On the assumption that the successful implementation of any inclusive policy is largely dependent on educators being positive about it, a survey was undertaken into the attitudes of Greek teachers toward inclusion. The 155 respondents were general education primary teachers drawn from one region of Northern Greece, with a proportion deliberately selected from schools identified as actively implementing
The aim of the study was to evaluate health-related quality of life (HRQoL) in children and adolescents with type 1 diabetes mellitus (T1DM) in Greece compared with healthy controls and to identify the effect of age, gender, age of onset of disease, and metabolic control on perceptions of HRQoL. A total of 117 children and adolescents with T1DM aged 5-18, their parents, and 128 matched healthy children and adolescents participated. Children and adolescents completed PedsQL™ 4.0 Generic Core Scales. Children and adolescents with T1DM also completed the PedsQL™ 3.0 Diabetes Module, while their parents completed the proxy-reports of both the PedsQL™ 4.0 Generic Core Scales and the PedsQL™ 3.0 Diabetes Module. The results demonstrated that children and adolescents with T1DM had lower general HRQoL compared with healthy matched children and adolescents. Parents of children and adolescents with diabetes reported that the illness has a greater affect on their children's lives than the children themselves. Finally, the results indicated that later age of onset of diabetes, less hyperglycemic episodes, lower glycosylated hemoglobin (HbA1c), older age, and male gender were associated with better general HRQoL and diabetes-specific HRQoL. The findings have implications for designing effective therapeutic interventions aimed at improving the HRQoL of children and adolescents with T1DM.
Autism spectrum disorders (ASD) are a heterogeneous group of neurodevelopmental disabilities with various etiologies, but with a heritability estimate of more than 90%. Although the strong correlation between autism and genetic factors has been long established, the exact genetic background of ASD remains unclear. A number of genetic syndromes manifest ASD at higher than expected frequencies compared to the general population. These syndromes account for more than 10% of all ASD cases and include tuberous sclerosis, fragile X, Down, neurofibromatosis, Angelman, Prader-Willi, Williams, Duchenne, etc. Clinicians are increasingly required to recognize genetic disorders in individuals with ASD, in terms of providing proper care and prognosis to the patient, as well as genetic counseling to the family. Vice versa, it is equally essential to identify ASD in patients with genetic syndromes, in order to ensure correct management and appropriate educational placement. During investigation of genetic syndromes, a number of issues emerge: impact of intellectual disability in ASD diagnoses, identification of autistic subphenotypes and differences from idiopathic autism, validity of assessment tools designed for idiopathic autism, possible mechanisms for the association with ASD, etc. Findings from the study of genetic syndromes are incorporated into the ongoing research on autism etiology and pathogenesis; different syndromes converge upon common biological backgrounds (such as disrupted molecular pathways and brain circuitries), which probably account for their comorbidity with autism. This review paper critically examines the prevalence and characteristics of the main genetic syndromes, as well as the possible mechanisms for their association with ASD.
Background The 'circle of friends' is an educational approach that facilitates the inclusion of children with disabilities into the school community by engaging their peer group in supporting the individual proactively. The present small-scale study examines the efficacy of this intervention in improving the communication (and ultimately social) skills of pre-school aged children with autism.Methods Five children identified with autism aged between 3.10 and 4.7 years participated in the studythree in the intervention and two in the control group. The 'circle of friends' was applied for 30 min on a weekly basis at a nursery setting for a period of 3 months with the active involvement of one teacher and five peers of each child with autism. The effects of the intervention were systematically examined by means of an observation schedule which recorded the number of responses and initiation attempts -both unsuccessful and successful -of all participating children with autism during baseline, post-intervention and at 2 months follow-up.
ResultsThe statistical analysis of the data revealed that children in the intervention group had significantly lower unsuccessful response and initiation rates at postintervention and follow-up than children in the control group. Moreover, children in the intervention group had significantly higher successful response and initiation rates at post-intervention and follow-up than those in the control group. Conclusions The recorded changes in the interaction patterns indicate that the 'circle of friends' is a powerful intervention that, if carefully applied, can improve the social skills of children with autism and their ability to communicate, and ultimately facilitate their 'inclusion' in mainstream settings. Further larger-scale longitudinal research is needed to examine the long-term benefits of the approach for children with autism and the broader changes in the nexus of relations within the mainstream environment.
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