Early career teacher experience in teaching students with diverse learning needs in general education classes: A constructivist grounded theory study

What is the experience of early career teachers, teaching students with diverse learning needs in general education classrooms? Are the ready? Do they feel prepared? Are there any surprises? What are the challenges and how have they overcome these? What are their successes and celebrations? This presentation will outline a current constructivist grounded theory study designed to better understand the experience of early career teachers (ECT) teaching students with diverse learning needs in general education classrooms. Preliminary findings will also be discussed. Inclusive education, grounded in the notion of social justice and equity, is an expectation of Australian schools and classrooms. As such, ECT are expected to effectively cater for the diverse learning needs of all students in their classroom from day one of their teaching profession. Early career teachers are expected to be 'classroom ready', meaning they must be confident and competent in the 'complex skills… knowledge and teaching practices' (TEMAG, 2014, p. xiii) needed to meet the expectations of the Australian Professional Standards for Teachers (AITSL, 2011) from graduation. This also implies an understanding and ability to develop positive relationships, and work in collaborative partnership with a range of educational stakeholders to ensure appropriate and equitable teaching and learning for all students. Exact numbers are difficult to ascertain; however, the early years of teaching can also be a time when ECT choose to leave the profession, with heavy workload and lack of support commonly identified as a reason. While research has focused on the perceptions, actions, and or behaviours of teachers, there has been less focus specifically on the lived experience of ECT professional practice as related to teaching and learning for a wider range of diverse learners in general education classrooms. As a qualitative study utilising a constructivist grounded theory methodology, data has been collected through intensive interviews with self-nominated ECT teaching in general education classrooms. A brief explanation of the research methodology and methods will also be provided in this presentation. An expected outcome of this grounded theory research is the development of substantive theory of the day to day lived experience of early career teachers teaching students with diverse learning needs in general education classrooms. This will contribute a deeper understanding of early career teacher practice in inclusive educational settings and in turn can be used to inform school and jurisdictional policy to ensure early career teachers are appropriately supported to implement inclusive and equitable teaching practices throughout these important professional years

Theorising early career teacher experiences in teaching students with diverse learning needs in general education classes

This presentation will outline a current constructivist grounded theory PhD study designed to better understand the experience of early career teachers (ECT) teaching students with diverse learning needs in general education classrooms. Preliminary findings will also be discussed. Inclusive education, grounded in the notion of social justice and equity, is an expectation of Australian schools and classrooms. As such, ECT are expected to effectively cater for the diverse learning needs of all students in their classroom from day one of their teaching profession. Early career teachers are expected to be “classroom ready”, meaning they must be confident and competent in the “complex skills… knowledge and teaching practices” (TEMAG, 2014, p. xiii) needed to meet the expectations of the Australian Professional Standards for Teachers (AITSL, 2011) from graduation. This also implies an understanding and ability to develop positive relationships, and work in collaborative partnership with a range of educational stakeholders to ensure appropriate and equitable teaching and learning for all students. Exact numbers are difficult to ascertain; however, the early years of teaching can also be a time when ECT choose to leave the profession, with heavy workload and lack of support commonly identified as a reason. While research has focused on the perceptions, actions, and or behaviours of teachers, there has been less focus specifically on the lived experience of ECT professional practice as related to teaching and learning for a wider range of diverse learners in general education classrooms. As a qualitative study utilsing a constructivist grounded theory methodology, data has been collected through intensive interviews with self-nominated ECT teaching in general education classrooms. A brief explanation of the research methodology and methods will also be provided in this presentation. An expected outcome of this grounded theory research is the development of substantive theory of the day to day lived experience of early career teachers teaching students with diverse learning needs in general education classrooms. This will contribute a deeper understanding of early career teacher practice in inclusive educational settings and in turn can be used to inform school and jurisdictional policy to ensure early career teachers are appropriately supported to implement inclusive and equitable teaching practices throughout these important professional years

Crisaborole Ointment Improves Quality of Life of Patients with Mild to Moderate Atopic Dermatitis and Their Families.

IntroductionThe impact of crisaborole ointment, a nonsteroidal phosphodiesterase 4 inhibitor for the treatment of mild to moderate atopic dermatitis (AD), on quality of life (QoL) was assessed in two identically designed phase 3 studies (AD-301: NCT02118766; AD-302: NCT02118792, both at http://www.clinicaltrials.gov ).MethodsIn both studies, patients aged ≥ 2 years with mild to moderate AD per the Investigator's Static Global Assessment were randomly assigned 2:1 to receive crisaborole or vehicle twice daily for 28 days. QoL was assessed using the Children's Dermatology Life Quality Index (CDLQI) (2-15 years), the Dermatology Life Quality Index (DLQI) (≥ 16 years), and the Dermatitis Family Impact Questionnaire (DFI) (parents/caregivers/family of patients aged 2-17 years). Established QoL score severity bands provided clinical context.ResultsGreater mean improvement in QoL was observed in crisaborole-treated patients than in vehicle-treated patients at day 29 [mean change from baseline (∆BL), CDLQI: - 4.6 vs. - 3.0; P < 0.001; DLQI: - 5.2 vs. - 3.5; P = 0.015]. At baseline, more than half the patients had a "moderate effect" or higher of AD on QoL. At day 29, there was a trend toward more crisaborole- than vehicle-treated patients having "small effect" to "no effect", The QoL of parents/caregivers/family improved more for crisaborole-treated than for vehicle-treated patients (∆BL, DFI: - 3.7 vs. - 2.7; P = 0.003).ConclusionCrisaborole treatment results in clinically meaningful improvement in QoL for patients and their parents/caregivers/families.Trial registrationAD-301: http://www.clinicaltrials.gov , NCT02118766; AD-302: http://www.clinicaltrials.gov , NCT02118792.FundingAnacor Pharmaceuticals, Inc., a wholly owned subsidiary of Pfizer Inc., New York, NY

The course of life of patients with childhood atopic dermatitis

Atopic dermatitis mainly covers the period of infancy to adulthood, an important period in the development of an individual. The impairment of quality of life and the psychological wellbeing of children with atopic dermatitis have been well documented but so far no data exist about the impact of atopic dermatitis in childhood on fulfilling age-specific developmental tasks and achieving developmental milestones during this period, referred to as the course of life. The aims of this study were to: (i) assess the course of life and define the disease-related consequences in young adult patients with childhood atopic dermatitis and (ii) determine whether the severity of atopic dermatitis is predictive for the course of life, the disease-related consequences and quality of life later in life. Adult patients who grew up with atopic dermatitis were asked to complete a medical history questionnaire, the Skindex-29, the "course of life" questionnaire and a subjective disease-specific questionnaire. Patients with severe atopic dermatitis in childhood showed a significant delayed social development in their course of life. The results of the disease-specific questionnaire demonstrated remarkable high percentages of psycho-social consequences and physical discomfort caused by atopic dermatitis in childhood. Patients showed a severely negative impact of atopic dermatitis on their current quality of life. This is the first study that applied the "course of life" questionnaire in atopic dermatitis. More insight in the course of life, disease-specific consequences and quality of life of atopic dermatitis is of high importance, especially in case of severe atopic dermatitis. © 2009 The Authors

Patterns of Clinical Management of Atopic Dermatitis in Infants and Toddlers: A Survey of Three Physician Specialties in the United States

ObjectiveTo describe atopic dermatitis (AD) management patterns in children ≤36 months old as reported by pediatricians, dermatologists, and allergists in the US.Study designA nationally-representative survey was administered to pediatricians (n = 101), dermatologists (n = 26), and allergists (n = 26). Main outcomes included referrals to health care professionals, suggested/ordered laboratory tests, management approach (dietary, pharmacologic, or combination of both) by age, AD location, and severity.ResultsSignificant differences were observed in referrals to healthcare professionals (P < .001). Pediatricians more frequently referred to dermatologists than allergists in mild (52.4% vs 32.0%) and moderate/severe (60.6% vs 38.1%) cases. Dermatologists referred to allergists less frequently for mild (9.1%) than moderate/severe (40.7%) AD cases. Pediatricians (59%), allergists (61.5%), and dermatologists (26.9%) reported treating at least some of their patients with AD with dietary management (infant formula change) alone (with or without emollients). Soy-based formulas were often used. For mild AD, the most commonly reported first-line pharmacologic treatments included topical emollients, topical corticosteroids, and barrier repair topical therapy/medical devices. Over 80% of physicians used a dietary and pharmacologic combination approach. Dermatologists were most likely to manage AD symptoms with a pharmacologic-only approach. AD lesion location influenced pharmacologic treatment in >80% of physicians.ConclusionsSignificant and distinct differences in AD treatment approach exist among physicians surveyed. Most pediatricians and allergists use formula change as a management strategy in some patients, whereas dermatologists favor a pharmacologic approach. This diversity may result from inadequate evidence for a standard approach. Consistent methods for managing AD are needed

Report from the third international consensus meeting to harmonise core outcome measures for atopic eczema/dermatitis clinical trials (HOME).

This report provides a summary of the third meeting of the Harmonising Outcome Measures for Eczema (HOME) initiative held in San Diego, CA, U.S.A., 6-7 April 2013 (HOME III). The meeting addressed the four domains that had previously been agreed should be measured in every eczema clinical trial: clinical signs, patient-reported symptoms, long-term control and quality of life. Formal presentations and nominal group techniques were used at this working meeting, attended by 56 voting participants (31 of whom were dermatologists). Significant progress was made on the domain of clinical signs. Without reference to any named scales, it was agreed that the intensity and extent of erythema, excoriation, oedema/papulation and lichenification should be included in the core outcome measure for the scale to have content validity. The group then discussed a systematic review of all scales measuring the clinical signs of eczema and their measurement properties, followed by a consensus vote on which scale to recommend for inclusion in the core outcome set. Research into the remaining three domains was presented, followed by discussions. The symptoms group and quality of life groups need to systematically identify all available tools and rate the quality of the tools. A definition of long-term control is needed before progress can be made towards recommending a core outcome measure

A Case of Pediatric Idiopathic Intracranial Hypertension Presenting with Divergence Insufficiency

An 11-year-old female presenting diplopia only at distance was found to have comitant esotropia of 20 prism diopters (PD) at distance and normal alignment at nearer proximity. Other ocular movement, including abduction, was normal and a thorough neurologic examination was also normal. The deviation angle of esotropia was increased to 35 PD in 6 months, and a brain magnetic resonance imaging with venogram at that time demonstrated no intracranial lesion. A lumbar puncture showed increased opening pressure but the cerebrospinal fluid composition was normal. The patient was diagnosed as having idiopathic intracranial hypertension and treated with oral acetazolamide. Three months after treatment, the deviation angle decreased to 10 PD. This is a case report of divergence insufficiency in pediatric idiopathic intracranial hypertension, with an increasing deviation angle of esotropia. Although sixth cranial nerve palsy is a common neurologic manifestation in intracranial hypertension, clinicians should be aware of the possibility of divergence insufficiency. Also, ophthalmoparesis may not be apparent and typical at first presentation, as seen in this case, and therefore ophthalmologists should be aware of this fact, while conducting careful and proper evaluation, follow-up, and intervention

Management of infantile hemangiomas during the COVID pandemic

This article is made available for unrestricted research re-use and secondary analysis in any form or by any means with acknowledgement of the original source. These permissions are granted for the duration of the World Health Organization (WHO) declaration of COVID-19 as a global pandemic.The COVID‐19 pandemic has caused significant shifts in patient care including a steep decline in ambulatory visits and a marked increase in the use of telemedicine. Infantile hemangiomas (IH) can require urgent evaluation and risk stratification to determine which infants need treatment and which can be managed with continued observation. For those requiring treatment, prompt initiation decreases morbidity and improves long‐term outcomes. The Hemangioma Investigator Group has created consensus recommendations for management of IH via telemedicine. FDA/EMA‐approved monitoring guidelines, clinical practice guidelines, and relevant, up‐to‐date publications regarding initiation and monitoring of beta‐blocker therapy were used to inform the recommendations. Clinical decision‐making guidelines about when telehealth is an appropriate alternative to in‐office visits, including medication initiation, dosage changes, and ongoing evaluation, are included. The importance of communication with caregivers in the context of telemedicine is discussed, and online resources for both hemangioma education and propranolol therapy are provided