Flexible Facilitation: Coaching and Modelling to Support Inclusive Education

The practices of education, such as separate and resource placements, pull-out services, scripted intervention programmes, an emphasis on diagnoses, and behaviorist discipline practices, are not conducive to the goals of inclusive education. This study demonstrates how one instructional coach worked to disrupt traditional special education practices and guide special educators towards the use of more effective research-based instructional strategies and collaborative practices to promote inclusion. Using Robert Stake’s intrinsic case study methodology, we explored the perceived roles of coaching and modelling to promote inclusion through the lens of one coach who modelled methods for the special education teachers in multiple general education classrooms. The following themes emerged from the multiphase analysis of data collected throughout the coaching project: coaching as flexible facilitation, coaching as recognition of existing good practice, coaching pedagogical decision-making, coaching instructional reflectivity, and coaching collaborative partnerships. Coaching and modelling for special educators are recommended for promoting inclusive education as they embrace the complexity of changing classroom practice and can enhance collaborative instructional practice

Delivering Instruction During the Pandemic: Insights for Special Education Administrators and Teacher Preparation Programs

This study examined considerations for delivering online instruction and related services to students with disabilities. The purpose of the study was to uncover teachers’ reflections about their experiences with online learning for students with disabilities as a response to COVID-19. We used an online open-ended survey to collect reflections from practicing teachers, who were graduates of a special education program at a university in Florida. Our findings highlighted challenges and unanticipated benefits of online service delivery. We discussed how administrators should streamline instructional-delivery platforms and procedures for teachers, students, and families. We recommended ensuring that Individualized Education Planning (IEP) teams consider priorities for future pandemics and natural disasters

Portraits of Online Teaching and Learning: The Experiences of an Instructor and Six Graduate Students in a Course Entitled Educating Students with Autism

Throughout the last decade (1999-2009) Florida\u27s Bureau of Exceptional Education Student Services, in partnership with Institutions of Higher Education created the Florida Virtual ESE program to develop and deliver online professional development courses. The state also provided tuition support for teachers to participate in online professional development coursework to earn credentials necessary to be considered Highly Qualified. Online course delivery is thought to be a cost-effective approach to the provision of professional development for in-service teachers. However, there is a need to examine what it takes to create meaningful online learning experiences that facilitate the goals and objectives particular to the field of special education. Thus, this study explored the nature and qualities of the instructor\u27s and six graduate-level exceptional student educators\u27 experience in one Virtual ESE course entitled: Educating Students with Autism. This study utilized Portraiture Methodology because it provided a systematic framework to develop understandings of lives, pedagogy, or cultural institutions. The products from this genre of research approach are compelling, empirically grounded, and meaningful portraits (Lawrence-Lightfoot & Davis, 1997). Data collection for this study included: semi-structured interviews, classroom observations, document reviews, and analysis of artistic and photographic data. These data documented different aspects of each individual\u27s experience in the online course and the relation of the course to her teaching practice. Portraits developed as a result of this inquiry were grounded in the following: (a) participants\u27 general understanding of the nature and purpose of the course, (b) their understanding the online pedagogical tools used for instruction, (c) their perceptions of the online discussion boards (synchronous and asynchronous), and (d) their concerns. These experiences were woven into portraits that highlight the importance of themes including, but not limited to, relationships, course design and content. The final portraits illuminated idiosyncratic issues that emerged within the context of student\u27s professional and personal lives and impacted their engagement in the online course

Collaboration is the key - the role of special educators in inclusive schools in Germany

Neumann P, Lütje-Klose B. Collaboration is the key - the role of special educators in inclusive schools in Germany. In: Semon S, Lane D, Jones P, eds. Instructional Collaboration in International Inclusive Education Contexts. International Perspectives on Inclusive Education. Vol 17. Bingley: Emerald Publishing; 2021: 55-69.Inclusive education is about creating beneficial environments for all students (Booth & Ainscow, 2011). Within Germany, the role of special education within inclusive schools has been widely discussed in Germany (Powell et al., 2016). Educators worldwide consider collaborative teaching between special educators and general educators to be a fundamental precondition for inclusive education (Hoppey & McLeskey, 2014). The history of the German school system, however, is characterized by a rigorous division of special and regular schools that is reflective of broad divisions in teacher education. Since the ratification of the Convention on the Rights of Persons with Disabilities (CRPD) in Germany in 2009, more students with special educational needs, as well as special educators, have begun to attend and work in inclusive schools. While cooperation between general and special educators is a key to the development of inclusive schools, many teachers report that responsibilities are divided between special and general teachers, while various challenges exist regarding cooperation (Urban & Lütje-Klose, 2014). Nevertheless, dysfunctional cooperation can foster mechanisms of separation and exclusion even in “inclusive” settings (Idel et al., 2019). The present chapter offers a reflection on the different roles of special educators and the current state of research on interdisciplinary and multi professional cooperation in inclusive schools in Germany. It also provides a discussion of relevant implications for the development of inclusive schools and teacher training

Développement d’une méthode d’analyse de la désorption de composés d’arôme par PTR-MS sur un modèle in vitro de muqueuse orale

Développement d’une méthode d’analyse de la désorption de composés d’arôme par PTR-MS sur un modèle in vitro de muqueuse orale. Congrès français de Spectrométrie de Masse et d'Analyse Protéomique (SMAP 2015

A multicenter, prospective, controlled clinical trial of surgical stabilization of rib fractures in patients with severe, nonflail fracture patterns (Chest Wall Injury Society NONFLAIL).

BACKGROUND: The efficacy of surgical stabilization of rib fracture (SSRF) in patients without flail chest has not been studied specifically. We hypothesized that SSRF improves outcomes among patients with displaced rib fractures in the absence of flail chest. METHODS: Multicenter, prospective, controlled, clinical trial (12 centers) comparing SSRF within 72 hours to medical management. Inclusion criteria were three or more ipsilateral, severely displaced rib fractures without flail chest. The trial involved both randomized and observational arms at patient discretion. The primary outcome was the numeric pain score (NPS) at 2-week follow-up. Narcotic consumption, spirometry, pulmonary function tests, pleural space complications (tube thoracostomy or surgery for retained hemothorax or empyema \u3e24 hours from admission) and both overall and respiratory disability-related quality of life (RD-QoL) were also compared. RESULTS: One hundred ten subjects were enrolled. There were no significant differences between subjects who selected randomization (n = 23) versus observation (n = 87); these groups were combined for all analyses. Of the 110 subjects, 51 (46.4%) underwent SSRF. There were no significant baseline differences between the operative and nonoperative groups. At 2-week follow-up, the NPS was significantly lower in the operative, as compared with the nonoperative group (2.9 vs. 4.5, p \u3c 0.01), and RD-QoL was significantly improved (disability score, 21 vs. 25, p = 0.03). Narcotic consumption also trended toward being lower in the operative, as compared with the nonoperative group (0.5 vs. 1.2 narcotic equivalents, p = 0.05). During the index admission, pleural space complications were significantly lower in the operative, as compared with the nonoperative group (0% vs. 10.2%, p = 0.02). CONCLUSION: In this clinical trial, SSRF performed within 72 hours improved the primary outcome of NPS at 2-week follow-up among patients with three or more displaced fractures in the absence of flail chest. These data support the role of SSRF in patients without flail chest. LEVEL OF EVIDENCE: Therapeutic, level II