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1. Patient education aimed at adults with intellectual disabilities and simultaneous diabetes for self-care of diabetes

Patient education aimed at adults with intellectual disabilities and simultaneous diabetes for self-care of diabetes Patient education aimed at adults with intellectual disabilities and simultaneous diabetes for self-care of diabetes We use cookies on this website. By using this site, you agree that we may store and access cookies on your device. Swedish Agency for Health Technology Assessment and Assessment of Social Services Patient education aimed at adults with intellectual disabilities (...) and simultaneous diabetes for self-care of diabetes Share: Reading time approx. 6 minutes Diabetes is a condition that requires lifelong adaptation to healthy living habits and, as needed, to medication. Diabetes is more common in people with intellectual disabilities than in the rest of the population. For people with intellectual disabilities and diabetes to have a good quality of life, they need, like other patient groups with diabetes, education and support for self-care. For this purpose, a patient

2020 Swedish Council on Technology Assessement

2. The perception and experiences of Physical Education Teachers and Learning Support Educators when teaching physical activity and sports with students with Intellectual Disability an integrative review

The perception and experiences of Physical Education Teachers and Learning Support Educators when teaching physical activity and sports with students with Intellectual Disability an integrative review Print | PDF PROSPERO This information has been provided by the named contact for this review. CRD has accepted this information in good faith and registered the review in PROSPERO. The registrant confirms that the information supplied for this submission is accurate and complete. CRD bears

2020 PROSPERO

3. What are the most effective practices (for example, communication and training) to enable health, social care and education professionals to meet the combined health, social care and education needs of disabled children and young people with severe comple

What are the most effective practices (for example, communication and training) to enable health, social care and education professionals to meet the combined health, social care and education needs of disabled children and young people with severe comple Print | PDF PROSPERO This information has been provided by the named contact for this review. CRD has accepted this information in good faith and registered the review in PROSPERO. The registrant confirms that the information supplied

2020 PROSPERO

4. How can health care workers help young people not in employment education or training (NEETs) transition into work?

in children’s and adult services in their area and develop new partnerships and services to support young adults with life-limiting conditions - details of area contacts are available here" (31). Several areas in England provide transition services to help young people into work, education or training. Brighton and Hove have a transition forum which reports into children's services and the Learning Disability Partnership Board. Northumberland Care Trust, which provides adult social care services (...) How can health care workers help young people not in employment education or training (NEETs) transition into work? Knowledge & Library Services (KLS) Evidence Briefing How can health care workers help young people not in employment, education or training (NEETs) transition into work? Caroline De Brún 15 th February 2018 How can health care workers help young people not in employment, education or training (NEETs) transition into work? KLS Evidence Briefing 15 th February 2018 Question

2018 Public Health England - Evidence Briefings

5. Challenging behaviour and learning disabilities: prevention and interventions for people with learning disabilities whose behaviour challenges

with the criminal justice system. It is relatively common for people with a learning disability to develop behaviour that challenges, and more common for people with more severe disability. Prevalence rates are around 5–15% in educational, health or social care services for people with a learning disability. Rates are higher in teenagers and people in their early 20s, and in particular settings (for example, 30–40% in hospital settings). People with a learning disability who also have communication difficulties (...) of the extent and severity of the behaviour that challenges provide skills training and emotional support, or information about these, to help them take part in and support interventions for the person with a learning disability and behaviour that challenges. Early identification of the emergence of behaviour that challenges Everyone involved in caring for and supporting children, young people and adults with a learning disability (including family members and carers) should understand the risk of behaviour

2015 National Institute for Health and Clinical Excellence - Clinical Guidelines

6. Interactive Learning Environments for the Educational Improvement of Students With Disabilities in Special Schools Full Text available with Trip Pro

Interactive Learning Environments for the Educational Improvement of Students With Disabilities in Special Schools Providing an inclusive and quality education for all contributes toward the Sustainable Development Goals of the United Nations. High-quality learning environments based on what works in education benefit all students and can be particularly beneficial for children with disabilities. This article contributes to advance knowledge to enhance the quality of education of students (...) with disabilities that are educated in special schools. This research analyses in which ways, if any, interactive learning environments can be developed in special schools and create better learning opportunities for children with disabilities. A case study was conducted with students with disabilities (N = 36) and teaching staff in a special school, involving interviews and focus groups. We argue that rethinking the learning context by introducing instruction models based on interaction benefit children

2018 Frontiers in psychology

7. Engaging persons with disabilities as community teachers for experiential learning in occupational therapy education Full Text available with Trip Pro

Engaging persons with disabilities as community teachers for experiential learning in occupational therapy education Cultivating empathy towards persons with disabilities has been highlighted as an essential graduate attribute in the occupational therapy profession.With the aim to developing a more holistic understanding of disability, this project seeks to translate an experiential learning activity developed in Canada to the local Singaporean context. Small groups of two to three students (...) of the learning activity.Findings: Comparison of pre- and post-scores using Wilcoxon signed-rank tests of all three subscales of the Multidimensional Attitudes Scale Towards Persons with Disabilities yielded significant improvements. The average score for Affect improved from 42.94 to 32.08, z = -5.43, P <  .001; for Cognition improved from 26.12 to 21.41, z = -4.20, P <  .001; for Behaviour improved from 23.78 to 20.65, z= -4.44, P <  .001. Effect sizes ranged from medium to large. Thematic analysis of focus

2018 Hong Kong journal of Occupational Therapy : HKJOT

8. Interactive Apps Promote Learning of Basic Mathematics in Children With Special Educational Needs and Disabilities Full Text available with Trip Pro

Interactive Apps Promote Learning of Basic Mathematics in Children With Special Educational Needs and Disabilities Interactive apps delivered on touch-screen tablets can be effective at supporting the acquisition of basic skills in mainstream primary school children. This technology may also be beneficial for children with Special Educational Needs and Disabilities (SEND) as it can promote high levels of engagement with the learning task and an inclusive learning environment. However, few (...) to the national curriculum. To assess learning gains, rate of progress (minutes per topic) for each pupil was determined by calculating the average time taken to complete a topic. Progress rate was then correlated with teacher ratings of extent of disability and independent ratings of pupil engagement with the apps. Results showed SEND pupils could interact with the apps and all pupils passed at least one topic. Average progress rate for SEND pupils was twice as long as mainstream peers. Stepwise regression

2018 Frontiers in psychology

9. Care and support of people growing older with learning disabilities

in the person's daily life. 1.6.9 Social care providers should work in partnership with healthcare providers to share knowledge about the person and to develop expertise for end of life care. Care and support of people growing older with learning disabilities (NG96) © NICE 2019. All rights reserved. Subject to Notice of rights (https://www.nice.org.uk/terms-and- conditions#notice-of-rights). Page 27 of 381.6.10 Provide training, information and support for family members and carers, for example, in medication (...) , including older people's services, adult learning disability services, employment, education and criminal justice services People with learning disabilities, their families, carers and advocates Care and support of people growing older with learning disabilities (NG96) © NICE 2019. All rights reserved. Subject to Notice of rights (https://www.nice.org.uk/terms-and- conditions#notice-of-rights). Page 4 of 38Conte Context xt People with learning disabilities are now living significantly longer

2018 National Institute for Health and Clinical Excellence - Clinical Guidelines

10. Learning disabilities and behaviour that challenges: service design and delivery

with a learning disability and behaviour that challenges Providers of related services, including housing, education, employment and criminal justice services Practitioners working with children, young people and adults with a learning disability and behaviour that challenges in other services or settings, including education, housing, voluntary and community services, employment and criminal justice services Children, young people and adults with a learning disability and behaviour that challenges (...) on the principle that children, young people and adults with a learning disability and behaviour that challenges should have the support they need to live where and how they want. It will help local areas shift their focus towards prevention and early intervention, enabling children, young people and adults to live in their communities, and increasing support for families and carers. This should reduce the need for people to move away from their home or community for care, education or treatment. The guideline

2018 National Institute for Health and Clinical Excellence - Clinical Guidelines

11. A Successful Standardized Academic Inter-professional Post-licensure Education Program Exists to Train MSK Professionals to Become Advanced Practitioners in Arthritis Care: Lessons Learned from the ACPAC Program. (Abstract)

A Successful Standardized Academic Inter-professional Post-licensure Education Program Exists to Train MSK Professionals to Become Advanced Practitioners in Arthritis Care: Lessons Learned from the ACPAC Program. We read with interest the article in the most recent issue of Arthritis Care & Research "Core Curriculum to Facilitate the Expansion of a Rheumatology Practice to Include Nurse Practitioners and Physician Assistants" by Benjamin J. Smith et al., Vol 70(5) May 2018: pp 672-678. We can (...) all agree that rapid access to rheumatology care has become increasingly important as early aggressive treatment with disease modifying anti-rheumatic drugs (DMARDs) and/or biologic agents can prevent irreversible joint damage and long-term disability in patients with inflammatory arthritis (IA). We were surprised, however, that reference to the efforts and successes of an already existing curricular-based and rigorously evaluated inter-professional, post-licensure education program- the Advanced

2018 Arthritis care & research

12. Covid-19: Management of patients with a learning disability, autism or both

response in hospitals. We may also need to work outside our specific areas of training and expertise and the General Medical Council (GMC) has already indicated its support for this in the exceptional circumstances we may face: www.gmc-uk.org/news/news-archive/how-we-will-continue-to-regulate-in-light-of- novel-coronavirus As a clinician working in other fields you may have had limited clinical contact with people with a learning disability or people with autism, however in 2018/19 at least 41 (...) Covid-19: Management of patients with a learning disability, autism or both Publications approval reference: 001559 NHS England and NHS Improvement Speciality guides for patient management during the coronavirus pandemic Clinical guide for front line staff to support the management of patients with a learning disability, autism or both during the coronavirus pandemic – relevant to all clinical specialities 24 March 2020 Version 1 “…and there are no more surgeons, urologists, orthopaedists, we

2020 Covid-19 Ad hoc guidelines

13. What are the most effective ways that health, social care and education services can work together to support disabled children and young people with severe complex needs to participate in and benefit from education and social activities?

What are the most effective ways that health, social care and education services can work together to support disabled children and young people with severe complex needs to participate in and benefit from education and social activities? Print | PDF PROSPERO This information has been provided by the named contact for this review. CRD has accepted this information in good faith and registered the review in PROSPERO. The registrant confirms that the information supplied for this submission

2020 PROSPERO

14. The effect of disability awareness educational program of university students in the department of physical therapy on reducing prejudices against people with disabilities and increasing positive attitudes toward people with disabilities Full Text available with Trip Pro

The effect of disability awareness educational program of university students in the department of physical therapy on reducing prejudices against people with disabilities and increasing positive attitudes toward people with disabilities [Purpose] The purpose of this study is to investigate the effects of disability awareness educational program of university students in the department of physical therapy on reducing prejudice against people with disabilities and increasing positive attitudes (...) toward people with disabilities. [Participants and Methods] Students who participated in the disability awareness educational program were selected as experiment group and 15 students who did not take program were selected as control group. [Results] First, in the comparisons between the control and experimental group, there was no difference in the overall prejudice on people with disabilities and positive attitudes toward people with disabilities before the disability awareness educational program

2018 Journal of physical therapy science Controlled trial quality: uncertain

15. Alcohol interventions in secondary and further education

education. 1.1.4 When planning alcohol education: ensure it is appropriate for age and maturity and aims to minimise the risk of any unintended adverse consequences (see recommendation 1.2.1). tailor it to take account of each pupil's learning needs and abilities tailor it to the group's knowledge and perceptions of alcohol and alcohol use take into account that those aged 18 and over can legally buy alcohol. 1.1.5 Think about how to adapt alcohol education for pupils with special educational needs (...) and disabilities so that it is tailored to the pupil's learning needs, abilities and maturity (see chapter 6 of the Department for Education's SEND code of practice: 0 to 25 years). T o find out why the committee made the recommendations on planning alcohol education content and how they might affect practice, see rationale and impact. Confidentiality and safeguarding Confidentiality and safeguarding 1.1.6 Ensure all involved in giving the alcohol education sessions are aware of the school's process

2019 National Institute for Health and Clinical Excellence - Clinical Guidelines

16. Assessment of progress in education for children and youth with disabilities in Afghanistan: A multilevel analysis of repeated cross-sectional surveys. Full Text available with Trip Pro

Assessment of progress in education for children and youth with disabilities in Afghanistan: A multilevel analysis of repeated cross-sectional surveys. Recent study shows that 617 million children and adolescents-or six out of 10 globally- are not acquiring minimum levels in literacy and mathematics, indicating the magnitude of the learning acquisition problem. For children with disabilities in context of conflict, the situation is arguably even worse: the literature shows that they face (...) difficulties to access the education system due to multiple barriers, and when they do access, they are not learning. Our paper examines if an active education policy promoting inclusion since 2005 in Afghanistan, a protracted crisis context, has been effective. Using two cross sectional household surveys carried out eight years apart (2005-2013), our study shows that access to school and literacy did not improve between 2005 and 2013 for children and youth with disabilities. Both access and literacy

2019 PLoS ONE

17. Education level and incident functional disability in elderly Japanese: The Ohsaki Cohort 2006 study. Full Text available with Trip Pro

Education level and incident functional disability in elderly Japanese: The Ohsaki Cohort 2006 study. As the factors that link education level with incident functional disability in elderly Japanese have never been investigated, the present study investigated this issue in an elderly Japanese population. A 9-year prospective cohort study (2006-2015) was conducted among 8,680 Japanese individuals (≥65 years), Ohsaki city, Japan. In a baseline survey, we collected data on education level (...) and potential mediators. Data on incident functional disability were retrieved from the Long-term Care Insurance database. The Cox proportional hazards model was used to estimate the hazard ratios (HRs) and 95% confidence intervals (CIs) for incident functional disability by education level (below upper-secondary education (reference), and upper secondary education and above). Mediating effects were estimated using accelerated failure time model and a logistic regression model. During 9-year follow-up

2019 PLoS ONE

18. Use of cognitive correction training improves learning for children with mathematics learning disability. (Abstract)

Use of cognitive correction training improves learning for children with mathematics learning disability. Children with normal intelligence may experience varying degrees of mathematics learning disabilities (MD). This study aims to conduct training to improve the brain's cognitive ability for mathematics learning by focusing on two important mathematical cognitive abilities. This was a prospective study of 70 children in grades 2-5 from two primary schools in Changzhou and with MD enrolled (...) from June 2015 to February 2017. The children were randomized 1:1 to the training and control groups. A training cycle included 40 sessions (5/weeks) (30 min each session). The efficacy of learning was assessed by assessing number learning and graph reasoning, and by using the Raven standard reasoning test score. In the training group, backward number memory (from 6.1 ± 1.8 to 6.7 ± 1.3, P = 0.02), number sequential connection (from 54.4 ± 14.5 to 47.1 ± 12.1, P < 0.01), and rapid graph judgment

2019 Applied neuropsychology. Child Controlled trial quality: uncertain

19. Oral health education (advice and training) for people with serious mental illness. Full Text available with Trip Pro

Oral health education (advice and training) for people with serious mental illness. People with serious mental illness not only experience an erosion of functioning in day-to-day life over a protracted period of time, but evidence also suggests that they have a greater risk of experiencing oral disease and greater oral treatment needs than the general population. Poor oral hygiene has been linked to coronary heart disease, diabetes, and respiratory disease and impacts on quality of life (...) , affecting everyday functioning such as eating, comfort, appearance, social acceptance, and self esteem. Oral health, however, is often not seen as a priority in people suffering with serious mental illness.To review the effects of oral health education (advice and training) with or without monitoring for people with serious mental illness.We searched the Cochrane Schizophrenia Group's Trials Register (5 November 2015), which is based on regular searches of MEDLINE, EMBASE, CINAHL, BIOSIS, AMED, PubMed

2016 Cochrane

20. Provision for people with a known or suspected learning disability, autism or both

Provision for people with a known or suspected learning disability, autism or both NHS England » Provision for people with a known or suspected learning disability, autism or both Search Search Menu Provision for people with a known or suspected learning disability, autism or both Document first published: 22 January 2020 Page updated: 22 January 2020 Topic: Publication type: Document PDF 432 KB 22 pages

2020 NHS England

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