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About 20% of the U.S. population identifies as Latine. To engage these audiences, many Extension nutrition education programs have translated curricula and other resources into Spanish. Culturally responsive programs need to move beyond translation and address critical issues and needs specific to Latine audiences. We conducted focus groups with 118 foreign-born Latine adults across one state. Participants were interested in nutrition education programs involving the entire family including children offered by bilingual educators. They also wanted programs that focused on healthy meals that included foods from their culture of origin with common US foods.

Despite advancements in human research ethics and the growing significance of Research Ethics Board (REB) members, educational opportunities specifically tailored to their needs remain lacking in many countries. In response to this gap, our research aims to understand the demographics, needs, and preferences for educational opportunities of REB members in Canada. We conducted a survey that found REB demographics to be diverse and have different perceptions of their roles on topics such as the evaluation of the scientific merit of studies and responsibilities to stakeholders. We found that REB members in general prefer online tutorials and webinars for their education. Educators interested in facilitating the development of future training programs should consider the needs and preferences of REB members outlined in this publication.

Background: Early language delay is exacerbated by social disadvantage. Factors such as parents' low levels of literacy, confidence and self-perception can affect the capacity to act on advice received, critical to empowerment. Methods used to achieve successful health outcomes in socially disadvantaged clinical populations may need enhancing. Aims: To compare the impact of standard parent-based intervention (PBI) to enhanced PBI for young children with speech, language and communication needs (SCLN) and their families living in more socially disadvantaged populations. Methods and Procedures: A multicentre clustered blind randomised controlled trial was used to compare the effect of parent-based group interventions to improve early language development with children (mean age 27.5 months) from more socially disadvantaged populations with an expressive vocabulary of 40 or less single words. Intervention sessions were delivered by a speech and language therapist, over a 20-week period. Participants received one of two interventions: (1) Standard Care - indirect group PBI - (PBI); (2) Enhanced Care: indirect group enhanced PBI - (EPBI). Both standardised and non-standardised measures were used as outcomes. Parent engagement in the intervention was captured through analysis of attendance and the Parent Activation Measure - Speech & Language Therapy (PAM-SLT) (Insignia Health, 2014). The PAM measures a person's knowledge, skills and confidence to manage their own health and well-being (NHS England, 2018). In this study, activation referred to parents' knowledge, skills and confidence to manage their child's language development. Outcomes and Results: One hundred fifty-five participants were randomised at baseline. Children in both groups made significant improvements in the outcome on MacArthur-Bates Communicative Development Inventories Sentence Length, from pre-intervention to post-intervention and 6 months post-intervention (p < 0.05). Changes in vocabulary and expressive language skills were more equivocal, showing wide variation in confidence intervals for both groups. Where parents attended at least one intervention session almost all effect sizes were in favour of the EPBI intervention. Parents' activation levels significantly increased for both groups (EPBI p < 0.001, PBI p = 0.003), with a moderate effect size in favour of EPBI (Hedges' G 0.37, confidence interval -0.02 to 0.76), although wide variation was found. Conclusions and Implications: This trial provides some evidence of facilitating the language development of children with SLCN from more socially disadvantaged areas through supporting caregivers. However, we found variation in outcomes; some children made excellent progress, whilst others did not. Further exploration of parent engagement and its relationship to child language outcomes will be valuable to understanding more about mechanisms of change in interventions that involve parents.

As diversity is increasing in higher education, the number of students with disabilities (SWD) grows. In parallel, technological development and online education change the conditions for teaching and learning. Previous research indicates that the digitalisation provides both challenges and opportunities for equal participation. This study explores the experiences of SWD in online higher education, using the Communities of Inquiry model as a theoretical framework. A questionnaire with 6256 students (430 SWD) examines the differences and similarities between SWD and other students in online courses. The results show that SWD are a heterogeneous group with diverse needs and preferences, and that online education can offer both advantages and disadvantages for them. The main advantages are using technology to compensate for disabilities, enabling more equal participation, and the flexibility and convenience of online courses. The main challenges are difficulties in planning and self-regulation, decreased motivation and increased stress, perceived uncertainties about examination requirements and proceedings and the unfulfilled need for interactive environments and feedback. The importance of faculty-student relationships is highlighted, and the significance of clarity and accessibility, feedback and interaction and flexibility and variation in creating inclusive online courses is emphasised. Implications for policy and practice are suggested.

Background: People with intellectual disabilities are living longer and are increasingly diverse, with health and care needs that are varied and complex. Without changes to funding, services have found it difficult to respond to needs and wishes. Method: A descriptive mixed methods design study, data were collected through questionnaire, focus groups and individual interviews from intellectual disability service managers, direct care staff and older people with intellectual disabilities and family members. Results: Continued reticence on the part of some community healthcare providers to treat people with intellectual disability was noted. Although some service innovations were noted, housing, staffing levels, staff mix and the timely provision of equipment were all reported to impact the ability of services to respond to changing needs. Current per-capita funding practices were reported as unresponsive to growing age-related complexity and fundamentally unsustainable. Conclusions: The health inequalities experienced by people with intellectual disabilities are compounded as they age with complex age-related health needs. There is an urgent need for revision of the service model in Ireland and instigation of flexible and responsive approaches to funding.

During the COVID-19 pandemic, drastic measures to interrupt SARS-CoV-2 infection chains were implemented. In our study we investigated the consequences of pandemic related restrictions on the social, psychological, and physical well-being of institutionalized adults with intellectual and developmental disabilities. Methods: Online survey among professional caregivers in 71 residential groups, caring for 848 residents. Findings: (i.) A lack of participation concerning infection protection measures of the residents, their relatives, and their caregivers; (ii.) A 20% increase in doctor contacts during the pandemic; (iii.) A considerable deterioration in at least one item of the subdomains mood (49%), everyday skills (51%), social interaction (29%), exercise and coordination skills (12%), behavior (11%) and cognition and communication (7%); (iv.) A deterioration of the overall condition in 41%; Summary: Intensive attempts should be made to find individual and less categorical contra-infectious measures without questioning the basic everyday needs of people with intellectual and developmental disabilities.

Sheltered work and leisure activities were locked down in at the Signo centre in March 2020 because of the COVID-19 pandemic. The Signo centre is a Norwegian national centre for adults with multiple, complex needs, including severe sensory loss/impairments. Tension and uncertainty rapidly spread among relatives and workers. To explore the impacts of the pandemic on residents, 24 adults living in Signo Vivo answered a semi-structured interview together with their primary worker. Additionally, reports on staff injuries and PRN medication between April and Aug of 2020 were compared to the period before the lockdown. The reports from the interviews included fewer stressful events for the participants, more rest and sleep, more time spent in their own apartments, and more time with smaller groups of workers. The reports on staff injuries and PRN medication showed decreased occurrence.

Could a transformative, inclusive and emancipatory educational framework like the Universal Design for Learning (UDL) advance academic success for all? Could racism and dis/ableism be dismantled through such an emerging educational trend that offers a redefinition of dis/ability abolishing oppressive pedagogical practices that perpetuate constructed views of special needs, often negatively correlated with racial and intellectual superiority? Could such a framework that foregrounds physical, cognitive and linguistic injustices advance achievement beyond merely meeting academic literacy standards within higher education settings like writing centres in a post-COVID 21st-century South Africa? These critical questions are some of the tensions raised in this paper proposing a compelling, yet controversial attempt at advancing student learning and achievement within an expanded definition of disability offered by the UDL framework developed by Rose and Meyer at the Center for Applied Special Technology at Harvard University. While COVID-19 centred around a pandemic, this global catastrophe accelerated the technological thrust into virtual and blended learning mediums of learning and engagement. Yet, given the technological explosion of the mid- and late 20th century, in many ways education have headed towards this direction. Now more than ever, the awareness of the Universal Design for Learning within the role of the writing centre and academic literacy is especially critical, given the drive for technologically driven approaches to address issues of social justice. This paper seeks to understand the obstacles and opportunities of the UDL framework within the role of writing centres in post-COVID 21st-century South African higher education. Through professional insights as a qualified practising writing consultant both locally in South Africa and in the United States, this reflective critique on the emerging vociferous dialogue around the adoption of the Universal Design for Learning framework at higher education institutions in South Africa, and its implications for the role of the writing centre, are based on this author's pragmatic, commonplace experiences as well as research studies conducted on UDL and the Harvard Review. It is hoped that this reflective paper may make visible some of the inherent juxtapositions Universal Design for Learning may hold for meeting individual students' learning needs principled on its universal approach to learning success for all, affording opportunities for further research and critique.

This study aimed to assess the mental health needs and risk behaviors of adolescents attending an afterschool life-skills skateboarding program, to evaluate the perceived benefits of the program, and to identify potential modifications required to meet the identified needs. Program participants were from three gang- and poverty-affected urban communities in Cape Town, South Africa. Seventy-six adolescents aged between 10 and 19 years old (83% male) completed a self-report survey, and 24 adolescents and 19 key influencers participated in in-depth interviews and focus groups. Descriptive analyses were conducted on survey data and a framework approach was used to analyze qualitative data. 72% of the adolescents reported symptoms of moderate to severe anxiety and/or depressive symptoms, 66% had experienced food insecurity, 45% had been physically abused at home, 47% had been bullied, and 59% had used alcohol. Benefits of the program included experiencing a sense of belonging to a skateboarding subculture, protection from gang recruitment and community violence, physical and emotional benefits of exercise, mentors as positive role models, and learning life skills. Recommendations to improve the program were to include information on depression, anxiety, suicidal thoughts and grief, and to include stress management and emotion regulation skills.

Background: The Pediatric Eating Assessment Tool (PEDI-EAT-10) is a reliable and valid tool for rapid identification of dysphagia in patients aged 18 months to 18 years. Aims: To translate and adapt the PEDI-EAT-10 into the Italian language and evaluate its validity and reliability. Methods & Procedures: The translation and cross-cultural adaptation of the tool consisted of five stages: initial translation, synthesis of the translations, back translation, expert committee evaluation and test of the prefinal version. The internal consistency of the translated tool was analysed in a clinical group composed of 200 patients with special healthcare needs aged between 18 months and 18 years. They were consecutively enrolled at the Rare Disease Unit, Paediatrics Department, Fondazione Policlinico Agostino Gemelli-IRCCS, Rome. For test-retest reliability, 50 caregivers filled in the PEDI-EAT-10 questionnaire for a second time after a 2-week period. Construct validity was established by comparing data obtained from patients with data from healthy participants (n = 200). The study was approved by the local ethics committee. Outcomes & Results: Psychometric data obtained from patients (104 M; mean age = 8.08 ± 4.85 years; median age = 7 years) showed satisfactory internal consistency (Cronbach's a = 0.89) and test-retest reliability (Pearson r = 0.99; Spearman r = 0.96). A total of 30% of children were classified as having a high risk of penetration/aspiration. The Italian PEDI-EAT-10 mean total score of the clinical group was significantly different from that resulting from healthy participants. Conclusions & Implications: The PEDI-EAT-10 was successfully translated into Italian, validated and found to be a reliable one-page rapid screening tool to identify dysphagia in children and adolescents with special needs.

In an era of increasingly diverse education, the need to understand the effectiveness of differential instruction on learning outcomes is critical in creating inclusive and student-centered learning experiences. This study aims to comprehensively review the effectiveness of differentiated instruction on student learning outcomes and investigate what moderator variables contribute significantly to the effect of implementing differentiated instruction on student learning outcomes. The study was a systematic review and meta-analysis that utilized 49 primary studies, from which 63 effect sizes were extracted. It was found that there was a significant (gRE = 1.109, p < 0.01) of the application of differential instruction on student learning outcomes compared to learning in the control group. When measured from the aspect of the measured ability, subjects, grade level, sample size, and index type, there was no significant difference in effect size. However, there was a significant difference in effect size when viewed from the country's perspective. It was concluded that differential instruction is an appropriate learner strategy used to improve the quality of learning at all levels. However, it is prudent to acknowledge that the effectiveness of implementing differentiated instruction is intrinsically intertwined with the specific context and educational milieu of a given country. This study provides a nuanced understanding that while differentiated instruction holds universal promise, its optimal outcomes are sensitive to contextual influences.

Caregiver coaching is a mutually beneficial practice used by early interventionists (EIs) to build caregivers' confidence and capacities to support their children, which, in turn, leads to EIs gaining knowledge from families and developing new skills (e.g., Douglas et al., 2020; Meadan et al., 2020). Coaches (i.e., EIs) help others (i.e., caregivers) learn to (a) reflect on their actions and (b) create plans to improve their actions (Rush & Shelden, 2020b). EIs who use a coaching framework primarily interact with caregivers, while the caregivers' role is to work directly with their children. This service delivery model differs from traditional services, in which the primary interactions are between EIs and children, with caregivers mainly assuming the role of observer (Campbell & Sawyer, 2007). In this article, we provide guidance for adopting a coaching framework and cover the following topics: (a) rationale for using a caregiver coaching framework; (b) what coaching frameworks exist; (c) considerations when choosing a framework; and (d) how to individualize coaching for families.

Over the past decade, the OECD has gradually shifted its governing mechanism from promoting 'best practices' based on comparative data on pupils' cognitive skills to actively advocating for individual and collective well-being as an "alternative" and "ideal future." This article focuses on the OECD's use of 'techno-scientific fictive scripts' as a strategy to promote happiness and well-being as solutions to anticipated crises, despite their conceptual ambiguity and token usage. It analyses how the OECD's recent 'Future of Education' projects have sought to steer its audience towards shared concerns and expectations of the future, while simultaneously asserting its technical expertise in future studies methodologies. It argues that by returning from endorsing data-driven policies to making futuristic claims using future studies methodologies, the OECD endeavours to redefine itself as both a pathfinder and a problem solver, simultaneously blending its human capital imperatives with technological inevitability in its vision of the future.

The teaching-research nexus is omnipresent in academic professional life. How it is articulated depends on specific situations, contexts, and academic hierarchies. Initiatives to change the nexus in Dutch research universities are now informing European policy processes, but how academics in different positions play it out and deal with various contextual aspects is understudied. In this study, Wittgenstein's notion of language games is combined with Elias' notion of human figurations to assess articulations and interdependencies in the nexus. We analysed tensions and strategies in ten homogeneous focus group discussions with assistant, associate, and full professors across social sciences in The Netherlands. All academics identified tensions regarding the balancing of research and teaching and a systemic undervaluation of teaching, yet their games differed. Assistant professors experienced personal insecurities, whereas associate professors faced further differentiation of tasks, and full professors dealt with responsibilities concerning group performance and market-driven demands in both domains. In some figurations, research and teaching were balanced at team level. Paradoxically, all academics' strategies tended to reproduce and strengthen patterns that exist at collective level, including tensions.

This article describes a successful Wyoming partnership recently developed between the long-standing Wyoming Association for Health, Physical Education, Recreation, and Dance (WAHPERD) and the newly founded Wyoming Physical Education Teaching (WYO PETe) Collaborative. The organization leaders engaged in extended discussion about how this multi-sector partnership could collaborate to offer Wyoming physical educators a range of professional development (PD) opportunities that meets their individual needs and the unique barriers they face. The decision to combine efforts resulted in WAHPERD and WYO PETe expanding PD opportunities at state convention and throughout the year. The partnership also saw multiple inservice physical educators joining with university faculty and graduate students to form a WAHPERD Advocacy Committee to survey Wyoming physical education and physical activity policy implementation and develop advocacy tools and guidance documents for teachers to use in their districts. The partnership also led to an annual WAHPERD hosted student event called Healthy Kids Roundup that empowers middle school students and their teachers to promote health and wellness in their schools.

The quality of meal-oriented support for people with intellectual disabilities is important for their health. The aim of the present study was to explore the experiences of meal-oriented support and diet counselling for adults with intellectual disabilities living in supported housing, from the perspective of housing staff and mothers. Five focus group interviews, including nine supporting staff members and nine mothers, were conducted. The interviews were analyzed using systematic text condensation. Five themes appeared; Extensive needs of the individual, Staff skills determine the food intake, Informal caregivers make up for shortage of support, Effective collaboration with a registered dietitian is needed and Responsibility of the organization state that professionalization of staff is needed. Lacking resources, such as time and nutritional knowledge, insufficient considerations of individual needs, and high staff turnover influence the meal-orientated services negatively. This study brings to the fore, staff working practices and the complexity of providing meal-oriented support for people with intellectual disabilities. Staff need skills to perform individually tailored support. This is best accomplished through effective collaboration between housing staff and relatives underpinned by knowledge from a registered dietitian. The working practices must be structured at the organizational level of the services.

Food insecurity is more prevalent on college campuses than within the general population. This qualitative case study explored the ways in which the small liberal arts context shapes food insecure students' experiences. Based on interviews with students and members of an emergency funding committee, and document analysis, we found that the liberal arts context created additional barriers for students with food insecurity, but also provided unique opportunities for the mitigation of food insecurity on campus.

Background: Autistic people commonly report differing sensory experiences. This research aimed to find out about sensory issues and the sensory environments of autistic adults who did and did not have intellectual disabilities. Method: Online questionnaires were designed to identify sensory needs. The survey was completed by 138 autistic adults who self-reported and 58 informants reporting about autistic adults who had intellectual disabilities. Results: Autistic adults self-reported high numbers of sensory needs compared with informant reports of the needs of autistic adults who had intellectual disabilities. Interpretation: It is possible that informants under-reported issues for autistic adults with intellectual disabilities. Some sensory needs are harder to observe and people with intellectual disabilities may find it difficult to communicate such needs. Conclusion: The authors propose that better methods of supporting communication of "harder to observe" sensory needs should be developed. Further research is needed.

A key lever for improving instructional quality centers on providing teachers with professional development (PD) opportunities customized to their instructional needs. To examine whether teacher evaluation reforms led such PD opportunities, we explored the extent to which teachers received PD based on their instructional profiles. To do so, we conducted a latent profile analysis of data from upper-elementary teachers to develop profiles of teachers based on the instructional quality of their lessons. Three profiles emerged from this analysis, with the first two corresponding to strong and weak performance, respectively, in both the content-generic and the content-specific teaching aspects, and the third corresponding to strong performance in generic aspects and weak in content-specific aspects. After validating these profiles, we regressed profile membership on PD received and found that the former did not predict the latter. This nonsignificant finding has implications for rendering current PD efforts more customized to teachers' instructional needs.

The objective of this study is to investigate the environmental factors such as supports and barriers that have been faced by those children with SLD between the before and after COVID-19 lockdown and their involvement, participation frequency and desire for change. The participation features as well as the environmental factors at home, school and community settings of these children (n: 61; mean age: 9.37 ± 1.50 year) during the COVID-19 pandemic lockdown were assessed by using the Participation and Environment Measure for Children and Youth (PEM-CY) instrument via Internet access. The differences in participation frequency, involvement, desire for change, and environmental factors (supports and barriers) for school and community settings between the pre and post COVID-19 pandemic lockdown were found to be p < 0.01. There were no statistical differences at home settings in terms of participation frequency and supports (p > 0.05). This study provides information about the participation levels of children with special needs during the COVID-19 pandemic and the environmental factors faced by these children. The results are expected to contribute to the rehabilitation program that may improve the participation levels of children with special needs, and determine where greater efforts are needed to support so as to raise their participation levels and improve environmental features after the quarantine process.

Research-practice partnerships (RPPs) have the potential to affirm the dignity of participants through caring interactions, which support good relationships. A key ethical principle to guide the cultivation of good relationships in an RPP is a quality of relating that we call "dignity-affirming care." We define dignity-affirming care as speech, actions, and dispositions that demonstrate concern for another and their expressed needs and goals in a manner that affirms their essential worth or value. We provide evidence that RPPs can embody the principle of dignity-affirming care while also noting some ways partners experienced ways of relating that did not reflect this kind of care. Further, we describe four underlying mechanisms that support care: the intensity of and concentration of relationships, a willingness to recognize social identities, and the ability to take on new roles.

The present study focuses on challenges to the work of teachers as a result of a Swedish educational reform that mandates schools guarantee pupils receive early learning support concerning reading, writing, and number sense. The outcome of reforms is connected to how teachers achieve agency in their work , and we use the ecological model of teacher agency as an overarching theoretical framework and analytical dimension. The study involved interviews with 14 teachers, and the focus was on a) how teachers identify pupils in need of support and how this support is carried out, (b) how teachers would like this identification to be carried out, and how teachers would like to support pupils with weak number sense. Teachers described a 'dilemmatic space' (cf. Fransson and Grannäs 2013), which affects how they achieved agency in developing pupils' number sense. The dilemmatic space described by teachers in this study is framed by necessary priorities pertaining to the cultural, structural, and material conditions of the current situation. According to the study's results, whether teachers should perform the assessment merits discussion. The study concludes there is a risk that conducting assessments and offering support risks cancelling each other out.

In this article, I argue for the position that self-identity is a function of a good motivational model. Employee motivational models have a bearing on organisational performance and growth. While I am aware that various motivational models influence employee performance in the workplace, my view is that not enough education has been provided for employees to understand how their performance can be further enhanced. This article therefore presents propositions of a self-identity motivational model as a theoretical model. The propositions were developed from a study that adopted a pragmatic paradigm and a mixed methods research approach and a case study research design. The main purpose of the study was to investigate employees' perceptions of their motivational models at selected government primary teacher-education colleges in Zimbabwe. Convenience and purposive sampling methods were used in selecting three primary teacher-education colleges and eleven lecturers. For triangulation purposes, document analysis, open-ended questionnaire, reflective journals, semi-structured face-to-face interviews and focus group discussion were used as data generation/production instruments. Emails and zoom platform were used since the study was carried out during COVID-19 era. Data that were gathered were analysed through guided analysis and a thematic approach. Furthermore, in order to ensure trustworthiness, issues of dependability, confirmability, credibility and transferability were considered in this study. In addition, ethical issues were employed, such as use of consent letters, anonymity and withdrawals. The study concluded that, employees ought to develop self-identity that would help them to become self-actualised; and become permanently motivated even beyond the workplace.

Research on Autism Spectrum Disorders (ASD) has found significant disparities in access to services and outcomes in rural communities. Little is known about service providers and families of children with ASD who reside in rural communities. The purpose of this study was to learn and describe the barriers and unmet needs experienced by parents and providers providing support to children with ASD in rural communities through a life course perspective. Eight parents and eight service providers participated in the focus groups from rural counties in Illinois, United States. Parents discussed barriers to accessing and coordinating services, from ASD diagnosis to transition and future planning. Overall themes highlighted the scarcity of qualified professionals trained to work with and serve children and youth with ASD and the resourcefulness caregivers and providers need to fill the gaps in education, health care, transition, and future planning. We present recommendations shared by parents and providers on ways to improve access to services and support for families in rural areas. The current study reports important implications for policy and practice regarding services and support for families of children and youth with ASD residing in rural communities.

This research was conducted to determine the recreational activity choices of the students studying at various faculties of the university. The main purpose of this study is to determine the factors that affect the selection of recreational activity of university students. A total of 156 students, 98 female and 58 male, studying at various faculties in Izmir Universities, participated in the survey. As the data collection tool, "Personal Information Form" and the scale made by Arslan (2010 and 2012) to measure the factors affecting the selection of the recreational activity type were used. The data obtained were analyzed by using the SPSS 23 program. "T-test", "ANOVA" and "Tukey post hoc" tests were used to obtain statistical results. "Guidance" subdimension mean score values and "general scale" mean score values were higher in women than men (p<0.05). "Personal suitability" and "environment" sub-dimension mean score values of individuals with an income of 1000 TL and below are higher than individuals with higher income (p<0.05). A significant difference was observed only in the mean scores of the "guidance" subdimension according to the educational background of the mothers of the individuals (p<0.05). When the mean score values of "personal suitability", "guidance" sub-dimension and "general scale" were examined, it was concluded that the mean score values of individuals whose fathers are primary and high school graduates were higher than those whose fathers were bachelor and master graduates (p<0.05). Mean scores of "personal suitability", "environment" sub-dimensions and "general scale" were higher in individuals whose family with an income of 1001 - 2000 TL per month, that is, the lowest income group (p<0.05). When we look at the "guidance", "environment" sub-dimensions and the general scale, it was concluded that the mean score values of individuals who think that games are a little effective in activities are higher than the mean score values of individuals who think that games in activities are very effective (p<0.05). The opinions of the individuals about "in which faculty the recreation department should be" do not make a difference on the mean score values of the "general scale" and its sub-dimensions. According to the type of recreational activity that individuals do in their leisure time, the mean score values of the "general scale" and its sub-dimensions do not show a significant difference (p>0.05). As a result of the findings, when the factors that affect the selection of the recreational activity type of the students were examined, it was found that the highest factor was "ageappropriateness". The statement with the lowest mean in the scale is "healthy life programs on TV". In addition, it was concluded that the most effective factors in individuals' choices on the recreational activities were that the activities were personally suitable for them and the environment was also suitable.

To prevent the spread of COVID-19, many countries imposed curfews, suspended classes, and switched to distance learning applications. In line with these developments, this study explored the daily life experiences, thoughts and feelings, support needs, and metaphors about staying home during this time of children aged 11-14 years in Turkey. The phenomenological method, one of the qualitative research designs, was used in the study. Categories and themes were formed from the data obtained through interviews with a total of 14 children, eight male and six female, from different cities in Turkey using an online application during April and May 2020. The themes formed from the children's statements were "daily life experience during the Corona period", "thoughts and feelings about staying home", "support needs" and "metaphors about the pandemic process". Children indicated academic and leisure activities for their daily life on Corona days. They indicated that they felt it was necessary to stay home, but feelings such as longing, anxiety, and fear were intense, and some of the children needed emotional, academic, and economic support. In assessing their metaphors, the categories of space, animal, property, and situation, and these metaphors the children emphasized staying at home involuntarily, protection from the illness, and sedentary life.

Our study focused on online faculty members and their perceptions of the strategies and activities they use to promote progress for and motivation in their online graduate students, particularly at the dissertation/doctoral study phase of the program. Results show high-achieving faculty members vary their strategies according to each students' needs. High-achieving faculty members reach out to students often, offer encouragement throughout the process, and establish realistic goals.

The current study examines the verbs used by pre-service primary school teachers in everyday language in the context of the hierarchy of needs using the SOM-Ward clustering method. The study group of this survey research consists of 271 pre-service primary school teachers studying at a public university in Turkey. In this research, pre-service primary school teachers were asked to list the most 10 frequently used verbs in everyday language. Descriptive analysis was conducted by coding the verbs according to the themes of the hierarchy of needs. The intercoders reliability was calculated as 96 percent. The mean ranks were calculated on the data obtained according to this coding. Through the SOM-Ward clustering analysis, it was observed that the pre-service primary school teachers were separated into four clusters. Although not hierarchic, the C1 cluster is compatible in terms of basic needs; biological and physiological needs were preferred, and then the personal preferences of individuals were prioritized in determining the needs. Individual preferences prevent the hierarchical approach in determining the needs of the C2-C3-C4 clusters; it was seen that the love, safety and the aesthetic needs of those who formed these clusters are far greater than their basic needs. This reveals that there may be greater and higher priority life needs than biological and physiological needs in an individual. In addition, it was determined that the needs of esteem and superiority shown in the pyramid did not play a decisive role in the clusters since they did not make a significant impact.

The aim of this study is to explore the way teachers enact policy regarding the tasks of complementation and compensation in Swedish School-Age Educare. As a result of numerous policy changes, school-age educare as an institution has undergone significant and substantial changes in terms of its social mandate, educational objectives, and content. In this paper, we investigate how these policy changes have transformed the everyday practice for staff working in these settings. We base our analysis on policy enactment theory, focusing on the way policy is transformed into practice. The research material consists of group interviews with 53 staff members interviewed in twelve focus groups, representing twelve different settings. The results highlight that enacting policy in Swedish school-age educare involves multiple interpretations of these concepts, being constrained by materiality in several ways, representing a mix of discourses in both policy and practice regarding the tasks of complementation and compensation.

Objective: To learn about the challenges, policies, and needed resources to serve people with intellectual disability and protect staff during the COVID-19 pandemic. From the perspective of intellectual disability service providers. Methods: We conducted in-depth qualitative interviews with 16 intellectual disability organization administrators throughout Illinois, USA from November 2020 through February 2021. We coded and analyzed the data using thematic analysis. Results: Three major themes emerged: (1) COVID-19 caused considerable challenges to people with intellectual disability and staff and service providers, (2) intellectual disability organizations reinvented service provisions in response to COVID-19 challenges, and (3) the interrelatedness of intellectual disability organizations, public policies, and community entities became evident. Conclusions: Exhibiting responsiveness to needs and developing innovative solutions were strategies championed by intellectual disability organizations during the pandemic. Fostering collaboration with community entities may assist these organizations in navigating pandemic challenges and developing resilient infrastructure for future environmental threats.

Background: Children with developmental language disorder (DLD) are less prepared for school than typically developing children and are therefore at risk for academic, social, and behavioral difficulties when they enter school. To support these children, early family-centered intervention is recommended. However, access to effective care remains an issue. Researchers have therefore suggested to reconsider the place of individual specialized intervention within a broader systemic response to intervention (RTI) framework. The aim of this study is to explore the opinions of professionals and managers working with children aged 0-5 with language difficulties on strategies to better support their school readiness. Specifically, it explores the facilitators and barriers to school readiness in children with DLD as well as strategies to better prepare them for school. Finally, it examines how an RTI model can provide a framework for services to preschool children with DLD. Methods: Two focus groups were conducted with 15 professionals and managers in the health care and school systems in the province of Quebec (Canada). The interviews were analyzed using an analytical questioning strategy. Results: Five key elements in service delivery were deemed essential in supporting school readiness of children with language difficulties: (1) maximizing community initiatives, (2) training and supporting partners, (3) supporting change in practice, (4) offering flexible services adapted to children's needs, and (5) implementing mechanisms to ensure service continuity and information transfer between agencies. These key elements are conceptualized within the RTI model. Conclusion: The five key elements identified in this study should be part of an intervention model in order to optimize service organization and better support school readiness for children with DLD.

Background: The Montreal Children's Hospital Feeding Scale (MCH-FS) allows paediatricians and other health care professionals to identify feeding difficulties among children. Aim: To translate and adapt the MCH-FS into Italian, and to evaluate the validity and reliability of this Italian version of the Montreal Children's Hospital Feeding Scale (I-MCH-FS). Methods & Procedures: A total of 150 children with special healthcare needs were admitted to the Rare Disease Unit of the Paediatrics Department at the Fondazione Policlinico Universitario Agostino Gemelli IRCCS, Rome, Italy, between March 2021 and March 2022 (74 males; mean age = 3.85 ± 1.96 years; median age = 4 years; age range = 6 months-6 years and 11 months) and 150 healthy participants (83 males; mean age = 3.5 ± 1.98 years; median age = 3 years; age range = 6 months-6 years and 11 months) were included in the study, which was approved by the local ethics committee. The original version of the MCH-FS was translated and cross-cultural adapted through five stages: (1) initial translation, (2) synthesis of the translations, (3) back translation, (4) expert committee and (5) test of the prefinal version. Test-retest reliability and internal consistency were assessed using Pearson r, Spearman r and Cronbach's alpha, respectively. Construct validity was established by comparing data obtained from patients with those of healthy participants using the Mann-Whitney U-test. Outcomes & Results: A Pearson "r" of 0.98, a Spearman "r" of 0.95 and Cronbach's alpha value of 0.86 were obtained. In the clinical group, 40.6% children were classified as having feeding disorders (n = 61), while in the normative group 4.7% were diagnosed with feeding problems (n = 7). Mean total score of the clinical group was significatively different from the normative's. Conclusions & Implications: The I-MCH-FS is a valid and reliable one-page, quick screening tool used to identify feeding disorders among children with special needs in outpatient paediatric setting.

Historically sleep was considered a passive activity, but research now strongly suggests that it is a time of neurological growth, where memories and skills are consolidated (Fallone et al., 2002). Good sleep is thought to influence cognitive, physical and emotional performance, and aid in effective emotional regulation (Alfano & Gamble, 2009). Whilst sleep problems are relatively common amongst children and adolescents, with estimates varying between 11% and 47% (Russo et al., 2007), they are significantly more common in those with Autism (30% to 80%, Goldman et al. 2012; Hirata et al. 2016; Krakowiak et al. 2008). Research also suggests that without intervention these problems are likely to persist (Goldman et al. 2012; Hodge et al. 2013). Emerging research finds that autistic children and adolescents experience specific sleep difficulties that are unique to this group. As research on the etiology of sleep problems in autism develops we are refining our approaches to intervention to more effectively meet the needs of these children and young people and their families. This article summarises current research into the specific sleep needs of this group. It also considers the multifactorial etiology of sleep problems for this group, and evidence based interventions to date. The author argues that through increased awareness, professionals can do much to ameliorate challenges related to sleep, and improve family functioning and quality of life.

This article examines the role of the Special Educational Needs Coordinator (SENCO) in primary schools in Ireland, an area that is under researched with little or no empirical data available. The current qualitative study, congruent with an interpretivist paradigm, provides narratives from four SENCOs offering insight into both the operational and leadership role of the SENCO in Irish primary schools, focusing mainly on the latter as a distributed model approach. The findings indicate that this sample of SENCOs may be constructed as 'apparatuses of knowledge' (Foucault 1980) within five broad areas of responsibilities: (1) identifying children with additional needs and administrating assessments, (2) fostering in-school collaboration and supporting others, (3) determining and monitoring resource allocation, (4) providing staff development and (5) liaising with external agencies. Emerging from the findings is a reinforcement of the value of the SENCO as a leader through a distribution of power situating them as forward thinking and proactive. Despite this, there is a reluctance in assuming the position of a SENCO due to the heavy workloads and lack of recognition of the administration and coordination duties. This research calls for a consideration of the SENCO position in national policy with both monetary and leadership titled recognition for the role.

Past research on knowledge has differentiated between dimensions (e.g., amount, accuracy, specificity, coherence) of knowledge. This paper introduces a novel dimension of knowledge, the Motivational Utility of Knowledge (MUK), that is based on fundamental human needs (e.g., physical safety, affiliation, actualization, reproduction). Adults in the United States (N = 190) were recruited from an online survey platform and paid for participation. Participants read a set of four texts arguing different views of houselessness and were administered a comprehension test after each text. Participants were asked about their conceptions of houselessness before and after reading. Finally, they were given the MUK scale, a demographics questionnaire, including questions about their personal experience with houselessness, and were administered a general prior knowledge test and a vocabulary knowledge test. We examined MUK, the factor structure of the scale and the relationship between MUK and other measures of knowledge. The analyses showed that the subscales of MUK loaded onto a single factor--an overall value of houselessness knowledge. In addition, we found that MUK was correlated with conceptions of houselessness and comprehension of texts on houselessness, indicating that the scale was valid. Overall, the findings demonstrate that MUK is an important dimension of knowledge to consider in learning tasks.

The aim of this study is to investigate the effect of Universal Design for Learning on students' academic achievement and attitudes towards mathematics course, and to reveal the opinions of the students about Universal Design for Learning. In this study, the concurrent embedded strategy was used. The participants consisted of 33 primary school students from two different 4th grade classes at a primary school. In the quantitative part of the study, non-equivalent control groups design was utilized. Data were collected through an academic achievement test and an attitude scale. The findings indicated that Universal Design for Learning had a large effect on academic achievement and attitudes towards mathematics course. In the qualitative part of the study, case study was used and data were collected through a focus group interview. The students participating in the interview were identified with a maximum variation sampling method. The students stated that Universal Design for Learning improved their attention, interest, cooperation, and self-regulation skills. They also stated that Universal Design for Learning supported their retention of knowledge, multiple representations of knowledge, and active participation to lesson. As a result, Universal Design for Learning is thought to be one of the effective methods in mathematic courses and its use is recommended. This study was derived from the master's thesis named "The Effect of Universal Design for Learning on Students Academic Achievement and Attitude towards Mathematic Course".