Sleep patterns over 15-day period in rats with spinal cord injury

Study design: Experimental, controlled trial.Objectives: the purpose of this study was to evaluate over a 15-day period alterations in sleep pattern of rats after spinal cord injury (SCI).Setting: Federal University of São Paulo, Department of Psychobiology.Methods: in total, 20 male Wistar rats were used. the rats were divided in two groups: SHAM and SCI. the rats were submitted to the following procedures: electrode insertion surgery, 24 h duration baseline sleep recording, SCI (level T9) and subsequent sleep recording for 15 consecutive days.Results: the results showed a reduction in sleep efficiency in the light period for Days 1-3, 5, 10 and 12 after SCI in relation to the SHAM group, with alterations in total waking time and sleep stages. Limb movements were observed 4 days after SCI.Conclusion: the present findings suggest that SCI may be heavily involved in altering sleep pattern in SCI subjects and that the inactivity caused by SCI may be exacerbating this altered sleep pattern.Universidade Federal de São Paulo, Dept Psychobiol, BR-04020060 São Paulo, BrazilUniversidade Federal de São Paulo, Ctr Psychobiol & Exercise Res, BR-04020060 São Paulo, BrazilSanta Casa, Dept Pathol, São Paulo, BrazilUniversidade Federal de São Paulo, Dept Psychobiol, BR-04020060 São Paulo, BrazilUniversidade Federal de São Paulo, Ctr Psychobiol & Exercise Res, BR-04020060 São Paulo, BrazilWeb of Scienc

Long-term clearance from small airways in subjects with ciliary dysfunction

The objective of this study was to investigate if long-term clearance from small airways is dependent on normal ciliary function. Six young adults with primary ciliary dyskinesia (PCD) inhaled (111 )Indium labelled Teflon particles of 4.2 μm geometric and 6.2 μm aerodynamic diameter with an extremely slow inhalation flow, 0.05 L/s. The inhalation method deposits particles mainly in the small conducting airways. Lung retention was measured immediately after inhalation and at four occasions up to 21 days after inhalation. Results were compared with data from ten healthy controls. For additional comparison three of the PCD subjects also inhaled the test particles with normal inhalation flow, 0.5 L/s, providing a more central deposition. The lung retention at 24 h in % of lung deposition (Ret(24)) was higher (p < 0.001) in the PCD subjects, 79 % (95% Confidence Interval, 67.6;90.6), compared to 49 % (42.3;55.5) in the healthy controls. There was a significant clearance after 24 h both in the PCD subjects and in the healthy controls with equivalent clearance. The mean Ret(24 )with slow inhalation flow was 73.9 ± 1.9 % compared to 68.9 ± 7.5 % with normal inhalation flow in the three PCD subjects exposed twice. During day 7–21 the three PCD subjects exposed twice cleared 9 % with normal flow, probably representing predominantly alveolar clearance, compared to 19 % with slow inhalation flow, probably representing mainly small airway clearance. This study shows that despite ciliary dysfunction, clearance continues in the small airways beyond 24 h. There are apparently additional clearance mechanisms present in the small airways

Lesson study for students with intellectual disability

Purpose This study aim was to analyze how lesson study can enhance learning for students with intellectual disability, and how teachers' collaboration affects the design and analysis of the intervention. Design/methodology/approach Lesson study was used as a methodological framework. Ten special educational needs teachers met the researcher for three collaborative meetings. Between meetings, teachers performed and adjusted a lesson on a particular mathematical issue: quantity and size judgment. To evaluate the lesson design, students completed pre- and post-lesson examinations and attitude tests with Likert-type scales. Findings Students' knowledge increased during the study. The mean scores for the first group (six students) were 4.3 in the pre-test and 6.5 in the post-test (effect size 0.9). For the second group (four students), the mean score was 3.8 in the pre-test and 4.3 in the post-test (effect size 0.2). Attitude measurement showed split opinions; seven students had a positive experience and three had a predominantly negative experience. Assessment of teacher certainty using transcribed audio recordings of teachers' statements during the collaborative meetings indicated a positive relation between teacher expressions of certainty and student learning. The teacher–researcher collaboration increased teachers' focus on student learning and deepened the researcher's analysis. Originality/value There is an urgent need to explore collaborative development in special educational needs teaching. Lesson study is an effective way of examining teachers' collaborative processes using data on teachers' reasoning about teaching and students' learning.The Swedish National Research School, Special Education for Teacher Educators (SET

Educational approaches to improve communication skills of learners with autism spectrum disorder and comorbid intellectual disability : An integrative systematic review

Enabling functional communication is critical for accessibility in school and society for all pupils. This systematic review analyzed the results of educational studies on developing communication skills for learners (&lt;= 21 years) with autism spectrum disorder and comorbid intellectual disability. Systematic database searches were conducted using ERIC, MEDLINE, and PsycINFO. Seventeen of 208 peer-reviewed articles in English published between 1990 and 2020 met the inclusion criteria. The analysis identified various educational approaches, ranging from using alternative linguistic tools (e.g., signs and gestures) to physical devices (e.g., visual cues), and also examined instructional approaches used by educators. The synthesis shows heterogeneity of methods used, resulting in weak evidence for any model's impact on this pupil group's communication skills development and concomitant possibilities to affect their school situation. In addition, the analysis demonstrated that personnel performance crucially affects children's opportunities to learn regardless of the approach used. Directions for future research are concluded.This study is part of a research project approved by the Swedish Ethical Review Board (2019-02767) [...]</p

Lesson study as a way of improving school-day navigation for pupils with severe intellectual disability and autism

Purpose – This research explores lesson study as a way to enhance the quality of teaching for pupils with learning disabilities and autism spectrum disorder by observing changes to one pupil’s (Wilma) active educational participation. The study also investigates if and in what ways the professional development impacted teaching practices. Design/methodology/approach – Five teachers met with the author on four occasions. Between these meetings, the teachers delivered the lessons they had planned together. The author video recorded the meetings to discern how the teachers’ expressions developed. The author shared their thoughts with another researcher to enable an interrater validity examination. Findings – The implementation of the lesson study vehicle enabled the teachers to transform their thinking from mainly focusing on pupils’ deficiencies to instead focusing on their strengths. A relationship was found between teachers’ understanding of central coherence, their skills in adapting received instructions and pupils’ abilities to process and contextualize information or discern the whole picture. Research limitations/implications – Research that involves teachers in the learning process emphasizes the relation between teachers’ thinking and their potential to enable the contextualized inclusion of pupils with learning disabilities. Originality/value – This research offers important insights into how school-day navigation for pupils with severe intellectual disability and autism can be understood through the lens of variation theory; the teachers’ repeated and adjusted use of the frame on the schedule strip enabled Wilma to discern what would happen next during the school day.Swedish National Research School’s Special Education for Teacher Educators (SET) project

The special education teacher as a team leader : a study of taking mutual responsibility, participation and leadership.

Syftet med studien var att undersöka vad som krävs för att specialläraren med inriktning utvecklingsstörning ska kunna skapa ett samarbetsklimat inom teamet som ger optimala förutsättningar för elevernas lärande och utveckling. Arbetet har utgått från tidigare forskning kring ledarskap i skolan, träningsskolans pedagogiska praktik och betydelsen av delaktighet och samarbete i arbetslivet. Ett historiskt avstamp har gjorts utifrån synen på hur utvecklingsstörning utvecklats, samt hur särkolan vuxit fram.  Studien har utgått från ett kvalitativt perspektiv, där jag genom en fenomenologisk ansats sökt förståelse kring speciallärarens roll som teamledare. För att undersöka hur speciallärarens sätt att leda och fördela arbetet inom personalteamet kan påverka ansvarsfördelningen, känslan av sammanhang och därmed även möjligheterna till måluppfyllelse för eleverna har jag genomfört gruppintervjuer av befintliga personalteam. Det förväntade resultatet har begränsats till en förståelse kring förhållandena i de grupper jag studerat, varmed allmängiltiga slutsatser inte kunnat dras. Teoretiska ansatser har hämtats från professionsteori, praktisk kunskap, Goffmans rollteori, Foucaults maktaspekt och Antonovskys tes om känslan av sammanhang. Resultatet av studien visade att det inom samtliga team fanns forum för gemensam planering och en tydlig ansvarsfördelning mellan teammedlemmarna, där specialläraren hade en given roll som ledare för såväl elevassistenter, som fritidspedagog. I samtliga team uttryckte teammedlemmarna att de kände sig delaktiga i den gemensamma planeringen, genomförandet och utvärderingen av undervisningen. Det som skiljde teamen åt var den tid teamen hade till förfogande för den gemensamma planeringen, samt djupet av teammedlemmarnas delaktighet. I analysen av resultatet utifrån de teoretiska utgångspunkterna framstod att orsaken till att det kan uppstå samarbetsproblem inom särskolans personalteam kan vara en begränsning i synsättet från samhällets, såväl som verksamheternas sida kring professionsbegreppet inom grundsärskolan. I studien framkom att vi behöver en vidare syn på vad profession innebär, för att bättre kunna se och ta vara på den verkliga kompetensen inom teamet. Professionen bör innefatta alla de som arbetar yrkesmässigt tillsammans. För teamen jag intervjuat skulle detta innebära att professionsbegreppet inte bara skulle inrymma speciallärarna, utan även innefatta övriga teammedlemmar. Genom ett mer omfattande professionsbegrepp skulle samtliga yrkesgrupper kunna mötas av såväl förväntningar som krav, varmed hela teamet under speciallärarens styrning och handledning skulle kunna utveckla en optimal undervisningssituation för eleverna. Vid diskussionen av resultaten framkom att för att de mest gynnsamma förutsättningarna för elevernas utveckling ska kunna uppnås, krävs att skolledningen skapar förutsättningar för teamet att mötas. Specialläraren bör vara trygg i sig själv för att kunna ta tillvara på teammedlemmarnas kompetens och kunna leda dem i att fokusera på elevernas mål enligt läroplan, skollag och aktuell forskning. Ytterligare en förutsättning för det goda samarbetet i teamen visade sig vara att speciallärarna, såväl som de övriga medlemmarna i teamet känner sig bekräftade i det arbete de utför

Vad styr i stunden? En studie om användande av artefakter och stödpersoner i undervisning inom inriktning träningsskola. Triggers for pedagogical decisions. A study of the use of artefacts and supporters in training of students with learning disabilities

This study is about education of students with profound intellectual disabilities, in Sweden the training school (Sw. Träningsskola), where one or more of the students also have autism spectrum disorders. The training school is characterized by individualized forms of teaching. The study is looking into what triggers is affecting the supportive networks decisions, during sessions. In the study all staff in the team, teachers as well as assistants is titled supporters. The national framework for research is showing that teachers in special schools are facing new challenges for improvements. Knowledge-orientation and caretaking are of equal importance for improved learning. Research shows that variation might be useful for enlightenment for students with ASD. All teaching, especially in the training schools, the close encounter, as well as perspectives of relationship, is pointed out. International research emphasizes knowledge in methodology, personal treatment and evaluation of methods for improved communication, as well as the students influence in the pedagogical planning. Focus of this study is to investigate what triggers the actions of the supporter in the training session. The theoretical framework is drawn out of a socio-cultural perspective. The use of artefacts and the relational perspective is tested against respondent’s testimonies. Methodology in use is a mixed method with results from questionnaires and interviews locked together, to create both depth and breadth, in a step by step exploration of supporter’s actions. Analysis of results shows that the supporters actions to some extent is guided by authorization and competence, but that “one to one” sessions outward boundaries, which both pose a danger and an opportunity for the students improvements of knowledge. The use of artefacts is comprehensive. Results show an example of a widening of the approach to tools / aids and even nature is described as significant for the teaching environment. The criticism for passivity that training school receives can be reduced by the compassion of the supporter since the supporter´s attention gives the student variations and possibilities for choice. The discussion in this study points out a possibility to see the importance of both using and setting out markers for the supporters efforts, which could improve mediation for the student when using a relationship between student and supporter. In further studies, observations in combination with focus groups can be made for greater depth, strength and validity, for the improvement of the practice in training school