness of treatment provided is highly dependent on the parents' commitment, knowledge and skills, as well as their mental condition. Caring for a child with AD is demanding and disrupts many aspects concerning the quality of family life. This article addresses the impact of AD on child and family functioning and the burden of the disease. [ABSTRACT FROM AUTHOR]

Copyright of Prace Jezykoznawcze is the property of University of Warmia & Mazury in Olsztyn and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Interviews with fifteen teachers and educators delivering sex and relationships education to people with intellectual disabilities were conducted. The aim of the study was to investigate their experiences and views. Thematic analysis was used to look for patterns and themes in the verbatim transcripts. Three main themes were identified: challenges when delivering sex education, how to overcome these difficulties, and important topics for sex and relationships education. Implications for delivering sex and relationships education for people with intellectual disabilities and support needed for teachers are discussed. [ABSTRACT FROM AUTHOR]

The Capabilities Approach and the movement to Decolonise the Curriculum contain powerful intellectual and practical possibilities for changing the way societies conceive of education and its purpose. The former presents a bold set of educational aims offering an alternative to market-driven human capital approaches. The latter seeks to undo the legacy of colonialism that still echoes through classrooms across the world. Yet, despite potential affinities, little work exists exploring the compatibility of their respective theoretical commitments. This article argues that, behind the label Decolonise the Curriculum, lies a spectrum of approaches that, at their polar ends, risk becoming counterproductive in the search for educational justice. Articulating a version of Decolonising the Curriculum that avoids these pitfalls can be achieved through the theoretical insights of the Capabilities Approach and, in particular, the writings of its architects, Amartya Sen and Martha Nussbaum. [ABSTRACT FROM AUTHOR]

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To optimize the submerged entry nozzle (SEN) for an ultra-thick slab mold, a mathematical model has been established. The molten steel flow and solidification, inclusion transports, and meniscus fluctuation have been investigated through the model. Compared with the concave-bottom SEN cases, the convex-bottom SEN decreases the imping depth of the jet flow and increases the horizontal velocity and temperature on the meniscus. However, the remelting of the solidified shell is dramatic for the convex-bottom case. The well depth of the concave-bottom SEN and the SEN's submerged depth have little influence on molten steel flow and solidification. The effects of SEN port shape and port angle on the molten steel flow are significant. As the port shape changes from rectangle to square or the port downward angle decreases, the imping depth of jet flow decreases, the horizontal velocity and the temperature on the mold free surface increase. For the ultra-thick mold, a square-shaped-port SEN with a −10° downward angle is more beneficial by comprehensive consideration of molten steel flow and solidification, inclusion removal, and mold powder melting. The optimized SEN has been applied to the actual caster and its performance has been assessed, indicating that the SEN optimization is efficient. [ABSTRACT FROM AUTHOR]

Over recent decades, special educational needs (SEN) policy and practice in the UK have been in flux as a succession of governments vacillates with competing social, political and economic agendas. The simultaneous pursuit of educational standards, inclusion and equity has created a fragmented system, as well as cognitive and ethical dilemmas for schools. Moreover, a divisive ‘corporation’ and lucrative SEN industry have been established, contributing to unsustainable growth of the SEN populace and political angst around SEN overidentification. Indeed, the extant literature suggests that for every pupil correctly diagnosed with SEN, another is misdiagnosed, diverting resources from pupils with genuine needs.