Book Review: Inclusive Education: Stories of Success and Hope in a Canadian Context

In their book, Inclusive Education: Stories of Success and Hope in a Canadian Context (2018), Stegemann and AuCoin have created an exceptional collection of case studies that illustrate what is possible when a firm belief in inclusion in its deepest sense is combined with a spirit of collaboration and co-operation. The nine case studies include students with unique and complex learning needs at different stages of their educational career. A wide range of exceptionalities and levels of ability are presented in different settings across Canada. While this diversity makes the book interesting and informative, it is the inclusion of multiple perspectives and the actual voices of the individuals involved that results in a compelling and important resource for both pre-service and in-service educators

Exploring Mental Health Literacy Among Pre-Service Teachers

Worldwide, prevalence rates of students experiencing mental health difficulties are growing, with only one in five receiving treatment. The role of teachers in collaborative efforts both to identify and to provide effective services for these students is an essential one. However, scant research has explored the mental health literacy of pre-service teachers. In the present study, 186 pre-service teachers completed a vignette-based measure (Child or Adolescent version based on each teacher’s experience) in order to assess their mental health literacy, comprised of beliefs and knowledge. Results indicate that participants expressed lower efficacy when teaching children or adolescents with externalizing as compared to internalizing behaviours but believed that a child or adolescent experiencing behaviours indicative of depression was of the greatest concern and in need of intervention. Pre-service teachers were able to correctly identify cases of anxiety and ADHD, but many attributed behaviours typical of depression to home life difficulties (Child version) or substance use/abuse (Adolescent version). Results are discussed in light of previous research in the field; recommendations for future research and practice are provided

Mental Health Promotion Efforts for Children and Youth in Canada and Beyond: Evidence in Research, Policy and Practice

terms of both psychological and academic outcomes. Growing numbers of students are placed “at risk” as a result. A mental health promotion approach suggests that students can develop a number of skills and competencies, namely those related to social-emotional learning (SEL), which can reduce their chance of developing mental health difficulties. In Canada, a wide range of curricula, frameworks, initiatives, and programs have been put in place that address elements of SEL. In this paper, a sampling of these drawn from across the country is described. The emphasis on SEL apparent in many provinces and territories is evidence of the shared understanding of its importance with respect to improving student outcomes. However, a lack of evidence to support these approaches, inconsistencies in terms of terminology and practices, the lack of alignment between SEL and academics, and the piecemeal approach adopted within some provinces leave SEL and mental health promotion approaches vulnerable to being labelled “add-ons” and becoming transient initiatives

Exploring and Promoting Mental Health Literacy and Outcomes: Introduction to the Special Issue

Guest editor introduction to the special issu

Implementation of a Differentiated Instruction Initiative: Perspectives of Leaders

Differentiated Instruction (DI) is a framework that supports planning for diversity within K-12 classrooms. Research has grown steadily over the past 15 years that explores DI implementation, as well as beliefs and practices. Literature to date has focused heavily on the experiences of educators, with limited attention given to the role of leadership in implementing DI in schools. The current study explores the perspectives of 19 school and board-level administrators regarding the ways in which a differentiated instruction framework was implemented within their school board as well as facilitators and barriers to the implementation and uptake of the framework. Interviews revealed five themes: a) DI continuum, b) differentiated professional learning supports, c) making space for shared professional learning, d) align/integrate/embed, and e) multi-level leadership. Our findings reflect a strong belief system of most of the participants with respect to the foundations of DI as well as an understanding of effective approaches to professional learning and school change.&nbsp

Comparative genomics of isolates of a pseudomonas aeruginosa epidemic strain associated with chronic lung infections of cystic fibrosis patients

Pseudomonas aeruginosa is the main cause of fatal chronic lung infections among individuals suffering from cystic fibrosis (CF). During the past 15 years, particularly aggressive strains transmitted among CF patients have been identified, initially in Europe and more recently in Canada. The aim of this study was to generate high-quality genome sequences for 7 isolates of the Liverpool epidemic strain (LES) from the United Kingdom and Canada representing different virulence characteristics in order to: (1) associate comparative genomics results with virulence factor variability and (2) identify genomic and/or phenotypic divergence between the two geographical locations. We performed phenotypic characterization of pyoverdine, pyocyanin, motility, biofilm formation, and proteolytic activity. We also assessed the degree of virulence using the Dictyostelium discoideum amoeba model. Comparative genomics analysis revealed at least one large deletion (40-50 kb) in 6 out of the 7 isolates compared to the reference genome of LESB58. These deletions correspond to prophages, which are known to increase the competitiveness of LESB58 in chronic lung infection. We also identified 308 non-synonymous polymorphisms, of which 28 were associated with virulence determinants and 52 with regulatory proteins. At the phenotypic level, isolates showed extensive variability in production of pyocyanin, pyoverdine, proteases and biofilm as well as in swimming motility, while being predominantly avirulent in the amoeba model. Isolates from the two continents were phylogenetically and phenotypically undistinguishable. Most regulatory mutations were isolate-specific and 29% of them were predicted to have high functional impact. Therefore, polymorphism in regulatory genes is likely to be an important basis for phenotypic diversity among LES isolates, which in turn might contribute to this strain's adaptability to varying conditions in the CF lung

Finishing the euchromatic sequence of the human genome

The sequence of the human genome encodes the genetic instructions for human physiology, as well as rich information about human evolution. In 2001, the International Human Genome Sequencing Consortium reported a draft sequence of the euchromatic portion of the human genome. Since then, the international collaboration has worked to convert this draft into a genome sequence with high accuracy and nearly complete coverage. Here, we report the result of this finishing process. The current genome sequence (Build 35) contains 2.85 billion nucleotides interrupted by only 341 gaps. It covers ∼99% of the euchromatic genome and is accurate to an error rate of ∼1 event per 100,000 bases. Many of the remaining euchromatic gaps are associated with segmental duplications and will require focused work with new methods. The near-complete sequence, the first for a vertebrate, greatly improves the precision of biological analyses of the human genome including studies of gene number, birth and death. Notably, the human enome seems to encode only 20,000-25,000 protein-coding genes. The genome sequence reported here should serve as a firm foundation for biomedical research in the decades ahead

Endocrine Disruptors and the Breast: Early Life Effects and Later Life Disease

Breast cancer risk has both heritable and environment/lifestyle components. The heritable component is a small contribution (5–27 %), leaving the majority of risk to environment (e.g., applied chemicals, food residues, occupational hazards, pharmaceuticals, stress) and lifestyle (e.g., physical activity, cosmetics, water source, alcohol, smoking). However, these factors are not well-defined, primarily due to the enormous number of factors to be considered. In both humans and rodent models, environmental factors that act as endocrine disrupting compounds (EDCs) have been shown to disrupt normal mammary development and lead to adverse lifelong consequences, especially when exposures occur during early life. EDCs can act directly or indirectly on mammary tissue to increase sensitivity to chemical carcinogens or enhance development of hyperplasia, beaded ducts, or tumors. Protective effects have also been reported. The mechanisms for these changes are not well understood. Environmental agents may also act as carcinogens in adult rodent models, directly causing or promoting tumor development, typically in more than one organ. Many of the environmental agents that act as EDCs and are known to affect the breast are discussed. Understanding the mechanism(s) of action for these compounds will be critical to prevent their effects on the breast in the future