Goele Bossaert

Truly included? A literature study focusing on the social dimension of inclusion in education

Social participation of students with special educational needs (SEN) is a key issue in the inclusion debate. However, the meaning of concepts like social integration, social inclusion and social participation used in current literature is often unclear. Recently, these concepts were clarified based on preschool and primary school literature. The current study assesses the meaning of these concepts for secondary school samples and possible differences with preschool and primary school. A literature review on secondary school literature, including 19 articles, revealed large parallels, i.e. the three concepts can be used as synonyms and include the same key themes: relationships, interactions, perception of the pupil with SEN and acceptance by classmates. Although the subthemes within the key themes largely concurred, one subtheme (i.e. self-perception of social interaction) was added and three subthemes, mentioned in the scheme based on preschool and primary school, were not found.

Loneliness among students with special educational needs in mainstream seventh grade

The goals of this study were twofold. The first aim was to explore loneliness prevalence in typically developing students, students with ASD and students with motor and/or sensory disabilities in mainstream 7th grade in Belgium. The second aim was to explore the relations between number of friends, friendship quality, social self-concept on the one hand and loneliness on the other for each of these three groups, and to compare them across groups. In this study, 108 students with special educational needs (SEN; i.e., 58 students with ASD and 50 students with motor and/or sensory disabilities) were matched to 108 typically developing classmates. Students with ASD reported more loneliness than typically developing students and students with motor and/or sensory disabilities. Loneliness prevalence for typically developing students and students with motor and/or sensory disabilities did not differ significantly. Factors related with loneliness differed between typically developing students and students with SEN (i.e., students with ASD and students with motor and/or sensory disabilities). For students with SEN, same-sex social self-concept was related with loneliness, but not, as for typically developing students, number of friends and opposite-sex social self-concept. Also friendship quality had a marginally significant effect on loneliness feelings for students with SEN. Implications for further research and practice are discussed.

Deletion or Inhibition of the Oxygen Sensor PHD1 Protects against Ischemic Stroke via Reprogramming of Neuronal Metabolism

The oxygen-sensing prolyl hydroxylase domain proteins (PHDs) regulate cellular metabolism, but their role in neuronal metabolism during stroke is unknown. Here we report that PHD1 deficiency provides neuroprotection in a murine model of permanent brain ischemia. This was not due to an increased collateral vessel network. Instead, PHD1(-/-) neurons were protected against oxygen-nutrient deprivation by reprogramming glucose metabolism. Indeed, PHD1(-/-) neurons enhanced glucose flux through the oxidative pentose phosphate pathway by diverting glucose away from glycolysis. As a result, PHD1(-/-) neurons increased their redox buffering capacity to scavenge oxygen radicals in ischemia. Intracerebroventricular injection of PHD1-antisense oligonucleotides reduced the cerebral infarct size and neurological deficits following stroke. These data identify PHD1 as a regulator of neuronal metabolism and a potential therapeutic target in ischemic stroke.

Usefulness of the Supports Intensity Scale (SIS) for persons with other than intellectual disabilities

In response to the shift from a system-centred care model to a person-centred support model, the Supports Intensity Scale (SIS) has been developed as an instrument to assess the support needs of persons with intellectual disabilities. The instrument is used as a tool for constructing individual support plans, as well as a tool for resource allocation. The aim of the present study was to evaluate the usefulness of the SIS for persons with other than intellectual disabilities. Therefore, the psychometric properties of the SIS were investigated in a sample of 1303 persons with other than intellectual disabilities. Confirmatory factor analysis failed to support the originally proposed six-factor model within this sample. However, an explorative examination of the underlying structure resulted in a shortened version of the SIS, including four subscales and 22 items. Further analyses revealed satisfying results for reliability, construct validity, and criterion validity of the shortened assessment tool (SIS-NID).

Factorial validity of the Chedoke-McMaster Attitudes towards Children with Handicaps Scale (CATCH)

The Chedoke-McMaster Attitudes towards Children with Handicaps Scale (CATCH) has been developed to measure the attitudes of children toward peers with disabilities. The present study aims to evaluate the factorial validity of the CATCH in a sample of 2396 students in 7th grade, including 179 students with disabilities and 2217 typically developing students. Each classroom included at least one student with a disability. The structure of the scale, as proposed by the developers, was tested and its stability was evaluated across gender, disability status, awareness of the disability status of classmates and having a classmate with a disability as a friend. Confirmatory factor analysis did not support the originally proposed subscale structure. Instead of the three proposed subscales, a single subscale including seven items was found. Strict factorial invariance was obtained across gender, disability status, awareness of the disability status of classmates and being friends with a classmate with a disability. Implications of these findings will be discussed.