Institut Spezielle Pädagogik und Psychologie
Dauerhafte URI für die Sammlunghttps://irf.fhnw.ch/handle/11654/57
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Ergebnisse nach Hochschule und Institut
Publikation Situierte Disziplinaritäten und inklusive Bildung und Erziehung(transcript, 25.11.2024) Weisser, Jan; Bärmig, Sven; Willmann, MarcDer Autor entwickelt eine wissenssoziologische Perspektive auf die Frage, wie die Inklusionsthematik in den Erziehungs- und Bildungswissenschaften dazu beitragen kann, in nichtadditiver Weise Gegenstände zu bilden und Handlungsvermögen zu entwickeln. Es wird nach den Herausforderungen eines solchen Vorhabens gefragt. Anschliessend wird ein Reflexionsrahmen vorgeschlagen und es werden Anforderungen an die Produktion und Vermittlung erziehungs- und bildungswissenschaftlichen Wissens formuliert.04A - Beitrag SammelbandPublikation Schüler:innen-Perspektiven und konstituierende Rahmung – Implikationen für empirische Zugänge am Beispiel inklusiver unterrichtlicher Settings(Julius Klinkhardt, 17.11.2024) Papke, Katharina; Wagner-Willi, Monika; Matthes, Dominique; Hinzke, Jan-Hendrik; Pallesen, Hilke; Wittek, Doris04A - Beitrag SammelbandPublikation Inclusion and exclusion in classroom practices. Empirical analyses of conjunctive spaces of experience in secondary schools(Routledge, 2023) Sturm, Tanja; Wagener, Benjamin; Wagner-Willi, Monika; Rißler, Georg; Köpfer, Andreas; Buchner, Tobias04A - Beitrag SammelbandPublikation Handbuch Inklusion international. Globale, nationale und lokale Perspektiven auf Inklusive Bildung = International handbook of inclusive education(Barbara Budrich, 10.02.2021) Köpfer, Andreas; Powell, Justin J.W.; Zahnd, RaphaelGlobales Paradigma, nationale Normen und lokale Praxen. Das Handbuch Inklusion international verbindet theoretische Entwicklungslinien und vielfältige vergleichende Perspektiven der Inklusiven Bildung in ihrer globalen Verbreitung. Die Beiträge bieten einen umfassenden Zugang zu internationalen Diskursen, vergleichenden Forschungsergebnissen und ‚inspiring practices‘ aus diversen Weltregionen – Europa, Afrika, Asien und Nordamerika. Besondere Aufmerksamkeit wird dabei der Relevanz komparativer Studien gewidmet.03 - SammelbandPublikation Videografien in Relation zur interaktiven Praxis des Unterrichts. Eine Replik zum Beitrag von Matthias Grein und Bernd Tesch(centrum für qualitative evaluations- und sozialforschung e.V. (ces)., 2021) Wagner-Willi, Monika; Geimer, Alexander; Klinge, Denise; Rundel, Stefan; Thomsen, Sarah04A - Beitrag SammelbandPublikation Wandel und Persistenz in der Entwicklung inklusiven Unterrichts(04.09.2023) Altmeyer, Simona; Zahnd, Raphael; Antognini, Katharina; Oberholzer, Franziska; Eberli, RamonaSeit den 1990er Jahren hat sich die Forderung nach inklusiver Bildung im internationalen Kontext als Entwicklungsziel für Bildungssysteme durchgesetzt (Köpfer, Powell & Zahnd, 2021). Die Zielsetzung geht mit der Aufhebung räumlich separierter Schulangebote einher, ist damit aber noch nicht erreicht. Neben der physischen Präsenz aller Schüler*innen in einer Schule erfordert die erfolgreiche Umsetzung Inklusiver Bildung auch einen Unterricht, der von der Vielfalt der Schüler*innen ausgeht und gemeinsames Lernen ermöglicht. Damit einher geht auch die Ermöglichung der sozialen Teilhabe am Klassenleben für alle Schüler*innen. Gerade die Umsetzung eines inklusiven Unterrichts, der diese Bedingungen erfüllt, ist eine Herausforderung.06 - PräsentationPublikation Teacher education for inclusion. International trends(28.08.2024) Vlachou, Anastasia; Priestly, Andrea; Jovanovic Milanovic, Olja; Zahnd, Raphael; Babbie, Shannon; Saether, Elin; Alves, Ines; Proyer, Michelle; Rustamova, Sevinj; Herrera-Seda, Constanza; Symeonidou, Simoni; Spandagou, IlektraThis 2-part panel will bring together colleagues to reflect on teacher education for inclusion in 12 coun-try contexts: Australia, Austria, Azerbaijan, Chile, Cyprus, Greece, Norway, Portugal, Scotland, Serbia, Switzerland, and USA. Educating teachers that are prepared to teach diverse student populations is one of the big challenges of present times. This can be to some extent explained by the challenges experienced by teachers linked to student diversity and the international push to develop education systems that include all learners. According to Forlin (2010), TE for inclusion is a way of ensuring that teachers are prepared to teach in classrooms with diverse student populations. Livingston (2020) considers that the role and re-sponsibility of TE ‘in developing inclusive education that enables every teacher to meet the needs of all our young people’, still needs to be explored.06 - PräsentationPublikation Effects of a comprehensive pulmonary rehabilitation in severe post-COVID-19 patients(MDPI, 2021) Spielmanns, Marc; Pekacka-Egli, Anna Maria; Schoendorf, Sabine; Windisch, Wolfram; Hermann, MatthiasBackground: Severe COVID-19 infection often leads to impairments requiring pulmonary rehabilitation (PR) following the acute phase. Little is known about the efficacy of PR in these patients. We therefore compared post-COVID-19 patients (PG) referred to PR patients with other lung diseases (LG). Methods: 99 PG were admitted to PR. In a prospective design, the results of PG were collected and compared to the results of LG of 2019 (n = 419) according to Functional Independence Measurement (FIM), Cumulative Illness Rating Scale (CIRS), 6-min walk test (6-MWT), duration of PR, and Feeling Thermometer (FT). Results: According to age, sex, and CIRS, both groups showed no significant differences. The improvements in the 6-MWT in the pre to post comparison were on average 180 (±101) meters for PG and 102 (±89) meters for LG (p < 0.001). FT showed a significant enhancement for PG of 21 (±14) points and for LG of 17 (±16) points (p < 0.039), while FIM significantly increased by 11 (±10) points in PG and 7 (±8) points in LG (p < 0.001). Conclusions: Comprehensive PR in PG is very effective according to the results in FIM, 6-MWT and FT. Therefore, we recommend PR following severe post-COVID-19 infections.01A - Beitrag in wissenschaftlicher ZeitschriftPublikation Predictive value of cough frequency in addition to aspiration risk for increased risk of pneumonia in dysphagic stroke survivors. A clinical pilot study(MDPI, 2021) Pekacka-Egli, Anna Maria; Kazmierski, Radoslaw; Lutz, Dietmar; Kulnik, Stefan Tino; Pekacka-Falkowska, Katarzyna; Maszczyk, Adam; Windisch, Wolfram; Boeselt, Tobias; Spielmanns, MarcBackground: Post-stroke dysphagia leads to increased risk of aspiration and subsequent higher risk of pneumonia. It is important to not only diagnose post-stroke dysphagia early but also to evaluate the protective mechanism that counteracts aspiration, i.e., primarily cough. The aim of this study was to investigate the predictive value of cough frequency in addition to aspiration risk for pneumonia outcome. Methods: This was a single-center prospective observational study. Patients with first-ever strokes underwent clinical swallowing evaluation, fibreoptic endoscopic evaluation of swallowing (FEES), and overnight cough recording using LEOSound® (Löwenstein Medical GmbH & Co. KG, Bad Ems, Germany ). Penetration–Aspiration Scale (PAS) ratings and cough frequency measurements were correlated with incidence of pneumonia at discharge. Results: 11 women (37%) and 19 men (63%), mean age 70.3 years (SD ± 10.6), with ischemic stroke and dysphagia were enrolled. Correlation analysis showed statistically significant relationships between pneumonia and PAS (r = 0.521; p < 0.05), hourly cough frequency (r = 0,441; p < 0.05), and categories of cough severity (r = 0.428 p < 0.05), respectively. Logistic regression showed significant predictive effects of PAS (b = 0.687; p = 0.014) and cough frequency (b = 0.239; p = 0.041) for pneumonia outcome. Conclusion: Cough frequency in addition to aspiration risk was an independent predictor of pneumonia in dysphagic stroke survivors.01A - Beitrag in wissenschaftlicher ZeitschriftPublikation Reassessment of poststroke dysphagia in rehabilitation facility results in reduction in diet restrictions(MDPI, 2021) Pekacka-Egli, Anna Maria; Kazmierski, Radoslaw; Lutz, Dietmar; Pekacka-Falkowska, Katarzyna; Maszczyk, Adam; Windisch, Wolfram; Spielmanns, MarcBackground: Dysphagia assessment in postacute stroke patients can decrease the incidence of complications like malnutrition, dehydration, and aspiration pneumonia. It also helps to avoid unnecessary diet restrictions. The aim of this study is to verify if regular reassessment of dysphagia would change the diet management of postacute stroke patients in rehabilitation settings. Methods: This single-center retrospective study included 63 patients referred to an inpatient neurological rehabilitation center between 2018–2019. A standardized clinical swallowing evaluation and Fiberoptic Endoscopic Evaluation of Swallowing (FEES) were performed. Diet level according to Functional Oral Intake Scale (FOIS) was evaluated. As the primary endpoint, the FOIS values based on diagnostic procedures were assessed at hospital discharge, rehabilitation admission, and after FEES. Results: 19 women (30%) and 44 men (70%), with a mean age of 75 y (SD ± 10.08), were enrolled. The intergroup ANOVA revealed significant differences (p < 0.001) between dietary prescriptions in an acute care setting and following clinical and endoscopic reassessment in the rehabilitation center. Diet recommendations changed in 41 of 63 (65%) enrolled patients (p < 0.001). Conclusion: Instrumental diagnostic by FEES during the early convalescence period of stroke patients leads to clinically relevant changes to diet restrictions and lower rates of pneumonia. Our findings underline the need for regular and qualitative dysphagia diagnostics in stroke patients participating in neurological rehabilitation.01A - Beitrag in wissenschaftlicher Zeitschrift