Construyendo al futuro ser social: intervenciones médicas y pedagógicas en la infancia anormal. Santiago de Chile, 1920-1943 / Buildings the future "Social Being": medical and educational interventions in abnormal children. Santiago de Chile, 1920-1943

El presente trabajo busca estudiar la relación entre el Estado y la anormalidad en Santiago de Chile a través de una categoría específica como fue la infancia anormal, que tanto en el plano discursivo como institucional, tomó mayor definición y organización desde inicios de la década de 1920 hasta mediados de los años 40. Más allá de los cambios en los criterios estatales que tomaron lugar, se puede apreciar la pervivencia de lógicas preventivas y de control junto a otras protectoras y asistenciales visibles en la legislación y las instituciones creadas. Se destaca el papel de la medicina y la pedagogía en este ámbito, y en particular el papel de la última en la generación de una ciudadanía asimilable a los proyectos industriales y de nación de la época (AU)

This paper seeks to explore the relationship between the State and abnormality in Santiago of Chile through a specific category as it was the abnormal childhood, both in the discursive and institutional levels, took greater definition and organization since the beginning of the decade of 1920 until the mid-1940s. Apart from changes in the State criteria that took place, you can see the survival of preventive logic and control along with other protective and assistance on legislation and the institutions created. Highlights the role of medicine and pedagogy in this area, and in particular the role of this last in the generation of an assimilablecitizenship to the industrial and nation projects (AU)

Early Intervention and AAC: What a Difference 30 Years Makes.

This article provides an overview of early intervention and AAC over the 30-year period since the founding of the journal Augmentative and Alternative Communication in 1985. It discusses the global context for early intervention and addresses issues pertaining to young children from birth to 6 years of age. It provides a narrative review and synthesis of the evidence base in AAC and early intervention. Finally, it provides implications for practice and future research directions.

Orígenes y Evolución de la Atención Temprana. Una Perspectiva Histórica de la Génesis de la Atención Temprana en Nuestro País. Agentes Contextos y Procesos / Origins and Evolution of Early Childhood Intervention. A Historical Perspective of the Genesis of Early Childhood Intervention in our Country. Agents, Contexts and Processes

La historia de la Atención Temprana y del desarrollo de acciones sistemáticas y con cobertura institucional, tiene una corta trayectoria tanto en España como a nivel internacional. Si bien los primeros esfuerzos para atender a la infancia con discapacidad se debieron a la iniciativa particular de determinadas personas, en el origen de la AT hubo importantes medidas institucionales que trataron de dar respuesta a las necesidades asistenciales y educativas de estos niños: por un lado desde sanidad y servicios sociales (dependientes entonces de la misma estructura administrativa) y, por otro, desde el sistema educativo. En este momento se forjarán los diferentes modelos de organización y atención que condicionarán, años más tarde, el desarrollo normativo y la actividad en este campo, así como la formación de los profesionales(AU)

The history of Early Childhood Intervention is short, both in Spain and internationally. Systematic and institutionally-sponsored actions are recent events in the development of educational science. The very first efforts were the result of private initiative, involving compassionate individuals who took an interest in children with disabilities. However, important institutional measures soon followed: on the one hand, health professionals and social workers gave much needed assistance; on the other, educators attended to the children’s education. The different organizational models that were established then are responsible for the evolution of related legislation and have shaped the preparation of new professionals and their activities(AU)

Was cultural deprivation in fact sensory deprivation? Deprivation, retardation and intervention in the USA.

In the 1950s, the term "deprivation" entered American psychiatric discourse. This article examines how the concept of deprivation permeated the field of mental retardation, and became an accepted theory of etiology. It focuses on sensory deprivation and cultural deprivation, and analyzes the interventions developed, based on these theories. It argues that the controversial theory of cultural deprivation derived its scientific legitimization from the theory of sensory deprivation, and was a highly politicized concept that took part in the nature-nurture debate.

Young people, multiculturalism, and educational interventions for the development of empathy.

As is maintained in the Seville Statement on Violence, the role of education in shaping human relations is fundamental. In order to develop effective educational interventions aiming to foster empathic relations, some important prerequisites need to be satisfied. One of these prerequisites, which is based on a constructivist model, is constituted by the identification and analysis of the pre-existing concepts and attitudes of those to whom interventions are directed, regarding the specific issues involved in the specific educational process. More effective positive changes can be obtained this way as they are generated from within the individuals themselves. Using this perspective, a study was conducted in Italian schools on the attitudes of young people between 9­18 years of age towards multiculturalism in contemporary society. The participants (N=350, 176 girls and 174 boys) were invited to write down anonymously their thoughts about multiculturalism. Their essays were quantitatively and qualitatively analysed. The aim was to obtain a deep understanding not only of the explicit but also of the implicit meaning of the texts and consequently also of the motivations underlying the participants' attitudes. Some of the results of this study are discussed and suggestions are made for the development of educational interventions aiming to foster young people's empathic attitudes.

Dosage effects on school readiness: evidence from a randomized classroom-based intervention.

Variations in the dosage of social interventions and the effects of dosage on program outcomes remain understudied. This study examines the dosage effects of the Chicago School Readiness Project, a randomized, multifaceted classroom-based intervention conducted in Head Start settings. Using a principal score matching method to address the issue of selection bias, the study finds that high-dosage levels of teacher training and mental health consultant class visits have larger effects on children's school readiness than the effects estimated through intention-to-treat (ITT) analyses. Low-dosage levels of treatment are found to have effects that are smaller than those estimated in ITT analyses or to have no statistically significant program effects. Moreover, individual mental health consultation services provided to high-risk children are found to have statistically significant effects on their school readiness. The study discusses the implications of these findings for research and policy.

Deaf education in China: history, current issues, and emerging deaf voices.

An overview is provided of (a) deaf education in China, (b) views of deaf Chinese, and (c) recent empowering international collaborations. China's national policy focuses on oral/aural education and hearing rehabilitation. However, everyday practice in schools for deaf children includes various forms of Chinese Sign Language. Early childhood education focuses on speech and hearing. Elementary and secondary school curricula reflect low expectations for deaf students and lack the same academic content provided to hearing students. There are limited higher education opportunities. There are no support services such as note takers or interpreters for mainstreamed students. There are no deaf teacher preparation or interpreter training programs. Jobs are few; the vast majority of deaf adults are unemployed. Deaf people interviewed for the article describe their needs, their dreams, and the changes they are witnessing, which result in part from recent empowering international collaborations.

The current status of EHDI programs in the United States.

The importance of identifying congenital hearing loss during the first few months of life has been recognized for almost 60 years. Unfortunately, until more effective newborn hearing screening equipment and procedures were developed in the late 1980s, it was not practical to implement programs for identifying hearing loss during the first few months of life. This paper reviews the activities implemented by the federal government in the last 15 years to promote more effective Early Hearing Detection and Intervention (EHDI) programs, and summarizes legislation passed by states related to universal newborn hearing screening. In surveys conducted in 1998 and 2001, State EHDI Coordinators were asked to rate the degree to which various issues were obstacles to implementing effective EHDI programs. The most serious obstacles are the shortage of qualified pediatric audiologists, inadequate reimbursement for screening and diagnosis, and lack of knowledge among primary health care providers about EHDI issues. Opposition to EHDI programs by hospital administrators was rated substantially lower in 2001 than in 1998. State EHDI Coordinators were also surveyed about how well their EHDI program is addressing issues related to screening, diagnosis, early intervention, linkages to medical home providers, tracking and data management, and family support programs. Although substantial progress has been made, many gaps remain with current EHDI programs.

Corticoides antenatales en la amenaza de parto prematuro / Antenatal corticoids in the threat of premature birth

La prematuridad es uno de los problemas más importantesde la asistencia perinatal actual, y la prevención delparto prematuro y de sus secuelas, su principal reto.La inducción farmacológica de la madurez pulmonarfetal con corticoides es la intervención que más ha cambiado el pronóstico de estos niños, ya que desde su aplicación se ha conseguido disminuir de forma notable la incidencia del síndrome de distrés respiratorio y de la mortalidad perinatal. Aunque la maduración pulmonar fetal (a través de la regulación de distintos sistemas enzimáticos en los neumocitos tipo 2) es el efecto más importante de estos fármacos, poseen también otros efectos extrapulmonares que contribuyen a la maduración de los diferentes órganos y sistemas del recién nacido. Se han utilizado diversos corticoides pero, en base a los últimos estudios, la betametasona parece el más recomendable. Es preferible administrar un ciclo único (dos dosis), ya que la utilización de múltiples ciclos no parece disminuir la morbilidad global y se ha relacionado, en diversos trabajos experimentales, con efectos adversos y restricciones en el crecimiento cerebral. Quedan todavía numerosos aspectos por esclarecer con respecto a la administración prenatal de corticoides, fundamentalmente relacionados con sus efectos a largo plazo, pero, a la luz de los conocimientos actuales, los efectos beneficiosos están fuera de toda duda

Early intervention and early experience.

For 4 decades, vigorous efforts have been based on the premise that early intervention for children of poverty and, more recently, for children with developmental disabilities can yield significant improvements in cognitive, academic, and social outcomes. The history of these efforts is briefly summarized and a conceptual framework presented to understand the design, research, and policy relevance of these early interventions. This framework, biosocial developmental contextualism, derives from social ecology, developmental systems theory, developmental epidemiology, and developmental neurobiology. This integrative perspective predicts that fragmented, weak efforts in early intervention are not likely to succeed, whereas intensive, high-quality, ecologically pervasive interventions can and do. Relevant evidence is summarized in 6 principles about efficacy of early intervention. The public policy challenge in early intervention is to contain costs by more precisely targeting early interventions to those who most need and benefit from these interventions. The empirical evidence on biobehavioral effects of early experience and early intervention has direct relevance to federal and state policy development and resource allocation.

A brief history of federal financing for child care in the United States.

Over the past 60 years, the federal government has provided funding for child care and early education programs in fits and starts. Funding has fluctuated in amount and purpose, with the result that today's child care financing system is a confused collection of funding streams with no uniform goals, standards, or administrative structure. This article traces the history of federal funding for child care and early education programs in the United States and examines how the values of American society have shaped the federal funding of child care and early education services.

Changing demographics: past and future demands for early childhood programs.

This article provides a historical analysis of how demographic changes in the organization of American family life from the mid-1800s to the present have shaped the demand for programs to complement the efforts of families to educate and care for their children. The author asserts that the United States is in the midst of a second child care revolution. The first occurred in the late 1800s, when families left farming to enable fathers to take jobs in urban areas and when compulsory free public schooling was established for children age six and above. The second has developed over the past 55 years as the proportion of children under six living in families with two wage earners or a single working parent has escalated and propelled more and more young children into the early childhood care and education programs discussed throughout this journal issue. Looking to the future, the author sees indications that the demand for early childhood care and education programs will continue to grow while the needs of the children to be served will become increasingly diverse. To meet these dual pressures, the author argues that public funding for early childhood programs--like funding for public schools--is justified by the value such programs have for the broader society.