Rol de la Familia en el Compromiso Escolar Desde la Perspectiva de Estudiantes con Necesidades Educativas Especiales / Family Role in the School Engagement from the Perspective of Students with Special Education Needs

RESUMEN: El compromiso escolar se entiende como el nivel de involucramiento del estudiante con su escuela, su sentido de pertenencia, y la motivación por aprender y obtener logros académicos. En este estudio se busca caracterizar el rol de la familia en el compromiso escolar desde la perspectiva de estudiantes con necesidades educativas especiales. Para tal efecto, se realizó un estudio cualitativo con enfoque fenomenológico. Los participantes son ocho estudiantes de primer y segundo año de enseñanza secundaria de la Región del Biobío, Chile. Se utilizó la técnica de fotoelicitación, narración fotográfica, y entrevistas. Se realizó análisis de contenido con los datos. Los resultados muestran que la dimensión emocional del compromiso escolar es la que más aparece reportada en la experiencia subjetiva de los estudiantes, a través de sentimientos relacionados con el "estar presente", el apoyo y la acogida. En segundo lugar, aparece la dimensión conductual del compromiso, a través del monitoreo, el uso de recordatorios y la reiteración sobre la importancia de estudiar. Finalmente, sobre la dimensión cognitiva, solo algunos estudiantes mencionan acciones de apoyo pedagógico de forma directa o indirecta. Respecto a las necesidades educativas especiales, estas no aparecen como un tema relevante en la experiencia de los participantes. Se discuten estos resultados respecto de la importancia del apoyo parental en el compromiso escolar de los estudiantes.

ABSTRACT: School engagement is the level of involvement of students with their school, their sense of belonging, and the motivation to learn and achieve academic goals. The purpose of this study was to characterize the role of the family on school engagement from the perspective of students with special educational needs. For this purpose, a qualitative study with a phenomenological focus was carried out. Eight Chilean students from first and second grade of secondary schools from the Biobio region, Chile, participated in the study. The study employed the technique of photo-elicitation, photographic narration, and interviews. Content analysis was performed with the data. The results show that the emotional dimension of school engagement is the most reported one, highlighting subjective experiences related to their families "being present", providing support, and making company. The behavioral dimension of the engagement appears to a lower extent, through parental actions such as monitoring, reminding school work, and stressing the importance of education. In relation to the cognitive dimension, fewer students mentioned families provided pedagogical support actions. Participants do not mention special educational needs as a relevant issue in their academic experience. Tese results are discussed highlighting the importance of family support on students' school engagement.

Functional Diagnosis as a Strategy for Implementing Inclusive Education in Poland1 / Diagnóstico Funcional como Estratégia para Implementar a Educação Inclusiva na Polônia

ABSTRACT: The 25th anniversary of the Salamanca Statement is a good opportunity to summarize to what extent the challenges described in it have been implemented by the signatory countries, all of which are members of UNESCO. This article presents a balance of achievements in implementing inclusive education in Poland, as well as a catalog of challenges for the future. Although the commitments to provide inclusive education for children and young people with special educational needs (SEN) arise from the UN Convention on the Rights of the Child (1989) and the Convention on the Rights of Persons with Disabilities (2006), which have both been ratified by Poland, systematic work on the implementation began only in 2010. The key measure was the Regulation of the Ministry of National Education on the principles of planning and organization of psychological and pedagogical support for pupils with SEN. Currently, in cooperation with the European Agency for Special Needs and Inclusive Education intensive work is underway to create a coherent system for recognizing the needs and possibilities of children and adolescents based on the functional diagnosis model. Therefore, this article presents the assumptions of this model with reference to the implemented or planned changes to the educational law.

RESUMO: O 25º aniversário da Declaração de Salamanca é uma boa oportunidade para resumir até que ponto os desafios descritos nela foram implementados pelos países signatários, todos membros da UNESCO. Este artigo apresenta um balanço de realizações na implementação da educação inclusiva na Polônia, bem como um catálogo de desafios para o futuro. Embora os compromissos de oferecer educação inclusiva para crianças e jovens com necessidades educacionais especiais (NEE) surjam da Convenção dos Direitos da Criança das Nações Unidas (1989) e da Convenção dos Direitos das Pessoas com Deficiência (2006), os quais foram ratificados pela Polônia, o trabalho sistemático sobre a implementação começou apenas em 2010. A medida chave foi o Regulamento do Ministério da Educação Nacional sobre os princípios de planejamento e organização do apoio psicológico e pedagógico para alunos com NEE. Atualmente, em cooperação com a Agência Europeia para Necessidades Especiais e Educação Inclusiva, está em andamento um intenso trabalho para criar um sistema coerente de reconhecimento das necessidades e possibilidades de crianças e adolescentes com base no modelo de diagnóstico funcional. Portanto, este artigo apresenta as premissas desse modelo com referência às mudanças implementadas ou planejadas na lei educacional.

Analysis on health educational need of patients undergoing endobronchial ultrasound-guided transbronchial needle aspiration examination and its influencing factors / 医学研究生学报

ObjectiveEndobronchial ultrasound-guided transbronchial needle aspiration (EBUS-TBNA) examination is a new bronchoscopy for early diagnosis and staging assessment of lung cancer, however it often makes patients scared and worried because of penetration and irritation brought by the operation. The article aimed to investigate the health education need of patients and analyze its influencing factors in order to provide evidence for pointed health education and successful examination.MethodsA self-designed questionnaire was used to investigate 100 patients with EBUS-TBNA at Thoracic Surgery Department in our hospital, from December 2016 to August 2017. Data were analyzed by SPSS 20.0 software.ResultsThe average score of health education need for patients undergoing EBUS-TBNA examination was (68.83±9.80). Single factor analysis showed there were differences in the scores of patients' ages, jobs, educational levels and medical insurance payment methods(P<0.05). Multiple linear regression analysis showed the influencing factors included educational level, age and medical insurance payment method, which could explain the mutation value 0.189. The average score of health education need was (13.84±1.30), including listening to professional explanation (4.64±0.58), watching operation video(4.61±0.53) and reading education brochures(4.59±0.60).ConclusionPatients have high health education need for EBUS-TBNA examinations and clinical staff should provide normalized health education pathway based on the patients' needs and improve the satisfaction of examination.

Survey on Foodservice Satisfaction and Dietary Education needs for Improvement of School Foodservice in Middle School Students in Seoul / 대한지역사회영양학회지

OBJECTIVES: This study was conducted to examine the satisfaction of school cafeterias among the surveyed group at two middle schools located in Seoul. METHODS: 574 out of 600 middle school students in Seoul (95.7%) completed the study. RESULTS: Satisfaction rate of school meals was significantly higher among girls (73.2%) compared to boys (45.1%). The reasons for satisfaction factors of school meals were with the taste of school meals (55.1%), menu (19.3%), nutrition (14.2%), and food hygiene safety (7.0%). Students who had a double-income family, well-educated mother and higher happiness in their life reported a higher satisfaction with school meals. Both boys and girls who consumed milk frequently showed significantly higher satisfaction with school meals. Factors that were related to satisfaction of school meals were food temperature, the amount of food (especially among boys). Variety in the menu and food distribution speed were less related to the satisfaction of meals. In the case of girls, waiting time, food distribution speed were more important to them while the kindness of school staff was a less important factor. Improvements that were needed to increase the satisfaction for the school lunch meals, from the most important to least important were as follows: variety of meals (36.6%), food distribution speed·waiting time (24.6%), taste of food (15.7%), amount of food (7.7%), hygienic management (5.1%), food quality (4.7%), kindness (3.0%), temperature of the food (2.8%). Students preferred to broadcast on campus and cooking practice for the dietary education. CONCLUSIONS: To improve school meal satisfaction, it is necessary for food distribution facilities to make improvements with regard to variety of meals and reduced waiting time.

Assessment of Nurses' Nutritional Knowledge and Educational Needs Regarding Stroke Specific Diet Regimens

PURPOSE: Although the prevalence rate of chronic diseases is rapidly increasing due to an unhealthy diet in Korea, nurses may not have enough nutritional knowledge to educate their patients. This study investigated the level of nurses' nutritional knowledge for chronic diseases as well as for strokes, and the needs for nurses' nutritional education. METHODS: This research is a descriptive research conducted from April to August of 2014, on 242 nurses who work with stroke patients, in two tertiary general hospitals in the city of Seoul, South Korea. RESULTS: The average nutritional knowledge score of our subjects was 19.9+/-2.51 (range 12-24). The correct response rate was 83% which was higher than expected. However, many nurses (31-66%) answered incorrectly on items such as 'Drinking low-fat milk is better than whole milk', and 'Seasoning with a large amount of soy sauce instead of salt can reduce sodium consumption'. We also found that nurses who received continuing education regarding nutrition scored higher than those who did not (p=.020). There was no correlation between nutritional knowledge and the need for nutritional education (r=.034, p=.601). CONCLUSION: The level of nutritional knowledge of the nurses was relatively low and irrelevant to the completion of nutrition courses during university or duration of experience. Rather, the relevance was higher when the nurse received nutrition-related training after graduating from university. Our results imply that continuous nutritional education is necessary for hospital nurses.

Necesidades específicas de apoyo educativo del alumnado con discapacidades sensorial y motora / Specific needs of learning support pupils with sensory and motor disabilities

En el presente trabajo se pretende hacer una aproximación al estudio de las necesidades específicas de apoyo educativo que tienen los niños y niñas con discapacidad. Tras unos aspectos introductorios de tipo conceptual y definitorio, se pasa al análisis de las necesidades que pueden presentar los niños y niñas con discapacidades, sensorial (visual y auditiva) y motora, a las que se sugieren unos elementos generales de respuesta educativa. Finalmente, con una integración de ese análisis, se trataría de llegar a una conclusión y reflexión para la intervención psicopedagógica y la acción tutorial en base a una perspectiva que atienda la diversidad de los niños y niñas con necesidades específicas de apoyo educativo.

This paper aims to make an approach to the study of specific educational needs in children with disabilities. After an introduction to some conceptual and defining aspects, a needs analysis focus on children with sensorial and motor disabilities has taken place. Based on this one, general elements for educational response have been suggested. Finally, a conclusion and reflection that has been provided through the integration of the mentioned analysis, on both psychological intervention and guidance action, based on a perspective that addressed diversity from specific educational support needy children.

Relationship between Knowledge and Adherence to Self-management Guidelines, and Influencing Factors of Adherence for Hemodialysis Patients / 재활간호학회지

PURPOSE: This study was to examine the relationships between knowledge with same sub-areas of education needs and adherence to self-management guidelines, and to investigate the factors that influence adherence. METHOD: One hundred eleven patients with terminal stage of kidney failure were conveniently selected from a university hospital in Incheon. RESULTS: The level of knowledge was high, with a mean score of 15.25. The level of adherence to self-management guidelines was low, with a mean score of 64.53. The patients' education needs were high. The significant influencing factors on adherence were gender, educational level, and two sub-areas of knowledge, 'exercise and daily life' and 'follow-up care and treatment'. CONCLUSION: Relationships between knowledge, education needs, and adherence should be further examined before developing and implementing intervention programs for adherence to treatment guideline in hemodialysis patients.

Estilos interactivos de educadoras do Ensino Especial em contexto de educação-de-infância / Special Education teachers' interactive styles in early education

Este estudo pretendeu caracterizar os estilos interactivos das educadoras do Ensino Especial ao se relacionarem com crianças com Necessidades Educativas Especiais (NEE) integradas em creches/jardins-de-infância do Porto. Participaram 50 educadoras e 50 crianças. Os comportamentos interactivos foram avaliados utilizando a Escala de Avaliação dos Estilos de Ensino. O envolvimento das crianças foi codificado por meio do EQUAL-III. A análise de clusters identificou dois sub-grupos: (i) educadoras que utilizam mais frequentemente comportamentos directivos; (ii) educadoras nas quais predominam comportamentos elaborativos e responsivos. Os subgrupos distinguiram-se em características de qualidade estrutural da sala, da educadora e do envolvimento da criança. As crianças com NEE parecem se beneficiar de interacções baixas em directividade. Interacções elaborativas-responsivas tendem a promover níveis mais sofisticados de envolvimento, pelo que são recomendadas.

This study intended to characterize special education teachers' interactive styles while interacting with children with disabilities, in day care/preschool contexts in Porto. Fifty special education teachers and 50 children with disabilities participated in the study. Interactive behaviours were rated based on the Teaching Styles Rating Scale. Child engagement was coded by means of the E-QUAL III. Using cluster analysis, two subgroups of teachers were identified: (i) teachers using more frequently directive behaviours; (ii) teachers with predominance of elaborative and responsive behaviours. Subgroups differences were found for classroom structural quality, teachers' characteristics and children's observed engagement. Children with disabilities seem to benefit from low directive interactions. Elaborative-responsive teacher's interactions tend to promote more sophisticated levels of children's engagement, and are thus recommended.

Safety Education Needs and Knowledge and Attitude of Injury Prevention of Elementary School Children / 아동간호학회지

PURPOSE: This study was conducted to suggest direction and strategy of safety education proper to elementary school children. METHOD: The subject of this survey consisted of 313 3rd-5th grade from 4 elementary schools in Kyungi-Do and Kwangwon-Do. Data were collected from March to May, 2002 using a questionnaire about "safety education needs", "knowledge about injury prevention", "attitude about injury prevention. RESULT: 1. The degree of safety education needs showed averaged 77.50 on the basis of 100 points. 2. The degree of knowledge and attitude about injury prevention showed averaged 72.81 and 81.74 seperately on the basis of 100 points. 3. With the respect to the demographic characteristics, there were stastically significant differences in safety education need according to children's grade(F=8.692, p=.003), sex(t=-2.059, p=.040), family type(t=-2.229, p=.027) and in knowledge & attitude about injury prevention, there statiscally significant difference according to experience of injury prevention education(t=3.058, p=.003; t=5.308, p=.000) each. 4. The level of safety education needs is correlated at signficant level with knowledge and attitude about injury prevention of childrens(r=.166, p=.048; r=.265, p=.001) and between knowledge and attitude about injury prevention, there was significant correlation (r=.427, p=.000). CONCLUSION: From this results, nurses can plan safety education program appropriate to children's needs, level of knowledge and attitude about injury prevention.