Exploring Patient Satisfaction among Transgender and Non-Binary Identified Healthcare Users: The Role of Microaggressions and Inclusive Healthcare Settings

Patient satisfaction is an important indicator of quality of healthcare delivery. Transgender and non-binary (TGNB) people regularly report experiencing discrimination when in healthcare settings and few TGNB-inclusive services are available. Researchers have not examined how discrimination and access to TGNB-inclusive services are associated with patient satisfaction among TGNB healthcare users. Among a convenience sample of TGNB people (n = 146) from Canada and the United States, I examined the relationship between patient satisfaction, experiencing microaggressions from primary healthcare providers, and receiving care in a TGNB-inclusive healthcare setting. The results from a multivariable linear regression suggest that experiencing microaggressions is negatively associated with patient satisfaction while obtaining services from an inclusive healthcare setting is positively associated with satisfaction. These findings emphasize the importance of preparing healthcare providers to engage in inclusive practice with TGNB healthcare users, especially in terms of avoiding microaggressions. They also highlight the importance of creating TGNB-inclusive healthcare settings in fostering patient satisfaction. Researchers, medical professionals, and others working towards health equity, should consider the implications of these findings when developing solutions to improve healthcare access and patient satisfaction

Transforming Teaching in Inclusive Settings: An Educator Looks at VIM

Inclusive classrooms are those in which students with special needs are educated alongside their non-disabled peers. This article examines the attitudes that teachers in inclusive settings may hold that are believed to be barriers to successful inclusion. Given that historically, students with special needs in inclusive classrooms have made limited academic progress through traditional whole-class instruction, it is suggested that a transformation in inclusive teaching take place. This article suggests that educators apply Dallas Willard’s (2002) concept of VIM, outlined in his book, Renovation of the Heart. Christian teachers may find the vision, intention, and means Willard advocates to be useful in bringing about the desired transformation

How Do Practitioners Create Inclusive Environments For Children With Chronic Health Conditions? An Exploratory Case Study

The concept of inclusion within the English education system is often taken for granted. There are a number of factors that can impact on inclusive practice and this demands careful exploration. Chronic health conditions (CHCs), such as anaphylaxis, asthma, diabetes, epilepsy and eczema, pose particular challenges to inclusion for practitioners who teach, educate and care for children under the age of five years in day care settings. These conditions can have a significant effect on children’s health, especially in the minority world. However, there is a paucity of research about how the symptoms affect children’s early education. This mixed-methods study collected quantitative data by sending a postal survey to 60 settings in order to find out how many children are affected by these conditions in day care settings. Four of the surveyed settings went on to participate in the qualitative aspect of the study. Qualitative data were also collected from parents of children with CHCs and the study included observations of a child in his early childhood setting over the course of a year. The findings revealed that 11% of children attending the settings in this study had been diagnosed with one or more CHCs and that CHCs had a profound effect on children and their parents. Parents reported that knowledge of the specific conditions is important for practitioners to have in order to create inclusive relationships with them. Practitioners in this study demonstrated a collaborative approach to leadership when creating inclusive environments. However, the findings revealed tensions for practitioners regarding the inclusion of all children in the curriculum. The findings suggest that achieving inclusion may therefore be problematic for some children. However, the communication skills, knowledge of CHCs and willingness of practitioners were vital to the inclusion of children with CHCs in their early education

Research Brief: working in partnership with parents to create inclusive environments for children, aged 0-3 years, with chronic health conditions: parents’ perspectives

This research brief reports on one aspect of the findings from a doctoral research study which explored how practitioners create inclusive environments for children with chronic health conditions. The first stage of the Case Study surveyed 60 day care settings in a geographical area in the West Midlands (UK). There was a 31.5% return rate from the survey and 4 of the respondents went on to the second stage of the study. This briefing reports the findings from a small sample about parents and practitioners working in partnership to create an inclusive environment for children with on-going conditions

Learner wellbeing and behaviour

The Learner wellbeing and behaviour policy pertains to learners, teachers, parents, schools and relevant staff and is concerned with the creation and maintenance of safe and inclusive learning environments in order to provide learners with the best opportunity to reach their potential. This policy is designed to support the Melbourne Declaration on Education Goals for Young Australians, the National Safe Schools Framework amd the Australian Curriculum (in particular the proposed Health and Physical Education Curriculum and the general capabilities-  social capabilities and ethical behaviours).It is expected that early learning settings, schools and colleges offer safe, respectfuland inclusive learning environments that support the active learning and participation of all learners. This can be acheived in part by developing whole-school approaches to learner wellbeing, behaviour support and bullying. Schools must include details of their relevant approaches, policies and procedures within their School Improvement Plans.Staff are required to explicitly model and promote socially acceptable and responsible values and behaviour, participate in whole school approaches and provide safe and inclusive learning environments. Parents, families and carers must ensure children are aware of and understand the requirements of policies and procedures relating to positive behaviour in early learning settings, school and colleges. Learners are expected to contribute positively to the ongoign development of safe and inclusive learning environments by following relevant school policies, procedures and guidelines

Inclusion in school : a policy, ideology or lived experience? Similar findings in diverse school cultures

This article summarises three case studies examining the implementation of inclusive practices, which evidence the exclusionary pressures acting in school settings that put the needs, rights and entitlements of vulnerable children and young people at risk. It examines how three very culturally different secondary schools in England interpreted inclusive policies and illuminates the various constraints to the implementation of inclusive practices as experienced by senior leaders, teachers, parents and pupils in these schools. Conceptual unpreparedness towards inclusion versus integration, knowledge and false conceptualisations of special educational needs and difficulties associated with differentiation and time limitations were the main barriers presented. The implications for initial and professional teacher education are posited; it is suggested that inclusion can work by removing the diagnostic paradigm associated with special educational needs and by creating a framework for teachers' lifelong learning focusing on a social justice oriented pedagogy that will empower teachers conceptually and practically

Inclusion and the Ethic of Care: Our Responsibility as Christian Special Educators

This essay explores one teacher\u27s motivation to advocate for more inclusive practices for students with IEPs as a Christian response to applying the ethic of care in public school settings. Additionally, it charges teacher education programs at Christian universities to prepare teacher candidates to apply the ethic of care to their work with students with special needs in response to their faith. Special educators, who listen, show up, and advocate can make a profound difference for their students

Using evidence to improve Psychological Therapies Services

Psychological therapy services offer help to clients with many different sorts of mental health problems using a variety of therapies provided by a range of different professional groups and are supported by a large amount of research evidence. However, applying evidence-based practice in routine clinical settings presents particular challenges. This paper outlines some of the difficulties applying research findings to routine settings and argues for a more inclusive approach to linking evidence with practice. It describes a systematic approach to service evaluation and practice based evidence within a large psychological therapies service. This approach is integrated into the service delivery. It enables clinicians to become engaged in the process of reflecting on evidence in a non-threatening way and allows innovative ways of enhancing reflective practice by linking evidence with practice in routine settings

Asperger's syndrome: learner characteristics and teaching strategies

Students with Asperger's syndrome present a particular challenge for their parents, teachers, and peers. Therefore it is important for teachers working in inclusive settings to become aware of the unique needs of these students. In this paper, challenges for students with Asperger's syndrome are discussed in terms of five aspects; communication, motor clumsiness, obsessional interests, attention and social skills. These characteristics are discussed in a wav that will facilitate teachers' understanding of the difficulties associated with student participation in the school environment. Challenges for teachers are discussed under the headings: inclusive schooling; need for a structured program; behaviour management; communication; and creativity in planning. Adaptive and compensatory strategies for teachers are described which will facilitate learning and participation of students with Asperger's syndrome in the regular classroom

Pareto meets Olson: A note on Pareto-optimality and group size in linear public goods games

In this paper I examine the relationship between Pareto-optimality and group size in linear public goods games or experiments. In particular, I use the standard setting of homogeneous linear public goods experiments and apply a recently developed tool to identify all Pareto-optimal allocations in such settings. It turns out that under any conceivable circumstances, ceteris paribus, small groups have a higher Pareto-ratio (Pareto-optimal allocations over total allocations) than large groups. Hence, if Pareto-optimality of an allocation is a property that makes such allocations acceptable and maintainable, small groups will find is easier to provide Pareto-optimal amounts of a public good than large groups. This is a novel reasoning for Mancur Olson's claim, in particular, with respect to what he has termed inclusive goods and inclusive groups. --Olson,Pareto,public goods,Pareto-optimality,linear public goods experiments,inclusive groups