Getting Started With Collaborative Teamwork for Inclusion

The article illustrates the collaborative team process for inclusion as it grew within two schools attempting to improve their efforts to welcome students with disabilities into general education classrooms. Team members learned specialized skills needed for successful collaboration, in the context of bringing about specific changes they deemed critical to the desired outcomes of their own projects

Social science education under digital conditions: The role of creativity in media practices on social networks

Purpose: This paper explores social media practices with an exemplarily focus on constructions of space and social movements. It aims at identifying prospects for social science education under digital conditions regarding the reconfiguration of content and possibilities for digital literacy. Approach: By reviewing and summarizing popular strands of discussion on the application of social media practices in constructions of spaces and social movements, we identify common didactical themes from an educational perspective. Subsequently, we discuss social networks as real-world learning contexts in light of creative practices. Findings: Building on this, we derive theoretical implications for social science education for teaching and learning within social networks with a special focus on creativity. Following this, we present implications for social science literacy as well as digital literacy, which are two sides of the same coin. Practical implications: Finally, we present implications for future research and outline prospects for a future social science education

'Treatment of the Sportsman's groin': British Hernia Society's 2014 position statement based on the Manchester Consensus Conference

<b>Introduction</b> The aim was to produce a multidisciplinary consensus to determine the current position on the nomenclature, definition, diagnosis, imaging modalities and management of Sportsman's groin (SG).<p></p> <b>Methods</b> Experts in the diagnosis and management of SG were invited to participate in a consensus conference held by the British Hernia Society in Manchester, UK on 11–12 October 2012. Experts included a physiotherapist, a musculoskeletal radiologist and surgeons with a proven track record of expertise in this field. Presentations detailing scientific as well as outcome data from their own experiences were given. Records were made of the presentations with specific areas debated openly.<p></p> <b>Results</b> The term ‘inguinal disruption’ (ID) was agreed as the preferred nomenclature with the term ‘Sportsman's hernia’ or ‘groin’ rejected, as no true hernia exists. There was an overwhelming agreement of opinion that there was abnormal tension in the groin, particularly around the inguinal ligament attachment. Other common findings included the possibility of external oblique disruption with consequent small tears noted as well as some oedema of the tissues. A multidisciplinary approach with tailored physiotherapy as the initial treatment was recommended with any surgery involving releasing the tension in the inguinal canal by various techniques and reinforcing it with a mesh or suture repair. A national registry should be developed for all athletes undergoing surgery.<p></p> <b>Conclusions</b> ID is a common condition where no true hernia exists. It should be managed through a multidisciplinary approach to ensure consistent standards and outcomes are achieved

Doha agreement meeting on terminology and definitions in groin pain in athletes.

BACKGROUND: Heterogeneous taxonomy of groin injuries in athletes adds confusion to this complicated area. AIM: The 'Doha agreement meeting on terminology and definitions in groin pain in athletes' was convened to attempt to resolve this problem. Our aim was to agree on a standard terminology, along with accompanying definitions. METHODS: A one-day agreement meeting was held on 4 November 2014. Twenty-four international experts from 14 different countries participated. Systematic reviews were performed to give an up-to-date synthesis of the current evidence on major topics concerning groin pain in athletes. All members participated in a Delphi questionnaire prior to the meeting. RESULTS: Unanimous agreement was reached on the following terminology. The classification system has three major subheadings of groin pain in athletes: 1. Defined clinical entities for groin pain: Adductor-related, iliopsoas-related, inguinal-related and pubic-related groin pain. 2. Hip-related groin pain. 3. Other causes of groin pain in athletes. The definitions are included in this paper. CONCLUSIONS: The Doha agreement meeting on terminology and definitions in groin pain in athletes reached a consensus on a clinically based taxonomy using three major categories. These definitions and terminology are based on history and physical examination to categorise athletes, making it simple and suitable for both clinical practice and research

No more technology? A TPACK-survey for pre-service teachers with social media in the digital world

In the digital age, social media are integrated into everyday life. To include corresponding topics of the digital world in the classroom, future teachers require specific knowledge and abilities. The extent to which these prerequisites are connected to technology, however, needs to be reevaluated in light of social media's ubiquitous nature. Through adopting the TPACK model for an exemplary topic of the digital world, constructions of space in Geography education, a self-evaluation survey instrument for pre-service teachers is compiled and validated (n = 364); social media are conceptualized as an aspect of technological knowledge. Confirmatory factor analysis confirms that the TPACK model is appropriate for the data, as fit-indices show favorable results. A transformative view of the model is supported. Correlations among all constructs exist, endorsing previous studies’ findings on the difficulties in distinguishing the TPACK knowledge constructs. Technological knowledge, noticeably, displays comparatively low correlations with the other knowledge constructs. This result is contrary to previous studies on TPACK and social media, as well as the relation of TPACK to technological knowledge. Albeit these results are not generalizable for all digital world content in pre-service teacher education, this study, by way of example, contributes to a debate on the conceptualization of technological knowledge when introducing phenomena of the digital world that are related to social media through the TPACK model. Additionally, this study advances research in the area of embedding pre-service teacher education with social media in domain-specific pedagogies

Multiple Means of Action & Expression in Higher Education Courses

Higher education classrooms are diverse learning environments and as such it is incumbent upon the instructor to meet the needs of all learners in the classroom. There is an extensive body of research that describes the benefits of implementing Universal Design for Learning (UDL) principles in higher education. The presentation will present evidence of the impact on the development of critical thinking skills in a course designed utilizing the principles of UDL specifically multiple means of action and expression with the incorporation of student choice. Student perspectives will be shared, as well as planning and implementation processes and differentiated course assignments