["Nothing about us without us": deafness in history teaching and historiography, 2015-2022]. / "Nada sobre nós, sem nós": a surdez no ensino de história e na produção historiográfica, 2015-2022.

This text presents the partial results of ongoing research into deafness in history teaching and historiography between 2015 and 2022. The study problematizes the place of disabled people in top-ranking periodicals (the top two categories in Brazil) and in pedagogical projects on degree courses in history (with and without teacher-training certification) at the University of São Paulo and the State University of Campinas. These universities were chosen because they topped the ranking in a survey conducted by Folha de S.Paulo newspaper. The study observes how the Brazilian Inclusion Law (law 13.146, of July 6, 2015) is incorporated into the initial training of these professionals.

O texto aponta resultados parciais de uma pesquisa em andamento sobre a surdez no ensino de história e na produção historiográfica entre 2015 e 2022. O trabalho problematiza o lugar da pessoa com deficiência nos periódicos A1 e A2 e nos projetos pedagógicos de cursos de graduação em história (formação de professores e pesquisadores) da Universidade de São Paulo e da Universidade Estadual de Campinas, por conta de serem indicadas como as mais bem posicionadas no ranking de uma pesquisa realizada pela Folha de S.Paulo, levando-se em conta os critérios de articulação entre a Lei Brasileira de Inclusão, lei 13.146, de 6 de julho de 2015, e a formação inicial desses profissionais.

Framework for an interprofessional experience addressing health and disability for health professional students.

BACKGROUND AND PURPOSE: A Health and Disabilities Interprofessional Education (IPE) course was implemented to join three healthcare disciplines together to collaboratively plan, implement, and reflect on professional roles and responsibilities. The goal and purpose of this course was to create an advancement of interprofessional education and practice within health science professions early in their students' programs utilizing innovative teaching methods working directly with individuals with disabilities. EDUCATIONAL ACTIVITY AND SETTING: 72 students were assigned to interprofessional teams of 10-11 people. Through asynchronous and synchronous learning activities, student teams worked together to plan and conduct community-based client interviews. FINDINGS: Quantitative and qualitative evaluation methods were used to explore the impact of interprofessional experiential learning experiences. Qualitative data showed a greater awareness and understanding of the different roles and responsibilities in interprofessional teams as well as a greater appreciation for the value of interacting with persons with disabilities (PWD) during their training. Quantitative data showed a significant change in students' understanding of their roles and responsibilities as a member of an interprofessional team, their confidence with working with PWD in a future healthcare capacity, as well as their understanding of how the social determinants of health may influence the healthcare experience of a PWD. SUMMARY: Interprofessional education and experiential learning opportunities are good ways to facilitate "real" patient care experiences and team roles and responsibilities. This enables healthcare students to practice communication, build relationships, and understand the lived experience of their patients.

What happens post-pilot testing? A model for revising a disability awareness and competency training program.

Disability awareness and competency trainings are an important component of addressing ableism and health equity in the health promotion context. This commentary describes our process of developing, implementing, and refining a disability competency training, the Inclusive Community Exercise Training, for community-based group exercise instructors. The training originated from a partnership between academic researchers, community organizations, and individuals with disabilities. After initial pilot testing, we used feedback from participants to enhance the training. To optimize successful dissemination of this training, we utilized the Reach, Effectiveness, Adoption, Implementation, and Maintenance (RE-AIM) framework, which is widely used in public health. The revision process focused on generalizing content to suit a wider audience, utilizing an eLearning platform for dissemination, and optimizing interactivity to improve learning effectiveness. The commentary emphasizes the lessons learned and the significance of systematic program revision, considering diverse expertise, content tailoring, and the benefits of accessible eLearning platforms.

Exploring Physical Educators' Self-Efficacy to Teach Students With Disabilities in General Physical Education.

The purpose of this study was to explore the ways in which in-service physical education teachers construct their self-efficacy beliefs toward teaching students with disabilities in general physical education classes. Using a qualitative descriptive approach situated within self-efficacy theory, data were collected via semistructured audio-recorded interviews with 16 in-service physical educators. Three interrelated themes were constructed: (a) The more I do it, the better I feel: the importance of professional experiences; (b) I've learned from others: the influence of colleagues; and (c) Being in the general educational setting is a challenge: the impact of contextual factors. Findings supported the influence of the four sources of self-efficacy (i.e., mastery experience, vicarious experience, social persuasion, and affective and physiological state), in addition to potential contextual factors (i.e., class sizes and availability of hands-on support), impacting participants' self-efficacy to teach students with disabilities in general physical education classes.

Atendimento odontológico de pacientes com necessidades especiais na atenção secundária em um estado do nordeste do Brasil / Dental care of special needs patients in secondary care in a northeastern state of Brazil / Atención odontológica a pacientes con necesidades especiales en la atención secundaria en un estado del nordeste de Brasil

O objetivo desse estudo foi descrever a produção dos atendimentos oferecidos aos pacientes com necessidades especiais nos Centros de Especialidades Odontológicas (CEO) da Paraíba (Brasil) e sua relação com o cumprimento das metas de produtividade, entre o período de 2019 e 2022. Trata-se de um estudo descritivo e ecológico em que foram coletados dados secundários do Sistema de Informações Ambulatoriais do SUS (SIA/SUS), através da captação da produção ambulatorial individualizada (BPA-I), por meio da ferramenta TabWin, dos 98 CEO operantes na Paraíba. Realizou-se análise descritiva e analítica, por meio dos testes Qui-Quadrado de Pearson e Exato de Fisher entre a variável dependente "alcance da meta" e a variável independente "adesão à Rede de Cuidados à Pessoa com Deficiência (RCPD)". Em todos os anos, a porcentagem de CEO cumpridores da meta (15,3% em 2019; 1% em 2020; 12,2% em 2021; e 11,2% em 2022) foi substancialmente menor que os números expressados por aqueles que não alcançaram a produção mínima. Os resultados também apontaram maior realização de procedimentos restauradores (29,6% em 2019; 28,6% em 2020; 32,7% em 2021; e 37,8% em 2022) em detrimento aos periodontais, cirúrgicos e preventivos. No que concerne a estar aderido à RCPD, no ano de 2022, 90,9% dos CEO que alcançaram a meta estavam aderidos à Rede (p<0,05). Concluiu-se que uma baixa frequência de CEO alcançou o cumprimento da meta de produtividade da especialidade de Odontologia para Pacientes com Necessidades Especiais nos CEO. No entanto, a adesão à RCPD manifestou-se como elemento influenciador para aqueles que cumpriram suas metas mensais e anuais.

The objective of this study was to describe the production of care provided to special needs patients in the Dental Specialties Centers (CEO) of Paraíba (Brazil) and its relationship with the achievement of productivity goals, between the period 2019 and 2022. This is a descriptive and ecological study in which secondary data were collected from the SUS Outpatient Information System (SIA/SUS), by capturing the individualized outpatient production (BPA-I), through the TabWin tool, of the 98 operating CEOs in Paraíba. We carried out descriptive and analytical analysis, using Pearson's Chi-square and Fisher's Exact tests between the dependent variable "goal attainment" and the independent variable "adherence to the Care Network for People with Disabilities (RCPD)". In all years, the percentage of CEOs meeting the goal (15.3% in 2019; 1% in 2020; 12.2% in 2021; and 11.2% in 2022) was substantially lower than the numbers expressed by those who did not meet the minimum output. The results also indicated greater performance of restorative procedures (29.6% in 2019; 28.6% in 2020; 32.7% in 2021; and 37.8% in 2022) to the detriment of periodontal, surgical, and preventive procedures. Regarding being adhered to the RCPD, in the year 2022, 90.9% of the CEOs who reached the goal were adhered to the Network (p<0.05). It was concluded that a low frequency of CEOs achieved compliance with the productivity target of the specialty of Dentistry for Special Needs Patients in CEOs. However, adherence to the RCPD manifested itself as an influential element for those who met their monthly and annual goals.

El objetivo de este estudio fue describir la producción de la atención prestada a pacientes con necesidades especiales en los Centros de Especialidades Odontológicas (CEO) de Paraíba (Brasil) y su relación con el alcance de las metas de productividad, entre el período de 2019 y 2022. Se trata de un estudio descriptivo y ecológico en el que se recogieron datos secundarios del Sistema de Información Ambulatoria del SUS (SIA/SUS), mediante la captura de la producción ambulatoria individualizada (BPA-I), a través de la herramienta TabWin, de los 98 CEOs en funcionamiento en Paraíba. Se realizaron análisis descriptivos y analíticos, utilizando las pruebas Chi-cuadrado de Pearson y Exacta de Fisher entre la variable dependiente "cumplimiento de metas" y la variable independiente "adhesión a la Red de Atención a Personas con Discapacidad (RCPD)". En todos los años, el porcentaje de directores generales que cumplieron el objetivo (15,3% en 2019; 1% en 2020; 12,2% en 2021; y 11,2% en 2022) fue sustancialmente inferior a las cifras expresadas por los que no alcanzaron el rendimiento mínimo. Los resultados también indicaron una mayor realización de procedimientos restauradores (29,6% en 2019; 28,6% en 2020; 32,7% en 2021; y 37,8% en 2022) en detrimento de los procedimientos periodontales, quirúrgicos y preventivos. Respecto a estar adherido a la RCPD, en el año 2022, el 90,9% de los CEOs que alcanzaron el objetivo estaban adheridos a la Red (p<0,05). Se concluyó que una baja frecuencia de CEOs alcanzó el cumplimiento de la meta de productividad de la especialidad de Odontología para Pacientes con Necesidades Especiales en CEOs. Sin embargo, la adhesión al RCPD se manifestó como un elemento influyente para aquellos que cumplieron sus objetivos mensuales y anuales.

Improving Accessibility in the Emergency Department for Patients with Disabilities: A Qualitative Study.

INTRODUCTION: The emergency department (ED) is a critical service area for patients living with disabilities in the United States. Despite this, there is limited research on best practices from the patient experience regarding accommodation and accessibility for those with disabilities. In this study we investigate the ED experience from the perspective of patients living with physical and cognitive disability, as well as visual impairment and blindness, to better understand the barriers to accessibility in the ED for these populations. METHODS: Twelve individuals with either physical or cognitive disabilities, visual impairments or blindness were interviewed regarding their ED experiences, particularly related to accessibility. Interviews were transcribed and coded for qualitative analysis with generation of significant themes relating to accessibility in the ED. RESULTS: Major themes from coded analysis were as follows: 1) inadequate communication between staff and patients with visual impairments and physical disabilities; 2) the need for electronic delivery for after-visit summaries for individuals with cognitive and visual disabilities; 3) the importance of mindful listening and patience by healthcare staff; 4) the role of increased hospital support including greeters and volunteers; and 5) comprehensive training with both prehospital and hospital staff around assistive devices and services. CONCLUSION: This study serves as an important first step toward improving the ED environment to ensure accessibility and inclusivity for patients presenting with various types of disabilities. Implementing specific training, policies, and infrastructure changes may improve the experiences and healthcare of this population.

Supporting Students with Disabilities during the COVID-19 Pandemic: The Perspective of Disability Resource Professionals.

Utilizing national survey data, this paper details the academic and access challenges created by the pandemic for students with disabilities, as perceived by disability resource professionals. Data included in this paper capture disability support service challenges at two unique timepoints during the COVID-19 pandemic-May 2020 [n = 535] and January 2021 [n = 631]. Disability resource professionals reported there was difficulty in the initial months of the pandemic for students to provide documentation of a disability to receive accommodations, use assistive technology in the new remote academic setting, and receive testing accommodations within the remote environment. While access and resources improved for students with disabilities over time, a portion of the surveyed disability resource professionals noted no observed improvement in students' with disabilities communication with instructors as well as a worsening of conditions for students with disabilities throughout the pandemic related to access to counseling and mental health services. In addition to highlighting key obstacles faced by this student group during the pandemic, this paper provides recommendations and implications for institutions to better serve this student group, including how institutions of higher education can coordinate a holistic approach to support student mental health.

Gym staff perspectives on disability inclusion: a qualitative study.

PURPOSE: To explore gym staff perspectives on the inclusion of people with disability in the gym setting. MATERIALS AND METHODS: Semi-structured interviews were conducted with 16 staff at four urban gym facilities, exploring perspectives on disability inclusion. An interpretive descriptive approach was adopted with reflexive thematic analysis of interview data and subsequent mapping of themes to the socioecological model. RESULTS: Consistent with the socioecological model, the themes identified were "people with disability benefit from participation in gym settings" (personal); "positive interactions with people with disability" (interpersonal); "managing expectations of other gym users" (interpersonal); "inclusion is supported by a positive ethos, staff training and accessible facilities" (organisational); "people with disability lack awareness of inclusive exercise opportunities" (community); "desire to increase collaboration with healthcare professionals" (community); "access to transport can facilitate gym attendance" (community) and "local gym policy" (policy). CONCLUSION: Although an overall ethos of inclusion was apparent, areas identified for enhancement were: awareness of gym services in the community; inter-sectoral collaboration with healthcare and disability organisations; comprehensive disability inclusion training; transport systems and accessibility; engaging people with disability in gym service planning. Implications for rehabilitationGym staff value collaboration with healthcare and rehab professionals to support inclusion of people with disability in exercise.Standardised disability inclusion training for gym staff is recommended.Individuals with disability should be empowered to contribute to the development of inclusive gym facilities and services.Rehab professionals have a role to play in raising awareness and advocating for inclusive exercise opportunities.

Supervising and supporting trainees with disabilities in the Veterans Administration Healthcare System: An overlooked but critical need and opportunity.

Trainees with disabilities are chronically underrepresented in psychology and face many barriers throughout their training. Directors of Clinical Training and supervisors within the Veterans Administration Healthcare System (VAHCS), one of the largest employers of trainees with disabilities, have a unique opportunity to address this area of critical need. However, they must first understand the barriers facing psychology trainees with disabilities in VAHCS settings, including discrimination in trainee selection, barriers to obtaining reasonable accommodations, and attitudinal and cultural barriers. In this article, we illustrate how those barriers may present in VAHCS settings specifically and provide suggestions and frameworks for how the VAHCS can create accessible, disability-affirmative training environments in which trainees can truly thrive. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Review and Consultations of Canadian Financial Education Programs for Individuals with Disabilities.

Background. Individuals or persons who live with a disability (PWD) can experience unique financial occupation challenges. Financial education programs can address some challenges. Purpose. The aim of this study was to describe and critically appraise current financial education programs for PWD in Canada. Method. This environmental scan framed by scoping review methods included a critical appraisal of Canadian programs' online content and provider consultations. Researchers used four search methods to identify programs, interviewed service providers from four Canadian programs, and thematically analyzed interview transcripts. Findings. Researchers identified 134 programs; 50 (37.3%) included services. The online content of only 26 (19%) programs explicitly addressed accessibility; 106 (79%) programs' content was at least college reading level. The qualitative results include three themes: (a) individualized approach, (b) "getting the word out", and (c) service growth. Implications. There are financial education programs specific to PWD in Canada. Accessibility, individualization, advocacy, and development are needed.

Travelling from Perspective of Persons with Disability: Results of an International Survey.

Full inclusion of people with disabilities means their full participation in community life and the same opportunities to work and spend their free time that other members of the community have. This also applies to travel and tourism. Offers available to people with various types of disabilities are seldom adapted to their needs. They face numerous barriers and obstacles when travelling or at their destination. The article presents selected results from an international comparative study concerning travel of people with sensory disabilities. The study was carried out in the first quarter of 2022 using the PAPI method on a group of 131 respondents from Poland, Greece, Cyprus and Portugal. To analyse the results, we relied on statistical inference using an independent two-sample t-test and one-way analysis of variance. Tests of the equality of two means were preceded by Levene's test for homogeneity of variances. According to the study, people with sensory disabilities can see many barriers to travel that pose a significant constraint on their activity. These barriers vary depending on the type of disability, gender or the country of origin of the respondent, but the list of indications often includes the need to train service staff in the specific needs of people with different types of disabilities. Taking into account development opportunities that people with disabilities create for the tourism industry, including people with sensory disabilities who are frequently overlooked, it is worth considering measures aimed at improving knowledge and skills in this area in the future.

Analysis of the Attitude of Spanish Physical Education Teachers towards Students with Disabilities in Extremadura.

Inclusive education aims to eliminate barriers in the participation and performance of students, considering their diversity. In this sense, there is a regulation that governs the educational response, being different for each region. Therefore, this study aims to know the attitude of Physical Education teachers of different educational stages in Spain toward students with disabilities. A questionnaire was administered to 272 Physical Education teachers from public schools in a region of Spain. The Mann-Whitney U test was used to determine the relationships between items and dimensions according to sex or center location, and Spearman's Rho was used to analyze the relationship between dimensions and years of experience. The main results showed that teachers do not feel prepared in terms of training, resources, and infrastructure, although they consider that the integration of students with disabilities in regular classes is beneficial for them.

[SAFETY OF THE PATIENT WITH DISABILITY].

INTRODUCTION: The prevalence of disabilities in the general population is not neglectable and gaps in providing quality health service persist between people with and without disabilities. Though life expectancy of persons with disability is increasing, there is an excess of preventable morbidity and mortality. The person with disability has needs and expectations and should be partners in the process of prevention, treatment and follow-up of their health status. According to research, the medical care for the patient with disability does not meet the standards derived from the evidence. Patient safety is a core domain in the quality of care and that is true for the care of persons with disability. Communication, stigma, lack of knowledge, skills and training, are major inhibitors of the provision of high-quality care for the people with disabilities and are considered to be factors responsible for the high incidence of adverse and medical errors in this group of patients. Approaching these topics with critical attention is needed across the span of medical care from the community to the hospital and from prevention to the more complex and sophisticated care offered to the patient with disability.

Mental Healthcare: Experiences of Rural Women With Disabilities Following Interpersonal Violence.

Women with disabilities are at increased risk of interpersonal violence compared to women without disabilities. Little is known, however, about women with disabilities' experience accessing and participating in counseling and other mental health services during and following their victimization, particularly when living in a rural setting. This study involved qualitative interviews with 33 women with diverse disabilities who experienced interpersonal violence in rural communities. Researchers used thematic content analysis to identify three key themes from the findings: (a) experiences learning about mental health service options, (b) challenges to finding an appropriate "fit" and therapy approach, and (c) access barriers to mental health services. Participants emphasized the need for provider training specific to disability, the inclusion of people with disabilities more prominently in the mental health workforce, and the importance of advancements in accessible telemental health. We discuss implications for improving mental health services.

Disability training for health workers: A global evidence synthesis.

BACKGROUND: Health worker training on disability is a recognized component of achieving high standards of health for people with disabilities, given that health worker's lack of knowledge, stigma, and negative attitudes towards people with disabilities act as barriers to high quality health care. OBJECTIVE: To understand the published literature on training health workers about disability. METHODS: We searched five databases for relevant peer-reviewed articles published between January 2012 and January 2021. Studies that focused on training health care workers to improve knowledge, confidence, self-efficacy, and competence to support people with physical, sensory, or intellectual impairments were included. Data about the details of the intervention (setting, participants, format, impact assessments, etc.) and its effects were extracted. RESULTS: There is an array of highly local tools to train health workers across stages of their training and careers (preservice, in-service, and continuing professional development). Studies involving people with disabilities in the training, community placements, simulations, or interactive sessions were found to be most effective in improving knowledge, confidence, competency, and self-efficacy. CONCLUSIONS: As part of initiatives to build inclusive health systems and improve health outcomes for people with disabilities, health workers around the world need to receive appropriate and evidence-based training that combines multiple methods and involves people with disabilities. To monitor progress on the impact of training, there should also be a standardized measure of impact on core outcomes.

Inclusión Educativa de los estudiantes con discapacidad en la Universidad Central del Ecuador / Educational inclusion of students with disabilities at theCentral University of Ecuador

Introducción: La inclusión educativa en la educación superior pública y privada, es un problema que ha sido abordado de diversas maneras por las diferentes instituciones de educación superior ecuatorianas. La Universidad Central del Ecuador, es una institución pública en la que estudian 40.000 estudiantes aproximadamente y esto la obliga a imple-mentar culturas, políticas y prácticas inclusivas, que analicen las barreras y las oportunida-des para el acceso a una educación de calidad y en igualdad de condiciones.Objetivo: Identificar las características personales de los estudiantes con discapacidad, los factores contextuales de la Universidad Central del Ecuador y su relación con el nivel de inclusión educativa. Materiales y métodos: Estudio descriptivo, correlacional de tipo observacional, que inclu-yó a 108 estudiantes de la Universidad Central del Ecuador que presentan al menos una discapacidad, y que respondieron vía on line la encuesta de inclusión educativa. Análisis estadístico. Se usó el SPSS 22.0, para el análisis univarial se aplicó la estadística descrip-tiva apoyados en medidas de proporción, mientras que las pruebas x2 cuadrada y Spear-man fueron usadas para el análisis bivarial. Resultados: El 54% de los investigados registra un bajo nivel de inclusión educativa, 22,52% presenta limitaciones para movilizarse, 17,59% para aprender/estudiar y el 14,81% para las interacciones personales. El 35% requieren ayuda de compañeros y familiares, de servicios universitarios y ayudas técnicas para realizar varias de sus actividades académi-cas y acceder al medio físico universitario. Aquellos con limitaciones graves y moderadas para realizar sus actividades tienen 1,4 a 1,8 veces más probabilidad de tener un bajo nivel de inclusión que aquellos con limitaciones leves; este patrón se repite con otras variables personales y contextuales, y refleja la asociación entre los factores personales-contextua-les y la inclusión educativa.Conclusiones:La inclusión es un proceso sistémico en el cual intervienen e interactúan de manera concurrente variables bio-psico-sociales. Las condiciones para crear la inclusión educativa de los estudiantes con discapacidad en la UCE deben estar sustentadas en un cambio de paradigma, y orientadas a la implementación de políticas y procesos de inclusión educativa, que incorporen las necesidades expresadas por los investigados en este estudio.

Introduction: Educational inclusion in public and private higher education is a problem that has been addressed in various ways by different Ecuadorian higher education institutions. The Central University of Ecuador is a public institution where approximately 40,000 stu-dents study, is committed to implementing inclusive cultures, policies and practices, which analyzes the barriers and opportunities for access to quality education and on equal terms.Aim. Identify the personal characteristics of students with disabilities, the contextual factors of the Central University of Ecuador and their relationship with the level of inclusion.Material and methods. Descriptive, correlational, observational study, which investigated 108 students from the Central University of Ecuador who present at least one disability, and who answered the inclusion survey online. Statistic analysis. SPSS 22.0 was used, for the univariate analysis applied descriptive statistics supported by measures of proportion while x2 squared and Spearman tests were used for the bivariate analysis.Results. 54% of those investigated register a low level of educational inclusion, 22.52% pre-sent limitations to move around, 17.59% to learn/study and 14.81% for personal interactions. 35% require help from classmates and family, university services and technical aids to carry out several of their academic activities and access the university physical environment with severe and moderate limitations to carry out their activities are 1.4 to 1.8 times more likely to have a low level of inclusion than those with mild limitations. This pattern is repeated with other personal and contextual variables and reflects the association between personal-con-textual factors and educational inclusion.Conclusions. Inclusion is a systemic process in which bio-psycho-social variables intervene and interact concurrently. The conditions to create the educational inclusion of students with disabilities in the Central University of Ecuador must be supported by a paradigm shift, and oriented towards the implementation of educational inclusion policies and processes, which incorporate the needs expressed by those investigated in this study.

Odontologia para Pacientes com Necessidades Especiais: uma análise das estruturas curriculares dos cursos de Odontologia da região Nordeste / Dentistry for Patients with Special Needs: an analysis of the curricular structures of Dentistry courses in the Northeast region

O estudo objetivou analisar as estruturas curriculares dos cursos de Odontologia da região Nordeste e investigar a presença do componente curricular Odontologia para Pacientes com Necessidades Especiais(OPNE). Trata-se de um estudo seccional, descritivo e quantitativo. Os dados foram coletados entre junho e dezembro de 2020 no sítio eletrônico do Ministério da Educação (e-MEC) e nos portaisdas instituições de ensino identificadas,comanálise das estruturas curriculares dos cursos. Havia138 cursos de Odontologia autorizados e cadastrados na plataformaedestes, seteforam excluídos por ausência de portal atualizado ou por ainda não ter formado pelo menos umaturma. Dos 131 cursos de graduação em Odontologia analisados, verificou-se que 62 IES (47,30%) ofertavam o componente OPNE, dentre as quais53 (40,50%) o ofertavam como componente obrigatório.O estado da Paraíba apresentou a maior frequência (n=13, 86,7%) de cursos que ofertam o componente curricular, enquanto o estado de Sergipe obteve a menor frequência (n=1, 16,7%).Conclui-se que o componente curricular OPNE é pouco ofertado nos cursos de graduação em Odontologia na região Nordeste,o que pode impactardiretamente na capacitação dos profissionais para prestar um melhor cuidado de saúde bucal para essa população (AU).

The study aimed to analyze the curricular structures of the Dentistry courses in the Northeast region and investigate the curricular component named DPSN (Dentistry for Patients with Special Needs). This is a sectional, descriptive and quantitative study. The data were collected between June and November 2020 on the Ministry of Education's (e-MEC) website and the educational institutions' portals identified by analyzing the curricular structures of the courses. There were 138 authorized Dentistry courses registered on the platform; and, of these, seven were excluded for lack of an updated portal or for not having at least one formed class. Of the 131 analyzed undergraduate courses in Dentistry, it was found that 62 HEI (47.30%) offered the DPSN component, among which 53 (40.50%) offered it as a compulsory component. The state of Paraíba showed the highest frequency (n=13, 86.7%) of the courses offering the curricular component, while the state of Sergipe obtained the lowest frequency (n=1, 16.7%). It is concluded that the DPSN curricular component islittle offered in the undergraduate courses in Dentistry in the Northeast region and directly impacts professionals' training to provide better oral health care for this population (AU).

Inclusive education for students with sensory disabilities in Ghana: views of students with disabilities about availability of resources in regular schools.

PURPOSE: Inclusive education is a "revolutionary" educational concept which seeks to promote the participation of all students in the teaching and learning process. Although several countries have revised their education system to promote the learning of all students in the same classroom, there are persistent barriers to effective inclusive practices. Within this discourse, there is a scarcity of studies focussing solely on students' perspectives on resource availability. Due to the sizeable population of students with sensory disabilities in Ghana, this study sought to understand the perspectives of students with hearing (n = 74) and visual (n = 41) impairments on resource availability in regular schools. MATERIALS AND METHODS: A total of 115 students with sensory disabilities were recruited from one special and two regular schools in Ghana using the Perceived Resources Questionnaire. The data were entered into the Statistical Package for the Social Sciences and subjected to t-tests, one and two-way independent analyses of variances and direct logical regressions. RESULTS: While the students were slightly positive about the availability of resources, there were differences between them in terms of disability type, gender and grade. CONCLUSION: We discuss the need for policymakers to engage other stakeholders to expedite the supply of resources to regular schools to support inclusive practices.Implications for rehabilitationThe importance of resources to facilitating inclusive practices cannot be overemphasised.The perspectives of students with disabilities about availability of resources in schools is unreported.Students with sensory disabilities were slightly positive about availability of resources in regular schools.There were differences between students with sensory disabilities who participated in this study.

A qualitative exploration of motivations and barriers for community leisure organisations' engagement with the Jooay™ mobile app.

PURPOSE: Participation in leisure activities is key to the physical and mental health of children and adolescents with disabilities. The Jooay™ mobile app aims to link children and adolescents with disability to participation opportunities in their community. This study explored the perspectives of community leisure organisations and their motivations and perceived barriers to be listed as a leisure service on Jooay™. MATERIALS AND METHODS: Twenty representatives of community leisure organisations in metropolitan Perth, Western Australia were interviewed. Vroom's Expectancy Theory was used to shape the semi-structured interview guides. Data were analysed with thematic analysis using an inductive open coding approach. RESULTS: Four key themes pertaining to motivations and barriers to registration with Jooay™ were developed: Building reputation; Collaboration; Ability to deliver accessible leisure services; and Usability of Jooay™. Multiple motivating factors for registering on Jooay™ were identified including positive financial implications, meeting corporate social responsibilities, building collaborative stakeholder partnerships, and building organisational confidence and awareness of disability through supportive partnerships. Environmental and organisational barriers to inclusion were highlighted. CONCLUSION: Findings will inform future promotion of the features and benefits of Jooay™ to engage community leisure organisations. This may increase the number of accessible leisure services listed within the app, providing a greater selection of community leisure activities in which children and adolescents with disability can participate.IMPLICATIONS FOR REHABILITATIONCommunity leisure organisations would be motivated to engage with the JooayTM app, provided the right supports are in place for them.Additional benefits of registering on JooayTM may include positive financial implications, meeting corporate social responsibilities, building collaborative stakeholder partnerships, and building disability confidence and awareness through supportive partnerships.Ongoing education and support is needed for community leisure organisations regarding; disability awareness, competency, and capacity to deliver leisure services in inclusive and equitable ways. This will enable them to increase their accessibility for children with disabilities, particularly for non-disability-specific leisure organisations.Information about leisure services on the Jooay™ app builds capacity in the community to identify diverse access needs of children and young people with disabilities and the most effective strategies to address them.