Pupils' Attitudes toward Inclusive Education.

The presented research is a study of the attitudes of adolescents toward individuals with disabilities and a description of the level of knowledge about this issue among a selected group of adolescents. The study is focused on the school social environment, specifically on pupils without disabilities and their attitudes toward pupils with disabilities, which is one of the factors influencing their school success. The target group was 1806 pupils between the ages of 11 and 16 from the entire Czech Republic, approached by random selection. The research tool for the quantitative approach was a questionnaire developed by the authors of this article. The questionnaire section with open questions served for the qualitative part of the research. The results show that 70% of the respondents have basic knowledge about people with disabilities. Furthermore, it was shown that these adolescents have an overall positive attitude toward people with disabilities. This attitude is statistically significantly better among the girls than the boys, and the girls are also more open to discussing individuals with disabilities. At the same time, even if attitudes are positive, they still depend on the type of disability. The greatest uncertainty or discomfort is manifested when interacting with individuals with intellectual disabilities.

The Difference in the Creativity of People Who Are Deaf or Hard of Hearing and Those with Typical Hearing: A Scoping Review.

The scoping review aimed to describe differences in creativity between deaf and hard of hearing and typically hearing people. The research question for the review was: what are the differences in the creativity of deaf and hard-of-hearing people in comparison with people with typical hearing? A total of eleven databases were used for the search, as well as sources of the unpublished studies/gray literature. The scoping review was prepared following the Joanna Briggs Institute methodology and PRISMA frame as a basis for reporting scoping reviews. A total of 30 studies were analyzed concerning the selected research areas. Intrinsic creativity was the first area identified. Specific activities for the development of creativity formed the second area for analysis. The third area focused on differences in creativity between deaf and hard of hearing and typically hearing. The fourth area includes studies that call for an equitable research environment.

Basal Stimulation as Developmental Support in At-Risk Newborns: A Literature Review.

BACKGROUND: The aim of this review of the literature was to find and summarize relevant research evidence available within the scientific sources and gray literature in accordance with the JBI recommendations. Search question: What effect does Basal Stimulation have on the cognitive-behavioral functions or temperament of a preterm or disabled infant? METHODS: The following sources were searched: PSYCINFO, MEDLINE, PsycArticles, ERIC, Wiley Online Library, ProQuest Scopus, WOS, JSTOR, Google Scholar, and MedNar. The study contains an analysis of texts that have been published in the English, Czech, and German languages. The search time span was set at 15 years. RESULTS: A total of 15 sources were found for the specified topic. CONCLUSIONS: In all cases, there was confirmation about the positive influence of the concept of "Basal Stimulation" on the cognitive-behavioral functions and temperament of premature and disabled children.

PROTOCOL: Instruments for the evaluation of emotional intelligence in persons with hearing impairments: A scoping review.

Objective: This scoping review aims to identify and describe the instruments used to evaluate emotional intelligence in deaf and hard of hearing (D/HH) persons. Introduction: Emotional intelligence is a person's ability to work with emotions in response to a particular situation. Deafness or a hard of hearing has a negative effect on functioning in the field of emotional intelligence and leads to a specific approach to the diagnosis or evaluation of emotional intelligence. Inclusion Criteria: The scoping review will consider studies focused on persons who are deaf or hard of hearing at any age. The review will consider studies that feature existing instruments and the process of the evaluation of emotional intelligence in people with hearing disabilities. Relevant information will include the type, extent, and form of possible modification of specific instruments and approaches. Criteria for the exclusion of the study will be in terms of the target category being persons with a cochlear implant, psychiatric diagnoses, persons who have become deaf, and persons with multiple disabilities. Methods: The review will be conducted following the JBI methodology for scoping reviews. The databases to be searched include MEDLINE, Embase, CINAHL Plus, ProQuest Central, PsycINFO, Scopus, Web of Science, Clinical Trials, and the Cochrane Central Register of Controlled Trials (CENTRAL), and Google Scholar. The search for unpublished studies will include ProQuest Dissertations and Theses (ProQuest). Eligible studies will undergo data extraction by two independent reviewers using a tool created by the authors. Along with a narrative summary, the results will be presented in diagrammatic or tabular form.

Temperament and School Readiness - A Literature Review.

This review study was conducted to describe how temperament is related to school readiness. The basic research question was whether there is any relationship between later school success and temperament in children and, if so, what characterizes it. A systematic search of databases and journals identified 27 papers that met the two criteria: temperament and school readiness. The analytical strategy followed the PRISMA method. The research confirmed the direct relationship between temperament and school readiness. There is a statistically significant relationship between temperament and school readiness. Both positive and negative emotionality influence behavior (especially concentration), which is reflected in the approach to learning and school success.

The effects of reading mode and braille reading patterns on braille reading speed and comprehension: A study of students with visual impairments in China.

The purpose of this study was to examine the effects of reading mode (oral and silent reading) and braille reading patterns (one-handed pattern, mark pattern, parallel pattern, cooperative pattern) on the reading speed and comprehension of students with visual impairments in China. Seventy-three students with visual impairments aged 10-19 years participated in the study; 48 were students with congenital visual impairments and 25 were students with adventitious visual impairments. The participants' braille reading performance was assessed by the Chinese Reading Comprehension Test. Measurement indicators included reading speed (wpm) and reading comprehension. The results indicated that (1) Reading mode had a significant effect on both reading speed and reading comprehension. More specifically, although participants read faster in silent reading than in oral reading, they demonstrated better reading comprehension in oral reading than in silent reading. (2) There was a significant interaction effect between reading mode and braille reading patterns on reading speed. In particular, participants using cooperative and one-handed patterns read faster than other patterns in silent reading. This difference did not exist in the oral reading mode. (3) There was no difference between the measurement indicators of the students with congenital and adventitious visual impairments. Implications and recommendations are given based on the analyses.

Children who are deaf or hard of hearing in inclusive educational settings: a literature review on interactions with peers.

This review is conducted to describe how children who are deaf or hard of hearing (D/HH) interact with hearing peers in inclusive settings, illustrate the difficulties and challenges faced by them in interacting with peers, and identify effective interventions that promote their social interaction in inclusive education. A systematic search of databases and journals identified 21 papers that met the inclusion criteria. Two broad themes emerged from an analysis of the literatures, which included processes and outcomes of interactions with peers and intervention programs. The research indicates that children who are D/HH face great difficulties in communicating, initiating/entering, and maintaining interactions with hearing peers in inclusive settings. The co-enrollment and social skills training programs are considered to be effective interventions for their social interaction. Communication abilities and social skills of children who are D/HH, responses of children with normal hearing, and the effect of environment are highlighted as crucial aspects of social interactions. In addition, future research is needed to study the interaction between children who are D/HH and hearing peers in natural settings, at different stages of school life, as well as improving social interaction and establishing an inclusive classroom climate for children who are D/HH.