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Students with learning difficulties form the largest group of students with additional needs in Australian mainstream classrooms. However the terminology surrounding these students differs broadly across the country. A consistent and shared understanding of the term learning difficulties is vital, as this impacts the identification and equitable provision of support for students experiencing difficulties with learning. The website of each Australian state/territory government education department was examined to determine to how students with learning difficulties are formally identified and supported. It was found that considerable differences, and even conflicting information, exist both within and across education systems. Implications and the significance of this situation are discussed.

There is a paucity of research around Differentiated Instruction (DI) in Australian senior secondary education even though this approach has been shown to have the potential to cater for diverse learning needs in inclusive classrooms in other school contexts. Investigating how DI is understood and implemented by teachers in a senior secondary context will allow for a deeper insight into, and possible improvement in, teachers' knowledge and use of the DI approach. This qualitative study focussed on how four teachers from one school viewed DI and how they employed and documented DI practices in their senior secondary classrooms when catering for the needs of diverse learners. The teachers noted positive outcomes such as happy students and a sense of fulfilment for the teacher, as well as enablers for implementing DI effectively, including teacher collaboration and reflection. Challenges to effectively implementing DI were mentioned, such as a lack of time and large class sizes.

Differentiated instruction is a proactive teaching model and philosophy with demonstrated potential to cater for diverse learners and create inclusive classrooms. There is little research, however, into the implementation of this approach in the senior secondary classroom. Teachers' implementation of differentiated instruction has been shown to be linked to teacher attitudes and self-efficacy in other settings. This study investigated the impact of teachers' self-efficacy and attitudes towards the implementation of differentiated instruction in the senior secondary context across two Australian states with a total of five participating teachers. The A (Affective) B (Behaviour) C (Cognitive) model was employed to define teacher attitudes from interviews concerning differentiated instruction. Findings indicated that teacher knowledge was a major factor influencing differentiation, in addition to attitude and self-efficacy. The discourse analysis demonstrated that teachers held a greater knowledge of differentiation strategies than the concepts that underpin the differentiated instruction framework. Additionally, time constraints and feelings of failure in implementing differentiation strategies impacted teacher attitudes. Teacher knowledge, attitude and self-efficacy were interrelated and impacted on teachers' implementation of differentiated instruction in the senior secondary classroom. Implications for professional development to address student needs through differentiated instruction in the inclusive senior secondary classroom teacher are discussed.

Congenital adrenal hyperplasia (CAH) encompasses a range of autosomal recessive inherited enzyme deficiencies that impact cortisol biosynthesis pathways. Although reported as a rare and lifelong disorder, it holds chronic health risks for individuals that can influence menstruation. The purpose of this environmental scan and integrative literature review was to identify health information pertinent to CAH and menstruation in order to inform health providers, increase patient education, and promote menstrual wellbeing. Analysis identified that while information about menses is reported, information about menstrual irregularities and their management in adolescents and women with CAH is uncertain. Furthermore, there is insufficient good quality research and knowledge on CAH and menstruation to inform health providers in their practice with this population. The need for individuals with CAH to access evidence-informed information is constrained by the state of current understanding and limitations in knowledge translation. The importance of having trustworthy and safe spaces in which to ask questions and draw on ethically sound, language appropriate, and evidence-informed material is paramount in supporting women's confidence and wellbeing across their lifetime. We encourage the building of stronger relationships between researchers, health providers, support groups and individuals to improve knowledge translation and dissemination regarding CAH and menstruation.

Differentiated instruction (DI) is an educational praxis that is built on the premise that all students can be engaged in learning and achieve positive academic outcomes. Previous research in secondary schools has shown promise in the success of DI practices and outlines the importance of sustained professional development (PD) for teachers. There is, however, little research on DI within senior‐secondary classrooms in the Australian context. This research is part of a larger study which recruited 12 participants from three schools across two states in Australia, and aimed to investigate teachers' perceptions of school leadership and support in implementing DI in their classrooms as well as awareness of relevant policies. Findings indicated that when teachers were aware of policies involving DI, they tended to describe policies relating to special education. This suggests that DI is viewed by these teachers as an approach for students with additional needs rather than seen as a whole class philosophy. Similarly, the results indicated that when teachers said that leadership supported them in using DI, this support was commonly reported as isolated professional development in supporting students with additional needs. Discrepancies around awareness of DI policies were also found between teachers at the same school, with those in leadership roles indicating that requirements to utilise DI were embedded in their general teaching and learning policy. Implications for future practice and policy are discussed. [ABSTRACT FROM AUTHOR]

Differentiated instruction (DI) is a pedagogical framework to which all students can be engaged in their learning and achieve academically in their schooling. While DI is for all students, there is little research in DI for students with learning difficulties, in senior‐secondary schools in Australia. This research formed part of a larger study, which recruited 12 participants across two Australian states, to investigate how teachers in senior‐secondary schooling, differentiate for students with learning difficulties. Findings indicated that when students had labelled learning difficulties as recognised by other professionals, teachers expressed being able to differentiate more easily with greater self‐efficacy, as compared with differentiating for students who teachers themselves considered were experiencing difficulties in their learning but had no label assigned to them. Teachers voiced that learning difficulties was a broad concept, with each teacher defining learning difficulties differently. This suggests that with the broad nature of learning difficulties, teachers may struggle to differentiate accordingly, leading to lower self‐efficacy beliefs. While labelled learning difficulties provide guidance for differentiating, this may also see teachers differentiating based on preconceived ideas and for students with special needs, rather than individual students' current understanding. Implications for future practice are discussed. [ABSTRACT FROM AUTHOR]

The original concept of a subculture of learning support in secondary schools developed from a study of "Support Teachers, Learning Difficulties" in New South Wales, Australia. The study examined the influence of school culture on the service delivery model used by these support teachers in three case studies, one of which is reported in this article. Both research and policy recommend consultation and co-teaching with a minimum of withdrawal of students with learning difficulties for intensive instruction. To employ the recommended service delivery model it was found that support teachers need to be immersed in a subculture of learning support within the school, which involves interacting with others who share similar values and beliefs about the education of students with learning difficulties. If such a subculture does not exist the support teacher must play a major role in its development. The use of the recommended service delivery model will enhance the education provided for students with learning difficulties.

Passive acoustic monitoring (PAM) is a cost‐effective method for monitoring cetacean populations compared with techniques such as aerial and ship‐based surveys. The Cetacean POrpoise Detector (C‐POD) has become an integral tool in monitoring programs globally for over a decade, providing standardized metrics of occurrence that can be compared across time and space. However, the phasing out of C‐PODs following the development of the new Full waveform capture POD (F‐POD) with increased sensitivity, improved train detection, and reduced false‐positive rates represents an important methodological change in data collection, particularly when being introduced into existing monitoring programs. Here, we compare the performance of the C‐POD with that of its successor, the F‐POD, co‐deployed in a field setting for 15 months, to monitor harbor porpoise (Phocoena phocoena). While similar temporal trends in detections were found for both devices, the C‐POD detected only 58% of the detection‐positive minutes (DPM), recorded by the F‐POD. Differences in detection rates were not consistent through time making it difficult to apply a correction factor or directly compare results obtained from the two PODs. Generalized additive models (GAMs) were used to test whether these differences in detection rates would have an effect on analyses of temporal patterns and environmental drivers of occurrence. No differences were found in seasonal patterns or the environmental correlates of porpoise occurrence (month, diel period, temperature, environmental noise, and tide). However, the C‐POD failed to detect sufficient foraging rates to identify temporal patterns in foraging behavior, which were shown by the F‐POD. Our results suggest that the switch to F‐PODs will have little effect on determining broad‐scale seasonal patterns of occurrence but may improve our understanding of fine‐scale behaviors such as foraging. We highlight how care must be taken interpreting F‐POD results as indicative of increased occurrence when used in time‐series analysis. [ABSTRACT FROM AUTHOR]

Healthy sexual practices should be integrated into gender-affirming health care. People with reproductive potential should be offered counseling on contraception, emergency contraception, abortion, fertility, fertility preservation, and antenatal, intrapartum, and postpartum care. Use of gender-affirming hormones, including testosterone, estrogen, estrogen blockers, progestins, and gonadotropin-releasing hormone agonists, cannot be relied upon for contraception. Patients should be informed that an absence of bleeding does not equate to an absence of ovulation. Many contraceptive options, including combined hormonal contraception (pill, patch, ring) and progestinonly methods (pill, depot medroxyprogesterone acetate), can be provided without the need for an internal examination. Patients should be supported in deciding if intrauterine device placement is conducted in the office or operating room (with procedural sedation, general anesthesia). [ABSTRACT FROM AUTHOR]

Cardiovascular disease (CVD) is a leading cause of mortality and morbidity worldwide, accounting for more than 17.3 million deaths each year. There is growing evidence to suggest CVD is beginning to rise in certain populations, including younger and female populations. This paper explores CVD risk in women with Congenital Adrenal Hyperplasia (CAH), a rare and lifelong condition that is characterized by a range of autosomal recessive inherited enzyme deficiencies that impact cortisol biosynthesis pathways. Women with CAH may be particularly vulnerable to poor outcomes due to the influence of existing gender disparities that impact CVD recognition and outcomes, as well as the increased cardiometabolic risks that exist as a result of CAH. Attempts to mitigate and prevent cardiometabolic risks in women living with CAH are discussed, emphasizing targeted, patient-centred and interdisciplinary supports to improve patient outcomes and health-related quality of life. Nurses are in a unique position to support the cardiovascular health of women with CAH. [ABSTRACT FROM AUTHOR]

Most adolescents will experience discomfort during menstruation. Due to normalization of dysmenorrhea, there is delay to diagnosis and treatment. Non-steroidal anti-inflammatories are a first line treatment. Adolescents can safely be offered menstrual suppression with combined hormonal contraception, and progestin-only options. When the above are ineffective, gonadotropin releasing hormone agonists with add back treatment can be considered. Transabdominal ultrasound is indicated when first line treatments do not improve symptoms. Endometriosis should be considered in adolescents who experience ongoing pain despite medical treatment. If laparoscopy is performed and endometriosis visualized, it should be treated with either excision or ablation. Women with endometriosis should be counselled on menstrual suppression until fertility is desired. Management of chronic pain requires the involvement of a multi-disciplinary team. [ABSTRACT FROM AUTHOR]