An in-service training to support teachers of different professions in the implementation of ‘inclusive education’ in the mathematics classroom

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Developing collaborative learning environments, a blended learning training concept for inclusive mathematics teaching

Der vorliegende Beitrag beschreibt den theoretischen Hintergrund und das Design des Projekts GLUE (Gemeinsame Lern-Umgebungen Entwickeln). Die Konzeption der Gemeinsamen Lern-Umgebungen zielt im Sinne der Prinzipien des \u27Universal Design of Learning\u27 [...] darauf ab, den inklusiven Mathematikunterricht von einem gemeinsamen Lerngegenstand aus zu denken, der einerseits Zugänglichkeit für alle Lernenden schafft und andererseits Unterstützungsmaßnahmen auf unterschiedlichen Niveaustufen zulässt. Das Projekt geht der Frage nach, wie sich die Kompetenzentwicklung von berufserfahrenen Lehrkräften der allgemeinen Schule und für sonderpädagogische Förderung durch Fortbildungsangebote zum inklusiven Mathematikunterricht wirksam unterstützen lässt. Hierzu wurde ein Blended-Learning-Angebot zur Entwicklung gemeinsamer Lernumgebungen für alle Kinder einer Lerngruppe erarbeitet, die sich auch von mehreren Lehrkräften gemeinsam entwickeln lassen. In diesem Beitrag werden der theoretische Hintergrund, die Konzeption und die methodische Anlage des Projekts vorgestellt. Kapitel 1 befasst sich mit Differenzieren und Fördern im Mathematikunterricht der Primarstufe, Kapitel 2 diskutiert zentrale Befunde zur Wirksamkeit von Lehrerfortbildungsmaßnahmen sowie zu Blended-Learning-Angeboten. Im dritten Kapitel werden auf dieser Grundlage die Ziele des Projekts (Kap. 3.1), die Inhalte und die Struktur des Fortbildungsangebots (Kap., 3.2), die Forschungsfragen (Kap. 3.3) und das Design der Interventionsstudie dargestellt (Kap. 3.4). Die Wirksamkeit wird in einem ausbalancierten Prä-Post-Follow-Up-Test-Design im Vergleich zu unbegleiteten Online-Angeboten evaluiert, die Ergebnisse sollen in einer Folgepublikation kommuniziert werden. (DIPF/Orig.)This paper describes the theoretical background and the design of the GLUE project (Gemeinsame Lern-Umgebungen Entwickeln; Developing Collaborative Learning Environments). In line with the principles of ‚Universal Design of Learning‘ (Hall, Meyer & Rose, 2012), the GLUE conception aims to base inclusive mathematics education - wherever appropriate - on common topics. This approach provides accessibility for all learners on the one hand and allows support measures at different levels on the other. The project addresses the question of how the development of competence of experienced teachers of different professions can be effectively supported by inservice education courses for inclusive mathematics education. For this purpose, a blended learning course on the design of collaborative learning environments has been developed. In this article, the theoretical background and the research design of the project will be presented. Section 1 will discuss the topics of differentiation and promotion in primary school mathematics education. Section 2 will introduce key findings on the effectiveness of teacher training and blended learning services. In the third chapter, the objectives of the project (Section 3.1), the content and structure of the inservice course (Section 3.2), the research questions (Section 3.3) and the design of the intervention study will be presented (Section 3.4). The effectiveness shall be evaluated in a balanced pre-post follow-up test design by comparison with unaccompanied online offers in an investigation to be reported on in a future publication

The Underside of Conflict Management — in Africa and Elsewhere

Summaries This article traces the evolution of thought on dispute resolution in recent decades and takes a critical look at its latest incarnation, the alternative dispute resolution (ADR) revolution. It argues that ADR is premised on the harmony model of law that denies the unequal power of disputing parties and ignores issues of social justice. It calls for a real dialogue by serious scholars willing to examine the now plentiful evidence of the performance of ADR devices. The article also shows that dispute resolution is not autonomous from other social and economic components of social systems, and that as a consequence it is not possible to divorce law and power. Any ADR scheme, therefore, needs careful study of the social conditions in which it may operate

Hyperreactive onchocerciasis is characterized by a combination of Th17-Th2 immune responses and reduced regulatory T cells

<div><p>Clinical manifestations in onchocerciasis range from generalized onchocerciasis (GEO) to the rare but severe hyperreactive (HO)/sowda form. Since disease pathogenesis is associated with host inflammatory reactions, we investigated whether Th17 responses could be related to aggravated pathology in HO. Using flow cytometry, filarial-specific cytokine responses and PCR arrays, we compared the immune cell profiles, including Th subsets, in individuals presenting the two polar forms of infection and endemic normals (EN). In addition to elevated frequencies of memory CD4⁺ T cells, individuals with HO showed accentuated Th17 and Th2 profiles but decreased CD4⁺CD25^hiFoxp3⁺ regulatory T cells. These profiles included increased IL-17A⁺, IL-4⁺, RORC2⁺ and GATA3⁺CD4⁺ T cell populations. Flow cytometry data was further confirmed using a PCR array since Th17-related genes (IL-17 family members, IL-6, IL-1β and IL-22) and Th2-related (IL-4, IL-13, STAT6) genes were all significantly up-regulated in HO individuals. In addition, stronger <i>Onchocerca volvulus</i>-specific Th2 responses, especially IL-13, were observed <i>in vitro</i> in hyperreactive individuals when compared to GEO or EN groups. This study provides initial evidence that elevated frequencies of Th17 and Th2 cells form part of the immune network instigating the development of severe onchocerciasis.</p></div

MR

Mass drug administration (MDA) programmes against Onchocerca volvulus use ivermectin (IVM) which targets microfilariae (MF), the worm's offspring. Most infected individuals are hyporesponsive and present regulated immune responses despite high parasite burden. Recently, with MDA programmes, the existence of amicrofilaridermic (a-MF) individuals has become apparent but little is known about their immune responses. Within this immunoepidemiological study, we compared parasitology, pathology and immune profiles in infection-free volunteers and infected individuals that were MF+ or a-MF. The latter stemmed from villages in either Central or Ashanti regions of Ghana which, at the time of the study, had received up to eight or only one round of MDA respectively. Interestingly, a-MF patients had fewer nodules and decreased IL-10 responses to all tested stimuli. On the other hand, this patient group displayed contrary IL-5 profiles following in vitro stimulation or in plasma and the dampened response in the latter correlated to reduced eosinophils and associated factors but elevated neutrophils. Furthermore, multivariable regression analysis with covariates MF, IVM or the region (Central vs. Ashanti) revealed that immune responses were associated with different covariates: whereas O. volvulus-specific IL-5 responses were primarily associated with MF, IL-10 secretion had a negative correlation with times of individual IVM therapy (IIT). All plasma parameters (eosinophil cationic protein, IL-5, eosinophils and neutrophils) were highly associated with MF. With regards to IL-17 secretion, although no differences were observed between the groups to filarial-specific or bystander stimuli, these responses were highly associated with the region. These data indicate that immune responses are affected by both, IIT and the rounds of IVM MDA within the community. Consequently, it appears that a lowered infection pressure due to IVM MDA may affect the immune profile of community members even if they have not regularly participated in the programmes

COVID-19 symptoms at hospital admission vary with age and sex: results from the ISARIC prospective multinational observational study

Background: The ISARIC prospective multinational observational study is the largest cohort of hospitalized patients with COVID-19. We present relationships of age, sex, and nationality to presenting symptoms. Methods: International, prospective observational study of 60 109 hospitalized symptomatic patients with laboratory-confirmed COVID-19 recruited from 43 countries between 30 January and 3 August 2020. Logistic regression was performed to evaluate relationships of age and sex to published COVID-19 case definitions and the most commonly reported symptoms. Results: ‘Typical’ symptoms of fever (69%), cough (68%) and shortness of breath (66%) were the most commonly reported. 92% of patients experienced at least one of these. Prevalence of typical symptoms was greatest in 30- to 60-year-olds (respectively 80, 79, 69%; at least one 95%). They were reported less frequently in children (≤ 18 years: 69, 48, 23; 85%), older adults (≥ 70 years: 61, 62, 65; 90%), and women (66, 66, 64; 90%; vs. men 71, 70, 67; 93%, each P &lt; 0.001). The most common atypical presentations under 60 years of age were nausea and vomiting and abdominal pain, and over 60 years was confusion. Regression models showed significant differences in symptoms with sex, age and country. Interpretation: This international collaboration has allowed us to report reliable symptom data from the largest cohort of patients admitted to hospital with COVID-19. Adults over 60 and children admitted to hospital with COVID-19 are less likely to present with typical symptoms. Nausea and vomiting are common atypical presentations under 30 years. Confusion is a frequent atypical presentation of COVID-19 in adults over 60 years. Women are less likely to experience typical symptoms than men

The fostering of flexible mental calculation in an inclusive mathematics classroom during Mutual Learning

International audienceThe topic of teaching mathematics in an inclusive classroom provides-by the increased heterogeneity range-a big challenge between individualizing and mutual learning. (How) Can we make sure that all children work and progress on their individual level but at the same time learn with and from each other? Based on this question the aims of this project are the development of, and the research on a teaching-learning arrangement for the inclusive mathematics classroom to foster flexible mental calculation. The approach is a Design Research approach to face research interests on the level of design (consideration for use) and on the level of research (quest for fundamental understanding). This contribution focuses on the research level: first insights about mutual learning processes of elementary students with and without cognitive learning disabilities concerning flexible mental calculation will be presented

MS-Math – A design research project to support university students’ fostering-competencies and primary school students’ learning with the focus on perceiving, understanding, and using patterns and structures in arithmetic

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