Adequate Educational Opportunities Research Articles

Implications of Inclusive Education Policy in Guaranteeing the Rights of Children with Special Needs

The goal of this research is to look into the effects of inclusive education policy in Indonesia in order to protect the rights of children with special needs. A systematic literature review was conducted to synthesize the kinds of literature pertaining to inclusive education policy on children with special needs. The kinds of literature were attained from several article search engines, namely Google Scholar and ScienceDirect, published from 2011 to 2023. The data collected includes the rules and regulations, policies, guidelines, and instructions linked with inclusive education. The study's findings reveal that inclusive education policies substantially impact the issue of ensuring that children with special needs are given their rights. Specialized educational services will be provided to children with special needs, and efforts will be made to strengthen the overall inclusive education system and make education more accessible to all children. Improving the quality of human resources, guaranteeing that all students have equal access to special education services, and raising public awareness about the significance of inclusive education are all crucial if we want to see an increase in the effectiveness of inclusive education policies. Therefore, it is desired that all children, including those with special needs, would have equal and adequate educational opportunities.

Physician Trainees' Perception of Cannabidiol Use in Medicine: A Survey Study.

Given the ongoing national opiate crisis, physicians have been challenged with mitigating the risk of opiate dependence in their patients. With current physician efforts to mitigate the risks of treating pain with opioid prescriptions, this study evaluates medical students' and residents' understanding and perceptions regarding cannabidiol (CBD) in current medical care and their future medical practice. Orthopedic residents from all American programs and medical students from 50 medical schools, regardless of training year or future specialty plans, were eligible to participate in this survey-based study administered from December 2022 to March 2023. The surveys ask questions about demographic information, what education they receive on CBD utilization in medicine, thoughts on CBD effectiveness in pain control, and future plans on utilizing CBD. A total of 55 residents (1.4%) and 53 medical students (5.1%) responded. Trainees in CBD-legal states were more likely to work with physicians who use CBD in their practice. Most trainees, regardless of location, believe CBD use has a stigma attached to it. Many responders were concerned about the role of CBD in pain control. Finally, most trainees believed that CBD is easy to access if desired and is affordable to purchase. The trajectory of CBD use in the United States indicates that the therapeutic benefits of CBD will be targeted, and future physicians are not always provided adequate educational opportunities to learn about its potential medical uses. Continued training as well as interactions with patients may help decrease the stigma surrounding medical CBD use and help solidify its therapeutic use in pain control.

POLICIES TO PREVENT CORRUPTION IN NIGERIA: ENFORCEMENT OF THE RIGHT TO EDUCATION

This paper investigates how well Nigeria conforms to international best practices on the right to education. The quality of education that is available to Nigerians is affected by inadequate budgetary allocation, which is compounded by mismanagement of scarce resources and generally by corrupt practices. Education at the level of the primary, secondary and tertiary levels suffers on account of corruption, despite government propaganda that the state provides adequate educational opportunities at the three tiers of education. Attempts to prosecute and punish acts of corruption have failed consistently. Nigeria is a signatory to international and regional instruments which have influenced it to enact national anti-corruption legislation. However, the political will of successive governments to fight corruption remains on the decrease, particularly when a government itself is a product of corrupt practices. Such a government appoints politicians to the councils of the universities as a reward for political patronage and with a view to recouping the huge sums expended on elections. Anti-corruption laws are sidelined, regulations are compromised and the anti-corruption crusade fails. This results in education being the responsibility of unqualified teaching staff working with poor quality teaching infrastructure. The enforcement of the right to education is undermined. In order to salvage the education sector, it is submitted that Nigeria’s anti-corruption crusade should emphasise preventive measures. A university should be autonomous in respect of its objectives and finances. When funds allocated to education are safe from misappropriation, the right to education may be enforced properly.

Impact of co‐teaching on general educator self‐reported knowledge and use of inclusive practices for students with emotional and behavioral disabilities: A pilot investigation

AbstractThis pilot study examined the self‐reported knowledge and implementation of recommended practices for supporting students with emotional and/or behavioral disorders (EBDs) in general education classrooms. Participants were general educators who had either limited experience in co‐teaching with a special educator or general educators with more consistent experience co‐teaching with a special educator. General educators with frequent opportunities to co‐teach with a special educator reported significantly higher levels of knowledge of classroom management and differentiation procedures. Additionally, general educators with more frequent opportunities to co‐teach with a special educator reported significantly higher levels of use of classroom management practices. Based on these results, we suggest that in the absence of adequate direct support from special education professionals, students with EBD who are placed in general education settings may be denied adequate and appropriate educational opportunities. However, this hypothesis requires further investigation utilizing methods such as systematic observation.

Knowledge, Attitude, and Practice of Family Planning among Currently Married PAHARI Cast Women in Nepal

Family planning contributes to improving health and ensuring access to adequate food, clothing, housing, and educational opportunities for people. This study simply tried to analyze the “Knowledge, Attitude and Practice of family planning among PAHARI cast women” with respect to socio-economic condition of the sample size of the population in the study area. The study found that knowledge of at least one modern method of family planning is almost universal among currently married PAHARI cast women. This study found more than 98 percent PAHARI has knowledge of at least one family planning method but the users are only 62.7 per cent of any method and the modern method family planning users are only 60 per cent. These finding figures clear the low-use patterns of family planning devices in the study population of the study area.

Hannah Claire Haines, 1891–1974: Not the Average “Militant Female”

Hannah Claire Haines, 1891–1974: Not the Average “Militant Female”

510 Cardiovascular Computed Tomography Education In Current-day Trainees: Results From Scct’S 2021 International Cct Training Survey

Introduction: Cardiovascular computed tomography (CCT) is now a guideline recommended first-line imaging test for patients with suspected stable and acute forms of coronary artery disease, but adequate educational opportunities in CCT still lag and variation in training is an unresolved issue with no good data to fully understand this heterogeneity. Our survey explored current challenges and opportunities for trainees worldwide, with the aim of informing future efforts to improve delivery of high-quality CCT education.

Special is Unique, Until You Are in School: An Anecdote of Nigeria’s Inclusive Education System

Inclusive education is a process of enhancing the capacity of the education system in any country to reach out to diverse learners. The practice anchors on the notion that every child should be an equally and mutually valued member of the school culture. In other words, children with disabilities benefit from learning in a regular classroom, while their peers without disabilities gain from being exposed to children with diverse characteristics, talents, and temperaments. With Nigeria, much of the debate regarding inclusive education has remained theoretical and speculative, and has not translated into adequate inclusive educational opportunities for persons with disabilities -visible and non-visible. The basis of inclusion is that special needs pupils have a right to the benefits of a full school experience, with needed modifications and supports alongside their peers without disabilities who receive General Education. For the child with a disability to benefit optimally from inclusion, it is imperative to have an accommodating and efficient system, effective collaboration with special educators, as well as with General Education teachers who can teach a wider array of children, including those with varying disabilities.

Sex differences in early language delay and in developmental language disorder.

Developmental language disorder (DLD) is a neurodevelopmental condition, occurring in about 3% to 7% of preschoolers, that can impair communication and negatively impact educational and social attainments, in spite of adequate neurological, cognitive, emotional, social development, and educational opportunities for language learning. Significant risk factors for DLD are male sex, familial history of early language delay, low parental education, and various perinatal factors. A strong sex effect with a higher prevalence of language delay and DLD in males than in females has been consistently reported. Neurobiological and environmental risk factors, interacting with each other, are probably responsible for the phenotypic expression of DLD. The aim of this brief review is to further the knowledge of the role of sex in early language delay and DLD by analyzing the evidence from four significant sources: epidemiological studies, studies on twins, family aggregation studies, and studies on sex chromosome trisomies. Data pertaining only to sex differences (biological and physiological characteristics of females and males) will be analyzed. Studies on family aggregations and twins confirm the role of genetic factors and of sex in determining language abilities and disabilities, but genes alone do not determine outcomes. Sex chromosome trisomies represent a unique example of the relationship between a genetic alteration and a language disorder. Clarification of how sex acts in determining DLD could provide new information on early risk factors and, thus, contribute to improve diagnosis and clinical management.

Responding to patient requests for women obstetrician-gynecologists

Patients may request care from a woman obstetrician-gynecologist for various reasons, including privacy concerns, religious or cultural reasons, and in some cases, a history of abuse. They should be given the opportunity to voice their reasons for requesting a woman obstetrician-gynecologist but should not be compelled to do so. Respect for patient autonomy is a compelling reason to consider honoring a patient's gender-based request. When a patient requests a woman obstetrician-gynecologist, efforts should be made to accommodate the request if possible. However, medical professionals and institutions are not ethically obligated to have a woman obstetrician-gynecologist on call or to make one available at all times. If it is not feasible for a woman obstetrician-gynecologist to provide care because of staffing or other system constraints or patient safety concerns, accommodation is not required, and physicians do not have an overriding responsibility to ensure that patients receive gender-concordant care. Patients have the right to decline care and may choose to seek care elsewhere if their requested healthcare provider type is not available. Institutions and medical clinics should have policies and procedures in place for managing patient requests for women obstetrician-gynecologists, and patients should be made aware of these policies preemptively. These policies and procedures should include information about whom to contact for assistance and how to document the encounter. They should also be accessible and familiar to physicians and trainees. Care should be taken to ensure that adequate educational opportunities in obstetrics and gynecology are available for all medical trainees, regardless of gender.

A Scoping Review of Urban Livability Indicators

Livability is the “right” to live where all citizens can enjoy adequate housing, health care, educational opportunities, consumption, and leisure. This definition can be used as a tool to measure an area’s standard of living conditions and protect the residents’ rights to a standard of living. Therefore, a systematic review of indicators for measuring livability is essential. In this study, urban livability indicators were derived by the “Scoping Review” method. Based on the guidelines of JBI and PRISMA-ScR, research institutes that provide guidelines related to systematic reviews and meta-analyses, 20 articles were extracted from 1,193 articles published between 2000 and 2021. Results of the study show that, first, multi-dimensional indicators were used to measure urban livability. Second, the derived indicators for each dimension were linked or frequently intersected. Third, a conceptual framework of urban livability indicators was presented. This study is unique in that it attempted a a scoping review of urban livability indicators research and derived indicators according to spatial scale and time step.

Novel application of telemedicine and an alternate EHR environment for virtual clinical education: A new model for primary care education during the SARS-CoV-2 pandemic

BackgroundRestrictions to direct patient contact resulting from the Severe Acute Respiratory Syndrome Coronavirus 2 (SARS-CoV-2) pandemic left some medical students near graduation in need of a required critical care medicine (CCM) sub-internship. A group of educators deployed a virtual curriculum utilizing telemedicine and electronic health record (EHR) technologies. MethodsNine students participated in a formal curriculum of high-value critical care medicine topics designed to meet the learning objectives of the in-person experience. Students obtained patient histories and directed physical examinations virtually via telemedicine. They followed assigned patients, submitted clinical documentation, and practiced electronic order entry using a non-production EHR copy. At conclusion these students completed the same evaluation used for “in-person” CCM rotations earlier in the year. ResultsStudents rated the virtual rotation comparably to the traditional rotation in most evaluated criteria. Lower rated areas included “perform minor procedures”, “patient counseling”, and “interprofessional experiences”. Students’ narrative responses specifically noted strengths of the “student focus” and the ability to practice in an EHR copy. DiscussionStudents and preceptors generally found that the virtual curriculum provided adequate educational opportunities. Certain areas were clearly lacking, as expected. Students felt the dedication of the faculty to the students’ educational needs was the most important factor contributing to the success of the program. The results suggest several ways telemedicine and EHR technologies might enhance clinical medical education in the future. ConclusionThis methodology was successful in providing elements of a CCM rotation experience. This technology could prove efficacious for primary care rotations where in-person training is not feasible due to the SARS-CoV-2 pandemic.

The Additional Cost of Operating Rural Schools: Evidence From Vermont

State policymakers wrestle with long-standing questions and concerns about how to best provide additional fiscal support to rural school districts to ensure their students have access to adequate educational opportunities. In this study, we describe how one state developed empirically based estimates for the additional cost of operating rural schools, typified by small enrollment and location in sparsely populated areas. The study’s findings clarify that school size and location are relevant, but distinct, cost factors that should be accounted for state school finance policies. Additionally, the study provides a model for how other states might leverage administrative data and apply education cost modeling to estimate cost differences for rural schools that can be used to inform state school finance policy.

Boko Haram Terrorism and a Threat to Right to Education

The government shall direct its policy towards giving to the citizens equal and adequate educational opportunities at all levels. Although, not classified as a fundamental right, this constitutional prescription remains at the forefront of the basic objectives of the Nigerian government; yet, despite this laudable objective, the Northern region of Nigeria has a consistent record of low enrolment rate of indigenous pupils in schools, thereby creating a noticeable disparity between the North and South of Nigeria in terms of education. It is against this background that this paper discusses the evolution, incidences and enabling circumstances of Boko Haram terrorism in Nigeria and its effects on education, particularly in the areas affected. The purpose of this paper is to discuss the long term consequences of the Boko Haram terrorism on the right to education, as guaranteed by the 1999 constitution, in the affected areas of Nigeria. The paper traces the origin and factors that aided the Boko Haram terrorism. It also considers the extent of the effectiveness of the response of the Nigerian government in tackling the problem. The findings prove that, although the response of the government has been active, yet it has not been effective in curtailing the terrorist activities. This has negatively impacted on education in the affected areas of the Northern Nigeria. The paper suggested measures to address the problem.

Social Resources and Challenges Related to the Schooling and Education of Immigrant Children at High Schools in Japan

Japan has recently seen an increase in the number of immigrant children, many of whom face difficulties at school. The country’s educational policies have failed to address the needs of these children. As a result, the schools and local municipalities in which these children are educated bear the burden of this problem. This study examines how the social resources and home lives of these immigrant families affect children’s schooling and education at high schools. First, the authors describe the problems of the education system in relation to the children of foreign workers and low-wage immigrants in the context of Japan’s stringent immigration policy. Then, in a case study, they highlight the ways in which family-related factors, local resources, and an innovative quota system combined with special programs at a local high school affect the schooling and educational success of immigrant students. The results indicated that most foreign children newly arrived in Japan due to the transnational movement of their parents had limited family resources and limited Japanese language skills and that external networks helped such children continue on to high school. The paper concludes by suggesting that integrated measures, including institutional admission arrangements and social supports, are needed to provide immigrant children of low socioeconomic status with adequate educational opportunities.

Biomedical Informatics Workforce in Croatia: Qualitative Analysis of Teachers' Opinions on Needs and Employment Opportunities.

We report a qualitative analysis of higher education biomedical informatics (BMI) teachers' opinions on the needs for BMI workforce and employment opportunities in the Croatian health care system. Needs were perceived as considerable; however this was not coupled with adequate employment opportunities. Barriers were identified to correcting this imbalance, including the failure of the health care system planners to recognise BMI experts as an important part of the workforce and lack of adequate educational opportunities.

The Forgotten Brown Case: Briggs v. Elliott and Its Legacy in South Carolina

ABSTRACT There is not much debate regarding the Brown decision and the significance of the foundation it provided for access to equal educational opportunity and the school funding litigation movement; however, it is important to recognize that the inception of Brown can be traced back to a small rural town in South Carolina. Three years before the Supreme Court heard Brown v. Board, the legal strategy to attack separate but equal was formed in Summerton, South Carolina, with Briggs v. Elliott. Briggs was the first school funding lawsuit in South Carolina. More than 65 years after the first school funding lawsuit was filed in the state of South Carolina, rural school districts are still waiting for the state to provide adequate educational opportunity for poor, rural, mostly Black students. The schools in these districts are arguably still segregated, still unequal, and still inadequate. The purpose of this article is to examine the history and legacy of Briggs v. Elliot. The article begins with exploring the historical legal background of education finance litigation in South Carolina. This is followed by a snapshot of the prevalence of school segregation and educational inadequacies of the rural school districts represented in Briggs and recent lawsuits. Furthermore, the article discusses the role and function of the courts regarding South Carolina education, in addition to enacted legislation and the role of race. The article concludes with implications regarding policy and potential future legal strategies.

“The State Pulled a Fast One on Us”: A Critical Policy Analysis of State-Level Policies Affecting English Learners From District-Level Perspectives

States’ increasing involvement in educational policy making can play a significant role in how school districts provide equitable educational opportunities. Guided by critical policy analysis, the purpose of this article is to examine state-level policy pertaining to English learners (ELs) from district-level perspectives. Based on interview and archival data from a multiple case study of three metropolitan school districts in different states, district-level perspectives illustrate how these state-level policies were symbolic, restrictive, or exclusionary toward ELs. The results also demonstrate ways that districts advocated, engaged, resisted, and navigated state-level policies and politics. Based on these findings, I argue that state-level policies and related politics can compromise school districts’ ability to provide ELs with adequate educational opportunities.

Creating resident shift schedules under multiple objectives by generating and evaluating the Pareto frontier

Creating shift schedules for medical residents is challenging, not only because of the large number of conflicting rules and requirements needed to ensure both adequate patient care and resident educational opportunities, but also because there is no one clear, well-defined single objective function to optimize. Instead, many factors should be taken into account when selecting the “best” schedule. In our practical experience, it is impossible for the scheduler (typically, a Chief Resident) to accurately determine weights that would allow these factors to be captured in a mathematical objective function that truly represented their preferences. We therefore propose to instead provide the Chief with a set of Pareto-dominant schedules from which to select. We present an integer programming-based approach embedded within a recursive algorithm to generate these schedules. We then present both computational results to assess the tractability of our approach and a case study, based on a real-world scheduling problem at the University of Michigan Pediatric Emergency Department, to study how a Chief Resident would evaluate the Pareto set.

A pilot Indian family-based association study between dyslexia and Reelin pathway genes, DCDC2 and ROBO1, identifies modest association with a triallelic unit TAT in the gene RELN.

Dyslexia is a neurodevelopmental disorder that manifests as a reading disability despite normal intelligence and adequate educational opportunity. Twin and family studies have indicated a genetic component, while genome-wide studies have implicated a number of susceptibility genes, most of which have direct or indirect roles in neuronal migration. Reelin (RELN) has important biological functions facilitating migration of neurons. Polymorphisms in RELN have been implicated in related disorders like autism and schizophrenia but have not been examined in dyslexia. We hypothesized that not only RELN, but its interactors in the neuronal migration pathway may play roles in the etiology of dyslexia. Twenty two functional variants across six RELN signalling genes (RELN, VLDLR, APOER2, DAB1, LIS1 and NDEL1) and two dyslexia candidate genes (DCDC2 and ROBO1) were analyzed for association in twenty six nuclear and three extended families with individuals affected with dyslexia. Univariate association analysis was suggestive of association (puncorrected = 0.01) with rs362746 in RELN which however did not withstand Bonferroni corrections (pcorrected = 0.21). Multimarker tests indicated significant association (p = 0.037), based on which we tested for haplotype associations. Although there were no significant haplotypic associations, we found that a three marker unit with rs3808039 and rs2072403 flanking and independently in linkage disequilibrium with rs362746 was significantly overtransmitted (risk allelic combination - TAT) to dyslexia affected individuals in the sample (p = 0.002). Our results suggest preliminary evidence for a new potential risk variant in the RELN locus for dyslexia.