Educational Opportunities For People Research Articles

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.

The Social Construction of Congenital Deafblindness in relation to Education: Analysis of focus groups in East and Central Africa

This study investigated the importance of social construction of congenital deafblindness (CDB) when planning special needs education services. The study was conducted in Uganda and the Democratic Republic of the Congo (DRC). The research was based on a literature review and a focus group study. In the focus groups a dialogical perspective was used for acquiring knowledge through communicative interactions. The focus was on two main topics: social construction of Congenital Deafblindness (CDB) and knowledge about education services for people with CDB. Fourteen participants were selected, with seven from each country. Participants were familiar with deafblind persons and/or with communities where they lived. The grounded theory approach and thematic analysis method were used to determine the correct coding and themes and identify patterns of meaning of different opinions. The results of the data analyses showed that participants attributed the causes of CDB in Uganda and the DRC to cultural and religious beliefs. The medical stance on CDB was less understood. In addition, culture and religion were identified as dominant factors in the social construction of the position of people with CDB in the community, leading to misunderstanding and inappropriate services for them. This community misunderstanding indicates that people at the local level are likely to stick to traditional and religious practices. Therefore, changing attitudes and educational opportunities for people with CDB requires more understanding of third-party voices and the underlying barriers in these communities.

Applying the Capabilities Approach to Disability and Education

This paper aims to establish three things. First, that the capabilities approach is the best candidate for an adequate theory of justice to provide just educational opportunities for people with intellectual disabilities. Second, that the capabilities approach, while possessing many merits over rival conceptions of justice, must acknowledge that a prioritization of some capabilities over others is essential. Third and finally, that intellectual disability presents a particularly urgent case for educational justice, because those with intellectual disabilities are historically under-serviced within educational institutions and stand to lose much more than others because of the potential for the compounding of corrosive disadvantage. A stronger claim to justice for people with intellectual disabilities represents a potential for change in the policy and funding associated with education more generally, and for people with intellectual disabilities more specifically.

Проблема виховання дітей з особливими освітніми потребами в умовах сім’ї та освітніх установ

The article is devoted to the problem of inclusive education, namely, education and upbringing in both family and preschool institutions. The author analyzes the domestic and foreign experience of working with children with special educational needs. The following approaches are described: expanding access to education (its main goal is to expand educational opportunities for people with mental and physical disabilities, ethnic minorities, and people from disadvantaged sections of society), mainstreaming (this approach implies that children with disabilities communicate with their peers on holidays, during their leisure time), integration (means bringing the needs of children with mental and physical disorders into line with the habitual traditional education system), and inclusiveness (it is such an educational activity when people with limitations and needs can be trained together with people without any disabilities). The program for helping children with attention deficit hyperactivity disorder, which is used in educational institutions in Norway, is considered; it includes the following: technology for the dissemination of knowledge among parents and professionals, inclusive education technology for children with different developmental abnormalities (ADHD, Turrett syndrome, Asperger syndrome, mental retardation) in the system of general education, technology for diagnosing ADHD varieties and comorbid disorders. The term “tutoring: has been defined and the importance of education in the system of inclusive education has been revealed. The main ideas of Russian scientists about inclusive education have been characterized: the ideas represented by S. V. Alyohina, O. R. Yarskaya-Smirnova, V. P. Hudonis, T. O. Dobrovolskaya, M. M. Malofeev. The main researches of Ukrainian scientists (M. Malofeyev, V. Sinov, M. Sheremet, L. Andrushko, V. Bondar, A. Kolupayev, T. Yevtukhova, V. Lyashenko, I. Ivanov, O. Savchenko, M. Svarnyk, O. Stolyarenko, A. Shevchuk and others) have been analyzed. A survey aimed at revealing parents’ attitude towards the problem of raising children with special needs has been conducted. The urgency of family education of children with special educational needs has been substantiated. A number of socio-pedagogical problems related to the functioning of families with special children in society have been determined. Keywords: inclusive education, education of children with special educational needs, tutor, family education, extended access to education, mainstreaming, integration, inclusion.

Innovative approaches reaching underserved and rural communities to improve epilepsy care: A review of the methodology of the Connectors Project

ObjectiveThe Connectors Project, a collaboration between the Epilepsy Foundation and UCB Pharma, was a multiyear project designed to improve epilepsy care in underserved communities. A core objective of the Connectors Project was to pilot new and innovative approaches to epilepsy awareness and education in rural and underserved areas, including standardized curricula for healthcare providers and patients. MethodsA series of consensus conferences explored opportunities and barriers to epilepsy care throughout the United States including access to local Epilepsy Foundations, neurologists, and epilepsy centers. Data from QuintilesIMS™ were examined for access to newer antiepileptic drugs (AEDs)—a proxy for quality of epilepsy care—in different regions. State factors (e.g., local epilepsy foundation office, access to newer vs. older AEDs, and geographic density and diversity) were used in selecting four states as examples of rural and underserved areas to pilot the awareness and educational programs. For each state, a work team assessed challenges and opportunities, tailored educational curricula, and developed strategies for effective delivery of the educational programs. Interventions were held between June 2016 and June 2017. Interventions consisted of outreach and awareness programs, in-person health education to healthcare providers and patients/families, and digital health education. ResultsMichigan, Nevada, Oklahoma, and West Virginia were identified as pilot states representing geographically diverse areas, ranging from a state with a large high-density population center with several epilepsy centers and a local Epilepsy Foundation office (Michigan) to a state with predominately rural areas and a few small urban cores, two epilepsy centers, and no in-state Epilepsy Foundation office (West Virginia). State work teams tailored interventions and examined options for type, intent, ease of use, and impact. All states implemented outreach and awareness initiatives and in-person health education for patients and healthcare providers; use of digital health education was variable. Measurement of the interventions was agreed to be performed by the use of patient and physician surveys and reevaluation of data from QuintilesIMS for access to newer AEDs. ConclusionLocal Epilepsy Foundation offices successfully connected healthcare providers in rural and underserved areas to epilepsy education designed to enhance quality care in epilepsy. Educational opportunities for people with epilepsy and their families addressed critical gaps in accessing quality epilepsy care and self-management. Tailored and innovative educational approaches can be used to increase awareness levels and to overcome geographic challenges in reaching underserved populations. Relationship building and repeated, consistent engagement with healthcare providers and patients can assist in improving communication and self-management skills among patients with epilepsy.

Improving Access to Patient Education

Introduction and Problem Description: Spinal Cord Injury (SCI) is a difficult, life-changing event with great emotional impact on those who sustain the SCI and their families. Patient education has the potential to provide patients and their families with the knowledge and skills necessary to care for themselves post SCI and help minimise secondary complications over time (Shepherd et al., 2012). At the Spinal Cord System of Care (SCSC) Programme in the National Rehabilitation Hospital (NRH) in Ireland patient education has predominately been delivered through paper-based materials or face to face interactions with members of the interdisciplinary team (IDT). However, an audit of patient education folders in 2013 revealed that only 12% of patients used their folder routinely during their rehabilitation. Patients reported that information in the folders was overwhelming and daunting and that they were consulting the internet for information. One key difficulty in providing patient education is that there is a lot to learn and limited time during a rehabilitation admission to do so. Factors such as a person’s level of education, preferred learning style, their psychological adjustment to the injury (learning readiness) and emotional support can influence their ability to learn and problem solve (Van Wyk et al., 2015). Impairments in hand function as a result of a SCI means that physical access to paper-based educational materials is very challenging (Shepherd, 2012). Another barrier to acquisition of knowledge, skills and behaviours from SCI patient education in Ireland is that once a person is discharged from the neuro-rehabilitation setting there is limited access to credible, quality information sources. Practice Change Implemented: The National Standards for Safer Better Healthcare highlight the importance of using feedback from service users to improve the quality of the services provided (HIQA, 2012). The internet has been identified as a preferred means of accessing information for people with SCI (Letts et al., 2011; Goodman et al., 2008; Matter et al., 2009). In addition, the proliferation of smart devices being used on wards and integrated into therapy has been recognised in the literature (Fager and Burnfield, 2013; Folan et al., 2015). This change project aimed to tap into the virtual context to maximise educational opportunities for people with SCI. Chou et al. (2012) suggest that by bringing information to the patient at the place and time of their choosing, e-learning has the potential to broaden the reach of existing services. The addition of e-learning resources for SCI patient education at the NRH is an additional channel rather than a substitute for verbal or paper-based education materials. Aim: That the addition of e-learning resources reviewed and adapted by staff and patients in a SCI rehabilitation programme will improve access to meaningful and appropriate SCI patient education. Theory of Change: The Health Service Executive (HSE) change model (Figure 2) was chosen to guide the project because it recognises the cyclical nature of change, the key role of leadership and aims to improve patient experiences in healthcare. This model helped staff participate actively in the change process and work collaboratively in teams to improve delivery of patient education (HSE, 2008).

Open web‐based learning environments and knowledge forums to support people with special needs

Internet technology and, in particular Web‐based services, have the potential to revolutionise approaches to learning. These new forms of learning could provide additional educational opportunities for people with special needs to support their social integration and integration into the knowledge‐based economy. This paper starts with a short presentation on open Web‐based learning environments and knowledge forums followed by a discussion of some recent results on e‐learning and special needs users. Two examples of learning portals for supporting e‐learning forums developed within the European projects, EURO H 2000 and a DAAD German‐Romanian cooperation, are given. Ways of including users with special needs in projects on the design of learning materials and environments are also discussed.

Can I Make a Difference? Efficacy, Employment, and Disability

Political efficacy is a widely studied phenomenon and an important predictor of political participation, but little is known about the political efficacy of the millions of people with disabilities in the United States. This paper reports the results of a nationally representative telephone survey of 1,240 people—stratified to include 700 people with disabilities—following the November 1998 elections. Several measures of efficacy that help predict political activity were found to be significantly lower among people with disabilities than among otherwise similar people without disabilities. Although lower levels of internal efficacy and civic skills could largely be explained by educational and employment gaps, lower levels of other variables (external efficacy, perceived influence of people with disabilities, and perceived treatment of people with disabilities) remained after applying a wide range of controls, indicating that people with disabilities are less likely to see the political system as responsive to them. This perception is concentrated among non–employed people with disabilities. The lower efficacy levels linked to “disability gaps” in employment, income, education, and group attendance appear to account for as much as half of the disability political participation gap; hence, policies intended to increase employment and educational opportunities for people with disabilities have potentially important political effects.

Changing Educational Opportunities for People with Learning Difficulties Following the Tomlinson Report

This paper traces the impact of the Report of the Further Education Funding Council's committee on learning difficulties and/or disabilities on educational opportunities for people with learning disabilities. Based on the principle of inclusion, the Report made sixty recommendations aimed at improving the quality of further education for people with learning disabilities. While approximately one third of the proposals have now been accepted by the funding council, this paper argues that only legislative reform can achieve the recommended changes to the post‐16 curriculum and to inter‐agency working.

Changing Educational Opportunities for People with Learning Difficulties Following the Tomlinson Report

Changing Educational Opportunities for People with Learning Difficulties Following the Tomlinson Report