Escuela y comunidad: factores y recursos que favorecen la inclusión educativa del alumnado con enfermedades raras

Este trabajo analiza la relación entre los agentes comunitarios y la movilización de los recursos del entorno como factores (palancas) que operan a favor de la inclusión socioeducativa del alumnado con enfermedades raras, a través de las cuestiones: ¿cuáles son los factores clave que favorecen las relaciones de colaboración entre los centros educativos que escolarizan alumnado con enfermedades raras (EERR) y sus comunidades y sistemas? y ¿qué recursos comunitarios contribuyen a la inclusión del alumnado con EERR? La metodología responde a un enfoque cualitativo de tipo descriptivo sobre diez casos desarrollados en varias Comunidades Autónomas. Se han realizado entrevistas y grupos focales con docentes, alumnado con EERR, familias y otros agentes educativos. Los resultados apuntan a que la apertura de los centros escolares a la comunidad y la colaboración con profesionales de los ámbitos médico-sanitario, asistencial y educativo son imprescindibles. En muchos casos las relaciones han sido mediadas por las familias. La optimización de los recursos existentes en el entorno implica consolidar una lógica de colaboración necesaria para articular respuestas educativas inclusivas. En este proceso también ha sido determinante el papel que juegan las asociaciones de personas con enfermedades raras, los equipos de orientación y las iniciativas que los centros escolares han puesto en marcha en colaboración con el entorno para reducir y/o eliminar barreras que dificultan o limitan la presencia, participación y progreso escolar de este alumnado. El estudio concluye que en las relaciones comunitarias todavía existe un amplio margen de mejora.

School and community: factors and resources favoring the educational inclusion of students with rare diseases

Este trabajo analiza la relación entre los agentes comunitarios y la movilización de los recursos del entorno como factores (palancas) que operan a favor de la inclusión socioeducativa del alumnado con enfermedades raras, a través de las cuestiones: ¿cuáles son los factores clave que favorecen las relaciones de colaboración entre los centros educativos que escolarizan alumnado con enfermedades raras (EERR) y sus comunidades y sistemas? y ¿qué recursos comunitarios contribuyen a la inclusión del alumnado con EERR? La metodología responde a un enfoque cualitativo de tipo descriptivo sobre diez casos desarrollados en varias Comunidades Autónomas. Se han realizado entrevistas y grupos focales con docentes, alumnado con EERR, familias y otros agentes educativos. Los resultados apuntan a que la apertura de los centros escolares a la comunidad y la colaboración con profesionales de los ámbitos médico-sanitario, asistencial y educativo son imprescindibles. En muchos casos las relaciones han sido mediadas por las familias. La optimización de los recursos existentes en el entorno implica consolidar una lógica de colaboración necesaria para articular respuestas educativas inclusivas. En este proceso también ha sido determinante el papel que juegan las asociaciones de personas con enfermedades raras, los equipos de orientación y las iniciativas que los centros escolares han puesto en marcha en colaboración con el entorno para reducir y/o eliminar barreras que dificultan o limitan la presencia, participación y progreso escolar de este alumnado. El estudio concluye que en las relaciones comunitarias todavía existe un amplio margen de mejora.This paper analyses the relationship between community actors and the mobilization of environmental resources as factors operating in favor of the socio-educational inclusion of students with rare diseases. The research questions that guide our study are: what are the key factors favoring collaborative relationships between schools enrolling students with rare diseases (RDD) and their communities and systems?; what community resources contribute to the inclusion of students with RDD?; what are the key factors favoring the inclusion of students with RDD?; and what are the key factors contributing to the inclusion of students with RDD? The methodology follows a descriptive qualitative approach on ten cases developed in several Autonomous Communities. Interviews and focus groups are carried out with teachers, pupils with RDD, families and other educational agents. The results indicate that the opening of schools to the community and the collaboration with professionals from the medical-health, care and educational fields are essential. In many cases, the relationships have been mediated by the families. The optimization of existing resources in a given context implies consolidating a logic of collaboration necessary to articulate inclusive educational responses. In this process, the role played within a specific context by associations of people with rare diseases, guidance teams and the initiatives that schools have implemented to reduce and/or eliminate barriers that hinder or limit the presence, participation and progress of these students at school are also decisive. The study concludes that there is still much room for improvement in community relations.Cet article analyse la relation entre les acteurs communautaires et la mobilisation des ressources environnementales en tant que facteurs (leviers) favorisant l’inclusion socio-éducative des élèves atteints de maladies rares, à travers les questions suivantes : quels facteurs clés favorisent les relations de collaboration entre les écoles accueillant des élèves atteints de maladies rares (MR) et leurs communautés et systèmes ? Quels sont les facteurs clés favorisant l’inclusion des élèves atteints de MR ? La méthodologie suit une approche qualitative descriptive sur dix cas développés dans plusieurs communautés autonomes. Des entretiens et des groupes de discussion ont été organisés avec des enseignants, des élèves atteints de MR, des familles et d’autres agents éducatifs. Les résultats indiquent que l’ouverture des écoles à la communauté et la collaboration avec des professionnels des domaines de la médecine, de la santé, des soins et de l’éducation sont essentielles. Dans de nombreux cas, les familles ont joué un rôle de médiateur dans les relations. L’optimisation des ressources existantes dans l’environnement implique la consolidation d’une logique de collaboration nécessaire pour articuler des réponses éducatives inclusives. Dans ce processus, le rôle joué par les associations de personnes atteintes de maladies rares, les équipes d’orientation et les initiatives mises en œuvre par les écoles, en collaboration avec l’environnement pour réduire et/ou éliminer les barrières qui entravent ou limitent la présence, la participation et les progrès de ces élèves à l’école, ont également été décisifs. L’étude conclut que les relations avec la communauté peuvent encore être améliorées

Surgical Application of Human Amniotic Membrane and Amnion-Chorion Membrane in the Oral Cavity and Efficacy Evaluation: Corollary With Ophthalmological and Wound Healing Experiences

Due to its intrinsic properties, there has been growing interest in human amniotic membrane (hAM) in recent years particularly for the treatment of ocular surface disorders and for wound healing. Herein, we investigate the potential use of hAM and amnion-chorion membrane (ACM) in oral surgery. Based on our analysis of the literature, it appears that their applications are very poorly defined. There are two options: implantation or use as a cover material graft. The oral cavity is submitted to various mechanical and biological stimulations that impair membrane stability and maintenance. Thus, some devices have been combined with the graft to secure its positioning and protect it in this location. This current opinion paper addresses in detail suitable procedures for hAM and ACM utilization in soft and hard tissue reconstruction in the oral cavity. We address their implantation and/or use as a covering, storage format, application side, size and number, multilayer use or folding, suture or use of additional protective covers, re-application and resorption/fate. We gathered evidence on pre- and post-surgical care and evaluation tools. Finally, we integrated ophthalmological and wound healing practices into the collected information. This review aims to help practitioners and researchers better understand the application of hAM and ACM in the oral cavity, a place less easily accessible than ocular or cutaneous surfaces. Additionally, it could be a useful reference in the generation of new ideas for the development of innovative protective covering, suturing or handling devices in this specific indication. Finally, this overview could be considered as a position paper to guide investigators to fulfill all the identified criteria in the future

Functional outcomes in symptomatic versus asymptomatic patients undergoing incisional hernia repair: Replacing one problem with another? A prospective cohort study in 1312 patients

Background: Incisional hernias can be associated with pain or discomfort. Surgical repair especially mesh reinforcement, may likewise induce pain. The primary objective was to assess the incidence of pain after hernia repair in patients with and without pre-operative pain or discomfort. The secondary objectives were to determine the preferred mesh type, mesh location and surgical technique in minimizing postoperative pain or discomfort. Materials and methods: A registry-based prospective cohort study was performed, including patients undergoing incisional hernia repair between September 2011 and May 2019. Patients with a minimum follow-up of 3–6 months were included. The incidence of hernia related pain and discomfort was recorded perioperatively. Results: A total of 1312 patients were included. Pre-operatively, 1091 (83%) patients reported pain or discomfort. After hernia repair, 961 (73%) patients did not report pain or discomfort (mean follow-up = 11.1 months). Of the pre-operative asymptomatic patients (n = 221), 44 (20%, moderate or severe pain: n = 14, 32%) reported pain or discomfort after mean follow-up of 10.5 months. Of those patients initially reporting pain or discomfort (n = 1091), 307 (28%, moderate or severe pain: n = 80, 26%) still reported pain or discomfort after a mean follow-up of 11.3 months postoperatively. Conclusion: In symptomatic incisional hernia patients, hernia related complaints may be resolved in the majority of cases undergoing surgical repair. In asymptomatic incisional hernia patients, pain or discomfort may be induced in a considerable number of patients due to surgical repair and one should be aware if this postoperative complication

Locally Regularized Smoothing B-Snake

<p/> <p>We propose a locally regularized snake based on smoothing-spline filtering. The proposed algorithm associates a regularization process with a force equilibrium scheme leading the snake's deformation. In this algorithm, the regularization is implemented with a smoothing of the deformation forces. The regularization level is controlled through a unique parameter that can vary along the contour. It provides a locally regularized smoothing B-snake that offers a powerful framework to introduce prior knowledge. We illustrate the snake behavior on synthetic and real images, with global and local regularization.</p

CreaLungs: a variational region growing method to segment pulmonary vascular trees

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Modeling 3D realistic organic tissues from 2D digital microscopy images

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Deconvolution Approach for Susceptibility Map Building

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