Base de dados : MEDLINE
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  1 / 8441 MEDLINE  
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[PMID]:28470909
[Au] Autor:Jordan JA; Dyer K
[Ad] Endereço:School of Social Sciences, Education, and Social Work, Queen's University Belfast, UK.
[Ti] Título:Psychological Well-being Trajectories of Individuals with Dyslexia Aged 3-11 Years.
[So] Source:Dyslexia;23(2):161-180, 2017 May.
[Is] ISSN:1099-0909
[Cp] País de publicação:England
[La] Idioma:eng
[Ab] Resumo:Dyslexia has been associated with a range of psychological well-being issues in childhood. However, it is unclear if these difficulties stem from coping with academic struggles at school, or from other pre-existing diagnoses that sometimes co-occur with dyslexia. Using UK Millennium Cohort Study data (n = 7224) from 2003 to 2011, the present study compared psychological well-being development from ages 3-11 years for children with (1) dyslexia only; (2) special educational needs excluding dyslexia; (3) comorbid dyslexia and other special educational needs; and (4) no special educational needs. Growth curve modelling results controlling for race, gender, age and family income suggested that with the exception of conduct difficulties, psychological well-being issues related to dyslexia do not occur preschool; rather, they commence upon starting school. Copyright © 2017 John Wiley & Sons, Ltd.
[Mh] Termos MeSH primário: Adaptação Psicológica
Pessoas com Deficiência/psicologia
Dislexia/psicologia
[Mh] Termos MeSH secundário: Criança
Pré-Escolar
Estudos de Coortes
Educação Especial
Feminino
Seres Humanos
Transtornos de Aprendizagem/psicologia
Masculino
Instituições Acadêmicas
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1712
[Cu] Atualização por classe:171213
[Lr] Data última revisão:
171213
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170505
[St] Status:MEDLINE
[do] DOI:10.1002/dys.1555


  2 / 8441 MEDLINE  
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[PMID]:28877203
[Au] Autor:Bakhshi P; Babulal GM; Trani JF
[Ad] Endereço:Program in Occupational Therapy, Washington University in St. Louis, St. Louis, United States of America.
[Ti] Título:Education of children with disabilities in New Delhi: When does exclusion occur?
[So] Source:PLoS One;12(9):e0183885, 2017.
[Is] ISSN:1932-6203
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:BACKGROUND: In the new Sustainable Development Goal 4, quality of education defined as equity and inclusion alongside traditional learning outcomes, has replaced the narrow goal of access to primary education stipulated in the Millennium Development Goal 2. Since 2000, considerable progress has been made towards improving access to school for children in India, yet questions remain regarding not just children with disabilities' access and acquisition of basic learning skills, but also completion of learning cycles. METHODS AND FINDINGS: Between November, 2, 2011 and June 20th 2012, we interviewed 1294 households about activity limitations and functioning difficulties associated with a health problem among all family members using a validated screening instruments, as well as questions about access, retention and barriers to education. We found that vulnerable children, particularly children with disabilities are less likely to start school and more likely to drop out of school earlier and before completing their high school education than non-disabled children, showing that the learning process is not inclusive in practice. The gap is wider for girls, economically deprived children, or children from households where the head is uneducated. CONCLUSIONS: Firstly, in order to fill the existing knowledge gap on education of children with disabilities in line with SDG4, not only is there a necessity for relevant data with regards to learning outcomes, but also an urgent requirement for more innovative information pertaining to relational aspects of learning that reflect inclusion. Secondly, a stronger understanding of the implications of early assessment would further promote equity in education. Finally, research should tackle learning as a complex and dynamic phenomenon. Education needs to fulfil its instrumental value, but must also re-claim its intrinsic value that often gets watered down in the journey from policies to implementation.
[Mh] Termos MeSH primário: Crianças com Deficiência/educação
[Mh] Termos MeSH secundário: Adolescente
Estudos de Casos e Controles
Criança
Pré-Escolar
Educação Especial/métodos
Educação Especial/organização & administração
Feminino
Programas Gente Saudável
Hinduísmo
Seres Humanos
Índia
Islamismo
Masculino
Inquéritos e Questionários
Adulto Jovem
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1710
[Cu] Atualização por classe:171003
[Lr] Data última revisão:
171003
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170907
[St] Status:MEDLINE
[do] DOI:10.1371/journal.pone.0183885


  3 / 8441 MEDLINE  
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[PMID]:28815583
[Au] Autor:Majnemer A; Dahan-Oliel N; Rohlicek C; Hatzigeorgiou S; Mazer B; Maltais DB; Schmitz N
[Ad] Endereço:School of Physical and Occupational Therapy, Faculty of Medicine, McGill University, Montreal, QC, Canada.
[Ti] Título:Educational and rehabilitation service utilization in adolescents born preterm or with a congenital heart defect and at high risk for disability.
[So] Source:Dev Med Child Neurol;59(10):1056-1062, 2017 Oct.
[Is] ISSN:1469-8749
[Cp] País de publicação:England
[La] Idioma:eng
[Ab] Resumo:AIM: This historical cohort study describes the use of educational and rehabilitation services in adolescents born preterm or with a congenital heart defect (CHD). METHOD: Parents of 76 young people (mean age 15y 8mo [SD 1y 8mo]) with CHD and 125 born ≤29 weeks gestational age (mean age 16y [SD 2y 5mo]) completed a demographics questionnaire including educational and rehabilitation resource utilization within the previous 6 months. Rehabilitation services included occupational therapy, physical therapy, speech language pathology, psychology. Developmental (Leiter Brief IQ, Movement-ABC, Strengths and Difficulties Questionnaire) and functional (Vineland) status of the young people was assessed. Pearson χ tests were used to perform simple pairwise comparisons of categorical outcomes across the two groups (CHD, preterm). Univariate logistic regression was used to examine predictors of service utilization. RESULTS: Developmental profiles of the two groups (CHD/preterm) were similar (29.9%/30% IQ<80; 43.5%/50.0% motor difficulties; 23.7%/22.9% behavior problems). One-third received educational supports or attended segregated schools. Only 16% (preterm) and 26.7% (CHD) were receiving rehabilitation services. Services were provided predominantly in the school setting, typically weekly. Few received occupational therapy or physical therapy (1.3-7.6%) despite functional limitations. Leiter Brief IQ<70 was associated with receiving educational supports (CHD: OR 5.53, 95% CI 1.29-23.68; preterm: OR 14.63, 3.10-69.08) and rehabilitation services (CHD: OR 4.46, 1.06-18.88; preterm: OR 5.11, 1.41-18.49). Young people with motor deficits were more likely to require educational (CHD: OR 5.72, 1.99-16.42; preterm: OR 3.11, 1.43-6.77) and rehabilitation services (preterm: OR 3.97, 1.21-13.03). INTERPRETATION: Although young people with impairments were more likely to receive educational and rehabilitation services, many may not be adequately supported, particularly by rehabilitation specialists. Rehabilitation services at this important transition phase could be beneficial in optimizing adaptive functioning in the home, school, and community.
[Mh] Termos MeSH primário: Deficiências do Desenvolvimento/reabilitação
Educação Especial
Cardiopatias Congênitas/reabilitação
Recém-Nascido Prematuro
[Mh] Termos MeSH secundário: Adolescente
Criança
Estudos de Coortes
Deficiências do Desenvolvimento/etiologia
Cardiopatias Congênitas/complicações
Cardiopatias Congênitas/cirurgia
Seres Humanos
Recém-Nascido
Modelos Logísticos
Aceitação pelo Paciente de Cuidados de Saúde
Risco
Instituições Acadêmicas
Fatores Socioeconômicos
Inquéritos e Questionários
Adulto Jovem
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1709
[Cu] Atualização por classe:170929
[Lr] Data última revisão:
170929
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170818
[St] Status:MEDLINE
[do] DOI:10.1111/dmcn.13520


  4 / 8441 MEDLINE  
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[PMID]:28548874
[Au] Autor:Shannon RA; Yonkaitis CF
[Ti] Título:The Role of the School Nurse in the Special Education Process: Part 2: Eligibility Determination and the Individualized Education Program.
[So] Source:NASN Sch Nurse;32(4):249-254, 2017 Jul.
[Is] ISSN:1942-6038
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:This is the second of two articles outlining the professional school nurse's role in the special education process for students with disabilities. The Individuals with Disabilities in Education Improvement Act of 2004 mandates the special education process: identification, full and individual evaluation, eligibility determination, and development of the individual education program (IEP), including special education placement. Part 1 focused on the importance of the school nurse's role in student identification, response to intervention, and the full and individual evaluation. Part 2 highlights the school nurse's vital and unique contribution to the subsequent special education steps of eligibility determination, IEP development, and special education services placement and minutes.
[Mh] Termos MeSH primário: Pessoas com Deficiência/legislação & jurisprudência
Educação Especial
Definição da Elegibilidade
Papel do Profissional de Enfermagem
Serviços de Enfermagem Escolar
[Mh] Termos MeSH secundário: Criança
Serviços de Saúde da Criança
Seres Humanos
Estados Unidos
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1708
[Cu] Atualização por classe:170829
[Lr] Data última revisão:
170829
[Sb] Subgrupo de revista:N
[Da] Data de entrada para processamento:170527
[St] Status:MEDLINE
[do] DOI:10.1177/1942602X17709505


  5 / 8441 MEDLINE  
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Brunoni, Décio
Texto completo SciELO Brasil
[PMID]:28489145
[Au] Autor:Teixeira MCTV; Brunoni D; Carreiro LRR; Braga AC; Silva NAD; Paula CS
[Ad] Endereço:Universidade Presbiteriana Mackenzie; Programa de Pós-graduação em Distúrbios do Desenvolvimento; São Paulo SP, Brasil.
[Ti] Título:Mismatch between diagnostic reports and special educational needs classification in a public educational system.
[So] Source:Arq Neuropsiquiatr;75(4):244-247, 2017 Apr.
[Is] ISSN:1678-4227
[Cp] País de publicação:Brazil
[La] Idioma:eng
[Ab] Resumo:Objective: To assess the diagnostic status, the sociodemographic and health profiles for students with special educational needs (SEN) in a public educational system, and to map their use of educational/social services. Methods: The sample comprised 1,202 SEN students from a total of 59,344 students. Results: Only 792 students of the 1,202 had an established diagnosis. The most prevalent SEN condition was intellectual disability. There was a low percentage (29.4%) of use of specialized educational services or support. It was found that, for some neurodevelopmental disorders, prevalence data suggest an under-reporting in the school system. Conclusion: Results suggest that there is a mismatch between the diagnostic reports and the SEN condition legally recognized according to Brazilian law, in addition to the under-reporting and under specialized service use of students with disabilities.
[Mh] Termos MeSH primário: Crianças com Deficiência/classificação
Educação Especial/estatística & dados numéricos
Inclusão Educacional/métodos
[Mh] Termos MeSH secundário: Adolescente
Criança
Pré-Escolar
Crianças com Deficiência/estatística & dados numéricos
Educação Especial/métodos
Feminino
Seres Humanos
Lactente
Recém-Nascido
Inclusão Educacional/estatística & dados numéricos
Masculino
Fatores Socioeconômicos
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1706
[Cu] Atualização por classe:170602
[Lr] Data última revisão:
170602
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170511
[St] Status:MEDLINE


  6 / 8441 MEDLINE  
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[PMID]:28441881
[Au] Autor:Tsuda S; Hartini S; Hapsari ED; Takada S
[Ad] Endereço:1 Kobe University, Kobe, Hyogo, Japan.
[Ti] Título:Sex Education in Children and Adolescents With Disabilities in Yogyakarta, Indonesia From a Teachers' Gender Perspective.
[So] Source:Asia Pac J Public Health;29(4):328-338, 2017 May.
[Is] ISSN:1941-2479
[Cp] País de publicação:China
[La] Idioma:eng
[Ab] Resumo:Children and adolescents with disabilities (CAD) frequently engage in inappropriate sexual behaviors. In Indonesia, the need for sex education for CAD remains unclear. This study investigated teacher attitudes toward providing sex education in special schools to clarify the gender differences among teachers providing sex education. Questionnaires were sent to 180 teachers. The response rate was 72.2%. Eighty-three percent of responders were Muslim. Our findings revealed that teachers in special schools considered sex education to be important. However, the number of sex education contents was limited, and female teachers were more positive about teaching sex education than male teachers. Equally, female teachers taught a greater number of sex education contents than did male teachers. These findings were consistent with reports from developed countries although cultural and religious background differed from those of Indonesia. Sex education for CAD was accepted by teachers in Indonesia; however, materials and tools for education should be developed further.
[Mh] Termos MeSH primário: Atitude
Crianças com Deficiência/educação
Professores Escolares/psicologia
Professores Escolares/estatística & dados numéricos
Educação Sexual
[Mh] Termos MeSH secundário: Adolescente
Adulto
Criança
Pré-Escolar
Estudos Transversais
Crianças com Deficiência/psicologia
Crianças com Deficiência/estatística & dados numéricos
Educação Especial
Feminino
Seres Humanos
Indonésia
Masculino
Meia-Idade
Instituições Acadêmicas
Educação Sexual/estatística & dados numéricos
Fatores Sexuais
Comportamento Sexual/estatística & dados numéricos
Inquéritos e Questionários
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1706
[Cu] Atualização por classe:170609
[Lr] Data última revisão:
170609
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170427
[St] Status:MEDLINE
[do] DOI:10.1177/1010539517702716


  7 / 8441 MEDLINE  
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[PMID]:28422619
[Au] Autor:Yonkaitis CF; Shannon RA
[Ti] Título:The Role of the School Nurse in the Special Education Process: Part I: Student Identification and Evaluation.
[So] Source:NASN Sch Nurse;32(3):178-184, 2017 May.
[Is] ISSN:1942-6038
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:Every U.S. student is entitled to a free and appropriate education. School districts must identify and evaluate any child who they find is unable to engage fully in learning as a participant in the general education curriculum. The Individuals with Disabilities Education Act of 2004 requires that these students be assessed by qualified individuals in any areas that may be impacting learning, including health, vision, hearing, social and emotional status, communicative status, and motor abilities. The school nurse, as the health expert, has an important role to play as a member of the special education team in evaluating whether a student has health concerns that are impacting learning and how health barriers to learning might be reduced. As part of the full and individual evaluation, the school nurse composes a written report and makes recommendations to the team regarding necessary health services and other modifications the student may need. This article (Part 1 of 2) will outline the school nurse's role in identification and evaluation of students who may benefit from special education services.
[Mh] Termos MeSH primário: Avaliação da Deficiência
Pessoas com Deficiência
Educação Especial
Papel do Profissional de Enfermagem
Serviços de Enfermagem Escolar
[Mh] Termos MeSH secundário: Criança
Seres Humanos
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1708
[Cu] Atualização por classe:170829
[Lr] Data última revisão:
170829
[Sb] Subgrupo de revista:N
[Da] Data de entrada para processamento:170420
[St] Status:MEDLINE
[do] DOI:10.1177/1942602X17700677


  8 / 8441 MEDLINE  
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[PMID]:28395360
[Au] Autor:Kamhi AG; Catts HW
[Ad] Endereço:University of North Carolina-Greensboro.
[Ti] Título:Epilogue: Reading Comprehension Is Not a Single Ability-Implications for Assessment and Instruction.
[So] Source:Lang Speech Hear Serv Sch;48(2):104-107, 2017 Apr 20.
[Is] ISSN:1558-9129
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:Purpose: In this epilogue, we review the 4 response articles and highlight the implications of a multidimensional view of reading for the assessment and instruction of reading comprehension. Method: We reiterate the problems with standardized tests of reading comprehension and discuss the advantages and disadvantages of recently developed authentic tests of reading comprehension. In the "Instruction" section, we review the benefits and limitations of strategy instruction and highlight suggestions from the response articles to improve content and language knowledge. Conclusions: We argue that the only compelling reason to administer a standardized test of reading comprehension is when these tests are necessary to qualify students for special education services. Instruction should be focused on content knowledge, language knowledge, and specific task and learning requirements. This instruction may entail the use of comprehension strategies, particularly those that are specific to the task and focus on integrating new knowledge with prior knowledge.
[Mh] Termos MeSH primário: Compreensão
Leitura
[Mh] Termos MeSH secundário: Educação Especial/métodos
Avaliação Educacional/métodos
Seres Humanos
Desenvolvimento da Linguagem
Aprendizagem
Estudantes/psicologia
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1710
[Cu] Atualização por classe:171023
[Lr] Data última revisão:
171023
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170411
[St] Status:MEDLINE
[do] DOI:10.1044/2017_LSHSS-16-0049


  9 / 8441 MEDLINE  
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[PMID]:28359995
[Au] Autor:Puric D; Vuksanovic J; Chondrogianni V
[Ad] Endereço:Department of Psychology, Faculty of Philosophy, University of Belgrade, 11000 Belgrade, Serbia. Electronic address: dpuric@f.bg.ac.rs.
[Ti] Título:Cognitive advantages of immersion education after 1year: Effects of amount of exposure.
[So] Source:J Exp Child Psychol;159:296-309, 2017 Jul.
[Is] ISSN:1096-0457
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:Previous studies with bilingual children have shown that the nature of their second-language instruction has an effect on the development of their cognitive abilities. The aim of this study was to determine whether children who acquire a second language in two different immersion programs for a period of 1year show advantages in executive functions and to examine how the amount of daily exposure affects executive functions. A group of Serbian-speaking second-grade children exposed to the second language for about 5h each day (high exposure group, HEG) and a low-exposure group (LEG) exposed to the second language for about 1.5h each day were compared with an age-matched control group (CG) of monolingual peers on working memory, inhibition, and shifting. Significant group differences were found for working memory, with the HEG performing better than the CG and LEG even after controlling for individual differences in terms of age and intelligence. The three groups did not differ in terms of inhibition and overall shifting abilities, although the control group had a marginally significant advantage on one of the two shifting tasks. Our findings extend previous research by demonstrating that the amount of daily exposure is a significant factor affecting executive functions in early immersion programs for second-language acquisition. In addition, they show that early intensive second-language acquisition can be advantageous for performance on tasks that require a higher level of executive control.
[Mh] Termos MeSH primário: Cognição
Educação Especial
Função Executiva
Inibição (Psicologia)
Memória de Curto Prazo
Multilinguismo
Reversão de Aprendizagem
[Mh] Termos MeSH secundário: Criança
Feminino
Seguimentos
Seres Humanos
Individualidade
Masculino
Sérvia
Fatores de Tempo
[Pt] Tipo de publicação:COMPARATIVE STUDY; JOURNAL ARTICLE
[Em] Mês de entrada:1705
[Cu] Atualização por classe:170526
[Lr] Data última revisão:
170526
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170401
[St] Status:MEDLINE


  10 / 8441 MEDLINE  
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[PMID]:28257246
[Au] Autor:Kirk H; Gray K; Ellis K; Taffe J; Cornish K
[Ad] Endereço:Hannah Kirk, Kylie Gray, Kirsten Ellis, John Taffe, and Kim Cornish, Monash University, Australia.
[Ti] Título:Impact of Attention Training on Academic Achievement, Executive Functioning, and Behavior: A Randomized Controlled Trial.
[So] Source:Am J Intellect Dev Disabil;122(2):97-117, 2017 03.
[Is] ISSN:1944-7515
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:Children with intellectual and developmental disabilities (IDD) experience significant difficulties in attention, learning, executive functions, and behavioral regulation. Emerging evidence suggests that computerized cognitive training may remediate these impairments. In a double blind controlled trial, 76 children with IDD (4-11 years) were randomized to either an attention training (n = 38) or control program (n = 38). Both programs were completed at home over a 5-week period. Outcome measures assessed literacy, numeracy, executive functioning, and behavioral/emotional problems, and were conducted at baseline, post-training, and 3-month follow-up. No training effects were observed at post-training; however, children in the training group showed greater improvements in numeracy skills at the 3-month follow-up. These results suggest that attention training may be beneficial for children with IDD; however, the modest nature of the intervention effects indicate that caution should be taken when interpreting clinical significance.
[Mh] Termos MeSH primário: Logro
Transtorno do Deficit de Atenção com Hiperatividade/terapia
Atenção
Instrução por Computador
Deficiências do Desenvolvimento/terapia
Crianças com Deficiência/educação
Educação Especial/métodos
Função Executiva
Deficiência Intelectual/terapia
Transtornos do Comportamento Social/terapia
[Mh] Termos MeSH secundário: Transtorno do Deficit de Atenção com Hiperatividade/diagnóstico
Transtorno do Deficit de Atenção com Hiperatividade/psicologia
Austrália
Criança
Deficiências do Desenvolvimento/diagnóstico
Deficiências do Desenvolvimento/psicologia
Crianças com Deficiência/psicologia
Método Duplo-Cego
Inteligência Emocional
Feminino
Seguimentos
Seres Humanos
Deficiência Intelectual/diagnóstico
Deficiência Intelectual/psicologia
Masculino
Testes Neuropsicológicos/estatística & dados numéricos
Nova Zelândia
Psicometria
Transtornos do Comportamento Social/diagnóstico
Transtornos do Comportamento Social/psicologia
[Pt] Tipo de publicação:JOURNAL ARTICLE; RANDOMIZED CONTROLLED TRIAL; RESEARCH SUPPORT, NON-U.S. GOV'T
[Em] Mês de entrada:1708
[Cu] Atualização por classe:170817
[Lr] Data última revisão:
170817
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170304
[St] Status:MEDLINE
[do] DOI:10.1352/1944-7558-122.2.97



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