Design, development and implementation of inclusive education.

In inclusive education different pupils, including pupils with special educational needs and high ability pupils, can be stimulated to learn according to their capacities and potentials. The research question concentrates on the design features of inclusive education that will optimally promote the motivation and learning processes and outcomes of all pupils, and how relevant changes can be developed and implemented in educational practice. A model of guidelines concerning 'multilevel contextual learning theory' was expected to aid in designing psychologically appropriate learning processes and motivating educational, organisational, and managerial characteristics and procedures for all pupils. From 2003 to 2005, a pilot in which researchers and teachers collaborated was carried out in three Dutch pre-schools. Initial findings resulted in the development of a prototype of a pedagogical-didactic kernel or competence structure and a prototype of lnternet-based software. Using these results, the screening of children's entry characteristics by infant day care teachers, parents, and preschool teachers was developed and implemented in practice. Construction and use of diagnostically based instructional, playing, and learning procedures were first based on the screening results. The preschools differed much in rates of development and implementation. It is concluded that the proposed approach to the design, development and implementation of inclusive education that was applied seems promising in realising desired progress with pupils in early educational practice. However, policy and financial support are necessary to make more progress

Towards systemic support of pupils with emotional and behavioural disorders

Mooij, T., & Smeets, E. (2009). Towards systemic support of pupils with emotional and behavioural disorders. International Journal of Inclusive Education, (13)6, 597-616.Children with emotional and behavioural disorders (EBD) vary in many respects. In school, specific conditions have to be fulfilled in order to deal adequately with EBD. This study addresses the question how mainstream primary schools design different instructional situations to support pupils with EBD in practice, and how this design could be improved to enhance positive effects on the functioning of pupils with EBD in particular. Theoretically, three sets of educational conditions seem most relevant; the instructional and social-emotional environment, the system of detection and intervention, and the support given to teachers and schools. Case studies were conducted at 12 mainstream primary schools in five different regions in The Netherlands. The results show that the schools focus on providing an adequate social-emotional environment and a corresponding system to detect and manage EBD. However, they lack a coherent pedagogical-didactic structure to integrate diagnosis, special or mainstream curricular levels and materials, and reliable or valid evaluation of social learning results. In addition, they mostly lack a systematic approach to obtaining information from and collaborating with parents and other professionals or external agencies. Specific educational and instructional changes are suggested as concrete possibilities to improve early detection, intervention, and prevention with respect to EBD in mainstream primary schools

Effects of a multi-faceted program to increase influenza vaccine coverage among health care workers:A hospital-based cluster randomized controlled trial

Background: Immunizing health care workers (HCWs) against influenza has proven to protect their patients. Despite recommentations of the World Health Organization and the Dutch Health Council, influenza vaccine uptake among hospital HCWs remains low in the Netherlands Objectives: To assess the effects of implementing a hospital- based multi-faceted influenza immunization program on vaccine coverage in health care workers (HCW) and on patient morbidity. Methods: We conducted a cluster randomized controlled trial among all eight University Medical Centers (UMC) of The Netherlands during the influenza seasons of 2009- 2010 and 2010-2011. Participants were hospital staff of three intervention (n = 27,900 in 2009), three control (n = 22,451) and two external non-randomized intervention UMCs (n = 16,893), and 3,367 patients admitted to the departments of pediatrics and internal medicine during both influenza epidemics. We offered a vaccination implementation progran to staff of intervention and external UMCs, but not to control UMCs. The primary outcome measure was influenza vaccine coverage among HCW. Secondary outcome measures were work absenteeism and patient morbidity. Results: In 2009, the coverage of seasonal, first pandemic and second pandemic vaccine was 32.3%, 61.7% and 45.8% in the intervention UMCs. Corresponding figures for control UMCs were significantly lower at 20.4%, 38.0%, and 17.8%, respectively (p <0.05). In 2010, the coverage of the seasonal vaccine was 28.6% and 17.8% in intervention and control UMCs, respectively (p <0.05). During their stay, influenza and/or pneumonia was reduced in patients of intervention UMCs compared to control UMCs (work in progress). Rates of HCWs' absenteeism and influenza testing rates during epidemics were higher in intervention than control UMCs. Conclusions: Adoption of the program improved the influenza vaccine coverage among hospital staff. An increase in coverage was associated with decreased patient morbidity from influenza and/or pneumonia