Digitale Medien zur Unterstützung eines sprachsensiblen (inklusiven) Sportunterrichts

Sprache ist ein wesentlicher Aspekt für die erfolgreiche Partizipation in Schule und Unterricht. Obgleich das Unterrichtsfach Sport sehr bewegungs- und handlungsorientiert ist, ergeben sich auch dort besondere sprachliche Herausforderungen, welche die Teilhabe von Schüler*innen mit Deutsch als Zweit- oder Fremdsprache, mit Förderbedarf oder aus einem sprachlich wenig anregenden Umfeld behindern können. Diese können sich z. B. durch die vorrangige Verwendung der Lautsprache ohne unterstützende Schriftsprache, ungünstige räumlich-akustische Gegebenheiten, durch die sprachliche Komplexität von Instruktionen sowie durch die Verwendung von Bildungs- und Fach- bzw. Sportsprache ergeben. Jene sprachlichen Barrieren werden im vorliegenden Artikel charakterisiert und unter Einbezug der Kriterien und Methoden des Konzepts zum sprachsensiblen Fachunterricht näher beleuchtet. Als eine Möglichkeit, den Barrieren im (inklusiven) Sportunterricht zu begegnen, wird der Einsatz digitaler Medien und Technologien hervorgehoben. Im Anschluss wird anhand eines Praxisbeispiels aus der universitären Ausbildung von Sportlehrkräften aufgezeigt, wie sprachlichen Barrieren unter Einbezug digitaler Medien begegnet werden kann. Es wird diskutiert, wie ein sprachsensibler (inklusiver) Sportunterricht mit digitalen Medien Teilhabe und Inklusion fördern sowie potenzielle Barrieren abbauen kann.   Abstract Language is an essential aspect for successful participation in school and thus also in physical education. Although physical education is primarily oriented towards movement and action, there are also special linguistic challenges that can hinder the participation of pupils with German as a second or foreign language, with special needs or from a linguistically little stimulating environment. These can result e. g. from the predominant use of spoken language without supporting written language, poor spatial-acoustic conditions, the linguistic complexity of instructions and the use of educational and subject language. In this article these linguistic barriers are characterised and examined in more detail within the language-sensitive teaching approach and its methods. The use of digital technologies is emphasised as one way of counteracting these barriers in (inclusive) physical education. Subsequently, a practical example from the university training of physical education teachers illustrates how language barriers can be countered using digital technologies. It will be discussed how language-sensitive physical education with digital technologies can enable participation and inclusion, break down potential barriers and create positive experiences

DiODe v2: Unambiguous and Fully-Automated Detection of Directional DBS Lead Orientation

Directional deep brain stimulation (DBS) leads are now widely used, but the orientation of directional leads needs to be taken into account when relating DBS to neuroanatomy. Methods that can reliably and unambiguously determine the orientation of directional DBS leads are needed. In this study, we provide an enhanced algorithm that determines the orientation of directional DBS leads from postoperative CT scans. To resolve the ambiguity of symmetric CT artifacts, which in the past, limited the orientation detection to two possible solutions, we retrospectively evaluated four different methods in 150 Cartesia (TM) directional leads, for which the true solution was known from additional X-ray images. The method based on shifts of the center of mass (COM) of the directional marker compared to its expected geometric center correctly resolved the ambiguity in 100% of cases. In conclusion, the DiODe v2 algorithm provides an open-source, fully automated solution for determining the orientation of directional DBS leads

Thalamic Deep Brain Stimulation in Essential Tremor Plus Is as Effective as in Essential Tremor

The new essential tremor (ET) classification defined ET-plus (ET-p) as an ET subgroup with additional neurological signs besides action tremor. While deep brain stimulation (DBS) is effective in ET, there are no studies specifically addressing DBS effects in ET-p. 44 patients with medication-refractory ET and thalamic/subthalamic DBS implanted at our center were postoperatively classified into ET and ET-p according to preoperative documentation. Tremor suppression with DBS (stimulation ON vs. preoperative baseline and vs. stimulation OFF), measured via the Fahn-Tolosa-Marin tremor rating scale (TRS), stimulation parameters, and the location of active contacts were compared between patients classified as ET and ET-p. TRS scores at baseline were higher in ET-p. ET-p patients showed comparable tremor reduction as patients with ET, albeit higher stimulation parameters were needed in ET-p. Active electrode contacts were located more dorsally in ET-p of uncertain reason. Our data show that DBS is similarly effective in ET-p compared to ET. TRS scores were higher in ET-p preoperatively, and higher stimulation parameters were needed for tremor reduction compared to ET. The latter may be related to a more dorsal location of active electrode contacts in the ET-p group of this cohort. Prospective studies are warranted to investigate DBS in ET-p further