Alum Adjuvant Enhances Protection against Respiratory Syncytial Virus but Exacerbates Pulmonary Inflammation by Modulating Multiple Innate and Adaptive Immune Cells

Respiratory syncytial virus (RSV) is well-known for inducing vaccine-enhanced respiratory disease after vaccination of young children with formalin-inactivated RSV (FI-RSV) in alum formulation. Here, we investigated alum adjuvant effects on protection and disease after FIRSV immunization with or without alum in comparison with live RSV reinfections. Despite viral clearance, live RSV reinfections caused weight loss and substantial pulmonary inflammation probably due to high levels of RSV specific IFN-γ+IL4-, IFN-γ-TNF-α+, IFN-γ+ TNF-α- effector CD4 and CD8 T cells. Alum adjuvant significantly improved protection as evidenced by effective viral clearance compared to unadjuvanted FI-RSV. However, in contrast to unadjuvanted FI-RSV, alum-adjuvanted FI-RSV (FI-RSV-A) induced severe vaccine- enhanced RSV disease including weight loss, eosinophilia, and lung histopathology. Alum adjuvant in the FI-RSV-A was found to be mainly responsible for inducing high levels of RSV-specific IFN-γ-IL4+, IFN-γ-TNF-α+ CD4+ T cells, and proinflammatory cytokines IL-6 and IL-4 as well as B220+ plasmacytoid and CD4+ dendritic cells, and inhibiting the induction of IFN-γ+CD8 T cells. This study suggests that alum adjuvant in FI-RSV vaccines increases immunogenicity and viral clearance but also induces atypical T helper CD4+ T cells and multiple inflammatory dendritic cell subsets responsible for vaccine-enhanced severe RSV disease

Curriculum issues and benefits in supportive co-taught classes for students with intellectual disabilities

Objectives: The aim of this qualitative study is to identify and evaluate the benefits of supportive co-teaching with regard to the access of students with intellectual disabilities (ID) to the general education curriculum according to co-teachers' and parents' opinions, and researchers' observations. Methods: Seven co-taught teams in seven Greek general schools were investigated under a multiple case study research design. Data were collected through 35 semi-structured interviews and 28 class observations. Results: Teachers and parents provided several academic and social benefits of supportive co-teaching to students with ID. However, observation findings revealed that these students did not always receive education according to their needs due to lack of suitable teaching materials and poorly modified instructional strategies. Conclusions: The study provides preliminary evidence that the benefits of supportive co-teaching for students with ID are hindered when co-teachers work under traditional teaching roles using undifferentiated teaching materials and poorly modified instructional practices. © 2015 The British Society for Developmental Disabilities

Co-planning among science and special education teachers: How do different conceptual lenses help to make sense of the process?

In this study, we investigated the process of teacher co-planning. We examined two teams of high school science and special education teachers brought together to coplan inclusive, inquiry-oriented science units as part of a professional development effort. We used three conceptual lenses to help make sense of this process: (1) characteristics of collaboration, (2) small group interactions, and (3) community discourse. Using these lenses individually and collectively, we identified strengths and limitations in teachers’ coplanning efforts. A strength was that all teachers, irrespective of discipline, shared ideas and helped make decisions about the content and activities included in unit and lesson plans. A limitation was that teachers, again irrespective of discipline, discussed science education topics in their teams more often than special education ones. We found this latter finding of note as it spoke to issues of parity among teachers during the professional development. In our discussion, we argue that each conceptual lens yielded both unique and common findings on co-planning. We also provide recommendations for professional developers and educational scholars intent on organizing and/or researching co-planning among science and special education teachers