The Association Between Autism Spectrum Traits and the Successful Transition to Mainstream Secondary School in an Australian School-Based Sample.

The transition to secondary school is an important educational milestone impacting wellbeing and academic achievement. Students with Autism Spectrum Disorder may be vulnerable during transition however little is known about how Autism Spectrum (AS) traits influence transition outcomes. Generalised estimating equations were used to examine how AS traits were associated with four indicators of successful transition in a school-based sample of 51 students. Higher AS traits were associated with lower quality of life, school belonging and mental health, however the hypothesised decline after school transition was not supported. Characteristics of both the primary and secondary school appeared to be contributing to the wellbeing of students with high AS traits which could be clarified by further investigation with a larger sample.

Experiencia de aplicación de un programa de estimulación del lenguaje realizado en aulas inclusivas de kínder / Application experience of a language stimulation program implemented on inclusive kindergarten classrooms

Antecedentes y objetivo: una escuela inclusiva brinda apoyos a niños con necesidades educativas especiales en el contexto de la educación regular. Una necesidad educativa especial que se observa frecuentemente en la población escolar corresponde al trastorno específico del lenguaje (TEL), el cual conlleva alteraciones en las habilidades lingüísticas y metalingüísticas que podrían impactar en el desempeño académico de los estudiantes que lo padecen. La información con que se cuenta sobre los procedimientos y estrategias que permiten andamiar el desarrollo lingüístico de los niños con TEL que asisten a escuelas inclusivas chilenas es escasa. El objetivo de esta investigación es analizar el efecto de la aplicación de un programa de estimulación del lenguaje oral realizado en el aula común de kínder por medio de un modelo colaborativo-inclusivo de intervención. Materiales y métodos: participaron 28 sujetos con TEL distribuidos en 4 aulas de kínder en un estudio de pre-post test de un solo grupo. El programa fue ejecutado de manera colaborativa entre fonoaudiólogos y docentes e incluyó 30 sesiones, en las que se trabajó léxico pasivo, conciencia fonológica, comprensión y producción de narraciones. Se evaluaron las habilidades estimuladas antes y después de aplicar el programa por medio de instrumentos con normas para la población chilena. Resultados:una vez finalizado el programa se observó un incremento significativo del desempeño de los estudiantes en léxico pasivo, conciencia fonológica, comprensión y producción de narraciones. Conclusiones:la aplicación de un programa de estimulación del lenguaje oral en el contexto del aula común resulta beneficioso para incrementar el desempeño lingüístico y metalingüístico de estudiantes con TEL

Background and objective: an inclusive school offer support to children with special educational needs in a context of regular education. A special education need can be frequently found in the school population is the Specific Language Impairment (SLI), this implies alterations at level to linguistic and metalinguistic skills that could impact the academic performance of the students who suffer from it. The available information about the procedures and strategies that allow to scaffold the linguistic development of children with SLI that registered on inclusive Chilean schools is scarce. The objective of the present investigation is to analyze the effect of an oral language stimulation program, applied in the Preschool common classroom throughout an inclusive-collaborative intervention model. Materials and methods: a pre-post test study of a single group of 28 SLI subjects has been carried out, this sample was distributed in 4 preschool classrooms. The program was executed collaboratively between speech therapists and educators and included 30 sessions, in which lexicon, phonological awareness, comprehension and narrative production were worked on. The stimulated skills were evaluated before and after applying the program through instruments with norms for the Chilean population. Results: once the program was completed, there was a significant increase in students' performance in the comprehension and expression of narratives, passive lexicon and phonological awareness. Conclusions: the collaborative work in the context of the common classroom is beneficial to increase the linguistic and metalinguistic performance of students with SLI

Consideraciones para la intervención de los apoyos de la comunicación y el lenguaje en la escuela inclusiva / Considerations for the intervention on communication and language supports in the inclusive school

La evolución de la integración educativa hacia el paradigma de la inclusión representa un cambio radical en la perspectiva de análisis de la realidad de las escuelas, en cuanto a la diversidad del alumnado, y de las propuestas de intervención que se centran ahora no en los déficits y limitaciones del individuo, sino en las oportunidades y alternativas que les ofrece el contexto. La puesta en práctica del modelo inclusivo requiere la creación de equipos docentes, que incluyan al profesorado de apoyo como elemento clave para el desarrollo del proyecto. Miembros de este equipo de apoyo son los especialistas en comunicación y lenguaje, que plantean, en un modelo de educación inclusiva, una intervención no de carácter clínico ni terapéutico ni aislado, sino integral que considera el entorno natural del aula como clave para el proceso de adquisición y desarrollo de la capacidad lingüística y comunicativa de todos los alumnos. Este modelo de intervención tiene en el trabajo en equipo y la colaboración el elemento fundamental para garantizar el éxito en la implementación y desarrollo del modelo de la educación inclusiva, que plantea la necesidad de ofrecer propuestas coordinadas entre el apoyo y el tutor a partir de dimensiones y áreas curriculares comunes para trabajar la diversidad del alumnado en cuento a la comunicación y el lenguaje, que potencien y trabajen elementos válidos para todos e imprescindibles para algunos

The evolution of educational integration towards a paradigm of inclusiveness represents a radical change in the perspective of analysing school reality with regard to student diversity and intervention proposals, focused now not on individual shortcomings and limitations, but on the opportunities and alternatives offered to them in this context. Putting an inclusive model into practice requires setting up teaching teams, including support for teachers as a key element to implement the project. Members of this support team are specialists in communication and language which they suggest, in an inclusive education model, an intervention without a clinical, therapeutic or isolated nature, but rather as an integral part that takes into account the natural setting of the classroom as key for the process of acquiring and developing linguistic and communication skills amongst all students. Teamwork and collaboration are the key elements of this intervention model to ensure the inclusive education model is successfully implemented and rolled out. It includes the need to offer coordinated proposals between the support and tutor staff based on curricular dimensions and areas to work on student diversity regarding communication and language, which strengthen and work on elements that are valid for all students and which are essential for some

El Rol de los Factores Personales y Familiares en la Autodeterminación de Jóvenes con Discapacidad Intelectual / Role of individual and family factors in self-determination of youths with intellectual disability

La autodeterminación es un factor relevante en la educación y en la vida de las personas con discapacidad, quienes reclaman su derecho a poder ser agente causal en su propia vida. La investigación pone de manifiesto que los factores personales y ambientales juegan un rol fundamental en el desarrollo y la expresión de la autodeterminación. El objetivo de este trabajo es analizar el rol de las variables personales y familiares en la autodeterminación de los jóvenes con discapacidad intelectual. Se obtuvo información sobre la autodeterminación y características personales y familiares de 71 estudiantes de entre 11 y 17 años con discapacidad intelectual. Los resultados ponen de manifiesto que las variables familiares desempeñan un papel importante a tener en cuenta para el desarrollo y la promoción de la autodeterminación durante la etapa educativa

Self-determination is a relevant issue in the education and the live of people with disabilities, who claim their right to be a causal agent in their own lifes. Research has established that both environmental and personal factors play a significant role in the development and expression of self-determination. The aim of this study is to examine the degree to which several personal and family factors affect and influence the self-determination level of students with an intellectual disability. A total of 71 students with an intellectual disability (11-17 years old) participated in the study, and information about self-determination and family and personal factors was obtained. The results that family variables play an important role in participants' self-determination in order to facilitate and promote selfdetermination over the educational period

Atención escolar al trastorno por déficit de atención/hiperactividad en las comunidades españolas / School assistance for attention deficit hyperactivity disorder in the Spanish autonomous regions

Introducción. En los últimos años, distintas comunidades autónomas españolas han presentado políticas de atención escolar al trastorno por déficit de atención/hiperactividad (TDAH) o de coordinación entre los servicios de educación y sanidad, que se concretan en protocolos, instrucciones o guías de actuación. Objetivo. Conocer y comparar las propuestas de las distintas comunidades españolas para la atención escolar al TDAH. Sujetos y métodos. Tras una búsqueda de los documentos que recogen estas políticas, se analizó su información para poder compararlos en varias áreas: documento, ámbito de aplicación, detección del TDAH, diagnóstico, medidas escolares, seguimiento de las propuestas de la Guía de práctica clínica sobre el trastorno por déficit de atención/hiperactividad, fundamentación y recursos ofrecidos. Resultados. La Comunidad Valenciana es la única de la que no se ha encontrado documento alguno. No se analizó el de Baleares, por no ser público, y en las comunidades restantes se encuentran diferencias en el cumplimiento de los criterios valorados en cada área. Las políticas de Extremadura, Galicia, Cataluña y Navarra son las que cumplen el mayor número de criterios. Todas las comunidades con políticas sobre el TDAH proponen algún tipo de medida escolar y recursos como bibliografía, contactos o modelos de documentos o herramientas de detección. Todas, menos Madrid, ofrecen información sobre la detección y el diagnóstico del TDAH. Conclusión. Se constatan diferencias entre las propuestas de atención escolar al TDAH en España, y se identifican las de Extremadura, Galicia, Cataluña y Navarra como las más completas (AU)

Introduction. In recent years different Spanish autonomous regions have presented policies on school assistance for attention deficit hyperactivity disorder (ADHD) or coordination between the educational and healthcare services, which result in protocols, instructions or guidelines of action. Aim. To determine and compare the proposals put forward by the different Spanish regions with respect to school assistance for ADHD. Subjects and methods. After searching for the documents that contain these policies, the information therein was analysed with the aim of being able to compare them in several different areas: document, scope of application, detection of ADHD, diagnosis, school measures, follow-up of the proposals of the Guidelines on clinical practice in attention deficit hyperactivity disorder, grounds and resources offered. Results. The Valencian Region is the only one for which no documents were found. The document for the Balearic Islands was not analysed because it is not public, and in the other regions differences were found in the degree of compliance with the criteria assessed in each area. The policies in Extremadura, Galicia, Catalonia and Navarra are the ones that meet the largest number of criteria. All the regions with policies on ADHD propose some kind of school measures and resources such as bibliographical references, contacts or models of documents or screening tools. All of them, except Madrid, affer information about the detection and diagnosis of ADHD. Conclusion. There are differences among the proposals for school assistance for ADHD in Spain, and those of Extremadura, Galicia, Catalonia and Navarra are found to be the most complete (AU)

La Educación para la Salud en las leyes de Educación españolas: comparativa entre la LOE y la LOMCE / Education for health in Spanish education laws: comparative between the LOE and the LOMCE

Fundamentos: La actual Ley Orgánica para la Mejora de la Calidad Educativa (LOMCE) incorpora cambios sustanciales con respecto a la ley anterior, especialmente una nueva configuración del currículum con mayor optatividad, que puede afectar al desarrollo de las competencias de Salud por parte del alumnado. El objetivo fue evaluar el tratamiento de la Educación para la Salud (EpS) en las dos últimas leyes educativas españolas, en base a la variabilidad y cantidad de términos relacionados con Salud que recogen. Métodos: Se realizó un análisis cuantitativo comparativo basado en la presencia de 281 términos relativos a ocho ámbitos de la EpS en ambas leyes y para las dos etapas de educación obligatorias (Primaria y Secundaria). Las diferencias en el número de términos entre leyes se comprobaron con un test de independencia. El efecto de la ley, el ámbito de salud y el nivel educativo se testó con una regresión logística, y las diferencias entre configuraciones curriculares con un test de Wilcoxon. Resultados: La LOE recogió 156 términos frente a 153 en la LOMCE. El nivel educativo y el ámbito de salud influyeron en la presencia de términos (p-valor < 0,001). La diferencia en la cantidad de términos cursados por un alumno dependiendo del itinerario curricular fue del 28 % en Primaria y ESO en la LOMCE frente al 0 % y del 7 % en la LOE. Conclusiones: No se han encontrado diferencias significativas entre leyes en el número de términos, ni en el peso de los diferentes ámbitos. Sin embargo, el aumento de optatividad en la LOMCE, introduce una asimetría considerable en la formación de los jóvenes dependiendo de su itinerario curricular

Background: The current Organic Law for the Improvement of Educational Quality (LOMCE) incorporates substantial changes from the previous law, in particular a new curricular configuration with a higher prevalence of optionality, which may affect the development of health competencies by students. The objective was to address health education in the last two years, according to the amount and variability of Health related terms. Methods: A comparative quantitative analysis was performed based on the presence of 281 terms related to eight areas of Health Education in both laws and for the two compulsory education stages (Primary and Secondary). Results: Overall, no significant differences were found in the number of terms, or in the treatment of the health areas between laws. However, the increase in optional subjects in the LOMCE increases differences in training in Health Education. The difference in the number of terms studied by a student depending on the curricular itinerary is 28% in Primary and ESO in the LOMCE, compared to 0% and 7% in the LOE. Conclusions: The LOMCE does not represent an improvement in Health Education in terms of the number of health terms, and allows considerable asymmetry in the training of young people depending on their curricular itinerary. The results suggest that it would be necessary to reinforce the contents of Health Education in compulsory subjects

Validación de la escala de autoadscripción inclusiva en docentes secundarios de Chile / Validation of the inclusive self-ascription scale in secondary school teachers in Chile

El estudio tuvo como objetivo analizar la estructura interna y la fiabilidad del instrumento que fue construido para medir aceptación y disposición de la inclusión escolar, conceptualizada como la autoadscripción inclusiva. La metodología comprendió un diseño instrumental, con una muestra representativa y aleatoria de docentes secundarios de la provincia de Ñuble, Chile. El número de participantes fue de 548 docentes de ambos sexos, con edades entre 28 y 60 años. El instrumento utilizado fue una adaptación del Índice de Inclusión de Booth y Ainscow. Dentro de los resultados se distinguen seis dimensiones: enseñanza para el aprendizaje de todos, construyendo comunidad inclusiva, diseño curricular para la diversidad, políticas escolares para la diversidad, prácticas de inclusión en la escuela y desarrollo de cultura para la inclusión; estas dimensiones se agruparon en tres nuevos factores, nombrados prácticas pedagógicas, culturas inclusivas y políticas inclusivas. El nivel de confiabilidad del instrumento fue alto (α = .954)

This study aimed to analyze the internal structure and reliability of an instrument designed to measure the acceptance of and willingness for school inclusion, which has been conceptualized as inclusive self-ascription. The methodology includes an instrumental design, with a representative, random sample of secondary school teachers in the province of Ñuble, Chile. The number of participants was 548 teachers, male and female, aged between 28 and 60. The instrument used was an adaptation of the Index for Inclusion created by Booth and Ainscow. The results show six factors: teaching for learning for all, building an inclusive community, curricular design for diversity, school policies for diversity, inclusive practices in schools, and development of a culture for inclusion. These dimensions were clustered into three new factors, namely, pedagogical practices, inclusive cultures, and inclusive policies. The level of reliability of the instrument was high (α = .954)

UDL and Intellectual Disability: What Do We Know and Where Do We Go?

As an instructional design framework that can be used to design curriculum for students with and without disabilities, Universal Design for Learning (UDL) has the potential to support meaningful inclusion of students with intellectual disability (ID) in general educational settings. This article presents an overview of the existing set of research studies on UDL application for students with ID in PreK-12 settings. The current body of research illustrates that UDL is being applied to instructional activities for students with ID to examine a variety of interventions (e.g., adapted stories for individual students, inclusive general education curriculum) and outcomes (e.g., interaction, perceptions, knowledge gains) in self-contained and general educational settings. It also identifies important questions for consideration in future research as the field seeks to determine how UDL guidelines can be applied to curriculum, used with evidence-based and effective practices, and used to support schoolwide initiatives inclusive of students with ID.

Applying the Universal Design for Learning Framework for Individuals With Intellectual Disability: The Future Must Be Now.

The current research in Universal Design for Learning (UDL) for students with intellectual disability (ID) is briefly summarized and considered in light of the national goals presented by the American Association on Intellectual and Developmental Disabilities (AAIDD) in this article. Additionally, an action plan is provided for researchers and practitioners to extend knowledge on the implementation of the UDL framework inclusive of individuals with ID.

Encontros e desencontros na inclusão escolar de alunos deficientes físicos: uma visão a partir da promoção da saúde / Convergences and Divergences in school inclusion of physical disabled students: a Health Promotion perspective

A história que permeia a deficiência está imbuída de significações ligadas a preconceito e exclusão que se fazem presentes na atualidade e dificultam que as mudanças políticas sejam transpostas para as atitudes sociais. Assim, crianças deficientes vivenciam dependência a terceiros, inclusão escolar prejudicada, discriminação, sentimento de incapacidade, e vulnerabilidade frente a falta de disposição de serviços públicos efetivos. Esse estudo pretendeu articular saúde e educação como aspectos indissociáveis da vida humana, e o objetivo foi compreender os processos de significação relacionados à inserção de escolares deficientes físicos na educação básica, a partir dos princípios da política de promoção da saúde. Trata-se de um estudo de abordagem qualitativa, fundamentado na abordagem histórico-cultural, no qual utilizamos entrevistas semiestruturadas, observação participante e diário de campo como recursos metodológicos. O trabalho de campo teve início após as devidas autorizações do Comitê de Ética em Pesquisa com Seres Humanos e durou aproximadamente um ano. Ao final, quatro crianças, suas quatro mães e oito professores aceitaram participar da pesquisa, totalizando 16 sujeitos entrevistados e quatro contextos escolares observados. A análise temática indutiva proposta por Braun e Clarke (2007) foi empregada, sendo respeitado o percurso indicado por estas autoras. A construção dos dados acarretou na caracterização detalhada dos participantes e seus contextos socioculturais, bem como na produção de três temas, a saber: 1) Significações do conceito de deficiência e de deficiência física no processo de inclusão escolar; 2) Cadeira de rodas, dois lados da mesma moeda e 3) Escola inclusiva e promoção de saúde: uma perspectiva do modelo social da deficiência. Em suma, este estudo foi eficaz em alcançar seus objetivos propostos, apresentando importantes significações envolvidas no processo de inclusão do aluno deficiente físico. Esperamos que este trabalho contribua para a prática junto a estes escolares e inspire pesquisadores a investigarem a articulação da Educação Inclusiva com a Promoção da Saúde em seus diferentes estados, países e contextos, auxiliando profissionais que atuam na prática escolar e de saúde a lidarem com a temática

The history that permeates disability is imbued with meanings linked to prejudice and exclusion that are present today, making it difficult for political changes to be transposed into social attitudes. Disabled children may experience dependence on others, affected school inclusion, discrimination, feeling of incapacity, and vulnerability due to the lack provision of effective public services. This study intended to articulate health and education as inseparable aspects of human life. Our aim was to comprehend the signification processes related to the school inclusion of disabled children in basic education, based on the principles of the politics of health promotion. It is a qualitative study, based on the historical-cultural approach. Semi-structured interviews, participant observation and field diary was used as methodological resources. The field work lasted approximately one year, and began after the authorizations of the Ethics Committee in Human Research. In the end, four children, their mothers and eight teachers accepted to participate, totaling 16 subjects interviewed and four school contexts observed. The inductive thematic analysis proposed by Braun and Clarke (2007) was employed, respecting the paths indicated by these authors. Data construction entailed the detailed participants characterization and their socio-cultural contexts, as well as the production of three themes, namely: 1) Significance of the concept of disability and physical disability in the school inclusion process; 2) Wheelchair, two sides of the same coin; 3) Inclusive School and Health Promotion: a perspective of the social model of disability. That pointing out that health promoters are also promoters of Inclusive Education. In short, this study was effective in achieving its proposed objectives, presenting important meanings involved in the process of disabled student's inclusion. We hope that this work will contribute to the practice among these students and will inspire researchers to investigate the articulation between Inclusive Education and Health Promotion in their different states, countries and contexts, helping professionals who act in school and health to deal with this issue

Hay algo más en el tratamiento del síndrome de Down / An additional approach to Down syndrome treatment

No disponible

Deafness and Diversity: Reflections and Directions.

Concluding a two-part American Annals of the Deaf special issue on deafness and diversity (DAD), the editors provide reflections and guidance to the field regarding d/Deaf and hard of hearing (d/Dhh) children with a disability (DWD; e.g., learning or intellectual disability, autism) and d/Dhh children from homes where parents use a language other than English or American Sign Language (d/Dhh Multilingual Learners; DMLs). Contributing authors addressed the application of theory, research, and practice to five topics: (a) early intervention, (b) communication/language, (c) assessment, (d) transition, (e) teacher preparation. An overview of the main recommendations of the contributors and editors is presented in an effort to advance research and pedagogy with these learners. In conclusion, the editors discuss the "Radical Middle" approach (Easterbrooks & Maiorana-Basas, 2015) to working with students who are DAD: providing learners with all options for academic, social, and emotional success.

Psychiatry and human rights: a difficult relationship, but with a growing potential.

Persons with psychosocial disabilities (mental health problems) are under the protection of the new United Nations Convention on Rights of Persons with Disabilities (CRPD). The CRPD brings a human rights-based approach to disability: it challenges paternalistic views by emphasizing the person as a rights-holder, an active subject, and not just a passive object of care. It also represents a challenge to mainstream human rights movements and mechanisms who have long paid insufficient attention to human rights of persons with (psychosocial) disabilities. It is increasingly understood that human rights of persons with psychosocial disabilities (mental health problems) should not be seen in the narrow perspective, as if the only issue was the most controversial one, that is, deprivation of liberty. In many areas, reform-minded psychiatrists have themselves initiated human rights-friendly reforms. For instance, efforts to implement article 19 of the CRPD­independent living and inclusion in the community­are increasingly becoming part of the mainstream in mental health care. There is potential for further synergy between mental health professionals and human rights activists in looking at the whole range of civil, political, economic, and social rights listed in the Universal Declaration of Human Rights­realizing that all these rights apply also to persons with psychosocial disabilities, and working together towards removing real-life obstacles to their enjoyment.The building of bridges between the two different types of expertise should be encouraged. In this regard, psychiatry would benefit from more cooperation across borders as well as with international human rights bodies, non-governmental organizations and persons with psychosocial disabilities themselves

Beliefs of chinese physical educators on teaching students with disabilities in general physical education classes.

This study examined the behavioral beliefs of physical education (PE) teachers about teaching students with disabilities in their general PE (GPE) classes and to identify the factors that contribute to their beliefs. A total of 195 PE teachers from a region in eastern China were surveyed. Results of the Physical Educators' Attitudes Toward Teaching Individuals With Disabilities-III survey indicate that although some teachers felt that including students with disabilities in GPE classes provides benefit for them, they were concerned about the practical difficulties of teaching students with disabilities in GPE classes, the lack of support, and the possible rejection of students with disabilities by their peers. Moreover, the behavioral beliefs of teachers vary according to the disability conditions of the students. Results show that there is no significant effect of demographic factors on the beliefs of PE teachers. Quality of experience predicts positive beliefs. The study has important implication for teacher training, provision of equipment, and support from teacher assistants.

Los futuros docentes y su actitud hacia la inclusión de personas con discapacidad. Una perspectiva de género / Future teachers and their attitude towards inclusion of people with disabilities. A gender perspective

La inclusión de las personas con discapacidad es una de las prioridades de las sociedades avanzadas, y para conseguirla, la educación constituye un instrumento de primera magnitud. En este trabajo se estudia el apoyo a la inclusión de estudiantes con discapacidad en el entorno universitario. El modelo teórico de referencia es el propuesto por la Teoría del Comportamiento Planeado, que se ha aplicado utilizando los datos obtenidos a través de una encuesta realizada a 621 estudiantes de las titulaciones de Ciencias de la Educación en la Universidad de A Coruña, durante el curso 2010-2011. Los resultados muestran la importancia del género como factor diferenciador, revelando una mayor implicación de las mujeres que de los hombres para favorecer la inclusión de los compañeros universitarios con discapacidad. La relevancia de estos resultados aumenta si se considera la repercusión social que tiene esta mayor implicación del colectivo mayoritario en el ámbito de la educación en su fase más temprana, momento en el que se produce la formación de actitudes

The inclusion of people with disabilities is a priority in advanced societies. To get it, education is one of the best tools. In this paper, we have studied the support for the inclusion of students with disabilities in the university environment. Our work is related to the theoretical model proposed by the Theory of Planned Behavior and was performed by using data obtained through a survey conducted at the University of A Coruña(Spain) during the 2010-2011 academic year, to 621 students from all degrees in Education Science. The results show the importance of gender asa differentiating factor, revealing a greater involvement of women compared to men, in the stimulus of the inclusion of their university peers suffering disability. The relevance of these results increases if we consider the social impact of this higher involvement of this group (women), that is majority in the primary education, when the formation of attitudes is developed

Cochlear implants: an educational perspective past, present, and future.

The purpose of this presentation was to explore the past, present, and future of cochlear implants (CIs) using an educational perspective. The presentation uses a range of ways to explore these themes from school data to pupil contributions. Current issues relating to CIs are investigated from school, pupil, and parental perspectives. Future considerations relating to pupils, CI management, and training are discussed. In conclusion, in educational settings staff work with students who have both hearing aids, CIs, or a combination of the two and therefore all professionals need to prepare for the future by blending services and training.

School outcomes of children with special health care needs.

OBJECTIVE: To examine the associations between having a special health care need and school outcomes measured as attendance, student engagement, behavioral threats to achievement, and academic achievement. PARTICIPANTS AND METHODS: A total of 1457 children in the fourth through sixth grades from 34 schools in 3 school districts and their parents provided survey data; parents completed the Children With Special Health Care Needs Screener. School records were abstracted for attendance, grades, and standardized achievement test scores. RESULTS: Across 34 schools, 33% of children screened positive for special health care needs. After adjusting for sociodemographic and school effects, children with special health care needs had lower motivation to do well in school, more disruptive behaviors, and more frequent experiences as a bully victim. They experienced significantly lower academic achievement, as measured by grades, standardized testing, and parental-assessed academic performance. These findings were observed for children who qualified as having a special health care need because they had functional limitations attributed to a chronic illness or a behavioral health problem but not for those who qualified only because they took prescription medications. CONCLUSIONS: Specific subgroups of children with special health care needs are at increased risk for poor school outcomes. Health and school professionals will need to collaborate to identify these children early, intervene with appropriate medical and educational services, and monitor long-term outcomes.

Developing health promotion education: mainstreaming or acknowledging tensions in an evolving discipline?

AIMS: To contribute to development of global frameworks for health promotion education, by means of constructive criticism of the Galway Consensus Conference Statement (GCCS), and, furthermore, to substantiate that such frameworks must transcend political trends if they are to contribute to the ongoing development of health promotion both as a discipline and as a professional practice. This article is based on a workshop on competence domains in health promotion, held at the Sixth Nordic Health Promotion Research Conference in Gothenburg, Sweden, 20-22 August 2009. METHODS: The GCCS's delimitations of health, health promotion, and health promotion ethics is analysed and contrasted with the authors' ongoing experiences from a master's programme in health promotion. RESULTS: Three important limitations in the GCCS are identified: the GCCS does not promote perspectives on health other than absence of disease, defines no role for health promotion other than disease prevention, and includes no perspectives on ethical challenges for practitioners. The examples from the master's programme illustrate how and why these delimitations are problematic. CONCLUSIONS: Despite its limitations the GCCS has the potential to set a global agenda for health promotion education because of its emphasis on domains of core competencies in health promotion practice. To further this potential the GCCS' context of use should be changed from mainstreaming health promotion into a technology for disease prevention, to enabling dialog between contributors to health promotion with differing political and scientific ideals. Such dialog must relate to tensions and ambiguities experienced by health promotion practitioners in real-life situations.