The present study focuses on the impact of SARS-CoV-2 (COVID-19) transmission prevention measures and, in particular, home confinement of families with children with autism spectrum disorder (ASD) in Greece. It is assumed that the implemented new measures during the pandemic constitute a profound change for children on the spectrum, considering that the core ASD symptoms include the persistence and adherence to routine and stability, a condition that also directly affects the children’s parents. Semi-structured telephone interviews were conducted. Participants were 10 caregivers with a child diagnosed with ASD of medium or high functioning in Greece. The ages of the children range from 6.5 to 15 years old. The results of the thematic analysis revealed three main themes: (1) the educational framework, (2) the management of daily life, and (3) the construction of the new daily routine. These three themes represent the levels that have undergone a decisive transition, and the sub-themes recommend the areas, individual ways of dealing with this shift. So far, the impact of the pandemic mitigation measures cannot be described as generally positive or negative, as there have been advances and setbacks for children and families alike. Finally, governmental measures and technology-assisted teaching (distance learning) were considered necessary but not sufficient enough for full adaptation.
Within the context of inclusive education, response to intervention (RtI) can be a promising educational model for gifted and talented children. The RtI model is a multi-tiered framework, where children's exceptional needs are addressed by multidisciplinary teams. At Tier I, supports are provided within the mainstream educational setting for all children through differentiated curricula. When Tier I supports seem insufficient, Tier II follows with a more supportive framework. Curriculum compacting and problem-based learning, students' acceleration, resource rooms and cluster grouping of gifted and talented students are some strategies of Tier II, ensuring a more responsive setting for their intellect. For those children who need even more intensive support, there is Tier III, where educational planning is specialized and individualized to both the abilities and needs of the gifted child. In this chapter, both organizational and instructional changes in each tier are discussed to ensure that gifted and talented students are in the best educational environment.
Η μελέτη των διαφορών αναφορικά με την πλευρίωση της γλώσσας σε παιδιά με διαφορετικά επίπεδα νοημοσύνης είναι ιδιαίτερα σημαντική στη νευροψυχολογική έρευνα και πράξη, καθώς συμβάλλει στη βαθύτερη κατανόηση λειτουργικών χαρακτηριστικών του εγκεφάλου των παιδιών με υψηλή νοημοσύνη και νοητική υστέρηση, τα οποία αναγνωρίζονται στη χώρα μας ως παιδιά με ιδιαίτερες εκπαιδευτικές ανάγκες και χρήζουν ειδικών εκπαιδευτικών παρεμβάσεων. Η παρούσα διατριβή ερευνά αυτές τις διαφορές στην πλευρίωση της γλώσσας σε 102 παιδιά, ηλικίας 13-17 ετών, με διαφορετικά νοητικά επίπεδα μέσα από μία μετα-αναλυτική μέθοδο, καθώς και μέσα από πειραματικές μεθόδους, οι οποίες συμπεριλαμβάνουν ερωτηματολόγια αυτό-αναφοράς, συμπεριφορικές δοκιμασίες, έμμεσους ορμονικούς δείκτες και μια σύγχρονη νευροαπεικονιστική τεχνική, το λειτουργικό διακρανιακό υπέρηχο Doppler. Tόσο τα αποτελέσματα της μετα-ανάλυσης, όσο και τα ερευνητικά ευρήματα, κατέδειξαν παρόμοια αποτελέσματα, καθώς μεταξύ των παιδιών με νοητική υστέρηση εντοπίστηκαν τα υψηλότερα ποσοστά μη τυπικής πλευρίωσης, ενώ τα παιδιά με υψηλή νοημοσύνη παρουσίαζαν συχνότερα ήπια τυπική πλευρίωση. Τα ευρήματα αυτά συμβαδίζουν σε μεγάλο βαθμό με τις γενετικές θεωρίες για τη σχέση νοημοσύνης και πλευρίωσης της γλώσσας.
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