Visual Representation in Mathematics: Special Education Teachers’ Knowledge and Emphasis for Instruction

The use of visual representations (VRs) in mathematics is a strongly recommended practice in special education. Although recommended, little is known about special educators’ knowledge of and instructional emphasis about VRs. Therefore, in this study, the authors examined special educators’ own knowledge of and their instructional emphasis with VRs in mathematics for students with disabilities (SWDs) in Grades K-12. A total of 146 teachers (pre- and in-service) responded to an online survey. A mixed methods triangulation research design was utilized. Findings include the following: (a) teachers hold conceptions about VRs and the roles they serve in problem solving; their ideas, however, lack depth and are narrow in perspective; (b) what teachers emphasize about VRs to SWDs tends to match their own conceptions, but the explanations they provide for SWDs need expanding and refinement; and (c) given their narrow conceptions, VRs may be limited to a peripheral role in special educators’ instruction

Enhancing the Preparation of Special Educators through Service Learning: Evidence from Two Preservice Courses

A challenge for teacher educators in special education is to impact the beliefs and attitudes of preservice teachers in ways that cultivate or strengthen dispositions and inform practice. This study investigated the impact of service-learning experiences on the development of professional dispositions by undergraduate students in two preservice special education courses. A constant comparative analysis of student focus-group transcripts and reflective journal entries uncovered two convergent themes. First, students in both courses developed a sense of professional efficacy. Secondly, students developed positive regard for the abilities of students with disabilities and the contributions of parents as partners in their children\u27s education. Recommendations are provided for designing service-learning experiences in ways that maximize the impact of the experiences on preservice teachers\u27 perceptions and attitudes toward working with students with disabilities and their families

Enhancing the Preparation of Special Educators through Service Learning: Evidence from Two Preservice Courses

A challenge for teacher educators in special education is to impact the beliefs and attitudes of preservice teachers in ways that cultivate or strengthen dispositions and inform practice. This study investigated the impact of service-learning experiences on the development of professional dispositions by undergraduate students in two preservice special education courses. A constant comparative analysis of student focus-group transcripts and reflective journal entries uncovered two convergent themes. First, students in both courses developed a sense of professional efficacy. Secondly, students developed positive regard for the abilities of students with disabilities and the contributions of parents as partners in their children’s education. Recommendations are provided for designing service-learning experiences in ways that maximize the impact of the experiences on preservice teachers’ perceptions and attitudes toward working with students with disabilities and their families

Unbiased analysis of peripheral blood mononuclear cells reveals CD4 T cell response to RSV matrix protein

Respiratory syncytial virus (RSV) is the most important cause of respiratory tract illness especially in young infants that develop severe disease requiring hospitalization, and accounting for 74,000-126,000 admissions in the United States (Rezaee et al., 2017; Resch, 2017). Observations of neonatal and infant T cells suggest that they may express different immune markers compared to T-cells from older children. Flow cytometry analysis of cellular responses using "conventional" anti-viral markers (IL2, IFN-γ, TNF, IL10 and IL4) upon RSV-peptide stimulation detected an overall low RSV response in peripheral blood. Therefore we sought an unbiased approach to identify RSV-specific immune markers using RNA-sequencing upon stimulation of infant PBMCs with overlapping peptides representing RSV antigens. To understand the cellular response using transcriptional signatures, transcription factors and cell-type specific signatures were used to investigate breadth of response across peptides. Unexpected from the ICS data, M peptide induced a response equivalent to the F-peptide and was characterized by activation of GATA2, 3, STAT3 and IRF1. This along with upregulation of several unconventional T cell signatures was only observed upon M-peptide stimulation. Moreover, signatures of natural RSV infections were identified from the data available in the public domain to investigate similarities between transcriptional signatures from PBMCs and upon peptide stimulation. This analysis also suggested activation of T cell response upon M-peptide stimulation. Hence, based on transcriptional response, markers were chosen to validate the role of M-peptide in activation of T cells. Indeed, CD4+CXCL9+ cells were identified upon M-peptide stimulation by flow cytometry. Future work using additional markers identified in this study could reveal additional unconventional T cells responding to RSV infections in infants. In conclusion, T cell responses to RSV in infants may not follow the canonical Th1/Th2 patterns of effector responses but include additional functions that may be unique to the neonatal period and correlate with clinical outcomes

Antibodies elicited by SARS-CoV-2 infection or mRNA vaccines have reduced neutralizing activity against Beta and Omicron pseudoviruses

Multiple severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) variants that have mutations associated with increased transmission and antibody escape have arisen over the course of the current pandemic. Although the current vaccines have largely been effective against past variants, the number of mutations found on the Omicron (B.1.1.529) spike protein appear to diminish the protection conferred by preexisting immunity. Using vesicular stomatitis virus (VSV) pseudoparticles expressing the spike protein of several SARS-CoV-2 variants, we evaluated the magnitude and breadth of the neutralizing antibody response over time in individuals after infection and in mRNA-vaccinated individuals. We observed that boosting increases the magnitude of the antibody response to wild-type (D614), Beta, Delta, and Omicron variants; however, the Omicron variant was the most resistant to neutralization. We further observed that vaccinated healthy adults had robust and broad antibody responses, whereas responses may have been reduced in vaccinated pregnant women, underscoring the importance of learning how to maximize mRNA vaccine responses in pregnant populations. Findings from this study show substantial heterogeneity in the magnitude and breadth of responses after infection and mRNA vaccination and may support the addition of more conserved viral antigens to existing SARS-CoV-2 vaccines

Physical activity and health in Europe: evidence for action

The FTO gene harbors variation with the strongest effect on adiposity and obesity risk. Previous data support a role for FTO variation in influencing food intake. We conducted a combined analysis of 16,094 boys and girls aged 1-18 years from 14 studies to examine the following: 1) the association between the FTO rs9939609 variant (or a proxy) and total energy and mac