Lärares ledarskap som möjliggörande och begränsande i mötet med ’alla’ barn : En deltagarorienterad studie

The aim of this thesis is to, based on teachers’ experiences, describe and analyse meanings of teachers’ leadership in general, and in relation to children in need of special support in particular. The study was carried out within the tradition of participatory-oriented research, a research circle. The dialogues in the circle were based on the participants’ questions, experiences, interests, and knowledge. The circle included a researcher and nine teachers from the following types of schools: preschool, preschool class, compulsory school, and compulsory school for pupils with learning disabilities. The study is based on an understanding of leadership as a relational practice. Leadership is practised in the interaction between teacher and child. Both parties exert influence over the practice of leadership. A central assumption in the study is that knowledge can develop through and in interactions between people, that knowledge and power are connected, and that knowledge and actions are intertwined. Another central assumption is that learning is a complex phenomenon. In the analysis of the research circle’s dialogues, the following meanings of teachers’ leadership emerge: to facilitate learning and discipline, and to promote different interests. The practice of leadership involves teachers handling complex situations in their interactions with ‘all’ children, i.e. children in need of special support and children without such needs. Leadership is practised between teachers and children, and the teachers have to consider the group of children as a collective in relation to the individual children. At the same time, the teachers have to consider their intentions versus what happens during the interactions. In addition, the teachers have to pay heed to the fact that their own actions and the children’s actions influence one another. Finally, the teachers have to consider the individual child’s ‘best interest’ in relation to the requirements of the policy documents. Furthermore, the results indicate that the practice of leadership is perceived as both unpredictable and, to some extent, predictable at the same time, which adds to the complexity of leadership. The teachers cannot know for sure what the children understand or if the children’s actions facilitate learning. However, the teachers can make certain assumptions about how to practice leadership in order to facilitate learning and discipline in children with different needs. The meanings of leadership were expressed in different ways in the circle’s dialogues; both as enabling and limiting in interactions with children in need of special support. One of the study’s conclusions is that leadership seems to be particularly complex in interactions with children in need of special support. The research circle’s dialogues served to promote a democratic knowledge process. The dialogues were characterised by respect for the participants’ different opinions; however, this does not mean that they were free from power structures.

Lärares ledarskap som möjliggörande och begränsande i mötet med ’alla’ barn : En deltagarorienterad studie

The aim of this thesis is to, based on teachers’ experiences, describe and analyse meanings of teachers’ leadership in general, and in relation to children in need of special support in particular. The study was carried out within the tradition of participatory-oriented research, a research circle. The dialogues in the circle were based on the participants’ questions, experiences, interests, and knowledge. The circle included a researcher and nine teachers from the following types of schools: preschool, preschool class, compulsory school, and compulsory school for pupils with learning disabilities. The study is based on an understanding of leadership as a relational practice. Leadership is practised in the interaction between teacher and child. Both parties exert influence over the practice of leadership. A central assumption in the study is that knowledge can develop through and in interactions between people, that knowledge and power are connected, and that knowledge and actions are intertwined. Another central assumption is that learning is a complex phenomenon. In the analysis of the research circle’s dialogues, the following meanings of teachers’ leadership emerge: to facilitate learning and discipline, and to promote different interests. The practice of leadership involves teachers handling complex situations in their interactions with ‘all’ children, i.e. children in need of special support and children without such needs. Leadership is practised between teachers and children, and the teachers have to consider the group of children as a collective in relation to the individual children. At the same time, the teachers have to consider their intentions versus what happens during the interactions. In addition, the teachers have to pay heed to the fact that their own actions and the children’s actions influence one another. Finally, the teachers have to consider the individual child’s ‘best interest’ in relation to the requirements of the policy documents. Furthermore, the results indicate that the practice of leadership is perceived as both unpredictable and, to some extent, predictable at the same time, which adds to the complexity of leadership. The teachers cannot know for sure what the children understand or if the children’s actions facilitate learning. However, the teachers can make certain assumptions about how to practice leadership in order to facilitate learning and discipline in children with different needs. The meanings of leadership were expressed in different ways in the circle’s dialogues; both as enabling and limiting in interactions with children in need of special support. One of the study’s conclusions is that leadership seems to be particularly complex in interactions with children in need of special support. The research circle’s dialogues served to promote a democratic knowledge process. The dialogues were characterised by respect for the participants’ different opinions; however, this does not mean that they were free from power structures.

Paracoccidioidomycosis in children with different skeletal involvement

The rarity of paracoccidioidomycosis in childhood prompted us to report two cases with different clinical and radiological skeletal involvement. The number of osteolytic lesions, the presence of periosteal reaction and the finding of Paracoccidioides brasiliensis in biopsy specimens, were distinctive features in both cases.

Bronchial Asthma in Children: Clinical and Epidemiologic Approach in Different Portuguese Speaking Countries

BACKGROUND: Geographical differences in asthma prevalence are currently accepted, but evidence is sparse due to the lack of multicentre studies using the same protocol. OBJECTIVES: To compare the prevalence of asthma and atopy among schoolchildren from Portuguese speaking countries (ISAAC and Portuguese Study) and evaluate some environmental variables, such as house dust mite exposure. MATERIAL AND METHODS: Significant random samples of schoolchildren studied with standard validated methods--questionnaires, skin prick tests, methacholine bronchial challenge tests; dust bed sampling for analysis of mite antigens. RESULTS: In the ISAAC study, in the 13-14 year-old age group, statistical significant differences were found, with higher wheezing prevalence in Brazil than in Portugal (two-fold). In the Portuguese Study, atopy prevalence ranged between 6.0 and 11.9% in Sal and S. Vicente (Cape Verde), up to 48.6 and 54.1% in Macau and Madeira. Active asthma had the higher values in Madeira (14.6%), and the lower in Macau (1.3%). Cape Verde had intermediate asthma prevalence (10.6 and 7.0%). The bronchial challenge test was positive in 25, 66 and 70% of asthmatic children from Sal, S. Vicente and Madeira respectively. Significant HDM antigen concentrations (Der p1) were found in Cape Verde and Madeira. CONCLUSIONS: There are significant variations in asthma and atopy prevalence between these pediatric populations. The reasons remain under discussion, but genetics linked to race, seem to play a central role, modulated by environmental and lifestyle variables.

Prevalence of anti-hepatits A antibodies in children of different socioeconomic conditions in Vila Velha, ES

This report describes the prevalence of anti-HAV antibodies in children from elementary school in the Municipality of Vila Velha, ES, Brazil. Anti-HAV antibodies were investigated by ELISA method in the serum of 606 children (four to fourteen years old) from three elementary schools, located in neighborhoods with varying household monthly income levels: São José School, 200 chidren, household income higher than US$700; São Torquato School, 273 children, US$200 to 300; and Cobi School, 133 children, less than US$200. From each children data on age, gender, skin color, sanitary conditions, frequency of contact with sea or river water and family history of hepatitis were recorded. Anti-HAV antibodies were present in 38.6% of all children, 9% in São José School, 49.1% in São Torquato School and 61.7% in Cobi School. Logistic regression analysis demonstrated a positive correlation of positive anti-HAV test with age, non white color of the skin, absence of sewage treatment and domestic water filter, and a past history of hepatitis. The prevalence of anti-HAV antibodies in school children in Vila Velha, ES, was lower than that observed in the same age group in North and Northeast Brazil and was significantly higher in children from families with low socioeconomic status. In addition the results indicate a changing epidemiologic pattern of hepatitis A in our country, with an increasing number of children and adolescents with high risk for HAV infection, mainly in high socioeconomic class. A consideration must be given to the feasibility of vaccination programs for children and adolescents in our country.

Looked after children in Dublin and their mental health needs.

Children in care in Ireland have increased by 27% in the last decade. This population is recognized to be among the most vulnerable. This study aims to describe their placement histories, service use and mental health needs. Data was obtained on 174 children (56.5% of eligible sample) with a mean age of 10.83 (SD = 5.04). 114 (65.5%) were in care for three years or more. 29 (16.7%) did not have a SW and 49 (37.7%) had no GP. 50 (28.7%) were attending CAMHS. Long term care, frequent placement changes and residential setting were significantly related with poorer outcomes and increased MH contact. Given the increase in numbers in care and the overall decrease in resource allocation to health and social care, individual care planning and prioritizing of resources are essential.This resource was contributed by The National Documentation Centre on Drug Use.

Treatment of skin lesions in newborn children: meeting the needs of nursing staff

Objective To understand, together with nursing staff, the care needed to treat skin lesions in newborn children hospitalized in a neonatal unit. Method Qualitative research, of the convergent care type. The data was collected through semi-structured interviews, which were conducted from November to December 2012, in the neonatal unit of a hospital in southern Brazil. The participants were four auxiliary nurses, six nursing technicians and four nurses. Results The following three categories were designated: questions about what can be used in relation to newborn children; hospitalization can cause lesions on the skin of newborn children; and knowledge about care promotes professional autonomy. Conclusion There is an urgent need for staff to know more about the treatment of skin lesions, which would provide safer care for newborn children and would also support the autonomy of professional nurses in providing that care.


Social skills of children with different disabilities: Assessment and implications for interventions

This study characterizes the differences and similarities in the repertoire of social skills of children from 12 different categories of special educational needs: autism, hearing impairment, mild intellectual disabilities, moderate intellectual disabilities, visual impairment, phonological disorder, learning disabilities, giftedness and talent, externalizing behavior problems, internalizing behavior problems, internalizing and externalizing behavior problems and attention deficit hyperactivity disorder. Teachers of 120 students in regular and special schools, aged between 6 and 14 years old, from four Brazilian states, responded to the Social Skills Rating System. Children with ADHD, autism, internalizing and externalizing behavior problems and externalizing behavior problems presented comparatively lower frequency of social skills. The intervention needs of each evaluated category are discussed.

Prevalence of disorders of the autism spectrum in a population cohort of children in South Thames: the special needs and autism project (SNAP)

Background Recent reports have suggested that the prevalence of autism and related spectrum disorders (ASDs) is substantially higher than previously recognised. We sought to quantify prevalence of ASDs in children in South Thames, UK. Methods Within a total population cohort of 56946 children aged 9-10 years, we screened all those with a current clinical diagnosis of ASD (n=255) or those judged to be at risk for being an undetected case (n=1515). A stratified subsample (n=255) received a comprehensive diagnostic assessment, including standardised clinical observation, and parent interview assessments of autistic symptoms, language, and intelligence quotient (IQ). Clinical consensus diagnoses of childhood autism and other ASDs were derived. We used a sample weighting procedure to estimate prevalence. Findings The prevalence of childhood autism was 38.9 per 10000 (95% CI 29.9-47.8) and that of other ASDs was 77.2 per 10000 (52.1-102.3), making the total prevalence of all AS Ds 116.1 per 10000 (90.4-141.8). A narrower definition of childhood autism, which combined clinical consensus with instrument criteria for past and current presentation, provided a prevalence of 24.8 per 10 000 (17.6-32.0). The rate of previous local identification was lowest for children of less educated parents. Interpretation Prevalence of autism and related ASDs is substantially greater than previously recognised. Whether the increase is due to better ascertainment, broadening diagnostic criteria, or increased incidence is unclear. Services in health, education, and social care will need to recognise the needs of children with some form of ASD, who constitute 1% of the child population.

Art in the inclusion of children with special needs in dentistry

A proposta deste estudo é relatar a utilização da arte e seus segmentos, como recurso para inclusão da criança portadora de necessidades especiais ao ambiente odontológico. Foi utilizado como método a aplicação da arte em atividades de socioterapia e oficinas, divididas em módulos: sessão de socialização, oficinas de arte e atividades complementares, visando à elaboração de uma anamnese cultural por meio de questionários e a obtenção das preferências artísticas dos 313 participantes, previamente às suas assistências odontológicas no CAOE (Centro de Assistência Odontológica a Portadores de Necessidades Especiais) FOA/Unesp. de acordo com os questionários respondidos, a música e a pintura, segundo a preferência dos participantes, são os segmentos artísticos que mais auxiliam nas atividades de inclusão e adaptação. Concluímos que a utilização da arte na adaptação e inclusão ambiental do paciente, previamente à assistência odontológica, é favorável e eficaz.

Candida spp. biotypes in the oral cavity of school children from different socioeconomic categories in Piracicaba - SP, Brazil

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Sensorimotor Integration in Dyslexic Children under Different Sensory Stimulations

Dyslexic children, besides difficulties in mastering literacy, also show poor postural control that might be related to how sensory cues coming from different sensory channels are integrated into proper motor activity. Therefore, the aim of this study was to examine the relationship between sensory information and body sway, with visual and somatosensory information manipulated independent and concurrently, in dyslexic children. Thirty dyslexic and 30 non-dyslexic children were asked to stand as still as possible inside of a moving room either with eyes closed or open and either lightly touching a moveable surface or not for 60 seconds under five experimental conditions: (1) no vision and no touch; (2) moving room; (3) moving bar; (4) moving room and stationary touch; and (5) stationary room and moving bar. Body sway magnitude and the relationship between room/bar movement and body sway were examined. Results showed that dyslexic children swayed more than non-dyslexic children in all sensory condition. Moreover, in those trials with conflicting vision and touch manipulation, dyslexic children swayed less coherent with the stimulus manipulation compared to non-dyslexic children. Finally, dyslexic children showed higher body sway variability and applied higher force while touching the bar compared to non-dyslexic children. Based upon these results, we can suggest that dyslexic children are able to use visual and somatosensory information to control their posture and use the same underlying neural control processes as non-dyslexic children. However, dyslexic children show poorer performance and more variability while relating visual and somatosensory information and motor action even during a task that does not require an active cognitive and motor involvement. Further, in sensory conflict conditions, dyslexic children showed less coherent and more variable body sway. These results suggest that dyslexic children have difficulties in multisensory integration because they may suffer from integrating sensory cues coming from multiple sources. © 2013 Viana et al.

La planificación para satisfacer las necesidades de los niños de América Latina en materia de alimentos y nutrición = Planning for the food and nutrition needs of children in Latin America

Incluye Bibliografía

Connecting the Dots: Families and Children with Special Needs in a Rural Community

Due to the rising number of children with disabilities, the needs of these families must be addressed. This article describes the development and implementation of a regional forum in a rural community to address education and training needs of families and professionals. The Special Needs Summit provided workshops, information, and activities for parents and professionals. Participants were invited to participate in a study through a survey soliciting feedback regarding the importance and effectiveness of the training and information received through the Summit, gaps in resources, and future educational and training needs. Overall, participants gave satisfactory ratings regarding the training and education provided during the forum, and gave direction for future programming.