Estrategia pedagógica inclusiva para el desarrollo de habilidades deportivas en estudiantes con necesidades educativas intelectuales

El estudio versa sobre el desarrollo de habilidades deportivas en estudiantes con necesidades educativas intelectuales, en la clase de Educación Física inclusiva; sus manifestaciones y limitaciones empíricas en una institución educativa ecuatoriana y la búsqueda de una explicación al problema científico, a través de una propuesta para su solución. Se declaró como objetivo diseñar una estrategia pedagógica inclusiva para el desarrollo de habilidades deportivas en estudiantes con necesidades educativas intelectuales, durante la clase de Educación Física. La investigación tuvo un enfoque cualitativo-cuantitativo, no experimental, de tipo descriptivo-explicativo y transversal, se empleó un muestreo no probabilístico, intencional y estratificado, con 32 estudiantes de 10mo año, de ellos, cuatro con necesidades educativas intelectuales y el docente de Educación Física; se utilizó el enfoque sistémico estructural-funcional en el diseño de una estrategia pedagógica inclusiva; así como, la observación y la entrevista para caracterizar el estado actual del objeto de investigación. Se consultó a un grupo de profesionales para la determinación de la pertinencia de la estrategia, mediante la técnica del grupo nominal, los que arribaron a la conclusión que la propuesta es pertinente y aplicable en la práctica pedagógica inclusiva.

O estudo trata do desenvolvimento de habilidades esportivas em alunos com necessidades educacionais intelectuais, na aula de Educação Física inclusiva; suas manifestações e limitações empíricas em uma instituição educacional equatoriana e a busca de uma explicação para o problema científico, por meio de uma proposta para sua solução. O objetivo foi elaborar uma estratégia pedagógica inclusiva para o desenvolvimento de habilidades esportivas em alunos com necessidades educacionais intelectuais durante a aula de Educação Física. A pesquisa teve uma abordagem qualitativa-quantitativa, não experimental, descritivo-explicativa e transversal, foi utilizada uma amostragem não probabilística, intencional e estratificada, com 32 alunos do 10º ano, quatro deles com necessidades educacionais intelectuais e o professor de Educação Física; a abordagem sistêmica estrutural-funcional foi utilizada na concepção de uma estratégia pedagógica inclusiva; bem como observação e entrevista para caracterizar o estado atual do objeto de pesquisa. Um grupo de profissionais foi consultado para determinar a relevância da estratégia, utilizando a técnica de grupo nominal, que concluiu que a proposta é relevante e aplicável na prática pedagógica inclusiva.

The study deals with the development of sports skills in students with intellectual educational needs, in the inclusive Physical Education class; its manifestations and empirical limitations in an Ecuadorian educational institution and the search for an explanation to the scientific problem, through a proposal for its solution. The objective was declared to design an inclusive pedagogical strategy for the development of sports skills in students with intellectual educational needs, during the Physical Education class. The research had a qualitative-quantitative, non-experimental, descriptive-explanatory and transversal approach, non-probabilistic, intentional and stratified sampling was used, with 32 10th grade students, four of them with intellectual educational needs and the Education teacher Physical; the structural-functional systemic approach was used in the design of an inclusive pedagogical strategy; as well as observation and interview to characterize the current state of the research object. A group of professionals was consulted to determine the relevance of the strategy, using the nominal group technique, who came to the conclusion that the proposal is relevant and applicable in inclusive pedagogical practice.

Interrater reliability of performing a step-by-step procedure for selected pain provocation tests for hamstrings and special tests for other lower extremity musculoskeletal injuries

Objective@#Our study aims to establish interrater reliability in performing the step-by-step procedure of selected pain provocation tests for hamstrings and special tests for lower extremity musculoskeletal injuries. @*Study Design@#An interrater reliability study @*Setting@#University of Santo Tomas - Sports Science Laboratory @*Participants@#Ten healthy adults (five females, five males; age = 22.2 ± 0.42) from the university community. @*Main outcome measures@#Interrater reliability of performing step-by-step procedures for selected pain provocation tests for hamstrings (painful resisted knee flexion 90°, painful resisted knee flexion 30°, active slump test, Puranen-Orava Test, bent knee stretch) and special tests for lower extremity musculoskeletal injuries (Lachman’s test, McMurray’s test, posterior drawer test, valgus, and varus stress test). @*Results@#Fleiss kappa showed perfect agreement (κ = 1.00) for all test procedures except for Lachman’s test procedure 1 (κ= -0.11 [95% CI, -0.36 to 0.14]), active slump test procedure 4 (κ= -0.03 [95% CI, -0.28 to 0.23]), active slump test procedure 5 (κ= -0.11 [95% CI, -0.28 to 0.23]), and active slump test procedure 6 (κ= -0.05 [95% CI, -0.31 to 0.20]), which resulted in negative agreements. @*Conclusions@#The researcher developed protocols for each special and provocative test were consistent in measuring the intended procedures, and the raters were generally consistent with their ability to measure these tests.

Building an inclusive education-oriented, ICF-based and multi-faceted education placement service for children with special needs: policy, theoretical framework and methodology / 中国康复理论与实践

ObjectiveTo explore the policy framework, theoretical system and principles of educational placement for children with special needs based on the International Classification of Functioning, Disability and Health (ICF) for the multi-faceted educational placement services and methods for these children. MethodsBased on ICF theory and methods, public policy research techniques, and educational policy analysis, this study systematically investigated the policy architecture and theoretical underpinnings for the educational placement of children with special needs, focusing on an inclusive education-oriented system of multiple placements. ResultsThe study analyzed educational policies, emphasizing the rights to education under the United Nations Convention on the Rights of Persons with Disabilities (CRPD) and UNESCO's guidelines on ensuring inclusivity and equity in education which encourage the provision of individualized educational support services and reasonable accommodations to enable the effective participation of students with disablities in education. China, the European Union (EU) and the United States (US) have enacted laws and policies promoting inclusive education, integrating children with disablities into the general education system, and providing them with the same educational opportunities as other children. The development of special education focuses on tailored educational services for those children who need additional support and resources. Policies underscore the need to evaluate the specific needs of children with disablities and provide individualized educational plan based on these needs. ConclusionBased on core content from the CRPD, UNESCO's guidelines, and relevant policies from China, the EU, and the US regarding the education and educational placement services for children with special needs, the theoretical framework and principles of educational placement for children with special needs based on ICF are discussed, proposing contents and methods for constructing a multi-faceted educational placement service system for children with special needs.

Defects and Amendment Suggestions of Human Organ Transplantation Ordinance / 中国医学伦理学

This paper put forward suggestions on the Human Organ Transplantation Ordinance, including: clarify the priority of the protection of the rights and interests of organ owner in Article 1; conditionally increase the range of relatives who can donate cadaver organs; clarify whether relatives can donate cadaver organs of people without full civil capacity and strictly regulate them; allow matured juveniles to donate living organs under strict restrictions; distinguish between donor and organ owner in legal expression.

Habilidades Sociales y personas con discapacidad: panorama de las investigaciones brasileñas / Habilidades sociais e pessoas com deficiência: panorama das pesquisas brasileiras / Social skills and people with disabilities: overview of brazilian research

Pesquisas sobre o campo das habilidades sociais vêm crescendo nas últimas décadas e, em paralelo, estudos que buscam sistematizar o que vem sendo produzido. Este estudo teve como objetivo caracterizar, por meio de uma revisão da literatura, estudos empíricos realizados por autores brasileiros publicados em periódicos que investigam diretamente as habilidades sociais de pessoas com deficiência. Foi realizada uma busca nas bases de dados SciELO, PEPSIC, LILACS, Index Psi, BDENF e Periódicos CAPES com os descritores habilidades sociais e competência social, sem restrição quanto ao período de publicação. Foram caracterizados 43 artigos quanto a aspectos bibliográficos e metodológicos. Os resultados indicam alto volume de pesquisas com delineamento descritivo, maior frequência de participantes com deficiência intelectual, predomínio de inventários como forma de avaliação e escassez de pesquisas instrumentais sobre validação ou desenvolvimento de medidas. Essa revisão poderá contribuir com informações para auxiliar novas pesquisas sobre habilidades sociais junto a pessoas com deficiência.

Investigaciones sobre el campo de las habilidades sociales siguen creciendo en las últimas décadas y, en paralelo, estudios que buscan sistematizar lo que vienen siendo producido. En este estudio se tuvo como objetivo caracterizar, por intermedio de una revisión de la literatura, estudios empíricos realizados por autores brasileños publicados en periódicos que investigan directamente las habilidades sociales de personas con discapacidad. Se realizó una búsqueda en las bases de datos SciELO, PEPSIC, LILACS, Index Psi, BDENF y Periódicos CAPES con los descriptores habilidades y competencia sociales, sin restricción al período de publicación. Se caracterizaron 43 artículos cuanto al aspectos bibliográficos y metodológicos. Los resultados indican alto volumen de investigaciones con delineamento descriptivo, mayor frecuencia de participantes con discapacidad intelectual, predominio de inventarios como forma de evaluación y escasez de investigaciones instrumentales sobre validación o desarrollo de medidas. Esta revisión podrá contribuir con informaciones para ayudar nuevas investigaciones sobre habilidades sociales junto a personas con discapacidad.

ABSTRACT Research about the social skills field has been growing in recent decades and, in parallel, studies that seek to systematize what has been produced. This study aimed to characterize, through a literature review, empirical studies carried out by Brazilian authors published in journals that directly investigate the social skills of people with disabilities. A search was carried out in the SciELO, PEPSIC, LILACS, Index Psi, BDENF and Periodicals CAPES databases with the descriptors social skills and social competence, without restriction regarding the period of publication. It was found 43 articles were characterized in terms of bibliographic and methodological aspects. The results indicate a high volume of research with a descriptive design, a higher frequency of participants with intellectual disabilities, a predominance of inventories as a means of evaluation and a scarcity of instrumental research on validation or development of measures. This review may contribute with information to support further research on social skills with people with disabilities.

Fenotipos clínicos en el diagnóstico sicopedagógico de las necesidades educativas especiales

El desarrollo científico tecnológico caracterizado, entre otros por los avances en el campo de las ciencias biomédicas, trascienden a la educación, especialmente se denotan los nexos entre la genética médica y la educación especial. En la provincia de Camagüey se desarrolla una investigación entre los servicios de Genética y el Centro de Diagnóstico y Orientación de la educación especial. A partir del análisis de la interrelación entre ambas ciencias se proyectan en la práctica de la atención de educandos con necesidades educativas especiales enfoques multi, inter y transdisciplinarios con el fin de contribuir al perfeccionamiento del diagnóstico sicopedagógico. El estudio se desarrolla con la colaboración de la Benemérita Universidad Autónoma de Puebla.

Scientific and technological development, characterized among cons by advances in the field of biomedical sciences, transcend education, especially the links between medical genetics and special education. In the province of Camagüey, research is being carried out between the Genetics services and the Diagnosis and Guidance Center for special education. Based on the analysis of the interrelation between both sciences, multi, inter and transdisciplinary approaches are projected into the practice of caring for students with special educational needs, in order to contribute to the improvement of psychopedagogical diagnosis. The study is developed with the collaboration of the Benemérita Universidad Autónoma de Puebla.

Contribuições das atividades de enriquecimento curricular no desempenho cognitivo e acadêmico de estudantes com altas habilidades/superdotação / Contributions of curricular enrichment activities in the cognitive and academic performance of students with giftedness

Estudantes com altas habilidades/superdotação necessitam de programas diferenciados de ensino-aprendizagem e as atividades de enriquecimento curricular são alternativas educacionais previstas para esse público. O presente estudo, de delineamento pré-experimental, investigou as contribuições de atividades de enriquecimento curricular no desenvolvimento cognitivo e acadêmico de estudantes com altas habilidades/superdotação, antes e depois de as frequentarem, por pelo menos um ano. Participaram 17 estudantes, 13 meninos e quatro meninas, com idades entre sete e 15 anos, do Ensino Fundamental, tanto da rede pública (nove) como privada (oito), de escolas de uma cidade média do interior paulista. Utilizou-se o Teste das Matrizes Progressivas Coloridas de Raven, a Escala Wechsler de Inteligência (WISC-IV) e o Teste de Desempenho Escolar (TDE), cujos dados foram descritos e comparados antes e depois da intervenção. Os resultados mostraram pontuações significativamente maiores no pós-teste dos três instrumentos. Todavia, não foi possível atribuir essa melhora somente às atividades de enriquecimento curricular vivenciadas pelos estudantes. Como limitações, ressaltam-se: as atividades de enriquecimento ficaram apenas no nível exploratório; o tamanho reduzido da amostra e a falta de um grupo controle para comparar os resultados. Como ponto forte, constata-se que existem poucas pesquisas sobre enriquecimento curricular ofertados aos estudantes com altas habilidades/superdotação.

Students with giftedness need differentiated teaching-learning programs and curriculum enrichment activities are educational alternatives provided for this audience. The present pre-experimental study design investigated the contributions of curricular enrichment activities in the cognitive and academic development of students with giftedness, before and after attending them, for at least one year. 17 students participated, 13 boys and four girls, aged between seven and 15 years old, from Elementary School, both public (nine) and private (eight) networks, from schools in a medium-sized city in the interior of São Paulo. The Raven's Colored Progressive Matrices Test, the Wechsler Intelligence Scale (WISC-IV) and the School Achievement Test (TDE) were used, and their data were described and compared before and after the intervention. The results showed significantly higher post-test scores for the three instruments. However, it was not possible to attribute this improvement only to the curricular enrichment activities experienced by the students. As limitations, it is highlighted: the enrichment activities were only at the exploratory level; the small sample size and the lack of a control group to compare the results. As a strong point, it appears that there is little research on curriculum enrichment offered to students with giftedness.

Habilidades Sociais Educativas de Professoras e Relação com Comportamentos de Pré-Escolares / Teachers' Educational Social Skills and their Relationship with Pre-school Behaviors / Habilidades Sociales Educativas de los Profesores y su Relación con los Comportamientos Preescolares

A pré-escola é um contexto singular, no qual o professor deve incentivar e promover aprendizagens diversas em sua dinâmica pedagógica. Considerando essa necessidade, este estudo teve como objetivo geral avaliar as Habilidades Sociais Educativas de professoras de crianças pré-escolares com desenvolvimento típico, problemas de comportamento e deficiência, assim como, os objetivos específicos de caracterizar as Habilidades Sociais Educativas de professoras de crianças pré-escolares com desenvolvimento típico, problemas de comportamento e deficiência; e relacionar Habilidades Sociais Educativas dos professores com os problemas de comportamento e habilidades sociais das crianças. Participaram 31 professoras e 93 crianças com idades entre 4 e 6 anos. Para a coleta de dados foram utilizados 1) Escala de Comportamentos Sociais de Pré-escolares; 2) Inventário de Habilidades Sociais Educativas; 3) Questionário de Habilidades Sociais Educativas do professor da pré-escola. Os resultados sinalizaram que as professoras apresentaram índices mais elevados de Habilidades Sociais Educativas gerais do que de específicas em situações cotidianas da pré-escola. Houve relação positiva entre Habilidades Sociais Educativas das professoras e o repertório comportamental do grupo de crianças com desenvolvimento típico. A pesquisa concluiu que as professoras apresentavam bom repertório, mas que é necessário investimento em estudos acerca da ocorrência e força da relação entre as variáveis.

Preschool is a unique context in which the teacher must encourage and promote diverse learning in their pedagogical dynamics. Considering this need, this research had the main objective to evaluate the Educational Social Skills of teachers of preschool children with typical development, behavior problems, and disabilities. As well it as had specific objectives to characterize the Educational Social Skills of teachers of preschool children with typical development, behavior problems, and disabilities and relate the Educational Social Skills of teachers with children's behavior problems and social skills. Thirty-one teachers and ninety-three children aged 4 to 6 years participated. Data were collected by applying 1) Preschool Kindergarten Behavior Scales; 2) Inventory of Educational Social Skills; and 3) Educational Social Skills Questionnaire of the preschool teacher. The results indicated that the teachers presented high levels of general Educational Social Skills, rather than specific ones in everyday preschool situations. There was also a positive relationship between the teachers' educational social skills and the behavioral repertoire of the group of children with typical development. The research concluded that the teachers had a good repertoire, but that it is necessary investment in studies about the occurrence and strength of the relationship between variables.

La educación preescolar es un contexto singular donde el profesor debe incentivar y promover aprendizajes distintos en su dinámica pedagógica. Considerando esta necesidad, este estudio tuvo como objetivo general evaluar las Habilidades Sociales Educativas de profesoras de niños preescolares con desarrollo típico, problemas de comportamiento y deficiencia, así como, objetivos específicos de caracterizar las Habilidades Sociales Educativas de profesoras de niños preescolares con desarrollo típico, problemas de comportamiento y deficiencia, relacionar Habilidades Sociales Educativas de los profesores con los problemas de comportamiento y habilidades sociales de los niños. Participaron 31 profesoras y 93 niños con edades entre 4 y 6 años. Para la recolección de datos se utilizaron 1) Escala de Comportamientos Sociales de Preescolares 2) Inventario de Habilidades Sociales Educativas; 3) Cuestionario de Habilidades Sociales Educativas del profesor preescolar. Los resultados señalaron que las profesoras presentaron índices elevados de habilidades sociales educativas generales, más que específicas en situaciones cotidianas preescolares. Hubo relación positiva entre Habilidades Sociales Educativas de las profesoras y el repertorio comportamental del grupo de niños con desarrollo típico. La investigación concluyó que las profesoras presentaron buen repertorio, sin embargo, es necesario invertir en estudios sobre la ocurrencia de las relaciones entre las variables.

Fundos especiais e o esporte: histórico, legislação e produção do conhecimento / Special funds and sport: history, legislation and knowledge production

Este estudo se caracteriza como uma pesquisa documental e bibliográfica que objetivou analisar o percurso histórico, o arcabouço legal e a produção do conhecimento relativa aos fundos para o esporte no Brasil. Instituídos desde o Brasil Colonial, os fundos especiais são instrumentos de financiamento público que se disseminaram no país de maneira difusa e que possibilitam a vinculação, em lei, de determinadas receitas à despesas específicas. No setor esportivo, verificamos que tanto os fundos de esporte como mecanismo de financiamento, quanto a produção científica relativa aos fundos para o esporte são escassas. Considerando a discussão relativa à instituição de fundos nas três esferas federais, diversos desafios são levantados para o setor esportivo e para a solidificação do direito a prática esportiva no país a partir deste instrumento de financiamento público.

This study is characterized as a documentary and bibliographical research that aimed to analyze the historical course, the legal framework and the production of knowledge related to funds for sport in Brazil. Established since Colonial Brazil, special funds are public financing instruments that spread throughout the country in a diffuse way and that make it possible to link, by law, certain revenues to specific expenses. In the sports sector, we found that both sports funds as a financing mechanism and scientific production related to sports funds are scarce. Considering the discussion regarding the institution of funds in the three federal spheres, several challenges are raised for the sports sector and for the solidification of the right to practice sports in the country based on this public funding instrument.

Construction of conceptual framework and approaches of music education in special education schools based on ICF / 中国康复理论与实践

ObjectiveTo apply International Classification of Functioning, Disability, and Health (ICF) to systematically analyze the functional characteristics of children with intellectual and developmental disabilities (IDD) in special education schools, and develop a theoretical framework and methodology for music education that suits the students' functional profiles. MethodsUsing the ICF's functional classification approach, the study focused on children with IDD in special education schools. It conducted a systematic analysis of the special music curriculum and students' learning behaviors from three levels: body functions, activity and participation, and environmental factors. The study then constructed function-oriented, adapted and inclusive principles, core curriculum content, and an education and evaluation system for music education.ResultsThe main functional characteristics of children with IDD were at three levels: at the body function level, students may experience impairments in Global psychosocial functions (b122), psychomotor functions (b147), energy and drive functions (b130), high-level cognitive functions (b164), attention functions (b140), control of voluntary movement functions (b760), and involuntary movement functions (b765), among others; at the music-related activity and participation level, students may experience impairments in play (d9200), sports (d9201), arts and culture (d9202), social activities (d9205), and other specified or unspecified changes in maintaining body posture (d429); at environmental factors level, there may be influenced on products and technology for education (e130), natural environment and human-made changes to the environment, unspecified (e299), immediate family (e310), friends (e320), other professionals (e360), attitudes (e4), and educational and training services, systems and policies (e585). In music teaching activities, child-centered principles were established, advocating function-oriented inclusive music education activities. The study used the ICF's method to construct music curriculum objectives and conduct function-oriented music learning activities. These activities included welcoming and warm-up activities, music appreciation activities, singing and learning songs, combining music with dance activities, music composition activities, as well as exploring instrument playing, choir, and ensemble activities for higher grades. By using the ICF's three functional levels, a comprehensive functional assessment and music learning needs assessment can be conducted for students. Based on the assessment results, a function-oriented adaptive music education program can be developed, including: setting adapted music learning objectives and developing corresponding teaching strategies based on the analysis of students' functional characteristics; establishing accessible music education environments considering the impact of the students' environment on their music participation, and providing supportive and accessible music education environments within the family and school settings; developing and implementing function-oriented music education based on the analysis and evaluation of students' music activity needs and functional characteristics, providing inclusive or individualized music education practices, and offering opportunities for special needs students to enjoy music learning activities and social interactions. By applying the ICF to the assessment of music education for students, a function-oriented music learning assessment system can be established, including diagnostic, formative, and summative assessments of music learning.ConclusionThis study systematically analyzed the functional characteristics of IDD children in special education schools based on the ICF's three levels of body function, activity and participation, and environmental factors. It constructed a function-oriented, adapted and inclusive theoretical framework, and core curriculum content for music education in special education schools. Using the ICF, the study established function-oriented music education objectives, set up accessible music education environments, developed and implemented function-oriented, adapted and inclusive music education curricula, and conducted student music learning assessments.

Construction of special music educational objectives based on ICF and Hauenstein taxonomy of educational objectives / 中国康复理论与实践

ObjectiveTo construct a special music education goal framework with functional orientation and behavioral integration. MethodsUtilizing the International Classification of Functioning, Disability, and Health (ICF) theory and the Hauenstein educational objectives taxnomony, and by analyzing the core content of the China Special Education School Compulsory Education Curriculum Standards (2016 edition), objectives for special music education were constructed. A method is established based on the ICF and the functional characteristics of special-needs children to adjust the objectives of special music education. ResultsThe framework system of special music education goals should follow the principles of functional orientation, adaptability and inclusiveness. The framework mainly composed of the goals of cognitive domain, psycho-motor domain, emotional domain and behavioral field, and the goals of each domain could be divided into five levels according to the level of development and achievement. The cognitive domain mainly focused on feeling and appreciation, which made a foundation for music learning. The psychomotor domain developed the movements, skills and related abilities of musical performance. The emotional domain focused on the impact of special music education on behaviors in terms of emotions, values, and beliefs. The behavioral domain was the synthesization of the cognitive, emotional and psychomotor domains, to enable students to use musical elements and skills to create musical works and performance. The music education objectives should be adjusted according to students' functional and developmental levels and special music learning needs. For the cognitive domain, visual support, simplification and repetition might be useful. For the psychomotor domain, visual aids, multisensory experiences and supportive technological equipment might be needed. For the emotional domain, scenario simulation, role play and music environment setting could be used to promote the connection among music and the individual and the world. For the behavioral domain, creating an inclusive environment, affirming and encouraging, and providing opportunities for creative expression might help the students apply the musical elements and techniques. ConclusionBased on the ICF theory and the Hauenstein educational objectives taxnomony theory, and referencing the China Special Education School Compulsory Education Curriculum Standards (2016 edition), this study constructed an educational objectives framework for special music. Principles for building functionally oriented, adaptive, and inclusive music education were proposed, as well as a systematic method for adjusting the objectives of special music education.

Psychological and behavioral benefits of adapted yoga exercise for children with autism spectrum disorder in special education schools: a systematic review / 中国康复理论与实践

ObjectiveThe psychological and behavioral health benefits participating in yoga activities for children with autism spectrum disorder (ASD) in special education schools were reviewed using the theory and methodology of the International Classification of Functioning, Disability and Health (ICF). MethodsThe literature on benefits of yoga in psychological and behavioral health for students with ASD from special education schools participating in yoga activities was searched from PubMed, Embase, Web of Science and CNKI, from January, 2010 to July, 2023, and a systematic review was conducted. ResultsSeven papers from USA, India and Australia were included, mainly from the journals related to autism, sports therapy, and health psychology, published after 2018. The study design was all randomized controlled trials, featuring a total of 207 children with ASD aged five to 15 years. Adopted yoga interventions mainly included Mandala yoga postures, traditional yoga (breathing, posture, partner posture and relaxation) activities, etc. These simple yoga activities were incorporated into the physical health curriculum of special education schools. The benefits of yoga on psychological and behavioral health of students with ASD were mainly reflected in the following aspects: in the field of cognition, it significantly improved working memory, task monitoring, planning/organization and other aspects in reactive joint attention function and executive function; in the field of emotional development and control, it enhanced the ability of emotions/expressing emotions, empathy for others, and awareness of emotional control, and reduced in anxiety states, irritability that occurred in social, emotional, behavioral aspects, and hyperactivity and aggressive behavior; in the field of social and team activities, it improved speech/communication skills, social skills, and teamwork; in the field of psychomotor, it improved overall motor and imitation skills, exercise-related health behaviors, and sedentary behaviors. Yoga activities also relieved sleep problems. The frequency of intervention ranged from twelve to 60 minutes, one to six times a week for eight to 45 weeks. ConclusionIn the context of special education schools, the health benefits of adapted yoga activities are primarily reflected in improving the psychological health, motor function, and social skills of children with ASD.

Expert consensus on COVID-19 vaccination for children with special medical conditions / 上海预防医学

Children with certain comorbidities and immunocompromising conditions are highly vulnerable to SARS-CoV-2 infection. Vaccination against SARS-CoV-2 is an important strategy to reduce death， critical illness and overall disease burden. With the evolving and increasing transmission of SARS-CoV-2， universal vaccination is essential to achieve this goal. Children with special medical conditions are considered as the priorities for SARS-CoV-2 vaccination. However， vaccine hesitancy towards the implementation of SARS-CoV-2 vaccination currently remains an urgent challenge. In order to promote the sustainable vaccination for those children in Shanghai as well as China， Shanghai municipal center for disease control and prevention， together with the national children’s medical center， children’s hospital of Fudan university and the expert group on immunization planning of the Shanghai preventive medicine association， organized a consensus expert working group to formulate the evidence-based recommendations and implementation suggestions for children with common chronic diseases， allergy history， diseases involving adverse events related to vaccination， and immunocompromising conditions， based on the published evidence of SARS-CoV-2 vaccination for populations and children with special medical conditions.

Development and application of a heart failure-specific information platform / 中华医学科研管理杂志

Objective:In this study, the application value of a specific information platform in heart failure was explored.Methods:We constructed five modules of information platform based on clinical needs, including user interface, patient management interface, follow-up platform, data processing interface and system management. By making good use of the platform, a database of heart failure was established and quality-controlled to realize the management of chronic heart failure, and prepare database for possible clinical research.Results:More than 3 000 patients with heart failure had been registered in the heart failure special disease platform. Long-term out-of-hospital management of cerfain patients with heart failure was conducted through intelligent information means. High-quality heart failure data were obtained and translated into clinical results.Conclusions:Long-term out-of-hospital management of patients with chronic heart failure can be realized through the special disease information platform, and high-quality evidence-based medical data can be obtained. Besides, the platform provides theoretical basis and data support for evaluation system of prognosis of heart failure, provides theoretical basis and data support for improving medication and surgical treatment plans and comprehensive management system of patients with heart failure.

Fellowship training of family medicine in the United States and its implications for China / 中华全科医师杂志

The study utilized a cross-sectional design. Data was retrieved from the American Academy of Family Physicians fellowship training directory, including program names, areas of focus, program length, and program descriptions. The collected data was categorized and analyzed based on areas of focus and training duration. The program descriptions were also analyzed qualitatively using Nvivo12 software. A total of 532 programs were included in the study:295 programs (55.5%) were ACGME-certified, while 237 programs (44.5%) were not. The majority of programs, 468 (87.9%), were clinically oriented, while 64 programs (12.1%) were non-clinical. Among ACGME-certified programs, the largest number of programs were in sports medicine (121 programs), followed by geriatrics (52 programs). Among non-certified programs, the largest number of programs was in obstetrics (66 programs), accounting for 27.8% of all non-certified programs. Qualitative research found that fellowship programs were diverse, reflecting the societal demands of healthcare service. Moreover, a significant emphasis was placed on empowering teaching and research abilities.The family medicine fellowship programs in the United States cover a wide range of disciplines and meet both the professional interests of doctors and the needs of patients. As China continues to implement its tiered medical system, it can learn from the experience of the United States and develop general practice subspecialty training programs, thereby improving the service capacity of general practitioners and improve the quality of healthcare.

Survey on the views of general practitioners on developing special interests in the context of county medical community / 中华全科医师杂志

Objective:To explore the views of general practitioners (GPs) on developing special interests in the context of the county medical community.Methods:A survey was conducted using self-designed questionnaire from November and December 2019, among 49 general practice residents trained in the First Affiliated Hospital of Zhejiang University School of Medicine. Meanwhile, structured interviews were undertaken with 14 general practice residents.Results:Forty-nine valid questionnaires were collected with a response rate of 100.0%. All participants were from the county medical community units. The survey showed that 91.8% (45/49) of respondents were willing to develop special interests and 79.6% (39/45) chose one subject, and the top three subjects were endocrinology, gastroenterology and cardiology. The structured interviews demonstrated that most participants did not understand meaning of general practitioners with special interests (GPwSIs) clearly and were unable to distinguish GPwSIs from specialists; they were confused about the status, training mode, and assessment standards of GPwSIs. The interviews also showed that the demand for developing special interests for them was derived from the needs of patients for diagnosis and treatment, the target population of health care services, peer advice and personal interests.Conclusions:Most general practice residents are willing to develop special interests, and internal medicine is the first choice; however, their understanding of the GPwSIs is insufficient. The survey suggests that the position, training model, assessment and certification of GPwSI need to be further clarified.

Distribution characteristics of special types of diabetes mellitus in Chinese population: A literature-based analysis from 2011 to 2021 / 中华内分泌代谢杂志

Objective:To analyze the distribution characteristics of special types of diabetes in China, in order to provide a theoretical basis for the diagnosis and treatment of special types of diabetes.Methods:Pubmed, CNKI, and WanFang Data were searched for the case reports and clinical studies of special types of diabetes in China from 2011 to 2021. After independent literature screening by 2 researchers according to the inclusion and exclusion criteria, diseases and the number of corresponding cases included were extracted for statistics. The etiological composition and disease characteristics of three subtypes of special type diabetes were analyzed.Results:A total of 613 articles(7 377 patients)were included and roughly divided into eight subtypes of special type diabetes according to etiological classification for disease composition analysis. The results by ratio in descending order were as follows: mono-genetic gene defects in islet β-cell function, pancreatogenic diabetes, diabetes induced by drugs or chemicals, endocrine disease, mono-genetic gene defects in insulin action, other genetic syndromes associated with diabetes, infection, and uncommon immune-mediated diabetes. The disease composition of the three subtypes of special types of diabetes that we focused on were mono-genetic gene defects in islet β-cell function(50.21%), pancreatogenic diabetes(35.65%), and mono-genetic gene defects in insulin action(1.56%). The composition analysis of the special types of diabetes in each subtype showed that neonatal diabetes mellitus(NDM, n=1 749, 23.71%)and maturity onset diabetes in young(MODY, n=1 554, 21.07%)accounted for the largest proportions. According to the composition analysis of each subtype of MODY patients, the top three subtypes were MODY2(50.89%), MODY3(16.03%), and MODYX(8.91%). In addition, taking MODY as an example, patients with de novo mutations(DNMs)and(or)new mutation sites were summarized and analyzed. The results revealed 31 MODY patients with DNMs(1.99%) and 339 MODY patients with new mutation sites(21.81%). Conclusions:According to the literature analysis, NDM and MODY represent the largest proportion of patients with special type diabetes in China. MODY2 patients make up the largest proportion of MODY patients. In addition, diabetic patients carrying DNMs and(or)new mutation sites should be taken seriously.

Retrospective analysis of strabismus surgery in adolescents and children in Yunnan province / 国际眼科杂志(Guoji Yanke Zazhi)

AIM: To analyze the strabismus surgery situation of adolescents and children in Yunnan province.METHODS: A retrospective analysis was conducted on medical records data of 3 068 adolescents and children who received strabismus surgery at Affiliated Hospital of Yunnan University from January 2017 to December 2021. The analysis included gender, constituent ratio of age, distribution of strabismus types and combination with other ocular diseases, etc.RESULTS: Among the included patients, 52.12% were males, and 47.88% were females. Preschool patients(1 to 6 years old)accounted for 32.89%, primary pupils(7 to 12 years old)accounted for 45.89% and high school students(13 to 18 years old)accounted for 21.22%. Exotropia accounted for 63.17% of the total strabismus, of which intermittent exotropia was the most common type. Esotropia accounted for 19.69%, and concomitant esotropia was the most common type. The special type of strabismus accounted for 17.14%, and A-V syndrome and dissociative vertical deviation(DVD)were the most common types. Strabismus combined with ametropia accounted for 61.02% and amblyopia accounted for 10.89%. A few patients also combined with other eye diseases.CONCLUSION: In Yunnan province, intermittent exotropia was the most common type of strabismus among adolescents and children. Some patients combined with other ocular diseases.

Establishment and operation of international English journal in special medicine / 中国辐射卫生

In response to the national strategy of building first-class journals and filling the gaps in English journals on radiation medicine and protection, the Radiation Medicine and Protection (RMP) was founded. Within three years, it has entered domestic and international databases such as DOAJ, Scopus, CSCD, WJCI and Embase with its CiteScore ranking first in the discipline and WJCI index surpassing a variety of international authoritative radiation protection journals. Collaborating with KeAi and Elsevier successively, this open access publisher has gained a significant number of international citations to achieve international visibility. Owing to the influence of disciplinary characteristics, domestic evaluation systems, and international exchange situation, RMP is facing development bottlenecks. We hope to explore breakthrough measures from the aspects of expanding manuscript sources, strengthening academic exchanges, and attracting young experts to joining the editorial board.

Dental care for patients with special needs at a private higher education institute / Atendimento odontológico a pacientes com necessidades especiais em uma instituição privada de ensino superior

Objetivo: Pacientes com necessidades especiais são aqueles indivíduos que necessitam de cuidados especiais por tempo indeterminado ou por toda a vida. O presente estudo tem como objetivo abordar o atendimento odontológico de pacientes com necessidades especiais em uma instituição privada de ensino superior da cidade de São Paulo. Material e Métodos: Foi realizado um estudo descritivo, retrospectivo, para análise de 210 prontuários odontológicos de pacientes com necessidades especiais atendidos no Departamento de Odontologia para Pacientes Especiais da Universidade Cruzeiro do Sul entre 2012 e 2018. Dados sobre sexo, idade, diagnóstico da condição debilitante, motivo da consulta, uso continuado de medicamentos, imagens radiográficas e tratamentos odontológicos prestados foram todos coletados e posteriormente submetidos à análise estatística descritiva e inferencial (teste do qui-quadrado) ao nível de significância de 5%. Resultados: Quanto aos tipos de procedimentos odontológicos avaliados no presente estudo, dos 210 pacientes, 24% necessitaram de tratamentos curativos dentários em que a terapia periodontal foi o tipo mais prevalente, enquanto os tratamentos endodônticos tiveram a menor prevalência, representando apenas 4%. Houve alta prevalência de doenças crônicas sistêmicas, acometendo 56% dos casos, cuja faixa etária era superior a 40 anos. Conclusão: Check-ups odontológicos regulares devem ser priorizados em pacientes com necessidades especiais para evitar intervenções mais invasivas como em nosso grupo (AU)

Objective: Patients with special needs are those individuals who need special care for an undetermined period of time or for lifetime. The present study is aimed to address the dental care of special needs patients at a private higher education institute in the city of São Paulo. Material and Methods: A descriptive, retrospective study was performed for analysis of 210 dental records of special needs patients who were treated at the Dental Department for Special Patients of the Cruzeiro do Sul University between 2012 and 2018. Data on gender, age, diagnosis of the debilitating condition, reason of the consultation, continued use of medications, radiographic images and dental treatments provided were all collected before being submitted to descriptive and inferential statistical analysis (chi-square test) at a significance level of 5%. Results: As for the types of dental procedures assessed in the present study, of the 210 patients, 24% needed dental curative treatments in which periodontal therapy was the most prevalent type, whereas endodontic treatments had the lowest prevalence, representing 4% only. There was a high prevalence of chronic systemic diseases, affecting 56% of the dental records, whose age group was above 40 years old. Conclusion: Regular dental check-ups should be prioritized in patients with special needs to avoid more invasive interventions as found in our group (AU)