Educational Programmes for Children with Cerebral Palsy: Parents’ and Teachers’ Dilemma

This article deals with the problems of children with Cerebral Palsy, which is considered a Non-Verbal Learning Disorder. The paper is aimed to explain what Cerebral Palsy is and what the types of Cerebral Palsy are. The paper also discusses the educational possibilities of children with Cerebral Palsy and responsibilities of parents and teachers in the education of such children and their dilemma in selecting proper way of schooling and instruction to the children. It is a fact that 4 to 8 out of every thousand birth have Cerebral Palsy, either mild or severe and numbers of children with such problems are increasing considerably. Cerebral Palsy is a static encephalopathy, is the name for a collection of movement disorders caused by brain damage that occurs before, during or shortly after birth. It is the most common neurologic disorder or common motor disability among children. It is obviously right that majority of the children with Cerebral Palsy are intelligent and are able to be educated. They must be paced properly for education either in the mainstream (inclusion) or in the special education stream. There possibility for education must not be denied. Both mainstreaming and special education have its own advantages and disadvantages. Parents should select one of the choices according to the physical ability and communication ability their child possesses. Teachers either in mainstream or in special education have particular duties to perform in the education process of Palsied child. Schools should have opportunities for muscular trainings, various types of therapy and special schemes to develop communication abilities. Only with interventions of experts like neurologists, speech therapists, physical therapists, occupational therapists, special education experts, psychologists, dedicated teachers and so on can make the education of children with Cerebral Palsy fruitful. Least Restricted Environment and Individualized Educational Plan are the best supporting for their education. Key Words Cerebral Palsy, Non-Verbal Learning Disorders, Static encephalopathy, Optimal care, inclusion, Special Education System, Individualized Educational Plan

Policies and Clinical Practices Regarding Candidacy and Auditory Treatment for Hispanic Pediatric Patients in Cochlear Implant Centers in the United States

This research sought to investigate the policies and clinical practices regarding candidacy and auditory treatment for Hispanic pediatric cochlear implant patients at cochlear implant centers in the United States. More specifically, the study investigated treatment services provided to pediatric patients who are raised in monolingual Spanish, English as a second language (ESL), and bilingual English-Spanish speaking homes. The study made use of survey research to examine cochlear implant centers regarding their policies, clinical practices, and their referral processes for this specific group of cochlear implant recipients. The survey was distributed electronically through the online survey software Qualtrics via email to audiologists and auditory-based therapists at major cochlear implant centers across the United States who serve a large Hispanic population. Email addresses of all participants were identified from the three cochlear implant manufacturers’ websites (Cochlear Americas, Advanced Bionics, and MED-EL), the American Cochlear Implant Alliance (ACIA) website, and individual cochlear implant centers’ websites. The survey was also posted on the websites of the Special Interest Group 9 (SIG-9) of the American Speech-Language-Hearing Association’s (ASHA) and the Alexander Graham Bell Association for the Deaf or Hard of Hearing. Results from the study found that audiologists and auditory-based therapists significantly differ on certain survey items related to candidacy and issues of bilingualism. The more important conclusion, however, was that no cochlear implant clinic has a written or formalized policy regarding how to conduct auditory-based therapy with Hispanic pediatric cochlear implant patients. Keywords: cochlear implants, bilingualism, pediatric, auditory treatment, cross-cultural competence Esta investigación trató de investigar las políticas y prácticas clínicas en relación con la candidatura y el tratamiento auditivo para los pacientes hispanos pediátricos con implantes cocleares en los centros de implantes cocleares en los Estados Unidos. Más concretamente, el estudio investigó los servicios ofrecidos por el tratamiento de los pacientes pediátricos que son monolingües en español, Inglés como Segundo Lengua (ISL), y bilingües en Inglés-Español. El estudio usó encuestas para examinar centros de implantes cocleares con respecto a sus políticas, prácticas clínicas, así como sus procesos de referencia para este grupo específico de receptores de implantes cocleares. La encuesta fue distribuida electrónicamente a través de Qualtrics, un software de encuestas en línea por correo electrónico a los audiólogos y terapeutas auditivos en los principales centros de implantes cocleares que sirven a una gran población hispana. Las direcciones de los correos electrónicos de todos los participantes fueron identificados a partir de los sitios web de los tres fabricantes de implantes cocleares (Cochlear Americas, Advanced Bionics, y MED-EL), el sitio web de American Cochlear Implant Alliance (ACIA), y los sitios web de algunos centros de implantes cocleares individuales. La encuesta también fue publicada en los sitios web del Grupo de Interés Especial (SIG 9) del American Speech-Languguae-Hearing Association (ASHA) y la Asociación de Alexander Graham Bell. Los resultados del estudio descubrieron que los audiólogos y terapeutas auditivo-verbales difieren significativamente en ciertos puntos de la encuesta relacionados con la candidatura y los asuntos del bilingüismo. La conclusión más importante, sin embargo, fue que ninguna centro de implantes cocleares tiene una política formalizada con respecto a cómo llevar a cabo la terapia auditiva-verbal con los pacientes hispanos pediátricos con implantes cocleares. Palabras claves: implantes cocleares, el bilingüismo, tratamiento auditivo para los pediátrico

Computational approaches to Explainable Artificial Intelligence: Advances in theory, applications and trends

Deep Learning (DL), a groundbreaking branch of Machine Learning (ML), has emerged as a driving force in both theoretical and applied Artificial Intelligence (AI). DL algorithms, rooted in complex and non-linear artificial neural systems, excel at extracting high-level features from data. DL has demonstrated human-level performance in real-world tasks, including clinical diagnostics, and has unlocked solutions to previously intractable problems in virtual agent design, robotics, genomics, neuroimaging, computer vision, and industrial automation. In this paper, the most relevant advances from the last few years in Artificial Intelligence (AI) and several applications to neuroscience, neuroimaging, computer vision, and robotics are presented, reviewed and discussed. In this way, we summarize the state-of-the-art in AI methods, models and applications within a collection of works presented at the 9 International Conference on the Interplay between Natural and Artificial Computation (IWINAC). The works presented in this paper are excellent examples of new scientific discoveries made in laboratories that have successfully transitioned to real-life applications

An investigation as to how a computerised multimedia intervention could be of use for practitioners supporting learners with Autism Spectrum Disorder (ASD)

This practice-based action research investigation seeks to make a valuable, original and academic contribution to knowledge in the computing, language, communication and educational fields. The aim was to establish the therapeutic (language and communication skills) and educational (literacy and numeracy skills) use of individual tailored computer games for practitioners supporting learners (end-users) with Autism Spectrum Disorder (ASD). This was achieved through a continuous collaboration of cohorts of computing undergraduate students and academics (the development team) carrying out an assignment for a module designed and successfully led by this PhD student (the researcher). The researcher continually collaborated with practitioners (users – teaching staff and speech and language therapists in schools) of learners with ASD over many years. The researcher developed a Computerised Multimedia Therapeutic/Educational Intervention (CMT/EI) process, which used an iterative holistic Design-For-One approach for developing individual computer games. An action research methodology was adopted using methodological triangulation ‘quantitative’ and ‘qualitative’ data collection methods. This was to ascertain as to how tailor-made computerised multimedia games developed, could be evaluated by the users as being of therapeutic/educational use for their learners (end-users) with ASD. The researcher originated profiles to establish the diversity of each learner’s spectrum of therapeutic/educational autistic needs, preferences, capabilities, likes, dislikes and interests. The researcher orchestrated, collaborated and supervised the whole process from individual profiles completed by the practitioners, through to the profiles used as a baseline, by the development team, and to the designing, developing and evaluating iterative customised personalised computer games. Four hundred and sixty-four learners with ASD (end-users) and forty-nine practitioners (users) from nine educational establishments across the UK participated in this investigation. Two stages were carried out in an initial application procedure (with one school) and prototype procedure (with a further six schools and 2 educational establishments). Stage I - Planning, collection, organisation, Design-For-One approach and development. Stage II - Testing, Evaluation, Monitoring, Reflection and Maintenance. Optimistic ‘quantitative’ and ‘qualitative’ evidence emerged (using content analysis) from the implementation of games in the classroom and the practitioner’s therapeutic and educational evaluation of storyboards and games. The documented positive findings led to a conclusion that personalised games which had been developed over a ten-year period, showed to be of therapeutic/educational use to practitioners and their learners with ASD

Suggestopedia method in the english language teaching to improve listening skills in the third grade at Miguel Angel Leon School

To integrate suggestopedia method in the English Language teaching for the improvement of listening skills in third-grade students of the Miguel Angel León school academic period 2021-2022 Quito-Ecuador.En el presente trabajo de investigación realizó la integración del método Sugestopedia en la enseñanza del idioma inglés para el mejoramiento de la habilidad auditiva en los estudiantes de tercer grado de la escuela de Educación Básica Fiscal Miguel Angel León período académico 2021-2022 Quito-Ecuador. El enfoque de la investigación es de tipo mixto, es decir, cualitativo y cuantitativo, por medio de una técnica de revisión bibliográfica y la recolección de información a través de entrevistas, a la autoridad de la institución, a la coordinadora, docentes de inglés y una encuesta a los estudiantes del tercer grado. Los resultados iniciales, mostraron la existencia de dificultades en la comprensión auditiva, para entender las acciones o actividades del docente. Por lo tanto, se propuso el uso de Sugestopedia como metodología de enseñanza, por sus beneficios para mejorar las capacidades auditivas cuando los estudiantes se encuentran relajados y en un estado de receptividad. Como aporte de esta investigación se propuso una guía estructurada en nueve actividades con sus respectivas rúbricas de evaluación, distribuidas de manera semanal, también se utilizó diversos recursos audiovisuales adaptados a las necesidades de aprendizaje de los estudiantes. Además, se destaca la importancia de crear un ambiente propicio en el aula, mediante el uso de técnicas como la música y la expresión artística. En conclusión, este tipo de metodología también aborda el aprendizaje de manera holística, teniendo en cuenta no solo la adquisición de conocimientos, sino también el desarrollo emocional y social de los estudiantes. Finalmente, Sugestopedia busca mejorar la motivación de los estudiantes, utilizando técnicas de sugestión positiva y presentando la información de manera estimulante.Maestrí

Multiple intelligences and network affordances: can videos enhance students' perceptions of their learning experience, learning outcomes and subject engagement?

In conjunction with the arrival of emerging technologies, many universities are encouraging their educators to rethink and reframe their teaching approaches and delivery methods. Integrating different types of media to enhance delivery of subject materials to higher education students is growing in national and international importance. As a response to the technology-enhanced approach, a more student-centered experience that actively engages students is promoted. This mixed-methods research focuses on students' and lecturers' perceptions of the value of online videos in relation to student's learning experiences and engagement with respect to the effect of multiple intelligences. This helps to clarify whether there is a relationship between students' multiple intelligences scores and their age, gender, learning experience and motivation. This study also reports on interviews conducted with both lecturers and students. It seeks to answer how and why students use online videos, and how this might influence engagement in their subjects. It provides a clear voice on their views concerning the benefits, and challenges of online video use, along with any positive or negative suggestions regarding their experience of the technology. It also reports whether employing various types of videos within a subject could increase and support learning needs and intelligences of students. Furthermore, lecturers' perceptions of different modes and purposes for online videos and their views, understanding, and challenges of the learning and teaching environment in a flipped classroom approach are investigated. Analysing the quantitative data, a number of important insights were obtained. For example, it was revealed that students are higher on Intrapersonal intelligence and lower in Existential intelligence. Bodily-Kinesthetic and Musical-Rhythmic intelligences were other highly developed intelligences of students. Based on the lecturers' responses, there seems to be distinctive similarities and differences between two disciplines in the extent of video integration and types of videos that they use. The most visible similarity between these participants is in terms of incorporating different kinds of short YouTube videos. As for Tech-literacy, unlike participants from Behavioural Sciences who relied on videos from YouTube and other online resources, all Educational Science participants could create their own videos by using Camtasia, and not having a reliance on the available online sources. Moreover, there seems to be certain tech-literacy differences between baby boomers and Generation Xers. Considering lecturers' perception on the flipped classroom approach, the study revealed some challenges in their teaching. According to the data gathered from interviews, it seems that the challenges are around the use of Camtasia, rigidity (clunky platforms), technology access and funding, technology mastery, upskilling in latest technological change and innovation, the structure and the pedagogy and the types of activities that they implement. The findings also revealed many advantages in successfully implementing the flipped model. For instance, the participants claimed that offering subjects in this approach provides students the opportunity to view lectures at home; thus freeing class time for demonstrating problem solving and deeper discussion-based face-to-face learning and understanding of the material. Students' interview findings revealed that the videos were perceived to be beneficial for students' engagement and motivation. The results also revealed that interest plays a major role for students who are keen to watch the topics that intrigue them. Based on their responses, it seems that they were dissatisfied with monotonous video lectures that failed to make their learning interesting. It seems that students are no longer interested in too much reading, and prefer easier and less demanding modes of learning, i.e. watching videos which denote a change in their desired mode of internalizing knowledge to an easier one. Desire for brevity, conciseness, and to the point videos with no additional materials were also found more attractive and engaging for them. They enjoy the flexibility to be able to watch videos with no time and place restrictions. Variety is perceived to be important to Net-Geners in particular, and music and visual aids seem to be their preference and a significant motivational stimulus. Animation and simulation make their learning easier. They like cognition forming and cognition sharing as a team work strategy and have the higher stimulus of interactive communication. Lastly, it seems that videos could be used as new modalities for changing the life for people with various learning disabilities. Based on students' responses, it seems that they were mostly satisfied with the video integration as they reported positive experiences from the videos uploaded and shared by lecturers. The results revealed the interactivity of videos and students' preference toward games and pleasure and interest sparked by video integration. The results indicated that visually attentive students would be more intrigued and motivated if the lecturer had incorporated a visual modality. Video integration has made them free from the burden of note taking and paying attention to the lecture at the same time. Videos have provided them the opportunity and flexibility to refer back to what is being said by the lecturer with no time and place restriction and with the benefit of documentation once it is downloaded. The findings also revealed that videos cannot stand entirely by themselves and need supplementary material or tutoring on the part of the teacher. The students addressed the necessity of their lecturers' need for familiarity with the latest Apps, as well as the lecturers' need to overcome a lack of technology literacy, in particular, in the psychology discipline. In conclusion, this study found that, with regard to online video materials, students also reported that videos could address their various intelligence types and abilities. Because students have different combinations of abilities and intelligences, they are attracted to various video activities based on different reasons, such as note taking, auditory and music, visuals, playing games, interactive discussions and questions, entertainment, and practical examples of real life experiences. Therefore, the existing video materials are sufficient to supplement the lesson curriculum and to address their intelligences

Applications of EMG in Clinical and Sports Medicine

This second of two volumes on EMG (Electromyography) covers a wide range of clinical applications, as a complement to the methods discussed in volume 1. Topics range from gait and vibration analysis, through posture and falls prevention, to biofeedback in the treatment of neurologic swallowing impairment. The volume includes sections on back care, sports and performance medicine, gynecology/urology and orofacial function. Authors describe the procedures for their experimental studies with detailed and clear illustrations and references to the literature. The limitations of SEMG measures and methods for careful analysis are discussed. This broad compilation of articles discussing the use of EMG in both clinical and research applications demonstrates the utility of the method as a tool in a wide variety of disciplines and clinical fields