Specific Support Research Articles

Understanding school refusal behavior using SRAS‐R and its application to behavioral consultation techniques

Unauthorised student absences from school occur around the world. Given the importance of school, it's crucial to understand why this occurs and how the situation might be improved. Existing measures include psycho-educational, psycho-analytic and behavioral approaches but the issue is growing and more needs to be done to better understand non-attendance. If understanding can be improved, more effective measures can be put in place to encourage children to attend their classes. Associate Professor Yoshinori Yano leads a team based within the Department of Early Childhood Education at Sakushin Gakuin University Womenâ–™s College in Japan applying a variety of techniques and approaches to better understanding school refusal behavior. Yano is particularly interested in special needs education and applied behavior analysis. He is applying the concept of applied behavior analysis to his work to understand the actions of people and visualise achievement status. He is looking at truant behavior from the perspectives of special support education and student guidance. Yano is using the School Refusal Assessment Scale (SRAS-R) to understand school absences. There are two types of the scale: one for professional grading and one for parental grading. The four functions of the SRAS-R are: avoidance of unpleasant stimuli related to school; avoidance of evaluation and social situations (ESE); attention-seeking behavior of others; and having fun outside of school. Studies have been conducted using the Japanese version of SRAS‐R, the SRAS‐R‐J, but none in clinical settings outside of school.

‘We don’t know nearly enough’: an online survey exploring perspectives of specialists who support children with brain-based visual impairments

IntroductionChildren with brain-based visual impairments (some of whom have a diagnosis of Cerebral Visual Impairment, or ‘CVI’) represent a growing and underserved population within vision services. These children often have more complex needs than those with ocular visual impairments and benefit from specialist support from multiple disciplines. This study aimed to understand the perspectives of these specialists in terms of their goals, views on collaboration, and understanding of the term ‘CVI’.MethodsWe invited a range of specialists who work with children with brain-based visual impairments, including educators, rehabilitation staff, clinicians, and family members, to complete an online survey between April 2023 and April 2024.ResultsThe analysis included 94 respondents: 51 educators, 30 rehabilitation staff, 7 clinicians, and 6 family members. Respondents shared common goals of connecting with the child (87/94, 93%) and fostering their learning and development (82/94, 93%). However, respondents also noted some specific and divergent goals, which can be at odds with each other. Professional staff frequently identified family members as the most valuable source of information about their child’s vision (36/88, 41%), though family members expressed feeling under-valued. Transdisciplinary clinics were highlighted as a helpful model to provide quality child-centered care. Of the 73 professional staff who reported being familiar with the term ‘CVI’ (73/88, 83%), most (61/73, 84%) thought it was underdiagnosed, but respondents had different perspectives on what a diagnosis meant. Only 73% of professionals familiar with CVI reported receiving formal training about it.DiscussionThe varied goals and different perspectives on CVI create challenges to providing cohesive support for children with brain-based visual impairments. Increasing the availability of complementary formal training across disciplines and adopting transdisciplinary models of care are promising approaches to improve the quality of services.

Exploring the application of AI in the education of children with autism: a public health perspective

IntroductionAutism Spectrum Disorder (ASD) presents significant challenges in social communication and interaction, critically impacting the lives of children with ASD. Traditional interventions, such as Applied Behavior Analysis (ABA) and Social Skills Training (SST), have been widely used to address social skill deficits in these children. While these methods are effective, they often require substantial resources, long-term engagement, and specialized expertise, which limit their accessibility and adaptability to diverse social contexts. Recent advancements in artificial intelligence (Al), particularly Transformer-based models, offer a novel opportunity to enhance and personalize social skills training.MethodsThis study introduces a Public Health-Driven Transformer (PHDT) model specifically designed to improve social skills in children with ASD. By integrating public health principles with state-of-the-art Al methodologies, the PHDT model creates interventions that are adaptable, accessible, and sensitive to individual needs. Leveraging multi-modal data inputs-such as text, audio, and facialcues-PHDT provides real-time social context interpretation and adaptive feedback, enabling a more naturalistic and engaging learning experience.Results and discussionExperimental results reveal that PHDT significantly outperforms traditional methods in fostering engagement, retention, and social skill acquisition. These findings highlight PHDT's potential to improve social competencies in children with ASD and to revolutionize access to specialized support within public health frameworks. This work underscores the transformative impact of Al-driven, public health-oriented interventions in promoting equitable access to essential developmental resources and enhancing the quality of life for children with ASD.

Exploring the job demands and resources and work-related sense of coherence of preschool educators working with children in need of special support

Inclusion of children needing special support presents challenges for preschool educators. Understanding factors that enhance their well-being can improve their ability to meet all children’s needs. This cross-sectional study investigated 90 preschool educators perceived job demands and resources related to working with children in need of special support, and work-related sense of coherence (comprehensibility, manageability, meaningfulness). Analyses of group differences between preschool teachers and child carers revealed no significant differences in the experience of job demands and resources but preschool teachers reported a higher degree of meaningfulness at work compared to child carers. Correlation analyses showed that job resources were all intercorrelated and either inversely correlated or uncorrelated with job demands. Job demands were also inversely correlated to sense of coherence. Linear regression results indicated that a higher work-related sense of coherence and self-perceived control predicted lower self-perceived job demands, even after controlling for social support, growth/development, child group size and insufficient reflection time. This study underscores the need to integrate a sense of comprehensibility, manageability, and meaningfulness at work to improve well-being and to cope with the emotional, cognitive, and organisational demands of working with children needing special support.

Global mobility reimagined: Navigating traditional and virtual study abroad management

Academic mobility has become essential to higher education, fostering global collaboration, cross-cultural engagement, language learning, and transformative educational experiences. Programs such as Erasmus+, UMAP, and Global Virtual Exchange enable millions of students, educators, and administrators to navigate the complexities of crossing borders—both physical and virtual—broadening perspectives, fostering international connections, and enhancing educational outcomes. However, these initiatives continue to encounter significant challenges, such as logistical complexities, a shortage of specialized support personnel, and the pressing need for staff development and effective digital tool integration. Additionally, identity and inclusivity remain central to the discussion, highlighting the importance of equity and critical engagement in mobility programs. To meet these demands, institutions are reshaping their frameworks and policies to ensure accessibility, cultural sensitivity, and effectiveness in mobility programs across the globe.

Smuggler, Fighter, Preacher, Spy: Motivational Change and Divergence inside FARC Specialized Fronts

ABSTRACT Does functional specialization of rebel units create motivational divergence within armed groups? This article analyzes motives for enlistment with and defection from four FARC fronts during 2002–2012, using 694 survey responses and 26 in-depth interviews with ex-combatants. Analyzing fronts with different specializations—financing, social control, non-state combat, and propaganda, the study asks whether motives for enlistment changed over time and varied across fronts, and whether there was consistency between motives for enlistment and defection. Motives for enlistment, however, did not change over times of organizational growth and decline. We find some support for functional specialization to attract individuals with a particular motivation, but the oft-claimed greed-motivation of financing units is not supported by the survey data, only anecdotally. Finally, we do not find any systematic consistency between entry and exit motives.

Recommendation section of psychoeducational reports: A barrier or opportunity to promote inclusion in early education and care?

AbstractPsychoeducational reports prepared by the Educational Psychological Service are foundational for special educational support in Norway, ensuring equitable opportunities for development, learning and participation among children with special educational needs in mainstream Early Childhood Education and Care settings. This qualitative study examines the characteristics of recommended goals and support measures in these reports, and how they promote or inhibit inclusion. Through a holistic approach, the study explores individual and social contextual considerations within the recommendation sections of seven reports for children aged 3–5 years. Employing reflexive thematic analysis, our findings suggest that while certain measures promote children's participation in inclusive communities, there is a predominant focus on the individual child. This emphasis often centres on skill acquisition and ability development through performance‐based goals and compensatory measures. However, while most recommendations are individually oriented, certain measures appear generalised and broadly applicable to most children, highlighting the challenges of addressing each child's unique needs in their specific context. The study's implications underscore the necessity for a holistic approach in the field of special education, both at the policy and legislative levels. Such an approach is essential for enabling psychoeducational reports to promote inclusion in early childhood education and care settings.

Navigating Hope and Complexity: Turkish Parents' Experiences with Savior Siblings.

Preimplantation genetic diagnosis (PGD) with human leukocyte antigen (HLA) typing represents a significant advancement in treating inherited hematological disorders, particularly thalassemia major. This technology enables the birth of healthy children who can serve as compatible stem cell donors for their affected siblings. Turkey is a world leader in both PGD+HLA typing technology and hematopoietic stem cell transplantation from savior siblings born through PGD+HLA typing. This study investigated the experiences of Turkish parents who underwent successful savior sibling procedures using preimplantation genetic diagnosis (PGD) with human leukocyte antigen (HLA) typing and then successful hematopoietic stem cell transplantation, from this savior sibling, for the treatment of their thalassemia major child. The research aimed to understand the medical, psychological, and socio-cultural dimensions of this complex process within the Turkish healthcare context. A qualitative study using descriptive phenomenological approach was conducted. In-depth interviews were performed with 16 parents, who successfully completed PGD+HLA matching and subsequent successful stem cell transplantation process from this savior sibling to their thalassemia child. Data were analyzed using Colaizzi's seven-step method and MAXQDA 20.0 software. Analysis revealed six main themes: Disease Stage, Treatment, Recovery Process, Social Family, Support Systems, and Recommendations. Parents reported significant emotional challenges but demonstrated unexpected resilience. Religious and cultural factors played nuanced roles, with most parents viewing the process as compatible with their beliefs. Economic burden, prolonged hospitalizations, and geographical access to treatment centers emerged as key challenges. Extended family support and healthcare professional guidance were identified as crucial support mechanisms. The study highlights the complex interplay between advanced medical technologies and traditional values in Turkish society. Findings emphasize the need for comprehensive, culturally sensitive support systems and long-term follow-up for families. Results suggest implementing multidisciplinary care teams and developing specialized support programs for families undergoing savior sibling procedures.

Preparing to be a parent for a child with ‘hard-to-place characteristics’: a qualitative exploration of Romanian adopters’ experience during pre-adoption phase

ABSTRACT This article explores the experiences of Romanian adoptive parents seeking to adopt children with “hard-to-place” characteristics, focusing on the pre-adoption phase. Based on 30 interviews, the study identifies five key themes: the administrative process, certification, training, accessing public profiles of adoptable children, and the first meeting. Findings reveal significant emotional and institutional challenges, including unmet expectations, bureaucratic hurdles, and initial interactions with the child. The study underscores the need for specialized support for families adopting such children, contributing to the literature on adoption in Romania, a country with many adoptable children and ongoing efforts to increase adoptions.

Exploring factors related to special needs educators’ work-related well-being in preschool settings

ABSTRACT Special needs educators (SNEs) who work with children in need of special support (CINSS) have an important function in preschool, i.e. supporting CINSS and supporting the development of inclusive learning environments. Furthermore, they are professionals whose working conditions are demanding. That said, there is little research on their well-being. The present cross-sectional study aims to investigate associations between a work-related sense of coherence (Work-SoC), resources and demands, and contextual factors in relation to SNEs’ work with CINSS. Randomly selected SNEs (N = 42) from Swedish preschools completed a web survey. Spearman’s rho correlation analyses showed that Work-SoC (i.e. comprehensibility, manageability and meaningfulness at work) was positively related to job resources and negatively to demands yet unrelated to contextual factors. In contrast, contextual factors were related to job resources. Additionally, self-perceived control was statistically speaking significantly related to many variables (e.g. job demands, Work-SoC, collaboration with preschools, continuous evaluation of support measures, and access to co-workers from other professions). The study underscores the importance of supportive work environments; systematic quality practices within the organisation, and collaboration for SNEs in their work with CINSS and in the development of inclusive learning environments.

Qualitative analysis of peer reviews of a large introductory programming course

ABSTRACT Background and Context Getting timely feedback is important for learning. However, providing individual feedback is a problem in large courses. Peer code review can address this issue and has shown to offer various advantages such as enhanced collaboration among students, improved coding skills, and seeing and criticizing different solution strategies. Objectives The goal is to gain a comprehensive understanding of the contents of voluntary peer reviews and students’ review skills in a first-semester university-based introductory programming course with about 900 enrolled students and no special support or training for conducting reviews. Method A qualitative analysis was conducted on 215 randomly sampled peer reviews as well as the associated code submissions. Qualitative factors such as frequencies of corrections, coding tips, questions, “empty” submissions/feedback, and the sentiment are analyzed. Furthermore, errors in the submissions and mentioned errors in the reviews are investigated exploratively. Findings The analysis results indicate that, in general, students are better in detecting incorrect solutions as incorrect than correct submissions as correct. The feedback is neutral to positive contains a lot of praise, but is rather short and uncertainty is expressed quite often. Students seem to be very nice to each other. Submissions without intensive solution attempts and “empty” reviews are quite rare. Students can correct errors and provide coding tips, however, often do not see subtle errors such as partly incorrect algorithms, typos in method names, or output formatting errors. Implications The results help to train students to write better reviews and to inform educators on how to provide better instruction or support for peer review.

In between the fields of research of special educational needs and multilingual education – Swedish heritage language teachers’ perspectives on special educational needs in multilingual students

For most multilingual students, knowledge and language development takes place without major difficulties. However, if this development deviates from what is expected, the difficulties need to be investigated, and support measures implemented. Complex causes interact when multilingual students need special educational support. The research fields of multilingual education and of special needs education must be taken into consideration. Unfortunately, because of the gap between these two fields, many multilingual students in need of special educational support fall between the cracks. For these students, heritage language teachers (hereafter HLTs) constitute an important link between Swedish school culture and home culture and they bear responsibility in defining the special educational support measures for these students. Therefore, through the narratives of HLTs, this study aims to gain a deeper understanding of their perception of multilingual students in need of special educational support. The present study is based on qualitative methods for collecting and analysing data. After a purposeful selection, 13 individual in-depth interviews were conducted. Thereafter, the transcriptions of the interviews were analysed thematically. The results indicate that the HLTs characterise multilingual students whose behaviour or language development deviates from the norm regarding the need of special educational support. The HLTs define linguistic deviations, the underlying causes, and the support measures needed similarly. However, behavioural deviation and the underlying causes are perceived differently, depending on the individual HLTs’ personal experiences, backgrounds and levels of education. To meet the multilingual students’ SEN in a more scientifically based approach and a more holistic way, the study discusses the need for structural changes facilitating interdisciplinary collaboration between HTL and SEN teachers, a more uniform educational path for HLTs as well as better information to special needs teachers about the roles and tasks of HLTs. In conclusion, the gap between the research fields of multilingual students’ learning and special needs education should be tightened.

Clinical Outcomes in a Large Sample of Youth and Adult Patients Receiving Virtual Evidence-Based Treatment for ARFID: A Naturalistic Study.

Treatment outcomes research for avoidant/restrictive food intake disorder (ARFID) has been limited to small,mixed-age feasibility trials in face-to-face care settings. This study aims to examine clinical characteristics and treatment outcomes in a large sample of youth and adult patients receiving virtual multidisciplinary team treatment for ARFID. The sample included N = 783 patients (532 youth and 251 adults) diagnosed with ARFID. Patients received cognitive behavioral therapy for ARFID (CBT-AR) or family-based treatment for ARFID (FBT-ARFID) enhanced by specialized support from a multidisciplinary team. Patients (or caregivers) completed a number of measures assessing ARFID and mood-related symptoms upon admission and throughout treatment. Youth patients on weight restoration (56%) started treatment around 85% [84%, 86%] of their target weight, and increased to 94% [93%, 96%] by week 35. Adults on weight restoration (47%) started at 85% [84%, 87%] and reached 92% [90%, 94%]. Scores improved for both groups on all PARDI-AR-Q subscales: (sensory sensitivity: b = -0.25 [-0.33, -0.16]; lack of interest: b = -0.08 [-0.16, -0.00]; fear of aversive consequences: b = -0.12 [-0.19, -0.04]). Both youth and adults demonstrated reliable improvements in willingness to try new foods (b = -0.64 [-0.89, -0.37]), anxiety symptoms (b = -0.71 [-0.95, -0.48]), and depression symptoms (b = -0.86 [-1.07, -0.64]). Youth and adult patients demonstrated reliable symptom improvements over the course of treatment across all measures, offering preliminary support for the effectiveness of FBT-ARFID and CBT-AR delivered virtually by a multidisciplinary care team.

Law of Ukraine “On the use of the english language in Ukraine”: legal consequences of the adoption for educational entities

Education is a fundamental factor in the development and empowerment of citizens worldwide. Education provides the opportunity to gain knowledge and information, fosters self-esteem and confidence, and helps individuals realize their potential. The right to education is guaranteed by the Constitution of Ukraine, as the supreme law, and is protected by the state. An educated nation is a strong state and the key to the success of the entire country. Children are the asset of the state. Guaranty and protecting children’s rights is one of the most important tasks of the government, as the younger generation is the foundation for creating the future of every country in the world. Educated children today are the guarantee of a successful country tomorrow. Therefore, the legal protection of childhood is a priority in achieving the goals set by the state. The right to education is a fundamental socio-cultural right that ensures the stable development of the younger generation. Children’s right to education is one of the fundamental rights guaranteed and regulated by all states. The education sector, like all areas of society, has undergone significant changes in the context of martial law. We have all had to learn and continue learning to live in these new conditions: some continue to pursue education, while others continue to work. Part of the participants in the educational process, due to life-threatening conditions, military actions, and the temporary occupation of certain territories, have been forced to relocate within Ukraine or abroad. Many teachers and students still live in temporarily occupied territories and require special state support. Some educational institutions have been physically destroyed. During the war and after it ends, the primary task of the education sector is and will be to ensure the quality of education at all levels. The education system in Ukraine is currently undergoing a process of reform. With changes in social living conditions, the legal framework of the country is being forced to change and adapt to European standards.

Mathematical description of the probability of capturing rod-shaped stepped blanks in hopper feeding devices with an inclined disk and tangential pockets

In this work, we present a mathematical model of the capture probability of rod-shaped stepped blanks in mechanical disk hopper feeding devices with an inclined disk and tangential pockets. The model must take into account the influence of the design and kinematic parameters of the device on its performance, as well as those of the workpieces. The object of the research was a mechanical disk hopper feeding device having an inclined rotating disk and pockets tangentially located along its periphery, whose active orientation of the mentioned blanks is implemented by overturning them on special supports placed under the rotating disk. The tipping action is carried out under the action of gravity. For the construction of mathematical models, methods based on probability theory, analytical spatial geometry, theoretical mechanics, and general physical laws were used. The methodology for constructing a mathematical model of the probability of capture of rod-shaped step blanks of bodies of revolution in the studied devices with an inclined disk and tangential pockets is described. Algorithms for determining each coefficient of the developed model are presented. The developed model is a product of the probability of finding the rod blanks in a position favorable for their gripping in the direction of the tangentially located pocket, the probable absence of encumbrance during gripping of the blank due to its interlocking with other blanks, and the probable absence of encumbrance as a result of the peripheral speed of the gripping organs of the device. Thus, the developed mathematical models for calculating the capture probability of rod-shaped step blanks of rotational parts can be used at early design stages to estimate with high accuracy the actual productivity of mechanical disk hopper feeding devices with an inclined rotating disk and pockets tangentially located along their periphery.

Accelerated Biological Aging Increases the Risk of Short- and Long-term Stroke Prognosis in Patients with Ischemic Stroke or TIA

Biological age (BA), an integrated measure of physiological aging, has a clear link to stroke. There is a paucity of long-term longitudinal studies about the association between accelerated biological age and stroke prognosis in patients with previous strokes, and the differences in the predictive ability of various BA indicators calculated from clinical biochemistry biomarkers for future stroke outcomes are still unknown. To evaluate the role of three accelerated BA indicators for short- and long-term prognosis of patients with ischemic stroke or transient ischemic attack (TIA), and to identify the most appropriate predictor. This study included 7396 patients from the Third China National Stroke Registry (CNSR-III), a prospective national registry of patients with acute ischemic stroke or TIA between August 2015 and March 2018 in China. We constructed accelerated BA using three widely recognized algorithms: PhenoAge, Klemera-Doubal, and HD method. To ascertain the association of accelerated BA with the risk of short- and long-term stroke outcomes, a Cox or logistic regression model was conducted for the analysis. The net reclassification index and integrated discrimination improvement were used to evaluate the added model improvement ability of BA acceleration. Compared to those with the lowest of PhenoAge acceleration, patients with the highest were more likely to have a higher risk of stroke (HR 1.98, 95% CI 1.49-2.63, P<0.001), ischemic stroke (HR 1.88, 95% CI 1.41-2.53, P<0.001), composite vascular events (HR 2.03, 95% CI 1.53-2.68, P<0.001), all-cause death (HR 7.02, 95% CI 3.41-14.47, P<0.001) and the modified Rankin scale of 3-6 (OR 2.55, 95% CI 2.05-3.16, P<0.001) at three months, and the association observed within one year and five years was similar to that within three months. The risk of all stroke outcomes for HDAge was consistent with PhenoAge acceleration, but KDMAge acceleration was the same, except for stroke within one year (HR 1.24, 95% CI 1.00-1.53, P=0.053). PhenoAge acceleration provided a better improvement in the model's predictive ability for stroke prognosis, compared to BA determined by other algorithms. In this prospective cohort study, BA acceleration, particularly PhenoAge, may help identify stroke patients with risks of short- and long-term poor outcomes, potentially enabling subclinical prevention and early intervention. This work was supported by grants from Chinese Academy of Medical Sciences Innovation Fund for Medical Sciences (2019-I2M-5-029), the National Natural Science Foundation of China (U20A20358), Beijing Hospitals Authority Clinical Medicine Development of special funding support (ZLRK202312), the National Key R&D Program of China (No. 2022YFC3602500, 2022YFC3602505), Outstanding Young Talents Project of Capital Medical University (A2105), and Beijing High-Level Public Health Technical Personnel Construction Project (Discipline leader -03-12).

Exploratory study of patients’ and carers’ preferences for postdischarge surgical wound monitoring using survey and interviews

ObjectivesTo explore patients’ and carers’ preferences for postdischarge surgical wound monitoring.DesignExplanatory mixed methods study with an online survey followed by online interviews.SettingThe online survey was distributed via the Cardiothoracic Interdisciplinary...

Effectiveness of Peer Conflict Resolution Strategies in an Inclusive Preschool Unit – A Systematic Review

Introduction: The preschool stage is a time when children have many opportunities to develop their social skills and deeper comprehension thereof. The occurrence of peer conflicts is typical during this time, which, when properly resolved, can provide a developmental boost to children’s cognitive and social-emotional competencies. Intentional instruction by the teacher to support peer interactions increases children’s skills in this area. Children with disabilities who have lower social-emotional competencies, and, thus, perform less adeptly in conflict situations, may need special support. This is due to their difficulties in naming and understanding emotions, as well as reading the intentions of peers. The use of effective conflict resolution strategies by teachers can significantly affect the development of peer relationships and the process of integrating these children into the group. Research Aim: The purpose of this article is to analyse the effectiveness of peer conflict resolution strategies in an inclusive preschool unit. Research Method: A systematic review of scientific articles from Web of Science, Scopus, EBSCO, and Google Scholar for the years 2000–2024 was conducted using the PRISMA scheme. Nine full-text articles meeting all inclusion and exclusion criteria were analysed. Results: The results indicate that the most effective programmes were those that developed the social skills of children with disabilities. Only two articles reported the effect size, in one study the effect was large while in the other, small, with the result being inconclusive. Conclusions: The review indicates the need for further in-depth research, meeting high methodological standards, in this area, with a particular focus on the effectiveness of peer conflict resolution strategies implemented in preschool inclusion units.

Interest in Quitting and Utilizing Quitline Services Among Long-Term E-Cigarette Users

Background Electronic cigarettes (e-cigs) contain fewer hazardous ingredients than traditional cigarettes, yet they still pose health hazards. This study evaluates experienced e-cig users’ quitting interest and Quitline utilization. Methods In a 2012 (Wave 1) baseline survey, 1875 (28.9%) provided consent consented to future study contact. This study focused on a follow-up survey sent in 2022 (4). The main indicators assessed were participants’ were participants awareness, willingness, and motivations to utilize Quitlines to quit e-cigs. The Penn State Electronic Cigarette Nicotine Dependence Index (PSECDI) was used to assess the level of dependence on e-cigs. Descriptive statistics were used to examine the outcomes of interest. Additionally, a thematic analysis was performed to evaluate qualitative data. Results Participants (n = 195) had a mean age of 52.4 (SD = 12.1) years, 64.6% (n = 126) were male, and the majority were Caucasian/White (88.2%, n = 172). About 42% (n = 82/195) of respondents had previously tried to quit e-cig use. Of these, more than half (63.4%, n = 52/82); had heard of Quitline; however, very few (9.8%, n = 8/82) were interested in utilizing Quitline services for assistance with quitting e-cigs. The themes that emerged included the impersonal nature of telephone counseling, lack of trust in external assistance, belief in participants’ ability to quit without help, and skepticism about the effectiveness of Quitline interventions. Conclusion There was widespread reluctance to utilize Quitline cessation services among experienced e-cig users. To enhance engagement in cessation programs, such as Quitline, it may be helpful to consider specialized counseling and support tailored to the unique challenges among e-cig users.

Paradigmatic disharmonies and dilemmas in special educational practices for Sámi children and youth in Norway

The Sámi are the only recognised Indigenous peoples in Europe. The traditional homeland, Sápmi, stretches today over the countries Norway, Sweden, Finland and the Kola peninsula in Russia. The aim of this article is to pinpoint critical issues related to special educational support for Sámi children and youth in Norway. Research on this topic is scarce. Research conversations were held in 2022 with 10 Sámi special education teachers. The Sámi special education teachers’ narratives reveal how their language proficiency, cultural and subject knowledge, and special educational competencies allow them to bridge the paradigmatic disharmonies and dilemmas in special educational practices in Norway to various extent. To illustrate the results the article presents three scenarios depicting the Sámi special education teacher as a strong instrumentalist bridging between paradigmatic disharmonies; as a frustrated player constantly improvising to find the harmony; or playing an instrument that is not included in the symphony.