School Accommodations Research Articles

Qualitative investigation of school experiences in children with osteogenesis imperfecta

ABSTRACT Osteogenesis imperfecta (OI) is a rare genetic chronic condition leading to fragile bones and frequent bone fractures with wide-reaching health implications. Current literature suggests that children with chronic diseases face unique challenges at school, yet research regarding educational concerns among those with OI is limited. The present study involved qualitative analysis of semi-structured interviews with 10 children with OI and 12 caregivers of a child with OI. Children and caregivers participated in the interviews individually; they were not dyads of participants. Half of the caregivers who participated had OI themselves. The interviews were coded, and six themes were identified: (1) diverse school accommodations; (2) OI-related factors affecting children’s academics; (3) OI-related physical differences regarding physical activities; (4) children’s varying social dynamics; (5) variability in children’s emotions with OI at school; and (6) psychosocial experiences of caregivers in their child’s education. Findings suggest that OI has unique academic, social, physical, and emotional implications for children and their caregivers, and specific accommodations may be necessary to achieve academic success.

Handwriting speed in juvenile idiopathic arthritis using the detailed assessment of speed of handwriting

BackgroundHandwriting is a commonly reported functional limitation for children with juvenile idiopathic arthritis (JIA). The aim of this study was to evaluate handwriting in children with JIA.FindingsTwelve children (mean age 13.0 years, SD = 1.9; range 9.1 to 15.6 years) with JIA completed the Detailed Assessment of Speed of Handwriting (DASH). The presence of hand and wrist arthritis, grip strength, disability, pain, and quality of life (QOL) was also assessed. The mean DASH score was 34.5th percentile (SD = 22.5). Eight (75%) scored below the 50th centile. DASH scores were negatively associated with grip strength (r = -0.31).ConclusionsHandwriting difficulties are common in children with JIA. Handwriting assessment may be helpful to direct treatments, and advocate for support and accommodations in school.

Subjective well-being and social inclusion at school for students with a disability, according to their parents, in France

BackgroundProviding inclusive, quality education for all children is one of the United Nations' sustainable development goals for 2030. AimsThe aim of this study, carried out in France among 491 parents of children with a disability aged 3 to 18 and enrolled in ordinary schools, is to measure the well-being and social inclusion of children and to identify the factors that promote well-being and social inclusion at school. Methods and proceduresThe parents fill in various questionnaires relating to the well-being and social inclusion of their child, the quality of their relationship with the teacher and their satisfaction with the accommodations offered at school. They also provide information about their child and their socio-economic situation. Outcomes and resultsRegression analyses show that well-being and social inclusion depend on the nature of the child’s disability and decrease with age but do not significantly depend on child’s gender and academic level or social background. Furthermore, well-being and social inclusion can be significantly improved when the quality of the parent-teacher relationship and school accommodations are satisfying. Conclusions and implicationsThe results of this study encourage the development of quality parent-teacher relationships to promote well-being at school.

Predictors of Listening-Related Fatigue in Adolescents With Hearing Loss.

Self-reported listening-related fatigue in adolescents with hearing loss (HL) was investigated. Specifically, the extent to which listening-related fatigue is associated with school accommodations, audiologic characteristics, and listening breaks was examined. Participants were 144 adolescents with HL ages 12-19 years. Data were collected online via Qualtrics. The Vanderbilt Fatigue Scale-Child was used to measure listening-related fatigue. Participants also reported on their use of listening breaks and school accommodations, including an Individualized Education Program (IEP) or 504 plan, remote microphone systems, closed captioning, preferential seating, sign language interpreters, live transcriptions, and notetakers. After controlling for age, HL laterality, and self-perceived listening difficulty, adolescents with an IEP or a 504 plan reported lower listening-related fatigue compared to adolescents without an IEP or a 504 plan. Adolescents who more frequently used remote microphone systems or notetakers reported higher listening-related fatigue compared to adolescents who used these accommodations less frequently, whereas increased use of a sign language interpreter was associated with decreased listening-related fatigue. Among adolescents with unilateral HL, higher age was associated with lower listening-related fatigue; no effect of age was found among adolescents with bilateral HL. Listening-related fatigue did not differ based on hearing device configuration. Adolescents with HL should be considered at risk for listening-related fatigue regardless of the type of hearing devices used or the degree of HL. The individualized support provided by an IEP a or 504 plan may help alleviate listening-related fatigue, especially by empowering adolescents with HL to be self-advocates in terms of their listening needs and accommodations in school. Additional research is needed to better understand the role of specific school accommodations and listening breaks in addressing listening-related fatigue.

Impact of transformational leadership and school environment on organizational commitment of teachers

Purpose: This study investigated the influence of transformational leadership and the school environment on the organizational commitment of teachers. Research methodology: A quantitative nonexperimental research design with multiple regression analysis was employed. Using the Raosoft calculator, 115 of the 162 public secondary teachers in Davao City were selected as respondents who rated the three adopted questionnaires. Results: The findings revealed a high level of transformational leadership, school environment, and teachers’ organizational commitment. In terms of significant relationships, both transformational leadership and the school environment were moderately positive and statistically significant. The results of the regression revealed that transformational leadership and the school environment are responsible for 46.2% of the variation in the organizational commitment of teachers. However, the results of the coefficients revealed that only the school environment could predict organizational commitment. Limitations: This study only involved 115 respondents and used adopted questionnaires, which might be quite different from the context of the respondents. Contribution: The results and findings of this study can be used as a basis for implementing programs and interventions to address problems with teachers’ organizational commitment. Novelty: Previous studies have only focused on some variables that influence organizational commitment, such as remoteness, emotional exhaustion, inaccessibility of healthy and sufficient school accommodations, and lack of local community linkages without a clear theoretical framework. Fortunately, this study explored other relevant factors, such as leadership and the school environment, as predictors of organizational commitment by establishing related theories to strongly support these variables with corresponding indicators.

Utilization of an Educational Liaison for Coordinated Care Between the Medical Home and School-Based Professionals for Students with Chronic Pain.

Pediatric programs focused on treating chronic pain often do not include an educational liaison (EL) to coordinate services between the patient's medical home and school. As chronic pain in youth can have deleterious effects on school functioning, collaboration between the medical home and the school system are needed to assure these students receive appropriate accommodations. This manuscript describes a model of coordinated care for students with chronic pain that includes a systemic strategy for collaborative care across settings. Specifically, the role of an EL is described in the context of advocating for the patient to receive appropriate educational accommodations. This paper provides a guide for caregivers and professionals to assure appropriate access to support services across settings. Recommendations are included for school accommodations and services to improve academic functioning and outcomes for students with chronic pain.

Do academic accommodations help students recover following sport-related concussion? A retrospective study of 96 youth athletes.

Many schools utilize academic accommodations to help athletes return-to-learn after sport-related concussion, yet little is known about the impact of accommodations on recovery. In a cohort of adolescent athletes with sport-related concussion, the authors sought to 1) describe academic accommodations, 2) determine predictors of receiving accommodations, and 3) determine how accommodations influenced recovery, as defined by days to return-to-learn, symptom resolution, and return-to-play. A retrospective survey study was undertaken that included all athletes between the ages of 12 and 24 years who were seen at a regional sport-related concussion center from April 1, 2020, to April 1, 2022. Demographic characteristics, past medical history, injury characteristics, school-related factors, and recovery were collected via a telephone-based survey and from medical charts. The independent variable was the use of academic accommodations by students. The outcome variables included days to return-to-learn, symptom resolution, and return-to-play. Univariable and multivariable logistic regression analyses were performed. Of 300 athletes contacted, 96 consented to participate in this study (mean age ± SD 16.6 ± 2.6 years, 60.4% male). The mean return-to-learn was 9.0 ± 13.2 days. In total, 63.5% of athletes received some kind of school accommodation. The most common accommodations included extra time on tests (46/96 [47.9%] athletes) and extra time for assignments (43/96 [44.8%]), whereas preferential seating in class (0/96 [0.0%]) and reduced workloads (4/96 [4.2%]) were the least commonly used accommodations. Multivariable logistic regression revealed that White race (OR 0.17, 95% CI 0.02-0.71, p = 0.03) and higher initial Post-Concussion Symptom Scale (PCSS) score (OR 1.04, 95% CI 1.01-1.07, p = 0.02) were predictive of receiving accommodations. Univariable models showed that receiving accommodations was not predictive of return-to-learn (β = 4.67, 95% CI -0.92 to 10.25, p = 0.10), symptom resolution (β = 24.71, 95% CI -17.41 to 66.83, p = 0.26), or return-to-play (β = 13.35, 95% CI -14.56 to 41.27, p = 0.35). Regarding other predictors of each outcome, several factors emerged irrespective of accommodations. Multivariable analysis revealed that longer time to return-to-learn was associated with a history of psychiatric illness (β = 8.00, 95% CI 1.71-14.29, p = 0.02) and initial PCSS score (β = 0.14, 95% CI 0.06-0.23, p < 0.01). Finally, predictors of days to return-to-play included school personnel who were knowledgeable of concussion (β = -5.07, 95% CI -9.93 to -0.21, p = 0.04) and higher initial PCSS score (β = 0.67, 95% CI 0.04-1.29, p = 0.03). The most common accommodation was extra time on tests/assignments, whereas reduced workload was the least common. White race and greater initial PCSS score were associated with receiving accommodations. Receiving accommodations did not significantly impact days to return-to-learn, symptom resolution, or return-to-play.

19 Processing Speed and Academic Fluency in Childhood Survivors of Acute Lymphoblastic Leukemia Treated with Chemotherapy Only

Objective:The purpose of this study using archival data was to examine processing speed (PS) and its relation with academic fluencies in children who were diagnosed with, and treated with chemotherapy for, acute lymphoblastic leukemia (ALL) before vs. after five years of age. Chemotherapy is the first-line treatment for childhood leukemias, and the impact of cancer treatment on academic and global functioning may include a steady decline in functions over time (Baron &amp; Rey-Casserly, 2013). Specifically, this research initiative examined age and gender factors in PS and academic fluencies in this population.Participants and Methods:Sixty-eight participants (39 M, 29 F; mean age 10.6 years) diagnosed with ALL and who were previously treated with chemotherapy were included. Thirty-seven participants (23 M, 14 F) were &lt;5 years of age at the time of diagnosis and onset of chemotherapy, while 31 participants (16M, 15 F) were &gt;5 years of age at diagnosis and treatment. Participants ranged in age from 6 to 17 years at the time of their neuropsychological evaluation. Participants were given the WISC-V (PS subtests) and WJ-IV academic fluencies (math and reading). To evaluate research questions and hypotheses, correlational tests, independent samples t-tests, and analyses of variance (ANOVA) were used. Results at the p&lt; .05 level are reported.Results:There were significant correlations between PS and WJ math fluency (r=.510) and reading fluency (r=.392). Independent samples t-test analyses revealed that children who scored below 85 (standard score) on PS composite score demonstrated poorer performance on WJ math fluency (t(60)=-3.971, p=.000, d=1.065) and reading fluency (t(56)=-3.041, p=.004, d=0.896) compared to children whose PS scores were &gt; 85. For children whose PS scores were &lt;85, mean scores were in the low average range for WJ-IV math fluency (M=81.05) and reading fluency (M=84.50). No significant differences were found for age or gender in relation to PS and academic fluencies.Conclusions:Findings are important in highlighting the need for school accommodations in pediatric survivors of ALL. Processing speed is one of the most vulnerable functions impacted by cancer therapies and was positively correlated with reading and math fluencies in this study. Mean scores for math and reading fluencies were low average for age. In terms of academic accommodations, due to the slow processing speed of these boys and girls, regardless of their age at diagnosis and onset of chemotherapy, the provision for extra time for ALL survivors is recommended to ensure they are given the opportunity to maximize their learning potential and demonstrate their true academic abilities. Parents are encouraged to practice basic fluencies at home as early as possible. Inhospital and home-bound schooling supports are recommended to maintain educational progress. For children at higher risk for late effects and neurocognitive decline, rehabilitation similar to that which TBI survivors receive can be effective, as well. Future prospective research, including longitudinal tracking, with more homogeneous samples of pediatric survivors of ALL is expected to extend and refine findings of the present study.

THU234 An Adolescent Patient With Asymptomatic Hypocalcemia And Extensive Cerebral Calcification Due To Pseudohypoparathyroidism Type 1B: A Care Report

Abstract Disclosure: R. Alemzadeh: None. J.D. Ross: None. D. Guillen-Mendoza: None. Background: Pseudohypoparathyroidism (PHP) is a heterogeneous group of disorders due to renal resistance to parathyroid hormone (PTH) resulting in biochemical hypoparathyroidism but with skeletal sensitivity to PTH. Case Presentation: A 15-year-old African American male was incidentally found to have biochemical evidence of severe hypocalcemia during routine evaluation of his bilateral slipped capital-femoral epiphyses. The patient was at age-appropriate stage of puberty with normal height and without any features of hereditary osteodystrophy. However, he had history of mild developmental delay requiring school accommodations. On physical exam, there was some mild dyscoordination with finger and toe-tapping and a Myerson’s sign, negative tetany signs. The biochemical screening revealed markedly low serum calcium (4.9 mg/dL) with elevated phosphorus (7.8 mg/dL) and PTH (1314 pg/mL) levels. His hypocalcemia was accentuated by the presence of severe 25 hydroxy-vitamin D deficiency (7.5 ng/mL) with mild hypomagnesemia (1.4 mg/dL). He had normal renal and thyroid function tests with normal growth factors. There were minimal plasma cyclic AMP responses to a single dose of intravenous teriparatide (Ellsworth-Howard test) consistent with diagnosis of pseudohypoparathyroidism. The skeletal survey showed bowing and under-tubulation of the radius, ulna, tibia, and fibula as well as slipped capital femoral epiphysis bilaterally. His brain CT scan showed symmetrical severe dense calcifications in the basal ganglia, bilateral frontal, parietal and temporal subcortical white matter, pons and right dentate nucleus. Genetic testing did not reveal any GNAS mutations. The patient was initially treated with parenteral calcium followed by high-dose oral calcium supplements and calcitriol. His coexisting hypovitaminosis D and hypomagnesemia were corrected with oral high-dose cholecalciferol and magnesium sulfate, respectively. Conclusions: An incidental finding of severe asymptomatic hypocalcemia and elevated PTH without hereditary osteodystrophy phenotype raised the clinical suspicion of pseudohypoparathyroidism type 1B. This was associated with cerebral calcifications with increasing risk of worsening learning disabilities and minimal neurological findings. Presentation: Thursday, June 15, 2023

An Updated Characterization of Childhood Selective Mutism: Exploring Clinical Features, Treatment Utilization, and School Services.

Selective mutism (SM) is a severe but understudied childhood anxiety disorder. Most epidemiological research on SM was conducted decades ago and is limited by small sample sizes. This study analyzes parent-reported clinical data from 230 children with diagnosed and suspected SM to provide current information about the presentation of this disorder. Overall, anxiety and social anxiety symptoms were elevated. Gender ratio, comorbidities and family history of psychopathology were generally aligned with previous research. However, age of onset and diagnosis were both earlier than previously reported, with an average delay of 2years between onset and diagnosis. The majority of children received therapy and school accommodations for their SM, yet there was large variability in types of interventions. This is the largest survey of children with SM conducted primarily within the US and it constitutes the first systematic inquiry into interventions and accommodations received within clinical and school settings.

Education Liaison improves implementation of school accommodations for students with sickle cell disease.

Children with sickle cell disease (SCD) have lower academic attainment than healthy peers. Many benefit from neuropsychological testing (NPT) and educational accommodations, including Individualized Education Programs (IEPs) and Section 504 plans (504s). Despite medical barriers to academic attainment, many children with SCD do not receive indicated NPT or accommodations. We hypothesize that a dedicated Education Liaison (EL) embedded in the SCD team increases implementation of NPT and accommodations. This retrospective study included children aged 5-20years with SCD receiving care at a single center from 2017 through 2020. Univariate analysis and multiple logistic regression were performed. Total 316 children with SCD were included. At baseline, 52.8% had accommodations (IEP: 24.4%, 504: 38.0%). The EL interacted with 62.0% of children. Children with EL contact were more likely to undergo NPT (odds ratio [OR]: 5.385), have an IEP (OR: 4.580), and have a 504 (OR: 2.038) (p<.001 for all). At the end of the study period, 64.6% had accommodations (IEP: 33.5%, 504: 54.4%), which increased from baseline (p<.001 for all). EL interaction was associated with overt or silent stroke history (OR: 1.911), acute chest syndrome history (OR: 2.257), hospitalizations since age 5 (OR: 3.216), and hospitalization for vaso-occlusive pain since age 5 (OR: 2.226) (p<.001 for all). EL interaction improves access to NPT and educational accommodations among children with SCD. SCD centers should incorporate ELs in comprehensive care teams to improve access to appropriate educational accommodations.

OCR concerned with school's accommodation process

Case name: Letter re: Brownson Technical School, No. 09‐22‐2243 (OCR 03/21/23).

Spatial Assessment of Water Supply Quality to Selected Private Students’ Hostel Accommodation in Ede Township

Adequate supply and distribution of quality water to hostel accommodations is one of the basic criteria for rating standard of hostel accommodations in schools. This study examined the major water supply sources available to students in hostel accommodations; assess the factors influencing the water demand, supply, and distribution; determine the quality of water supplied to some selected hostel accommodations in the study area. The study utilizes a mixed approach for data collection. The quantitative approach was conducted using handheld (GPS) to locate the satellite images of the hostels and sources of water within the neighborhood, three samples of water collected were examined critically at Osun State Water Corporation Laboratory. The data collected were queried using ArcMAP/ArcGIS 10.7.1 with the specified NIS(554) Limit 2015. Similarly, the qualitative approach was conducted by distributing 50% of the entire student’s population which represents 110 questionnaires to randomly selected students staying within the study area. Data collected were analysed using percentages and (mean score) ranking. The results show that the major sources of water are wells and boreholes; water supply are insufficient with 55.6% of occupant’s daily supply between 75-125 liters. The critical factors influencing the adequacy and sufficiency of water supplied includes high electricity bills to pump water from wells, insufficient water in wells during dry season causing damage to water pumps, insufficient voltage drop by electricity authority to pump water regularly, insufficient capacity of water pumps to raise water head and poor maintenance of water pumps were ranked high. The study further shows that the physio-chemical analysis of the sources of water is soft and can corrode metal ion, an evidence of both biological and chemical pollution, moderately hard with high settle-able solids, micro-organism and the non-pathogenic which might have influence on the taste and this may serve as indicator that the water is not fit for human consumptions. The study concluded that the sources of water supply needed to undergoes water treatment process before they are supply to hostel accommodations.

Well-being in chronic pediatric inflammatory rheumatic diseases: the experience of a French healthcare network

ObjectiveCurrent management of patients with pediatric rheumatic diseases (PRD) should aim at achieving the best possible well-being.To identify sociodemographic/clinical characteristics, needed paramedical services and school accommodations associated with well-being in patients at inclusion in a French health network Réseau pour les Rhumatismes Inflammatoires Pédiatriques (RESRIP) that supports coordination of the patient’s health pathway. To evaluate the evolution of well-being over time in this patients benefiting from such support.MethodsPatients > 3 years old enrolled in RESRIP (2013–2020) were included. At enrollment, data were collected on sociodemographic/clinical characteristics, ongoing medications, and paramedical and educational actions to be implemented by RESRIP. Well-being during the last 6 months was reported with a standardized questionnaire at enrollment and every 6 months. A well-being score was calculated with scores ranging from 0 to 18, 18 corresponding to absolute well-being. Patients were followed up from inclusion until June 2020.ResultsIn total, 406 patients were included and followed up for 36 months on average: 205 juvenile idiopathic arthritis, 68 connective tissue diseases, 81 auto-inflammatory diseases and 52 other diseases. The well-being score did not differ between the groups and improved significantly, by 0.04 score units, every 6 months (95% confidence interval [0.03; 0.06]). At inclusion, use of homeopathy, need for implementation of hypnosis or psychological support, occupational therapy or for adjustment of school tests were associated with worse well-being score.ConclusionWell-being seems associated more with the impact of chronic illness than the type of PRD underlining the importance of a comprehensive patient care.

Neurocognition in children with cognitive disengagement syndrome: accurate but slow

ABSTRACT Cognitive disengagement syndrome (CDS), previously termed sluggish cognitive tempo (SCT), is characterized by excessive daydreaming, mental confusion, and slowed behavior or thinking. Prior research has found inconsistent relations between CDS and neurocognition, though most studies have used small or ADHD-defined samples, non-optimal measures of CDS, and/or examined limited neurocognitive domains. Accordingly, this study examined the association of parent- and teacher-reported CDS symptoms using a comprehensive neurocognitive battery in a sample of 263 children (aged 8–12) selected with a range of CDS symptomatology. Parents and teachers provided ratings of CDS and ADHD inattentive (ADHD-IN) symptoms. Path analyses were conducted to examine CDS and ADHD-IN as unique predictors of neurocognitive functioning after covarying for age, sex, and family income. CDS symptoms were uniquely associated with slower performance across a range of cognitive domains, including verbal inhibition, rapid naming/reading, planning, divided attention, and set shifting. In contrast, ADHD-IN symptoms were uniquely associated with poorer performance on a Go/NoGo task (inhibition/distractibility), visual scanning and discrimination, and interference control. Findings from the current study, amongst the first to recruit children based on levels of CDS symptomatology, provide the strongest evidence to date that the neurocognitive phenotype of CDS is characterized by slowed cognitive processing, and add to its validity as a separate syndrome from ADHD. If replicated, these findings have implications for assessment, treatment, and school accommodations for CDS. Neuroimaging studies exploring the neurobiological basis of CDS are also needed.

Pediatric Cognitive Rehabilitation Roadmap

<h3>Research Objectives</h3> To provide clinicians with a structured framework for the application of evidence-based cognitive rehabilitation strategies for children with acquired brain injuries across the neurorehabilitation continuum of care. The roadmap aims to provide guidance in the determination of assessments, evidence based therapeutic strategies and goals specific to defined stages of brain recovery. <h3>Design</h3> This proposed roadmap defines four stages of cognitive recovery, including disorders of consciousness, confusional states, cognitive and behavioral dysregulation, and acute cognitive impairment. It provides interdisciplinary assessment tools to identify a patient's current stage, monitor progress, and determine transitions between stages. It also utilizes research from ACRM's cognitive rehabilitation training, along with additional pediatric specific evidence-based cognitive rehabilitation interventions, to guide the selection of cognitive rehabilitation approaches specific to each stage of recovery based on variables such as allowance of errors, types of cues and the timing of feedback necessary for optimal acquisition. To implement this interdisciplinary cognitive rehabilitation program at our hospital, our staff first completed ACRM online cognitive rehabilitation training. We then conducted in-services to train our staff on the use of the roadmap to guide the application of the stage specific assessments and strategies within our pediatric ABI population. <h3>Setting</h3> Blythedale Children's Hospital (inpatient and day hospital neurorehabilitation program). <h3>Participants</h3> Pediatric ABI patients admitted to our hospital. <h3>Interventions</h3> N/A. <h3>Main Outcome Measures</h3> N/A. <h3>Results</h3> This roadmap has assisted in individualized treatment planning, school accommodations, and transition planning, along with improvement in interdisciplinary communication and collaboration. It also resulted in clearer guidelines for families and schools on how to accommodate students' deficits to improve daily function and adjust plan to foster increased independence over time. <h3>Conclusions</h3> This pediatric cognitive therapy roadmap aims to improve overall pediatric cognitive rehabilitation including staff competency, caregiver education, and classroom recommendations. We also hope this tool and its breakdown of the brain injury recovery trajectory into four stages may provide additional prognostic indicators in future research. <h3>Author(s) Disclosures</h3> No disclosures to report.

일반학교에서의 정당한 편의 제공에 대한 발달장애 학생 부모의 경험과 지원요구

연구목적: 본 연구는 일반학교에 배치되어 통합교육을 받은 경험이 있는 발달장애 학생 부모를 대상으로 일반학교에서의 정당한 편의 제공 관련 경험과 지원요구를 살펴보고, 발달장애 학생을 위한 정당한 편의 제공 개선방안을 제언하는 것을 목적으로 한다. 연구방법: 본 연구는 질적연구 기법을 사용하였으며 연구참여자인 10명의 발달장애 학생 부모를 대상으로 개별 심층면담을 실시하였다. 각 면담은 약 1시간에서 1시간 30분 정도 소요되었으며 면담 후 전사된 자료는 지속적 비교 분석법에 따라 분석하였다. 연구결과: 발달장애 학생 부모 면담 자료를 분석한 결과, 3개의 범주, 7개의 주제와 26개의 하위주제가 도출되었다; 1) 발달장애 학생을 위한 ‘정당한 편의’ 제공의 의미와 긍정적 영향(‘정당한 편의’ 제공의 의미, ‘정당한 편의’ 제공의 긍정적 영향), 2) 발달장애 학생을 위한 ‘정당한 편의’ 제공의 한계(교육 측면에서의 ‘정당한 편의’ 제공의 한계, 인적 및 물적 측면에서의 ‘정당한 편의’ 제공의 한계), 3) 발달장애 학생을 위한 ‘정당한 편의’제공에 대한 지원요구(교육내용과 방법 측면에서의 ‘정당한 편의’ 제공에 대한 지원요구, 지원체계 측면에서의 ‘정당한 편의’ 제공에 대한 지원요구, 시설ㆍ설비 측면에서의 ‘정당한 편의’ 제공에 대한 지원요구). 결론: 도출된 연구결과를 바탕으로 발달장애 학생의 성공적인 통합을 위한 정당한 편의 제공 개선방안에 대해 논의하였다.

Impact of workplace violence towards public service emergency care providers on access to emergency medical care in Gauteng Province, South Africa

&#x0D; &#x0D; &#x0D; Background. Workplace violence is a global concern that threatens access to equal and efficient healthcare in developing countries. Objective. To discuss the impact of workplace violence towards Gauteng Province-based public service emergency care providers on access to emergency medical care within Gauteng communities.&#x0D; Methods. This study was based on a larger non-experimental, convergent parallel mixed-methods study guided by an interpretive framework founded on pragmatism. Evidence on workplace violence towards Gauteng-based public service prehospital emergency care providers was collected from the general population of Gauteng, sampled using multistage cluster sampling, public service emergency care providers, sampled using two-stage cluster sampling and purposively sampled managers of Gauteng Emergency Medical Services as well as South African Police Services. Surveys were used to gather information from the general population, focus group discussions were conducted with prehospital emergency care providers and semi-structured interviews were conducted to engage managers. Both quantitative and qualitative data were collected concurrently, and findings were triangulated. Parallel mixed-methods analysis that involved separate analysis of the quantitative and qualitative data was used to analyse the data.&#x0D; Results. A total of 413 survey questionnaires comprising of 196 web-based and 218 paper-based responses were included in the quantitative subphase of the study. The majority (66.1%; n=273) of participants resided in townships, 24.5% (n=101) in the city, 3.6% (n=15) in informal settlements, 2.9% (n=12) in school accommodation or school residences and only 2.9% (n=12) in flats, complexes, rural areas, security estates, smallholdings or suburbs. These are the participants who met the inclusion criteria, and specifically who were non-members of medical schemes and resided in communities where public service emergency care providers mostly render their services. For the qualitative subphase, two subthemes emerged during the interviews of managers supporting access to emergency medical care in Gauteng. The themes were ‘limited access to emergency medical care’ and ‘delayed response time’. At the same time a theme ‘leaving a violent scene’ emerged from the prehospital emergency care providers’ focus group discussions.&#x0D; Conclusion. The study revealed that workplace violence towards public service prehospital emergency care providers has a negative impact on access to emergency medical care among low- to middle-income communities in Gauteng who depend on state-funded healthcare.&#x0D; &#x0D; &#x0D;

Impact of workplace violence towards public service emergency care providers on access to emergency medical care in Gauteng Province, South Africa

&#x0D; &#x0D; &#x0D; Background. Workplace violence is a global concern that threatens access to equal and efficient healthcare in developing countries. Objective. To discuss the impact of workplace violence towards Gauteng Province-based public service emergency care providers on access to emergency medical care within Gauteng communities.&#x0D; Methods. This study was based on a larger non-experimental, convergent parallel mixed-methods study guided by an interpretive framework founded on pragmatism. Evidence on workplace violence towards Gauteng-based public service prehospital emergency care providers was collected from the general population of Gauteng, sampled using multistage cluster sampling, public service emergency care providers, sampled using two-stage cluster sampling and purposively sampled managers of Gauteng Emergency Medical Services as well as South African Police Services. Surveys were used to gather information from the general population, focus group discussions were conducted with prehospital emergency care providers and semi-structured interviews were conducted to engage managers. Both quantitative and qualitative data were collected concurrently, and findings were triangulated. Parallel mixed-methods analysis that involved separate analysis of the quantitative and qualitative data was used to analyse the data.&#x0D; Results. A total of 413 survey questionnaires comprising of 196 web-based and 218 paper-based responses were included in the quantitative subphase of the study. The majority (66.1%; n=273) of participants resided in townships, 24.5% (n=101) in the city, 3.6% (n=15) in informal settlements, 2.9% (n=12) in school accommodation or school residences and only 2.9% (n=12) in flats, complexes, rural areas, security estates, smallholdings or suburbs. These are the participants who met the inclusion criteria, and specifically who were non-members of medical schemes and resided in communities where public service emergency care providers mostly render their services. For the qualitative subphase, two subthemes emerged during the interviews of managers supporting access to emergency medical care in Gauteng. The themes were ‘limited access to emergency medical care’ and ‘delayed response time’. At the same time a theme ‘leaving a violent scene’ emerged from the prehospital emergency care providers’ focus group discussions.&#x0D; Conclusion. The study revealed that workplace violence towards public service prehospital emergency care providers has a negative impact on access to emergency medical care among low- to middle-income communities in Gauteng who depend on state-funded healthcare.&#x0D; &#x0D; &#x0D;

Challenges and Opportunities for Regular Teachers in the Implementation of Assessments for Students with Special Needs in Inclusive Education Provider School

Teacher’s misunderstanding in carrying out the assessment has the potential to lead to learning failure. Assessment is considered a routine learning activity but is also considered an additional burden. The purpose of this study was to obtain an overview of the challenges and opportunities faced by regular teachers regarding the assessment of students with special needs in their classrooms. The research method used is descriptive qualitative. Data was collected through interviews, observation, and documentation, with the research subject being teachers in one of the elementary schools in Sumedang Regency. The results of the study indicate the low ability of regular teachers in the preparation of assessment instruments and their implementation; difficulties in developing learning programs and management; the complexity and high teaching load related to a large number of students with special needs in the class; lack of coordination between regular teachers and special assistant teachers (GPK) as well as special education teachers, and limited competency improvement services that regular teachers can access. The opportunity is that teachers know the importance of assessment, more assessment information can be accessed, frequent training and technical guidance that regular teachers can participate in, open collaboration with special education teachers, and easy school accommodation. The conclusion is still many challenges faced by regular teachers in carrying out assessments so a concrete program is needed that can create opportunities to improve the ability of regular teachers in carrying out assessments.