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Permanent URI for this collectionhttps://eresearch.qmu.ac.uk/handle/20.500.12289/22

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Start date: 2020Has files: No

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Now showing 1 - 7 of 7
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    Tools for Promoting Independent Living Skills in Individuals with Disabilities
    (IGI Global, 2024-10) Dimitriadou, Ioanna; Vasileiadis, Ilias; Koutras, Spyros; Dimitriadou, Ioanna; Vasileiadis, Ilias; Koutras, Spyros
    Promoting independent living skills in individuals with disabilities is a crucial aspect of enhancing their quality of life and enabling them to thrive. These skills, which range from personal care and household management to navigating social and community settings, are essential for fostering autonomy and self-reliance. Teaching these skills requires a tailored approach that considers the unique needs of each individual, ensuring that they are equipped to face daily challenges and succeed in the personal and professional aspects of their lives. Tools for Promoting Independent Living Skills in Individuals With Disabilities provides a comprehensive resource for educators and specialists working across multiple disciplines. Featuring expert contributions, it focuses on promoting independence in individuals with disabilities of all ages and types. With practical strategies and real-world applications, the book serves as a vital tool for those teaching life skills to help individuals with disabilities achieve greater autonomy and a higher quality of life.
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    Enhancing Educational Equity: Bridging the Gap for Deaf Learners' Transition to Higher Education in Rwanda
    (IGI Global, 2024-10-25) Habinshuti, Gonzague; Koutras, Spyros; Bizimana, Benjamin
    This research addresses the challenges militating the transition of deaf learners from secondary education to higher education in Rwanda. The specific objectives are to conduct an in-depth analysis of the existing challenges militating the transition of deaf learners from secondary to higher education in Rwanda, evaluate the effectiveness of existing inclusive policies, investigate the extent to which inclusive policies in Rwanda, and formulate context-specific measures for facilitating the transition of deaf learners from secondary education to higher education. The study will employ a mixed methods approach, combining surveys, interviews, focus group discussions, and document analysis. The research sample will comprise 96 individuals, including deaf graduates from secondary school, educators, policymakers, parents, and advocacy groups. Findings are expected to facilitate policy reform, improve educational practices, and empower deaf learners, fostering a more inclusive and equitable educational system.
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    Using a prognostic medical device for early identification of pressure ulcers: protocol for study design
    (MA Healthcare, 2024-06-20) Keltie, Kim; Parker, Rosalyn; Dervin, Humayra; Pagnamenta, Fania; Milne, Jeanette; Belilios, Emma; Latimer, Lizzy; Wason, James; Ogundimu, Emmanuel; McParlin, Catherine; Sims, Andrew
    Background: An objective, physiological measurement taken using a medical device may reduce the incidence of pressure ulcers through earlier detection of problems signs before visual signs appear. Research in this field is hampered by variations in clinical practice and patient-level confounders. Aim: The authors outline key considerations for designing a protocol for a study to assess the efficacy and safety of a prognostic medical device in reducing pressure ulcer incidence in a hospital, including comparators, randomisation, sample size, ethics and practical issues. Method: Key issues relating to methodology and ethics are considered alongside a theoretical protocol, which could support future researchers in wound care trials. Results: A prospective, three-armed, multi-centre, stratified cluster-randomised controlled trial is proposed. The third arm is recommended as it is expected that patients will need to be moved for the medical device to be used and repositioning is a preventive strategy. A minimum of 16200 patients in 33 wards would needed to be recruited to achieve statistical significance. Ethical considerations in terms of consent or assent need to be considered. Conclusion: The hypothetical study designed to evaluate the effectiveness of a diagnostic or prognostic medical device in reducing pressure ulcer incidence in secondary care, while accounting for biases, would require large sample sizes and involves risks of inter-operator and inter-device reliability, heterogeneity of users and the vague clinical interpretation of device results. Robust research in this field has the potential to influence or change policy and practice relating to the prevention of pressure ulcers in secondary care. © 2024 MA Healthcare Ltd.
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    Visualizing Worldwide Prevalence of Age-Related Dual Sensory Loss
    (SAGE Publications, 2024-06-23) Koesters, Nils; Minhas, R; Wittich, Walter; McMenemy, Andrena; Johnson, Christine
    Objectives: This study aims to create a first visualization of global prevalence of age-related dual sensory loss (DSL), significantly affecting older people’s quality of life. Methods: Data from World Health Organization (WHO) regions, particularly African, American, and European, were analyzed. The study focused on DSL onset and prevalence, using adjusted life expectancy for regional comparison. Results: There were notable regional variations in DSL onset and prevalence. The African region showed consistent data, thanks to standardized methods from the World Federation of the Deafblind. However, global patterns varied when adjusted for life expectancy, hinting at possible DSL prevalence stabilization at older ages. Discussion: The study identifies a lack of standardization in DSL prevalence research regarding definitions, methodologies, and reporting. It calls for more uniform and thorough research methods for accurate global DSL understanding. The research highlights the complexity and challenges in determining DSL prevalence worldwide.
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    The social dimension of inclusive education for students with cognitive and developmental difficulties
    (IGI Global, 2023-11-28) Vasileiadis, Ilias; Dimitriadou, Ioanna; Koutras, Spyros
    The purpose of this chapter is to present firstly - with a critical approach - a clarification of the terms and concepts describing the social dimension of inclusion, with regard to students with developmental and cognitive difficulties, in order to identify differences or convergences. These specific variables are usually examined within observational studies of the social interaction among peers, sociometric studies of acceptance, and studies that require self-reports from the students regarding themselves and their social relationships. Furthermore, the variables related to the social dimension of inclusive education for these students, and their development in each age period, are presented. Finally, the chapter focuses on school intervention programmes concentrating on the social dimension of inclusion, and evaluates the impact of such programmes on the daily school life of students with developmental and cognitive difficulties. © 2023, IGI Global.
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    Changing the attitudes of high school students towards intellectual disabilities: the contribution of a social coexistence programme
    (Wiley, 2021-02) Vasileiadis, Ilias; Koutras, Spyros; Stagiopoulos, Petros
    AbstractStudents’ attitudes towards peers with intellectual disabilities are mostly negative, and negative attitudes appear more among secondary education students than any other age group. Social coexistence programmes are intervention programmes implemented by school psychologists to manage and change negative attitudes and enforce social interaction with students with disabilities. The research sample consisted of 193 public high school students in Greece who were given the Chedoke–McMaster Attitudes Toward Children with Handicaps (CATCH) Scale. The study aimed to explore whether there is a change in the attitudes of high school students towards peers with intellectual disabilities after participation in a social coexistence programme. The findings showed that students who participated in the programme had more positive attitudes towards people with intellectual disabilities after the completion of the programme. The above findings confirm the research on the possibility of changing attitudes of secondary school students towards peers with disabilities and reinforce the need for the systematic development of social coexistence programmes for the entire student population. Future research should focus on the benefits of students with disabilities from their participation in social coexistence programmes.
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    Are we getting through? Criminal justice communication
    (Law Society of Scotland, 2023-07-17) Wishart, Jasmine; Hodson, Ann