A Comparative Analysis of Access to Education for Students with Disabilities in Brazil, Canada, and South Africa

The associations between quality of life and clinical symptoms in individuals with an at-risk mental state and first-episode psychosis

The professional development of university teachers is an important part of the ongoing reform of higher education and the only way to increase the basic competitiveness of universities. Clarifying the direction of professional development of teachers is the key to realizing the professional development of university teachers. The professional development of teachers should follow a path defined by the four main functions of modern universities: talent development, science development, service to society and continued innovation. The cultivation of talents is the initial goal of the professional development of university teachers, the development of science is a unique attribute of the development of university teachers, service to society is a continuation of the goal of the professional development of university teachers, and innovative development is the eternal aspiration of the university. professional development of teachers.

The aim of this study was to evaluate the effect of laughter yoga on the quality of life and sleep quality in individuals with fecal ostomies. This was randomized controlled trial. The sample comprised 55 individuals with an ostomy who received care at Ankara University's I˙bni Sina Hospital Stoma Therapy Unit in Ankara, Turkey. Data were collected over a 2-month period (January and February 2020). Participants were allocated into an intervention group (n = 27) who received a yoga therapy intervention and a control group (n = 28) who received no intervention via simple randomization. Demographic and pertinent clinical variables were obtained during a baseline visit in both groups, along with the Pittsburgh Sleep Quality Index (PSQI) and Stoma-Quality of Life (Stoma-QOL) instruments. The intervention group received laughter yoga weekly over a period of 8 weeks. Mean scores on the PSQI and the Stoma-QOL at baseline were compared. Participants in the intervention had a significant decline in mean PSQI scores (6.85 vs 5.48, P = .044) indicating improvement in sleep quality following the intervention. Analysis revealed no significant difference in mean Stoma-QOL scores (P = .077). Control group participants had no significant difference in either mean PSQI or Stoma-QOL scores following data collection at the end of 8 weeks. Laughter yoga had a positive effect on the sleep quality in individuals with fecal ostomies. Further research is recommended to evaluate the effect of the number of laughter yoga sessions on the sleep quality and quality of life in individuals with ostomies.

The current cross-sectional correlational study aimed to determine the relationship of medication adherence with functionality and quality of life in individuals with bipolar disorder (BD). The research was conducted with 141 individuals with BD followed as outpatients. Data were collected using an information form, Morisky Medication Adherence Scale (MMAS), Quality of Life in Bipolar Disorder Scale (QoL.BD), and Bipolar Disorder Functioning Questionnaire (BDFQ). A significant positive correlation was found between participants' MMAS total score and QoL.BD (p < 0.001) and BDFQ (p < 0.05) scores. A significant positive correlation was also found between QoL.BD and BDFQ scores (p < 0.001). Medication compliance positively affects quality of life and social functionality in individuals with BD. Thus, interventions to increase medication adherence are recommended. [Journal of Psychosocial Nursing and Mental Health Services, 63(3), 27-35.].

Anemia is highly prevalent, especially in older individuals. In selected populations, anemia has been reported to be associated with impaired survival and health-related quality of life. However, data on this impact in the general population are rare. Furthermore, discussions on the optimal definition of anemia have not been conclusive. We investigated these issues using survival data, scores from a health-related quality of life questionnaire (RAND-36), and hemoglobin concentration from 138670 subjects, aged 18-93 years, participating in the Lifelines cohort. Anemia was defined according to World Health Organization criteria and was further subclassified in participants over 60 years old. Anemia was present in 5510 (4.0%) of all 138670 subjects and 516 (2.8%) in the 18667 individuals older than 60 years. Anemia had no impact on overall survival and limited impact on health-related quality of life in individuals less than 60 years old. In contrast, in individuals over 60 years old anemia significantly impaired overall survival and health-related quality of life. The lower health-related quality of life was mainly observed in subscales representing physical functioning. Although consensus on the subclassification of anemia is lacking, our data suggest that particularly anemia of chronic inflammation was associated with worse overall survival and decreased health-related quality of life. Multivariate models confirmed that anemia was an independent risk factor for decreased health-related quality of life in older individuals. Finally, women with a hemoglobin concentration between 12.0-13.0 g/dL (considered anemia in men, but not in women) experienced a significantly lower health-related quality of life. This large, prospective, population-based study indicates that anemia is associated with worse overall survival and health-related quality of life in older individuals, but not in younger individuals. The findings of this study challenge the definition of anemia in women over 60 years old, and suggest that the optimal definition of anemia, in the perspective of health-related quality of life, in women over 60 years old should be altered to a hemoglobin concentration below 13.0 g/dL (8.0 mmol/L), which is comparable to that in men.

Systematic review and meta-analysis. The objective was to summarize the effectiveness of Inspiratory Muscle Training (IMT) on the quality of life in individuals with Spinal Cord Injury (SCI). An online systematic literature search was conducted in the following databases: PubMed/MEDLINE, PubMed CENTRAL, EMBASE, ISI Web of Science, SciELO, CINAHL/SPORTDiscus, and PsycINFO. Randomized and non-randomized clinical studies investigating the effectiveness of IMT in quality of life were included in the present study. The results used the mean difference and 95% confidence interval for maximal inspiratory pressure (MIP), forced expiratory volume in 1 s (FEV1), maximal expiratory pressure (MEP), and the standardized mean differences for the quality of life and maximum ventilation volume. The search found 232 papers, and after the screening, four studies met the inclusion criteria and were included in the meta-analytical procedures (n = 150 participants). No changes were demonstrated in the quality of life domains (general health, physical function, mental health, vitality, social function, emotional problem, and pain) after IMT. The IMT provided a considerable effect over the MIP but not on FEV1 and MEP. Conversely, it was not able to provide changes in any of the quality of life domains. None of the included studies evaluated the IMT effects on the expiratory muscle maximal expiratory pressure. Evidence from studies shows that inspiratory muscle training improves the MIP; however, this effect does not seem to translate to any change in the quality of life or respiratory function outcomes in individuals with SCI.

Objective: Little is known about the effects of SARS-CoV-2 coronavirus disease (COVID-19) on quality of life and social participation in individuals with traumatic brain injury. We aimed to compare social participation and health-related quality of life (HRQoL) in a sample of individuals with TBI before and during the second wave of COVID-19 and explored the relationships between the perceived impacts of COVID-19, social participation, and HRQoL.Patients and methods: Eighteen individuals with traumatic brain injury with a mean (standard deviation) age of 47.7 (17.0) years at 48.2 (10.5) months post-injury were administered a questionnaire on overall disability and participation (Mayo-Portland Adaptability Inventory-4th edition; MPAI-4), HRQoL (Quality of Life after Brain Injury Questionnaire; QOLIBRI), and the Coronavirus Impacts Questionnaire before and during the second wave of the COVID-19 pandemic at an interval of 6.4 (SD = 8.2) months. Results: Compared with pre-pandemic levels, individuals with traumatic brain injury reported a statistically significant decrease in the QOLI-BRI total score and its emotional subscale (with medium to large effect sizes), but without statistically significant differences in MPAI-4 scores. Increased difficulties with access to resources during COVID-19 were associated with increased adjustment problems on the MPAI-4, and with daily life and autonomy difficulties, emotional issues, and lower physical functioning on the QOLIBRI. Conclusion: The relationships identified in this exploratory correlational study suggest that COVID-19 had a negative impact on quality of life in individuals with traumatic brain injury, but not specifically on their social participation. LAY ABSTRACTLittle is known about the effects of SARS-CoV-2 coronavirus disease (COVID-19) on the lives of individuals with traumatic brain injury. This study compared social participation and health-related quality of life in individuals with TBI before and during the second wave of COVID-19 and explored relationships between the perceived impacts of COVID-19, social participation, and health-related quality of life, but not specifically on social participation in individuals with traumatic brain injury. Also, increased difficulties with access to resources during COVID-19 were associated with increased adjustment problems, daily life and autonomy difficulties, emotional issues, and lower physical functioning.

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Introduction: The latest research on quality of life in Parkinson's patients has emphasized the importance of a comprehensive approach to the care of these individuals. In addition to motor symptoms, non-motor aspects such as sleep disorders, depression, anxiety, cognitive changes and communication difficulties play a crucial role in the general health and well-being of these patients. Objective: Analyze and synthesize the available evidence on the quality of life and health profile in individuals diagnosed with Parkinson's disease. Methods: This study constitutes a systematic review, classified as exploratory and descriptive. The preparation of the research was a bibliographical search in electronic databases on methods associated with RSL (Systematic Literature Review) and the applications of SMARTER (Simple Multi-Attribute Rating Technique using Exploiting Rankings). The study methodology is a systematic, exploratory and descriptive review, using qualitative and quantitative methods. The bibliographic search covered several databases, with well-defined inclusion and exclusion criteria. Data analysis was conducted by three independent researchers. Results and discussion: The results revealed 1659 articles, 18 of which were included in the review. The discussion of the findings of the current article can be enriched by a comprehensive analysis of the existing literature that explores various facets of quality of life (QoL) in individuals with Parkinson's disease (PD). Several studies have investigated different dimensions, providing insights into the factors that influence QoL in PD patients. Conclusion: The findings gathered emphasize the importance of a comprehensive and personalized approach in the treatment of PD, considering not only motor symptoms, but also psychosocial and nutritional aspects and the external context. This integrated approach can serve as a basis for developing more effective strategies to improve QoL in individuals with PD and provide more comprehensive and adaptable support throughout the course of the disease.

The professional quality and ability of teachers determines the success or failure of education. It is also a vital mechanism for enhancing the professionalism and lifelong learning of teachers. The key to professional development of teachers is how to improve their professional quality and ability. The professional development of college English teachers is facing new opportunities and challenges with the deepening reform of higher education in China. It is necessary to carry on teaching reflection, expand their visions of teaching field, extend the teaching scope, and improve their professional abilities. Teaching reflection has been looked on as an effective way to improve the teaching quality and to promote the professional development of teachers. Based on the teaching reflection theory, this paper firstly discusses the definition of professional development of college English teachers, and then analyzes the main influence factors on the professional development of college English teachers from the perspective of teaching reflection, such as teaching ideas, teaching modes, teaching methods and teaching environments. Finally, enlightenment of teaching reflection on the professional development of the college English teachers is expounded from five aspects. In order to adapt to the situation of curriculum reform, only by constantly reflecting, and constantly improve their ability of innovation, the levels of professional development of college English teachers could be improved through teaching reflection and English ability of students could be also enhanced.

The study aimed to identify the role of the educational supervisor and the Subjects committees in the professional development of secondary teachers in the southern governorates, and to reveal that there are differences between the averages of the estimates of the sample members for this role, and to achieve this, the descriptive analytical approach was used, and it designed a questionnaire of (23) items Distributed over three areas, where it was applied to a random sample of (94) secondary teachers in public schools in the Gaza Strip. One of the most important findings of the study was: that the study sample estimated the degree of practice of the educational supervisor and the detective committees for their role in the professional development of teachers; he got a relative weight (66.84), i.e. an average degree, and the fields of study got an average degree ranging between (68.58% - 65.50%).arranged in descending order as follows: (the skill of implementation of lessons - planning skill - evaluation skill), and it also showed that there were no statistically significant differences between the averages of the estimates of the study sample members of the role of the educational supervisor and the detective committees in Professional Development of Secondary teachers in the southern governorates of Palestine attributed to the variable of gender, years of service and specialization, the study reached a set of ways to develop the role of the educational supervisor and detective committees in the professional development of teachers.&#x0D; &#x0D; .

Background: South Africa’s teacher retention crisis calls for policy makers, school leaders and teachers to explore ways for professional growth. This study examined six novice teachers’ experiences and views on continuous professional development (CPD) and how it benefits teachers as they transition from mentees to mentors. Aim: The study aimed to explore novice teachers’ engagement with CPD within the context of foundation phase (FP) teaching. It specifically investigated their understanding of CPD in communities of practice and how they preferred to be inducted, mentored and coached. Setting: This qualitative case study was conducted in six inner-city public primary schools in urban Johannesburg, South Africa. Methods: The research followed a case study design, using semi-structured interviews with six novice teachers to gather data. Results: The findings revealed the significance of informal mentorship, offering support despite the absence of formal structures in FP settings. This highlights the need for educational institutions to establish formal mentorship opportunities to promote professional development and well-being of teachers. Conclusion: CPD goes beyond fulfilling professional requirements – it empowers teachers. By upskilling and reskilling, CPD prepares teachers to meet modern teaching challenges. Contributions: This research adds to the limited literature on novice teachers’ experiences with CPD in FP. It highlights CPD’s crucial role in enhancing pedagogical strategies, supporting diverse learners, improving teacher wellness, and informing educational policy and leadership decisions.

Teacher professional learning and development are critical to educational improvement efforts and teacher professional growth. Such learning and development can be facilitated in a range of ways, including more traditional ‘workshop style’ training programmes as well as coaching, mentoring, advisory support, teacher inquiry, and other activities that can contribute to teacher learning and change. Despite the extensive time, financial, and human resources invested in teacher professional learning and development in Aotearoa New Zealand every year, it is over 15 years since research on teacher development in this country was brought together in a published review. This paper presents a scoping review of n = 178 primary studies published in English in 2010–2023 that focus on teacher professional development in the Aotearoa New Zealand schooling sector. Looking across this body of literature, we provide a quantitative overview of characteristics of the literature base and identify shifts, trends, strengths, gaps, imbalances, and directions for future research. This paper offers a timely summary and synthesis of recent research on teacher professional development in Aotearoa New Zealand and also offers challenges and recommendations for researchers working in this area.

The professional development of teachers most especially Philosophy teachers has been a major concern of the Government of Cameroon. The ministry of secondary education has experimented several approaches and methods such as the New Pedagogic Approach and the Competence Based Approach. However, the Problem-Solving Model (PSM) could have an influence on the professional development of secondary school philosophy teachers. On this premise, this study sought to find out how the Problem-Solving Model influences the professional development of secondary school philosophy teachers in Yaounde VI Municipality. The investigation was anchored on authors like J. Dewey, E. Kant, C. S. Pierce and K. Nkrumah on their constructivist and pragmatic views. The qualitative approach with the aid of a semi-structured interview and semi- structured observation were employed. A total of ten teachers were selected to participate in this study using the non-probability sampling technique from two secondary schools; G.B.H.S. Etoug-Ebe and G.B.H.S. Mendong in the Yaounde VI municipality. Data was analyzed descriptively using tables, graphs and thematic content analysis. The results revealed that PSM influenced the professional development of secondary school philosophy teachers except for some few elements like stating the problem, contextualizing and rephrasing the problem, recalling the problem and contextualizing the solution that need to be relooked into because teacher practices do not conform to Dewey’s pragmatic model. The results of this study led to the proposed pragmatic triadic model to guide teacher practices.