PraeKids

Der vorliegende Forschungsbericht des Projekts PraeKids dokumentiert die Erhebung der Prävalenz von Kindern und Jugendlichen mit lebensbedrohlichen und lebensverkürzenden Erkrankungen in Deutschland. Hierfür wurde in Zusammenarbeit mit dem Spitzenverband Bund der Krankenkassen (GKV-Spitzenverband) und dem Institut für angewandte Gesundheitsforschung Berlin GmbH (InGef), auf der Grundlage einer durch das Forschungsteam überarbeiteten und in Zusammenarbeit mit pädiatrischen Palliativmediziner:innen abgestimmten ICD-10-Liste (Burgio-Jennessen-Liste), eine aktuelle Prävalenzrange für Kinder und Jugendliche mit lebensbedrohlichen und/oder lebensverkürzenden Erkrankungen im Alter von 0–19 Jahren in Deutschland bestimmt. Die Berechnung erfolgte anhand der in den Abrechnungsdaten der Krankenkassen dokumentierten Behandlungsdiagnosen. Mittels der Daten von InGef wurden zudem die Prävalenzwerte nach Diagnosegruppierungen wie onkologisch, neurologisch und respiratorisch sowie den TfSL-Gruppen 1–4 berechnet. Des Weiteren wurde über die Daten von InGef der Prävalenzwert der sogenannten adaptierten Fraser-Liste erhoben. Hierfür wurde die ursprüngliche ICD-10-Liste von Fraser und Kolleg:innen, die bereits als Grundlage für verschiedene Prävalenzberechnungen in anderen Ländern verwendet wurde (z. B. ChiSP1-3), verändert. Innerhalb einer Gruppendiskussion mit Palliativmediziner:innen wurden einzelne Codes, die aus fachlicher Perspektive nicht als lebensbedrohlich und/oder lebensverkürzend eingestuft wurden, aus der Liste ausgeschlossen und diese somit abschließend modifiziert.The research report of the project PraeKids documents the survey of the prevalence of children and adolescents with life-threatening and life-shortening diseases in Germany. For this purpose, a current prevalence range for children and adolescents with life-threatening and/or life-shortening diseases aged 0-19 years has been calculated in cooperation with the National Association of Statutory Health Insurance Funds ( GKV-Spitzenverband ) and the Institute for Applied Health Research Berlin GmbH (InGef) on the basis of an ICD-10 code-list (Burgio-Jennessen list) revised by the research team and coordinated in cooperation with german paediatric palliative physicians. The data was generated on the basis of the coded treatment diagnoses reported by health insurance companies. Using the data from InGef the prevalence values were also stratified by diagnosis groups such as oncological, neurological and respiratory as well as the TfSL groups 1-4. Furthermore, the prevalence value of the so-called adapted Fraser list has been calculated by InGef. For this purpose the original ICD-10 list by Fraser and colleagues, which has already been used for various prevalence surveys in other countries (e.g. ChiSP1-3), was modified. In a group discussion with palliative care physicians, individual codes that were not classified as life-threatening and/or life-shortening from a professional perspective were excluded from the list, which was thereby finally modified

End of life care in homes for people with intellectual disabilities

Aufgrund einer multifaktoriell bedingten Zunahme älterer Bewohnerinnen und Bewohner sehen sich die Mitarbeiterinnen und Mitarbeiter von Wohneinrichtungen für geistig behinderte Menschen zunehmend vor neue Herausforderungen und Fragen gestellt. Eine besteht darin, ob und wie sie die dort lebenden Menschen am Ende ihres Lebens angemessen begleiten können. Diese Anforderung ist mit verschiedenen potenziellen Belastungsfaktoren verbunden, die es nicht nur von der einzelnen Fachkraft, sondern vom Mitarbeiterteam sowie der gesamten Einrichtung zu bewältigen gilt. Es entsteht der Bedarf nach einem facettenreichen Unterstützungssystem, in dem ein ambulantes Hospiz eine wesentliche Funktion einnehmen kann. Die hier vorgestellte qualitative Studie widmet sich diesem in der Sonderpädagogik bislang wenig diskutierten Themenfeld und ermöglicht einen ersten Einblick in die gegenwärtige thanatopädagogische Praxis. (DIPF/Orig.)Because of a growing number of old people with handicaps, the homes for those with mental diseases are confronted with new challenges and questions. One of them is, whether and how the pedagogic workers can accompany those persons at the end of their life. This claim is connected with a big burden for the colleagues and the whole institution. It requires a manifold support-system in which hospice services can have an essential function. The presented study is dedicated to this specific field which has been rarely addressed within special needs education. It provides a first insight into the present thanatopedagogic practice. (DIPF/Orig.

A Story of English Language Learning – How Can Children’s Literature be Used in Teaching Vocabulary to Young English Language Learners? : - A Literature Review

This study aims to find research relating to the use of children’s literature to promote vocabulary development in young children, particularly English language learners in Sweden. The main questions address how (methods) children’s literature can be used and why (reasons) children’s literature is often recommended for the teaching of vocabulary to young learners. The study also aims to explore reasons against the use of children’s literature in vocabulary teaching found in previous research. A systematic literature review was carried out, including results from five empirical studies. The studies involved native speakers, second language learners and foreign language learners from various backgrounds. The results suggest that while research has shown children’s literature to be a good tool to use with young learners, careful lesson planning needs to be carried out. Direct instruction and scaffolding using pictures, technology and gestures is recommended. Hence, the teacher plays an important part for the vocabulary development using children’s literature in the classroom

Children’s Literature and English Teaching – Swedish Teachers’ Methods and Attitudes

This study investigates how primary school teachers of grades F-3 pupils in a number of sample schools in Sweden use children’s literature and other methods to enhance their teaching of English. The study explores the attitudes of these teachers’ to using English children’s literature as a teaching tool to promote language development in their pupils, focusing on vocabulary. An empirical questionnaire study was carried out including a total of twenty-three respondents from seven schools in a Stockholm suburb. The respondents are all working teachers with experience of teaching English to young learners, particularly in grades F-3. This study contributes with new knowledge about the often-recommended use of children’s literature as a method for teaching English to young learners, connecting international research with empirical data from the Swedish context. While the results suggest that the majority of the respondents are positive to using children’s literature in their teaching and regularly do so, many of them feel that it is somewhat difficult to find relevant materials to plan, implement and evaluate lessons within the allocated time-frame. Based on these results, further research about how to create more effective ways of using children’s literature as a method for English vocabulary teaching in Swedish schools is recommended

A Story of English Language Learning – How Can Children’s Literature be Used in Teaching Vocabulary to Young English Language Learners? : - A Literature Review

This study aims to find research relating to the use of children’s literature to promote vocabulary development in young children, particularly English language learners in Sweden. The main questions address how (methods) children’s literature can be used and why (reasons) children’s literature is often recommended for the teaching of vocabulary to young learners. The study also aims to explore reasons against the use of children’s literature in vocabulary teaching found in previous research. A systematic literature review was carried out, including results from five empirical studies. The studies involved native speakers, second language learners and foreign language learners from various backgrounds. The results suggest that while research has shown children’s literature to be a good tool to use with young learners, careful lesson planning needs to be carried out. Direct instruction and scaffolding using pictures, technology and gestures is recommended. Hence, the teacher plays an important part for the vocabulary development using children’s literature in the classroom

Children’s Literature and English Teaching – Swedish Teachers’ Methods and Attitudes

This study investigates how primary school teachers of grades F-3 pupils in a number of sample schools in Sweden use children’s literature and other methods to enhance their teaching of English. The study explores the attitudes of these teachers’ to using English children’s literature as a teaching tool to promote language development in their pupils, focusing on vocabulary. An empirical questionnaire study was carried out including a total of twenty-three respondents from seven schools in a Stockholm suburb. The respondents are all working teachers with experience of teaching English to young learners, particularly in grades F-3. This study contributes with new knowledge about the often-recommended use of children’s literature as a method for teaching English to young learners, connecting international research with empirical data from the Swedish context. While the results suggest that the majority of the respondents are positive to using children’s literature in their teaching and regularly do so, many of them feel that it is somewhat difficult to find relevant materials to plan, implement and evaluate lessons within the allocated time-frame. Based on these results, further research about how to create more effective ways of using children’s literature as a method for English vocabulary teaching in Swedish schools is recommended