Young children's understanding of disabilities: the influence of development, context and cognition

Throughout Europe, educational support for children with disabilities has moved towards a model of inclusive education. Such policy changes mean that for all children there will be an increased likelihood of working with and encountering children with differing disabilities and difficulties. Previous research had indicated that children had poorly differentiated views of developmental differences. The present study investigated children?s representations of different disabilities. Seventy-nine 8-9 and 10-11 year old Greek children from an urban school and a rural school completed an attitudes toward school inclusion rating scale and a semi-structured interview. Responses to the attitude scale provided generally positive views of educational inclusion. However, children were less positive about activities that might directly reflect upon themselves. Children?s responses in the interviews indicated that they were developing rich representations of differences and diversities. Children had the greatest understanding of sensory and physical disabilities, followed by learning disabilities. There was limited knowledge of dyslexia and hyperactivity and no child was familiar with the term autism. Both groups of children identified a range of developmental difficulties, with older children being more aware of specific learning disabilities, their origin and impact. Results are discussed in terms of children?s developing knowledge systems and the implications for educational practices

Additional file 1: of Pateamine A-sensitive ribosome profiling reveals the scope of translation in mouse embryonic stem cells

Supplementary Figures S1-S13. (PDF 5152 kb

Additional file 1: of The fitness cost of mis-splicing is the main determinant of alternative splicing patterns

Includes Text S1–S4, Figures S1–S13, and Tables S1–S3: Text S1. Definition of canonical splice forms. Text S2. Regulation of splicing factors by AS-NMD in paramecia. Text S3. Signatures of selective pressure against splicing errors. Text S4. Quantification of the proportion of splicing errors: extended model. Text S5. Estimates of IR rate are robust to possible contamination by genomic DNA. Figure S1. Impact of NMD on observed IR rates: comparison of biological replicates. Figure S2. Impact of NMD on observed PCI splicing rates: comparison of biological replicates. Figure S3. Distribution of AS rate in WT cells. Figure S4. NMD-sensitive introns in P. tetraurelia SRSF-like genes. Figure S5. Relationship between AS rate expression level, for NMD-visible or NMD-invisible splicing events. Figure S6. Splicing rate of PCIs according to their length. Figure S7. Relationship between AS rate and expression level in human genes, for NMD-visible or NMD-invisible AS events. Figure S8. Variation in SNP density at splice sites and flanking third codon positions according to gene expression level. Figure S9. The fraction of introns with consensus splice signals does not vary with IR rate. Figure S10. Signatures of selective pressure against cryptic splicing signals in P. tetraurelia. Figure S11. Somatic knockouts of UPF1A and UPF1B genes. Figure S12. Common forms of AS in humans. Figure S13. Read depth in intergenic regions according to the expression level of flanking genes. Table S1. Summary of RNA-seq samples. Table S2. Number of introns or cryptic introns showing evidence of AS in RNA-seq samples from WT or NMD-deficient paramecia. Table S3. RNA-seq libraries analyzed to quantify ASSV in human. (PDF 1759 kb