The Oral Health Status of Person with Special Needs in Kumasi

Background: The most prevalent non-communicable disease worldwide is oral health-related disease, with dental caries and periodontal conditions being common. Oral health status significantly impacts overall health and quality of life. Barriers to dental care affect children with special needs. This study evaluates the oral health status and treatment requirements of people with special needs. Methodology: This descriptive cross-sectional study in Kumasi, Ghana examined oral health status among people, 121 children with special needs over two months, in June-July 2022. Dental caries, periodontal changes, malocclusion, and trauma were assessed. The data was analyzed using SPSS 20.0. Results: The oral health status among people with special needs in this study was generally moderate, with a range from very good to very poor. The prevalence of dental caries was 37%, with a mean DMFT score of 2.82. Periodontal health showed unsatisfactory indicators such as mobile teeth, poor gingival health, high plaque scores, and the presence of halitosis. Conclusion: This descriptive study aimed to provide baseline data on the oral health status of special needs students in Kumasi, addressing the lack of knowledge in this area. It highlighted the importance of dental care in maintaining good oral health and overall well-being in individuals with special needs. Coordinated efforts by dental professionals are needed to provide dental health education and preventive interventions for these children.

Psychological Emotion Analysis System for Special Needs Children Based on Neural Network

With the development of modern society and the improvement of living standards,care for special needs children has been increasingly highlighted,and numerous corresponding measures such as welfare homes,special education schools,and youth care centers have emerged.Due to the lack of systematic emotional companionship,the mental health of special needs children are bound to be affected.Nowadays,emotional education,analysis,and evaluation are mostly done by psychologists and emotional analysts,and these measures are unpopular.Therefore,many researchers at home and abroad have focused on the solution of psychological issues and the psychological assessment and emotional analysis of such children in their daily lives.In this paper,a special children’s psychological emotional analysis based on neural network is proposed,where the system sends the voice information to a cloud platform through intelligent wearable devices.To ensure that the data collected are valid,a series of pretreatments such as Chinese word segmentation,de-emphasis,and so on are put into the neural network model.The model is based on the further research of transfer learning and Bi-GRU model,which can meet the needs of Chinese text sentiment analysis.The completion rate of the final model test has reached 97%,which means that it is ready for use.Finally,a web page is designed,which can evaluate and detect abnormal psychological state,and at the same time,a personal emotion database can also be established.

Tooth loss patterns in older adults with special needs:a Minnesota cohort

This study was conducted to detail tooth loss patterns in older adults with special needs. A total of 491 elderly subjects with special needs were retrospectively selected and followed during 10/1999-12/2006. Medical, dental, cognitive, and functional assessments were abstracted from dental records and used to predict risk of tooth loss. Tooth loss events were recorded for subjects during follow-up. Chi-squared tests were used to study the association between tooth loss and the selected risk factors. Logistic, poisson, and negative binomial regressions were developed to study tooth loss patterns. Overall, 27% of the subjects lost at least one tooth during follow-up. Fourteen subjects had tooth loss events per 100 person-years. Tooth loss pattern did not differ significantly among different special-needs subgroups （i.e. community-dwelling vs. long-term care, physically disabled vs. functionally independent）. Special-needs subjects with three or more active dental conditions at arrival had more than twice the risk of losing teeth than those without any existing conditions. After adjusting other factors, the number of carious teeth or retained roots at arrival was a significant predictor of tooth loss for older adults with special needs （P=0.001）. These findings indicate that appropriately managing active caries and associated conditions is important to prevent tooth loss for older adults with special needs.

Nutritional Challenges of Children with Disabilities in Special Needs Center in Mainland, Lagos State, Nigeria

The study determined the nutritional challenges of persons with disability in special needs centers in mainland,Lagos State.Three research questions guided the study.Survey research design was adopted.The population of the study was 57.No sampling was done since the population was a manageable size.Validated questionnaire was used for data collection.Data collected were analyzed using mean and standard deviation.Findings showed that the types of disabilities among children in special need centers in Lagos State included among others:physical disability,learning disability,cerebral palsy,Down syndrome,attention deficit disorder/attention deficit hyperactivity disorder(ADHD),autism and speech and language disorder.Findings also revealed that the nutritional needs of children with disability included feeding on different foods,drinking water regularly,taking fruits daily,and ensuring that their nutrient requirements are met daily.Findings indicated that the nutritional challenges of children with disability included among others:excessive salivation,frequent constipation,inability to feed oneself,depending on care givers for feeding,food dropping from the mouth while being fed and difficulty in chewing and swallowing foods.Conclusion was made.Among recommendations made was that children with disabilities should be provided with variety of foods daily to meet their nutritional needs and parents/caregivers should devote more feeding time to the disabled child.

Educational Application for Special Needs Is a Learning Tool the Way Forward？

As the 21st century brings in a revolutionary change in the way students study at schools and universities, technology continues to play a crucial role in helping students achieve more conceptual and practical knowledge of topics taught in classrooms. Students with special needs too are now able to study in a general classroom setting, access relevant technologies and use them for higher cognitive development, helping them integrate with their surroundings. However, existing literature shows that though multiple learning tools exist that do enhance learning in special needs students, they either cater to specific areas of development such as Mathematics and English, or that are targeted towards a specified category of studentswith special needs such as autism and cerebral palsy. Furthermore, despite multiple laws and regulations supporting the right to education launched by the UAE （United Arab Emirates） government for special needs students, there seems to exist a need to provide classrooms across the country with educational applications that have a universal approach particularly in the UAE in order to include students with almost any special needs. This paper looks closely at the existing literature and highlights this gap, especially in the UAE and proposes to develop such a tool based on existing learning concepts.

School Support Services Model for Students With Disabilities in General Education Classrooms： Using Data From the Special Needs Education Longitudinal Study in Taiwan

The purposes of this study were to establish a school support service model for students with disabilities in general classroom, and to explore the current status of school support services provided for students with disabilities in preschools, primary, and junior high schools. Therefore, this study used data from the Special Needs Education Longitudinal Study in Taiwan, collected in the 2007-2008 academic year. There were 2,924 students with disabilities selected in the study who were placed in general classrooms; 855 were in preschool, 1,079 were in primary school and 990 were in junior high school. The questionnaires in the database were answered by their teachers. The results of this study are listed, as follows： In terms of the school support service model for students with disabilities in the three stages of education, adjustment in teaching accounts for 1-15% of the explanatory power regarding the overall model, while support services account for 63-85%, which peak in junior high schools. Secondly, itinerant teachers are found to be the most important human resource in preschools. For primary and junior high schools, parents and special education teachers are the more prevalent influences. The more common school support services are tuition refunds, itinerant services, adjustments in examinations, and scholarships.

Electronic Database about Children with Special Needs ~t Primary School

In Slovenia, children with special needs have been included to primary schools since 1998. Since then, teachers have had a lot of work to be done. Every year they have to prepare an individualized programme for each child with special needs. They have to set goals that each child with special needs has to achieve at a particular subject. Pupils have different teachers every year and to make their work easier, the author is considering making a website database with basic information about them. This database would state the goals that the pupil achieved in the past year, which strategy of teaching proved to be the best for him or her and what the areas he or she needs help with are. Teachers would be collecting this data during the primary education, after the final evaluation this database would also be made available to the secondary school of the pupil in concern. This database should be located on the website of Ministry of Education, Science, Culture and Sports. It would be available to primary schools, but protected by a password which would grant the school access to the data of their students only. In secondary schools, teachers could also access to the information, so they would not have to be discovering appropriate teaching strategies that worked for a pupil in the past all over again. This would enable better conditions and a successful education for pupils with special needs.

Managements of Special Health Care Needs Patients from Dental Assistant Point

The main role of this article is to describe dental assistants and the dental department’s role in the dental delivery system for Special health care needs (SCHN) by creating a structure to educate the dental assisting profession and project factors that have a significant impact on the dental assistant. The dental assisting management of SCHN patient’s profession including dental Assistance general responsibilities, regulation credentialing, and education. The SCHN patient’s management creates a challenge in all area of the dental department. Handling patient with a SCHN is underexplored throughout the dental staff especially when there is not enough theoretical foundation, education and training to deal with this category of patients. SCHN patients are defined as individuals who have abnormal behavioral impairments, mental conditions or/and chronic disease or abnormal laboratory results. Thus, the aim of this article is to guide all dental assistance staff in the best dental management choice for SCHN patients. All health care teams are part of patient care in most medical settings. A work environment supportive ensures positive outcomes for patient care. This article was considered as those categories of patients required more care and special way to deal with, moreover language, age, gender and education level of the patient are also considered significant parries. Not Many studies were found to support the care of SCHN patients in dentistry department. Taking experience from other area help to design a system to handle the SCHN even if it requires hiring a Dentist who is specialized in that filed.

Therapeutic Camps and Their Impact on the Family of Children with Special Health Care Needs: A Mixed Method Study

Respite care through therapeutic summer day camps is a service used to relieve the physical and mental strains placed on caregivers of children with special health care needs while also creating unique opportunities to benefit the child. The purpose of this study is to determine how respite care in the form of a therapeutic summer day camp for children with special needs impacts a family’s ability to manage their child’s special health care needs within their family. This research study used mixed methodology combining quantitative data collection through pre- and post-survey and qualitative data collection through interviews that worked to answer questions relating to the effects of a therapeutic summer day camp on parents’ perspective and management of their child’s condition. The theoretical framework used to guide the study is the Family Management Style Framework. Twenty-two parents completed The Family Management Measure that was administered prior to and at the conclusion of an 8-week therapeutic summer day camp program. Qualitative interviews with 11 parents helped to better understand specific interventions and experiences of the therapeutic camp that benefitted their child and family. Although the quantitative analysis did not yield statistically significant changes in the family’s ability to manage their child’s condition as a result of attendance at the camp, the qualitative interviews demonstrated robust evidence that the camp provided meaningful experiences for the campers and parents while alleviating stress within the family. Themes include: 1) Family-Child themes of loss of normalcy, relationships affected, increased stress, family adaptations, and love for the child;2) Camp-Child themes of meeting individual needs, creating happiness, and behavior changes;and (3) Camp-Parent themes of improved perception of the child, decreased stress, parent involvement with staff, and need for specific environment at camp. Implications of the results are discussed, along with recommendations for future research.

Incorporation of Media Arts for Chilean Young Students With Special Learning Needs

The present informal study of Information and Communication Technology(ICT)in special education through media arts.There are deep inequalities in the access of new technological opportunities and adaptive user experiences for students with special learning needs.Our goal as teacher educators is to improve enhance autonomous learning using the complementary subject of media arts.This new educational proposal aims to solve the technology usability problems for students with disabilities.The personalized autonomy of students’use technology in school learning is a key strategy for students with disabilities.For this study as with many schools,the technology resources and educational services to implement digital skills and new ICT teaching-learning strategies for the complementary subject of media arts is not available.Finally,implementing these digital skills is an essential part of the educational-labor system for adolescent students with disabilities.

Special Educational Needs: Do We Know How to Educate?

This article reports the results is aimed at analyzing the evolution of the political discourse in Chile on Special Educational Needs,and also analyzes the relationship of speech with major public policy initiatives in terms of legislation,fiscal budget and direct action of the executive.You can see that they allow identifying important changes in the use of the main concepts,emphasis,and discussions associated with the promotion of inclusive education.Furthermore,there is a growing interest in the topic of diversity,both nationally and internationally,which is expressed in increasingly specific public policy initiatives to promote inclusive education.However,gaps and gaps persist between political discourse and policy initiatives,as well as between the approach of public policies in Chile and the state of the art of international discussion on the matter.

International Comparative Study on Education Laws of the Persons with Disabilities: An Observation on Regulations on the Education of Persons with Disabilities

The issue of education for people with disabilities has become of increasing concern. How can we effectively guarantee the basic right to education for persons with disabilities? Will the revised Regulation on Education for Persons with Disabilities meet their needs? This article takes the Regulation on Education for Persons with Disabilities as the core and compares it with the related special educational laws of the United States, Britain and Japan. The following conclusions were drawn from this study: In terms of educational concept, the three countries follow the concept of inclusive education, and pursue equity and educational justice. They not only pay attention to inclusive education but also focus on improving the quality of education for students with disabilities. All three countries focus on accommodating children with special needs, but each implements its programs in a different way. These practices can be used as reference for the development of a special needs education law in China.

Inclusive Education in Wales:Interpreting Discourses of Values and Practice Using Critical Policy Analysis

Purpose:This paper provides a detailed analysis of inclusive education policies in the context of major system reform in Wales,United Kingdom.Wales is currently undergoing the most significant changes to its education system since political devolution from the U.K.Government in I999.Key to these changes is the new Curriculum for Wales and the Additional Learning Needs(ALN)regulations;alongside these and wider system-level reforms,there is an ambition to create an inclusive education system in Wales.This paper explores how inclusion is articulated and communicated within the key policy and guidance documents,using two continuums-"practice"and"values"to map and interpret these documents.Design/Approach/Methods:This paper uses critical policy analysis to make sense of these various inclusive education policy reforms in Wales.Findings:The analysis reveals that despite a foregrounded commitment to inclusion,there is disparity both within and between the policy and guidance documents.Originality/Value:The paper highlights the lack of coherence of key messages articulated through education policy documentation in Wales,providing insight into the emerging national education system reforms,as well as developing an approach for evaluating inclusive education systems inotherjurisdictions.