Journal articles on the topic 'Play Therapy. Special Education teachers. Special Education Perception'

This qualitative case study explores early childhood pre-service educators' perceptions of using play-based teaching strategy across the Foundation Phase. A play-based approach promotes a special mode of thinking, sense of possibility, ownership, control, and competence in maths and PE learners. That is why scholars believe that hybrid pedagogical content knowledge that integrates play-based learning sustains learner attention throughout the lesson and promotes problem-solving skills. Therefore, the main objective of this study is to propose alternative pathways that promote the implementation of a hybrid pedagogical teaching strategy in the Foundation Phase. This study draws from a qualitative case study conducted at one of the universities in KwaZulu-Natal to explore the perception of pre-service teachers about using a play-based teaching strategy in pre-Grade R and Grade R classes. Five preservice teachers who teach both mathematics and PE were purposively and conveniently sampled to generate data using narratives and semi-structured interviews to describe their perceptions and experiences. Zoom group meetings and WhatsApp one-on-one semi-structured interviews were used during the data generation process. The findings reveal that pre-service mathematics and PE teachers perceive play-based pedagogies as necessary to provide a wide range of opportunities for learners to learn to count, visualising groups, and problem-solving skills. They underscore the importance of drawing from a hybrid approach that draws strength from play-based learning to complement formal learning.

Teachers play a vital role in students’ intellectual and personal development, hence they help to prepare citizens. Therefore, it is worth asking what their views are on a “perfectly inclusive” world vision. To analyse the teachers’ perception, the study explored two areas: their outlook on an inclusive society and the importance of an inclusive education for marginalised groups. The research comprised teachers working with Special Educational Needs (SEN) students: 55 from integration schools, 48 from regular schools, 45 from special schools (those with intellectual disability (ID) and autism). The data was collected using a questionnaire. The findings highlighted that all groups thought that people with disabilities primarily needed help and support, special school teachers felt most strongly about this. Special educational needs teachers most strongly disagreed that their group were afraid of the disabled or felt hostility towards them compared to the other two groups. All groups had milder opinions regarding other types of marginalised people. The majority of special school teacher’s had views similar to general society regarding that the presence of refugees in society could pose a danger, whilst most teachers from regular schools thought that refugees were here for work and social care. In light of the study, all groups agreed that regular schools were not the best place for pupils with SEN, however they would make an exception for students with mild disabilities, the children of refugees, and those from national and ethnic minorities. Special schools teachers working with students with severe disabilities strongly agreed that students with an ID and autism generally, should stay in the separated model of education. All groups regarded that the goal of an “education for all” was an unrealistic expectation especially in the near future, just as the goal of an “inclusive society”.

Nowadays at the process of globalization the system of value orientations and educational traditions are undergoing noteworthy modifications represented in the Concept of Inclusive Education Development (2010) in Ukraine. The research demonstrates the conception of organization of pedagogical relationships of the participants of art-therapeutic process as a component of inclusive education. The problem of the investigation defined the choice of the empirical research methods such as observation, interview, testing, study of the products of the activities of the subjects, study, and generalization of pedagogical experience. As a framework for the research it was used the model of five different aspects of the therapeutic relationship described by Clarkson (1995). One of the most significant finding to emerge from the study is that inclusive education is much wider than the opportunity for everybody to visit neighbourhood schools, deeper than deletion of distinctions between "general education" and "special education" programs. Findings of this study suggest that elements of art therapy should become an integral part of work with both the disabled and displaced (refugees or immigrants) students. The results allow singling out some means for the modern teacher to organize pedagogical relationships as a dialogue of the equal partners in the art-therapy-oriented education process. Application of “Role-play” refers here to the special technique used at the art-oriented activity for studying interpersonal behavior of the participants. This promoted a better understanding between participants, empathy, and frankness that removed psychological and emotional barriers in their verbal and non-verbal communication, and stimulated the process of self-actualization.

<div><p><em>This paper based on study of SMCs’ awareness about Right to Education Act 2009.As per 86<sup>th</sup> amendment of the Indian constitution Right to Education Act 2009 is considered inseparable parts of children’s right. In RTE act there are special provisions for appointment of qualified subject’s teachers, and about pupils’ teachers’ ratio of Primary school. For germination of small plants require sufficient air, water, sunlight & adequate fertilizer without its plant can’t germinate. In same way children also want to germinate and developed themselves so that they can admitted in primary school .Appointment of various subject teacher play a role of fertilizer in germination and development of children. In this study data were collected by means of a questionnaire on SMCs’ members of various primary schools of Anand district and analysed through SPSS using exploratory cum descriptive statistics. Present study found that participants (SMCs’) were neither satisfied nor unsatisfied with appointment of subject teachers and their teaching methods. Chi-square test and karl-pearson correlation helped to find out the relation between the variables. During statistics analysis researcher found very significant relationship between appointment of subject teachers, teachers completed curriculum within specific period, teachers’ motivation and child feel happy to go to schools. </em></p></div>

Play therapy is a highly adaptable treatment method that can be modified according to children’s ages, circumstances, and settings in which counseling occurs. Play therapy may be used in schools, community settings, and homes to help children following the death of a significant other. After reviewing basic developmental factors that affect children’s ability to comprehend the meaning of death, the article discusses the special circumstances of grief in different situations, including community-based counseling after Hurricane Katrina, school-based group play therapy following a teacher’s death, and conjoint parent-child play therapy after a father’s death in a terrorist attack. Increasing the acceptability and effectiveness of play therapy, professionals must consider and incorporate family and community traditions and beliefs. Additionally, professionals are encouraged to support teachers and parents in utilizing play-based activities to facilitate children’s expressions of grief.

Emulating realistic school environments and practicing difficult conversations between collaborating teachers are necessary for teacher candidates to prepare for potentially challenging workplace realities. In an effort to determine best practices for doing so in university classroom settings, a study was conducted comparing role-play with mixed-reality simulation in preservice courses. Half of the participants interacted in role-play; the other half interacted with an avatar in a mixed-reality simulation in a case study with a reluctant coteacher. Participants completed pre- and postsurveys aimed at measuring their opinion of the value of having a coteacher and indicate their perception of usefulness and realism of role-play and mixed-reality. Findings indicate that participants found mixed-reality sessions significantly more realistic and a more useful practice tool when compared with role-play participants. These findings demonstrate promise for continued use of mixed-reality simulation and invites conversation about simulation targeting practice of concepts difficult to replicate in university classrooms. Additional significant findings indicate that participants realized greater value of coteaching partners in the simulated environment. Findings are encouraging because coteaching is commonly used to assist with including students with special needs in general education classrooms; preservice programs must effectively teach communication methods to students in preparation for their future careers.

Introduction: The search for ways to improve the effectiveness of correctional work in the context of inclusion through the development of polymodal perception is relevant in special psychology and pedagogy. Most often, inclusive education covers students with severe speech disorders (SSD) and mental retardation (MR). The disadvantages of the polymodal perception in these categories of children are noted by various researchers, whose recommendations relate mainly to differentiated special education. The paper aims to analyze and generalize scientific ideas about the problem of developing polymodal perception in 6-11-year-old children with SSD and MR and offer adequate approaches to solving it in terms of inclusion. Materials and methods: The research relies on scientific publications made by the author as well as the studies by other scientists covering experimental studies of the sensory-perceptual sphere of a person in various age ranges. General scientific and comparative-historical methods were used to fulfill the objectives set. Results of the study: The negative characteristics of the individual structure of polymodal perception in children with disabilities with preserved intelligence of senior preschool and primary school age, which were identified in various studies, are analyzed and generalized. The findings reveal a general pattern, which lies in the fact that students with SSD and MR in an age range of 6-11 years often show shortcomings of polymodal (joint, interconnected) perception, despite conventionally healthy visual, auditory, and tactile-kinesthetic (sensory-motor) analyzers, when medical and other individual examinations do not find significant pathologies in their functioning. These shortcomings cause inadequate processing of received information and reduce the quality of the educational process. A multisensory method of providing educational information is proposed, which most fully implements the principle of maximum reliance on polymodal afferentations, which facilitates the perception of program content and at the same time contributes to its improvement in children with disabilities. The paper shows the possibilities of using this method in the inclusive educational process. Conclusion: This paper can be useful to special psychologists, speech therapists, speech pathologists, and other teachers who work with children of senior preschool and primary school age with SSD and MR. Keywords: Polymodal perception, severe speech disorders (SSD), mental retardation (MR), multisensory method of information delivery, systemic speech disorders, speech therapy conclusion.

A special role in the development of a pianist as a musician, composer and performer, as shown by the examples of the well-known, included in the history of art, and the most ordinary pianists, their listeners and admirers, lovers of piano music and music in general, are played by moments associated with psychotherapeutic abilities and music features. The purpose of the study is to comprehend the psychotherapeutic aspects of performing activities (using pianists as an example). The research method is a theoretical analysis of the psychotherapeutic aspects of performing activities: the study of the possibilities and functions of musical psychotherapy in the life of a musician as a “(self) psychotherapist” and “patient”. For almost any person, music acts as a way of self-understanding and understanding of the world, a way of self-realization, rethinking and overcoming life's difficulties - internal and external "blockages" of development, a way of saturating life with universal meanings, including a person in the richness of his native culture and universal culture as a whole. Art and, above all, its metaphorical nature help to bring out and realize internal experiences, provide an opportunity to look at one’s own experiences, problems and injuries from another perspective, to see a different meaning in them. In essence, we are talking about art therapy, including the art of writing and performing music - musical psychotherapy. However, for a musician, music has a special meaning, special significance. Musician - produces music, and, therefore, is not only an “object”, but also the subject of musical psychotherapy. The musician’s training includes preparing him as an individual and as a professional to perform functions that can be called psychotherapeutic: in the works of the most famous performers, as well as in the work of ordinary teachers, psychotherapeutic moments sometimes become key. Piano music and performance practice sets a certain “viewing angle” of life, and, in the case of traumatic experiences, a new way of understanding a difficult, traumatic and continuing to excite a person event, changing his attitude towards him. It helps to see something that was hidden in the hustle and bustle of everyday life or in the patterns of relationships familiar to a given culture. At the same time, while playing music or learning to play music, a person teaches to see the hidden and understand the many secrets of the human soul, the relationships of people.

Attention Deficit Hyperactivity Disorder (ADHD) is a child who experiences obstacles in focusing attention, this condition is known as a hyperactive child term. PAUD teachers play an important role in ADHD child detection efforts, as teachers are often the first to see if their students have a keen behavioral difference when compared to other students. The study aims to get an overview of the Paud Teacher's perception of Attention Deficit Hyperactivity Disorder (ADHD) in preschool-aged children (3-6 years). This research uses qualitative research methods with a phenomenological approach. Data was obtained with an in-depth interview of 4 participants using the purposive sampling technique. The analysis used in this research is Colaizzi Analysis 7 step process. The results of the study getting five themes are facing the problem of ADHD children, planning problem solving, seeking support facing ADHD children, taking a positive meaning and accepting responsibility. Based on this research, it can be concluded that to optimize the child's growth, a teacher provides a special education in the form of wholeheartedly educating, patiently facing the child and giving more attention.

El modelo educativo basado en la inclusión refleja las necesidades sociales y se basa en la educación de calidad para todos los alumnos y la atención de sus necesidades particulares. Los docentes juegan un papel crucial en el desarrollo de metodologías inclusivas y su actitud va a determinar en gran medida el éxito de dichas metodologías y del propio modelo inclusivo. Con el objetivo de conocer las actitudes hacia la inclusión educativa de alumnado con discapacidad en maestros de educación física de primaria y secundaria, se examinan datos provenientes de 72 docentes de esta área (60% hombres y 40% mujeres), que ejercen tanto en centros escolares públicos como privados en varias comunidades autónomas del estado español. Se ha utilizado un cuestionario para profesores de actitudes hacia los alumnos con necesidades educativas especiales derivadas de discapacidad. Los resultados muestran que los profesores presentan actitudes moderadamente positivas hacia la inclusión de alumnos con discapacidad. Se concluye la necesidad de optimizar la formación en materia de inclusión y la realización de programas de prácticas que incluyan contacto con el alumnado con discapacidad.
 Abstract. The educational model based on inclusion reflects social needs and is based on quality education for all students and attention to their particular needs. Teachers play a crucial role in the development of inclusive methodologies and their attitude largely determines the success of these methodologies and the inclusive model itself. In order to assess physical education teachers’ attitudes toward educational inclusion of students with disabilities in primary and secondary education, data from 72 teachers in this area (60% men and 40% women), who work both in public and private schools in several autonomous communities of Spain, are examined. A questionnaire on teachers’ attitudes towards students with special educational needs derived from disability was used. The results show that teachers have moderately positive attitudes towards the inclusion of students with disabilities. The need to optimize training in inclusion and the realization of practical programs that include contact with students with disabilities is concluded.

Introduction. The article provides an overview of the most notable pedagogical innovations (project method, programmed teaching, pedagogy of cooperation), mastered at the scientific level, but not widely used in educational practice. Special attention is paid to the paradigm of contextual education developed by the Academician of the Russian Academy of Education, Head of the Department of Social and Pedagogical Psychology in Sholokhov Moscow State University for the Humanities, A. A. Verbitsky and his scientific school. This paradigm accumulates many effective forms, methods and means, substantiated within the framework of various innovative approaches; however, it finds application only on the experimental sites of individual creative teachers of Russia.The aim of the present publication is to investigate the reasons for the rejection by educational practice to apply pedagogical innovations, conditions and prospects.Methodology and research methods. The author analyses the works of A. A. Verbitsky's scientific school, consistently developing the paradigm of contextual education in monographic and dissertation research, mastering it in the long-term teaching practice of the leading Russian university in the field of intelligent systems in humanities and applied humanities.Results and scientific novelty. The author rejects the widespread opinion about the inhibition of innovations by the conservative pedagogical environment and shows their ideological incompatibility between the centralised management of education and the autocracy of Russian society as a whole. It is proved that the imperative of the perception of pedagogical innovations by education is a change in the social environment.Practical significance. The author's assessments and conclusions create methodological prerequisites for developing a discussion about the mission of pedagogical science and the conditions for its development in modern Russian society. Thus, it could explain why the “didactocentrism”, proclaimed by John Amos Comenius, prevails in Russian education.


 Las competencias genéricas se consideran fundamentales en todos los campos profesionales. Sin embargo, pocas instituciones evalúan si sus egresados transfieren dichas competencias al contexto profesional. El objetivo del estudio fue valorar la percepción de las competencias genéricas que poseen los profesores de Educación Física recientemente egresados de una universidad chilena, enfocándose especialmente en: (a) conocer el nivel de importancia que éstos otorgan a dichas competencias en el ejercicio profesional; (b) definir, a partir de estos actores, el nivel de desarrollo y énfasis que la universidad entrega a las competencias genéricas durante el proceso formativo. Se utilizó una metodología cuantitativa, de tipo descriptivo comparativo. Participaron 133 profesores de Educación Física (35 mujeres y 98 hombres). Todos los participantes respondieron el cuestionario diseñado para el Tuning Latinoamericano (2007). Los principales hallazgos señalan que según los egresados, las competencias más importantes para trabajar en el sistema laboral son “valoración y respeto por la diversidad y multiculturalidad” (89.8%) y el “compromiso ético” (88%). Las menos importantes son “capacidad de comunicación en un segundo idioma (inglés)” (32.3%) y las “habilidades en el uso de las Tecnologías de la Información y de la Comunicación” (56.7%). Los egresados manifiestan que las competencias genéricas más desarrolladas en su proceso formativo universitario son: “capacidad de trabajo en equipo” (59.8%), “valoración y respeto por la diversidad y multiculturalidad” (59.1%) y “habilidades para buscar, procesar y analizar información procedente de fuentes diversas” (55.9%). Y las menos desarrolladas en la universidad son: “capacidad de comunicación en un segundo idioma (inglés)” (9.4%), “habilidades en el uso de las tecnologías de la información y de la comunicación” (28.3%). 
 Abstract: Generic competencies are considered fundamental in all professional fields. However, few institutions evaluate whether their graduates transfer these competencies to the professional context. The objective of the study was to assess the perception of recently graduated Physical Education Teachers from a Chilean university about the generic competencies. The study has a special focus on: (a) to know the level of importance that they give to these competencies in the professional practice; (b) to define, from these actors, the level of development and emphasis that the university delivers to the generic competencies during the formative process. A quantitative methodology, of a comparative descriptive type, was used. A total of 133 Physical Education teachers (35 women and 98 men) participated in the study. All participants answered the questionnaire designed for the Latin American Tuning project (2007). The main findings indicate that according to the graduates, the most important competencies for working in the labor system are "appreciation and respect for diversity and multiculturalism" (89.8%) and "ethical commitment" (88%). The least important are "ability to communicate in a second language (English)" (32.3%) and "skills in the use of Information and Communication Technologies" (56.7%). The graduates state that the generic competencies most developed in their university training process are: "ability to work in a team" (59.8%), "appreciation and respect for diversity and multiculturalism" (59.1%) and "skills to search for, process and analyze information from different sources" (55.9%). The least developed in the university are: "ability to communicate in a second language (English)" (9.4%), and "skills in the use of information and communication technologies" (28.3%).

El objetivo de este artículo es analizar la formación inicial del profesorado de Educación Física, incorporando elementos de reflexión y propuestas para considerar tanto en los planes de estudio como a nivel de las materias que componen el mismo. Todo esto, desde el convencimiento de que las cuestiones más importantes en nuestro campo se decidirán en un marco político que prioriza las cuestiones económicas y sociales ante la investigación y las opiniones de los expertos. Se desarrollará de acuerdo a la siguiente estructura:(1) Justificaremos que los procesos de innovación y cambio están influenciados principalmente por el contexto social, económico y político (más que por los resultados obtenidos desde la investigación); (2) analizaremos la evolución de la formación docente, prestando especial atención a la «nueva formación del profesorado» (docentes informados, críticos y capaces de promover el cambio); (3) defenderemos la necesidad de concebir y realizar una formación del profesorado capaz de prepararlos para ser eficaces; (4) nos referiremos a los desafíos para una formación de calidad del profesorado de Educación Física, centrándose en aspectos tales como: ¿Qué papel deben jugar las características de las/los estudiantes que quieren acceder a los programas de formación inicial del profesorado de educación física (FIPEF) y como transformar las creencias de los futuros docentes? ¿Qué tipos de programas contribuyen a la formación de un profesional más cualificado? ¿Cómo definir e impartir la materia dentro de los programas de FIPEF?, y ¿Cuáles son las características de los FIPEF de calidad? y, (5) concluiremos haciendo algunas recomendaciones para la formación inicial del profesorado de educación física.Palabras clave. formación inicial del profesorado, profesorado de educación física, educación física, innovación educativa.Abstract. The aim of this paper is to analyse the Physical Education in Teacher Education (PETE) in introducing elements of reflection and proposals considering both the curriculum and the contents used in this curriculum. We will do this based on the conviction that the most important issues in our field will be decided on a policy framework that prioritizes social and economic issues grounded on research and expert opinions. This article has the following structure: (1) we will introduce the topics of the article emphasising that the processes of innovation and changes are mainly influenced by the social, economic and political context (rather than the results obtained from research); (2) we will analyse the evolution of teacher education, giving special attention to the «new teacher education» (informed, critical and able to promote change); (3) we will defend the need to conceive and perform a PETE able to prepare teachers to become effective teachers; (4) we will refer to the challenges for PETE, trying to answer the following relevant questions: What role should PETE candidates’ attributes play in the PETE curriculum and what is the relationship between effective PETE and student achievement in physical education? What programmatic structures or curricular frameworks are most promising for preparing effective teachers? How should we define and deliver subject matter within PETE? What pedagogical strategies within PETE promote effective teaching? And, (5) we will conclude making some recommendations to PETE.


 Lograr la aceptación de sus compañeros es una de las estrategias exitosas para favorecer la inclusión del alumnado con necesidades educativas especiales en el aula. La Educación Física (EF) es una de las áreas que ofrece más oportunidades de inclusión. Los objetivos de este trabajo son: (1) presentar una propuesta didáctica que tiene como meta sensibilizar hacia la discapacidad utilizando la integración del Aprendizaje-Servicio (ApS) en el modelo de Educación Deportiva (MED) mediante un deporte adaptado (voleibol sentado); (2) evaluar la percepción del profesorado participante; (3) ofrecer propuestas de mejora para futuras implementaciones. Participaron 181 estudiantes de tercer curso de Educación Secundaria (ES) (n= 80) y de quinto curso de Educación Primaria (EP) (n= 101). El programa consistió en la creación de dos redes deportivas formadas por dos grupos naturales de ES y otros dos de EP en cada una de las redes. Todos los alumnos vivenciaron en EF una temporada MED a la que se añadieron tres acciones ApS celebradas durante los recreos, siendo los alumnos de ES los emisores del servicio. La unión de los integrantes de la red se creó mediante los elementos distintivos del MED. La sensibilización se realizó a través de la simulación de la discapacidad. Los resultados mostraron una percepción positiva del profesorado, quienes destacaron, además de otros beneficios, el desarrollo de la sensibilización en el alumnado de EP y de la empatía en el de ES. Se discuten las barreras y facilitadores detectados, así como se destacan aspectos clave para potenciar los objetivos educativos. 
 Abstract. Achieving acceptance by peers is one of the successful strategies to stimulate the inclusion of students with special educational needs (SEN) within their class group. Physical Education is one of the areas that offers more opportunities of inclusion. The objectives of this paper are (1) present a didactic proposal that aims to raise awareness about disability through the integration of Service-Learning (S-L) in the Sport Education Model (SEM) using an adapted sport (sitting volleyball); (2) evaluate the perception of the participant teachers; (3) offer improvement proposals for future implementations. 181 students from the third year of Secondary Education (SE) (n = 80) and from the fifth year of Primary Education (PE) (n = 101) participated. The program consisted of the creation of two sports networks formed by two natural groups from SE and two from PE in each of the networks. All the students experienced a SE season at Physical Education in which three S-L actions during recesses were added, with SE students being the service providers. Network members affiliation was promoted through SE characteristics. Awareness was integrated through the simulation of physical disability. The results showed a positive perception of the teachers who highlighted, beside to other benefits, the development of awareness in PE students and of empathy in SE students. Barriers and facilitators are discussed, as well as key aspects to enhance pedagogical goals.

Pediatricians play an important role in the diagnosis and therapy of children with dyslexia, dysgraphia or dyscalculia. These syndromes strongly affect children’s school performance. Children with dyslexia, dysgraphia or dyscalculia show a significant underachievement in reading, writing or counting and their failure to meet the school requirements undermines their self confidence and positive self-concept. As a result, children with learning problems often become aggressive, frustrated or play the clown in the classroom. According to the Hungarian law children with any learning difficulties have the right to get special education by their specific symptoms. In the realisation of the law and equity the pediatrician’s expertise is essential and has an important role in the therapeutical procedures. However, the pediatrician’s role is more complex than writing an opinion. Pediatricians can help by giving a detailed description about these syndromes and explain them how they can help their child, what are the main difficulties during the child’s studies, what kind of therapies can be efficient and how they can make their child’s school years easier. During the assessment most of the parents ask the following questions: What does dyslexia, dyscalculia or dysgraphia exactly mean? Is it a handicap or a learning difficulty? Could the child live a normal life? With the proper answer and with an inclusive attitude pediatricians can help both the parents and the children to create a liveable lifestyle and make their children’s schoolwork more successful. The authors’ opinions are to close the medical and the pedagogical view, because without the cooperation of these two scientific fields, the theme affected parents, children and teachers cannot get proper help to find better solution and support for their problems. In the survey the authors intend to give a complex view about the symptoms of these syndromes and try to give useful advice for pediatricians how they can support their patients emphasizing the key role of pediatricians and clinical expertises in the early recognition and therapy. Orv. Hetil., 2013, 154, 209–218.

At present, we increasingly encounter the concept of so-called digital literacy. Digital technologies are constantly evolving in this field and play an important role in human life. They are important not only in the labor market but also in education and human skills development. Digital technologies are thus one of the means by which we can develop the cognitive processes of visually impaired people. We can thus help them to improve a number of areas that are limited due to loss or reduction of visual perception. Especially, thinking, memory, and creating ideas are very important. This contribution was created within the solution of the project TAČR – Reduction of information deficit and development of the imagination of visually impaired people through 3D models with auditory elements in cooperation with the project PIGŽU – Support of information literacy of pupils and teachers. The first of the projects aims to reduce the information deficit caused by the loss or reduction of visual perception in visually impaired people using multisensory action. At the same time, it aims to develop their spatial imagination. The second project then focus on the creation of digital aids, which aims primarily at the development and support of computational thinking. In addition to mainstream primary school pupils, the project also focuses on pupils with special educational needs, including visually impaired individuals. The main output of the project is the creation of aids, including methodologies, using digital technologies. These are technologies such as Ozobot, Blue-Bot, or Bee-bot. The aim of the paper is to acquaint with the project, to provide at least basic information about digital technologies, and especially to describe the possibilities of personality development, skills, and abilities using these technologies in visually impaired students.

The article considers the problem of the introduction into the educational process of art-therapeutic technologies as a means of psychological and pedagogical adaptation of the individual in the conditions of society globalization. The role of musical art in influencing the emotional and sensual sphere of revealing and development of natural abilities, creative expression of personality is revealed, the expediency of using varieties of music therapy in music-creative activity of younger students is clarified. Music education, vocal therapy, receptive perception of music, rhythm therapy, which contribute to overcoming psychological discomfort in students' educational activities, encourage the creative expression of personality, the child's knowledge of the art world.The education system in Ukraine requires updating and enriching the content of the pedagogical process on the basis of humanization, which will contribute to the full development of the individual, the formation of vital competences for the maximum disclosure of his or her natural inclinations and creative potential. It is in the primary school that the foundations for the formation of the experience of educators (younger students), their needs, which motivate learning, knowledge and skills, which are formed in different educational environment, different social situations and condition the formation of attitude to them, are laid. The state normative document (The Law of Ukraine "On Education") emphasizes the need for students to acquire key competences that enable the development of successful learning, self-expression, self-knowledge, social adaptation and preservation of their physical and mental state. Such development of education in Ukraine makes it necessary to actively introduce into the educational process the innovative technologies and modern pedagogical approaches, among which artpedagogy is a new trend that integrates theoretical knowledge and methodological developments in psychology, art and pedagogy. With the help of music, drawing, fairy tales, theatre teachers can unite the class, identify problems of the child in time, form their life values, motivate them to study. The professional activity of a music art teacher in the context of educational reform and the introduction of inclusive education as a form of providing equal access to quality education for children with special educational needs, presupposes the need to master innovative technologies for the use of musical art as a method of comprehensive and multidimensional stimulation of personality development, child's condition, behavioural abnormalities, and also as a form of art treatment. One of the effective ways of solving the set tasks before the educational industry is the introduction of innovative, art-therapeutic – humanistic-oriented technology in the educational process, which involves the creation of a psychologically-comfortable educational environment by updating the pedagogical potential by means of art education (vocal therapy, art therapy, music therapy, (etc.)

El objetivo del presente trabajo es analizar qué valores asocian los adolescentes a la práctica deportiva con especial énfasis en los que caracterizan al Movimiento Olímpico. Para ello se ha elaborado un cuestionario ad-hoc en el que se ha preguntado a jóvenes de entre 12 y 18 años por 30 cualidades que, tanto en la bibliografía como en la sociedad, se relacionan comúnmente con el deporte. Dado que el fútbol es el deporte mayoritariamente practicado (como también se refleja en nuestro trabajo) y de mayor impacto social y mediático, hemos centrado el análisis en la percepción de los valores olímpicos de sus practicantes. Así, el valor más importante asociado a la práctica deportiva es la diversión. Además, los cuatro Valores Olímpicos consensuados en la bibliografía: esfuerzo, juego limpio, amistad y respeto; aparecen situados entre las seis primeras posiciones por orden de valoración. De los facilitados en el cuestionario, los valores negativos como “machacar al rival” son los menos valorados. Sin embargo, los futbolistas puntúan significativamente más alto que la media las variables negativas. Por género, los chicos futbolistas también puntúan significativamente más alto que las chicas cualidades negativas como las asociadas a la competitividad. Los futbolistas dan más valor a cualidades relacionadas con el equipo frente a los practicantes de artes marciales que valoran en mayor medida cualidades personales. Abstract. The aim of this paper is to analyze what values associated teens with sport with special emphasis on those that characterize the Olympic Movement. To do that, we have developed an ad-hoc questionnaire in which we asked young people, between 12 and 18 years, for 30 qualities that commonly associate with the sport. Since football is the sport mostly practiced (as is also reflected in our work) and with the greater social and media impact, we have focused the analysis on the perception of the Olympic values of the football players. Thus, the most important value associated with the sport is: fun. In addition, the four Olympic Values consensus in the literature: effort, fair play, friendship and respect; they appear positioned between the six top positions, in order of valuation. Of those provided in the questionnaire, negative values as "crush rival" are the least valued. However, football players scored significantly higher than average negative variables. By gender, the boys football players also scored significantly higher than girls negative values associated with competitiveness. The football players give greater importance to team-related values compared to martial arts practitioners who emphasize personal values further.

El objetivo de este trabajo fue comprobar el impacto de una temporada según el modelo de Educación Deportiva (MED) sobre la satisfacción de las necesidades psicológicas básicas, la responsabilidad y las relaciones sociales en escolares de Educación Primaria. Los estudiantes pertenecían a un centro rural con agrupaciones multinivel, donde estudiantes con diferente edad (8-10 y 10-12 años) y nivel madurativo conviven en una misma clase. Se realizó un diseño cuasi-experimental pre-test/post-test con un único grupo de medida (N = 24, M edad = 10.12; DT 1.29), al que se aplicó un único nivel de tratamiento. Las necesidades psicológicas básicas (autonomía, competencia y relación) fueros evaluadas con la Basic Psychological Needs in Exercise Scale, la responsabilidad mediante una escala basada en los niveles propuestos en el Modelo de Responsabilidad Personal y Social (Hellison, 2011), y las relaciones sociales con un cuestionario sociométrico. Además, la percepción de los estudiantes fue analizada con un grupo focal para evaluar si el MED facilita las relaciones sociales. El alumnado recibió un programa de 18 sesiones (45 minutos por sesión) en las clases de Educación Física basado en el MED. Se prestó especial importancia al diseño del contenido deportivo (reglas que permitieran jugar con diferente nivel de desarrollo) y distribución de responsabilidades a través de los roles en función del nivel de desarrollo (los estudiantes de los niveles superiores asumieron roles de organización). Los resultados mostraron mejoras significativas sobre las necesidades de competencia y relación, la dimensión amigo negativo (reducción) y el nivel de responsabilidad. La percepción del alumnado reveló mejoras en las relaciones sociales, lo cual parece indicar que el establecimiento de relaciones multinivel puede potenciar los beneficios del modelo. En conclusión, este estudio muestra la viabilidad y potencial pedagógico del MED en un contexto rural y multinivel.Abstract. The goal of this study was to examine the impact of a Sport Education season on psychological basic needs satisfaction, responsibility and social relations in Primary Education students. The students belonged to a rural school with multilevel groups, where students, with different ages (8 to 10 years and 10 to 12 years) and maturity levels, coexist in a same class. A quasi-experimental design was used with pre-test/post-test on an experimental group with 24 participants (M age = 10.12, SD 1.29), to which a single treatment level was applied. Psychological basic needs satisfaction (autonomy, competence, and relatedness) were measured by Basic Psychological Needs in Exercise Scale, responsibility through a scale based on the levels proposed in the Personal and Social Responsibility Model (Hellison, 2011), and social relation by a sociometric questionnaire based on friendship scales. Furthermore, the students’ perception was analysed by a focus group to assess whether the Sport Education promoted social relations. The students received 18 lessons (each lesson 45 mins) of physical education based on the Sport Education. Special importance was given to the design of the games (rules that allowed students to play together with different levels of development together) and distribution of responsibilities through roles based on the level of development (older students assumed officiating roles). Results showed significant improvements in the competence and relatedness needs, negative friend dimension (decrease) and responsibility level. Furthermore, students´ perception revealed improvements in social relations, which might indicate that the establishment of multilevel relations could enhance the benefits of the model. In conclusion, this study shows the viability and pedagogical potential of Sport Education in a rural and multilevel context.

IntroductionAccording to modern scholars (N. Maslova, B. Astafiev), one of the important reasons for the global planetary crisis, including modern educational system in particular, is violation of the conformity of nature principles in the process of perception and cognition of the world, which is conditioned by the advantages of the development of logical and rational thinking and insufficient development of figurative, spiritual-intuitive thinking in the contemporary school of all levels.The modern system of education at all levels (school, higher education, postgraduate studies, and doctorate) is aimed primarily at the development of mechanisms of the left hemisphere that are rational, logical thinking, and analytical perception of reality.Such a one-way orientation leads to inhibition of right-sided processes, does not contribute to the development of creativity, disclosure and activation of the spiritual and intuitive capabilities of the individual, as well as to alienation of individual from the World, loss of personal sense of integrity, unity with the World; that is, to the disharmony of individual with his/her own nature and environment.Personal development of an individual in modern conditions takes the form of "Homo technicus" ("technical person"), "Homo informaticus" (“informational and technogenic person”), "Нomо соnsumens" (“person who consumes”), "Reified man" ("material surplus person"), "Nomo Festivus" ("person who has fun") (Butenko, 2017). As a result, a person with a technocratic, rational thinking, pragmatic and consumer attitude towards the world is brought up, and as a consequence, harmony in the "man-man", "man-nature", "man-society", "man-universe" systems, and correspondingly, the equilibrium in the integrated information-energy system interaction "Man – Society – Earth –Universe" are violated.Approach In contemporary education of all levels, high ontological and existential goals are not set, and not enough attention is paid to the spiritual and mental health of the individual, in particular to problems of spiritual self-knowledge, self-development, self-regulation and self-realization, thus leading to the formation of consumer psychology, dominance of pragmatic values, loss of spirituality, upbringing of a human – destroyer, a soulless person, but not a creator.One of the ways out from the planetary global crisis in the area of a contemporary education in particular, is the noosphereization of education, the imperative task of which is formation of the noospheric individual, actualization of his/her spiritual and intuitive potential, training of the noosphere integral harmonious bioadequate environmentally healthy mindset, which is based on a conscious total ownership of logical (left cerebral hemisphere) and creative, spiritual-intuitive (right cerebral hemisphere) thinking that, due to correspondence with both huamn nature and the laws of the cosmoplanetary world, will provide the individual with possibilities to adequately and fully (at the information and energy levels) perceive and recognize the surrounding world, and to interact with it on a spiritual basis.Results and Discussion The problem of intuition always remains relevant throughout the history of mankind. Among the scholars of the late XX century - beginning of the XXI century the problem of intuition and harmonization of the activity of the left and right hemispheres of the brain has been studied by such researchers as G. Kurmyshev, N. Maslova, Osho Bhagwan Sri Rajneesh, I. Smokvina and others. Modern psychophysiological science explains the nature of intuitive thinking and cognition: the human mind combines the ability to integrate and develop both intellectual and intuitive knowledge that modern scientists associate with the activity of the left and right cerebral hemispheres. According to psychological science, the two hemispheres of the brain cognize and reflect the surrounding world differently and, thereafter transform information in their own ways. The left hemisphere "sees" objects as discrete, separated; it is responsible for logic and intellect, verbal thinking, application of sign information (reading, counting, language), and is characterized by the ability for logical, rational, mathematical, and scientific thinking. The right hemisphere binds objects into a single whole; it is responsible for emotions, creative thinking, intuition (unconscious processes). Thanks to the right hemisphere, a holistic image of the world is formed, and the left hemisphere gradually collects the model of the world from separate, but carefully studied details. "Left- hemisphered" thinking is associated with the ability for consistent, step-by-step cognition, which has respectively analytical rather than synthetic character. "Right- hemisphered" thinking is linked to the ability for integral, voluminous and complete cognition, space spatial immediate perception of the world in all of its information-energy interrelations and interactions.Logic and intuition, rational and intuitive paths – are different aspects of the unified process of cognition, and if the intellect can be regarded as the earthly beginning in humans, then intuition – is a spiritual primary source, a phenomenon of nonlinear, unearthly thinking, the logic of the Higher Being, the logic of the Almighty. As was very wittily pointed out by Osho Bhagwan Shree Rajneesh, logic – the way our mind cognizes our reality, intuition – is how the spirit passes through the experience of reality (Maslova, 2006). Therefore, logic and intuition are two mutually conditioned mechanisms of scientific cognition that supplement and do not exist in isolation from one another. If the function of intuition in this interaction lies in creative discoveries, inventions, awareness of the true essence of things and phenomena, then the task of the scientific method, acting as an assistant of intuition, is to endeavor to comprehend new ideas, explain them from the point of view of earth science at the logical level, and "adapt" to our reality.Given this, rational and intuitive paths must complement, enrich and explain each other, interact in sync, in synthesis.Intuition is an organic component of the spiritual and psychic nature of the individual. Therefore, the problem of the development of intuition and harmonization of the discourse-logical and spiritual-intuitive components of thinking is extremely important at all levels of contemporary education. This is especially true for student youth, since students are the future spiritual and creative potential of the country, and therefore it is extremely important to reveal and develop their spiritual and intuitive abilities, to harmonize their mental-spiritual sphere, which promotes spiritual self-healing of both the individual and the environment, and harmonization of relations in the world. In the context of the modern information and energy paradigm, intuition is considered as a special mental state of a highly spiritual person, in which he/she deliberately initiates informational and energetic contact with any object of the Universe, in the physical or subtle world, "connects" to its information field, "reads out", "decrypts" and analyzes necessary information. This information-energy interaction is perceived by the individual as the process of connection, merging with the object being studied, which enables instant cognition of its true essence (Smokvina, 2013). As the analysis of the literature on the research problem testifies, if the activity mechanisms of the left hemisphere of the brain are relatively studied in modern science, the problems of the individual’s intuitive updating potential and harmonization of the activity of logical and intuitive cognitive processes are being investigated.According to many scholars, the ability for intuition is inborn in every human; however, unfortunately, in most people it is in a latent state. And only due to intense conscious work of the individual regarding their own spiritual self–cognition and self–perfection, one can discover and develop personal spiritual and intuitive abilities.According to the results of our theoretical study the general conditions contributing to the disclosure and development of intuition are as follows: (Tyurina, 2017) • Ability to cope with one’s own passions, emotions, feelings, thoughts, and achievement of the state of internal silence, voicelessness;• Formed self-motivation for spiritual self–cognition and self–perfection;• Achievement by the individual of the corresponding spiritual level: the higher the spirituality of the human, the more clearly his/her ability is expressed to obtain a higher spiritual knowledge: information and energy interaction, contact with higher levels of psychic reality;• Conscious desire, willingness of the individual to use intuitive cognition that helps overcome information-power resistance, the barrier that exists between a subject and an object, helps create harmony, assonance, interaction with the object being studied;• Intuitive human confidence: deep inner belief in personal intuitive capabilities and ability for intuitive cognition and self-cognition;• Humanistic orientation of the individual and his/her internal psychological properties such as: altruism, active love for all living beings on the Earth, empathy, ability to express compassion, care, and self-consecration, conscious desire to live in harmony with oneself and the world;• Nonjudgmental practice, which consists of the ability of a person to abandon assessments, classifications, analysis, which creates favorable conditions for immersion into the information space around us, makes it possible to connect to the information-energy field (biofield) of the object being studied;• Sense of inner unity with the world, awareness of oneself as a part of mankind, of the Earth, of the Universe, and a feeling of deep responsibility for the world and for ourselves in the world;• Striving for personal self-realization for the benefit of the cosmoplanetary world.In our opinion, the ways of actualization of intuition and harmonization of the activity of logical and intuitive components of the process of cognition should be attributed to the following (Tyurina, 2018):• Concentration, concentration of human consciousness of the subject being studied, deep and thorough knowledge of it.Psychological mood, deep concentration, focus of human consciousness on the subject of research lead to intuitive penetration into its essence, comprehension of the subject of study as if "from within." An intuitive act of cognition is the result of a huge concentration of all human efforts on a particular problem, deep and thorough knowledge of it, mobilization of all its potencies. In particular, for almost 20 years, D. Mandeleev worked continuously on the systematization of chemical elements, and only after that he "saw" his periodic system of elements in his dream. At academician M. Shchetynin school students spend 21 days (6 lessons daily) studying only one academic discipline for the purpose of deep penetration into its essence - information-energy merger, connection with the subject being studied, into a single whole, that is, achieving an intuitive level of comprehension.• Spiritual practices (prayer, meditation).Prayer and meditation are effective ways of spiritualizing a person, awakening and activating his/her intuitive potential. Through prayer, meditation a person learns to adjust to nature and Cosmos, eternity and infinity, the World Harmony, reaches consonance with the World, and permeates its inner essential depth with the heart.It is believed that it is prayer that promotes the spiritual purification of both the human soul and the surrounding world. During a heart-warming prayer a human comes to enlightenment and spiritual enlightenment, intuitive enlightenment.In the process of prayer, meditation, the right and left hemispheres of the brain begin to work synchronously, which makes the brain function in resonance with the Field of Consciousness or the Field of Information - Noosphere.• Spiritual processing of the corresponding religious, spiritual and philosophical sources, fine arts, classical music, information-energy interaction which raises the spiritual level of an individual, awakens his/her intuitive abilities.Spiritual literature is an important way of discovering and developing intuition and harmonizing the activity of intuitive and logical components of thinking, since information and energy interaction with spiritual literature contributes to individual’s spiritual growth, disclosure and development of intuition, and harmonization of personal intuitional and intellectual sphere.It should be noted that various forms of art, in particular, visual and musical, play a special role in the process of disclosure and development, intuition, harmonization of the logical and figurative, spiritual and intuitive perception of reality.The spiritual potential of art is, first of all, that in itself, creating spiritual values, spiritualizes a person, and interprets personality as a phenomenon of a global planetary-cosmic nature. True art has an ecumenical, cosmic dimension. The best masterpieces of world art transfer the idea of unity of humans with the world, their harmonious interaction.The creativity of great artists contributes to the disclosure and development of the personality's spirituality, the heart's perception of the world, the cultivation of the Cosmic Worldview, and directs the person to high ideals.Musical art is one of the most important means of revealing and developing intuition, harmonizing its spiritual and intuitive basis.The results of research by modern scholars show that classical, spiritual music activates the spiritual-intuitive sphere, harmonizes the person, gives a sense of joy and rest, and helps to restore spiritual and mental balance.It has been scientifically proven that classical musical compositions based on the perfection of harmony and rhythm, especially the works of J. Bach, L. Beethoven, J. Brahms, A. Vivaldi, G. Handel, F. List, F. Mendelssohn, A. Mozart, S. Rakhmaninov, O. Scriabin, P. Tchaikovsky, F. Chopin, F. Schubert, R. Schumann and others have a positive effect on the individual on the spiritual, mental and physiological levels, since classical music relates mainly to the natural rhythms of the human body. This music causes not only positive emotions, but also represents a powerful energy force that inspires humans and the world: makes a person more perfect and the world more beautiful.Consequently, fine arts, classical music, contribute to the disclosure and development of the spiritual and intuitive potential of the individual, to harmonization of his/her intuitive-intellectual sphere; they help the person to grow spiritually and be filled with high spiritual energy, accordingly, to change, and improve the natural and social environment.- Bioadequate REAL-methodology of noosphere education (N. Maslova), in which stages of relaxation (accumulation of information, work of the right creative hemisphere in a state of rest), alternating with stages of activity (training of the left hemisphere: logic, analysis, synthesis of information) are presented. As a result, the work of the left and right cerebral hemispheres is synchronized, which promotes harmonization of consciousness, carries a beneficial influence on the spiritual, mental, social and physical health of the student's personality.The fundamental characteristics of the bioadequate method of noospheric education are:1. Health preserving - does not violate the nature of perception, processing and preservation of information.2. Corrective - restores the natural genetic sequence of work with the information and health of the student and the teacher.3. Developing - improves the body's reserves.4. Harmonizing - integrates all systems of the body and personality (Vernadsky, 2002).According to studies of the neuropathologist I. Smokvinova, PhD, bioadequate methods of noosphere education, taking into account the physiological and informational and energy resources of the individual, contribute to the harmonization of the work of the left and right cerebral hemispheres, awaken higher feelings, recharge with life energy, teach the ability to direct vitality to the realization of one’s own higher potential, which also has a beneficial effect on the spiritual, mental and physical health of the individual. Moreover, due to the application of a bioadequate technique, psychological and physiological stress is eliminated, and a positive emotional mood is created that heals the body and the student's psychics (Osho, 2000). According to N. Maslova, holistic thinking contributes to the acquisition of basic energy, biologically adequate to livelihoods programs (Kurmyshev, 2013).Many independent groups of scientists (teachers, psychologists, physicians, biologists) have proved that noosphere education, harmonizing the left and right hemispheres thinking, has a healing effect on the body of both the student and the teacher, contributes to the development of natural creativity.Practical valueResults of our study can be used in lectures and practical classes with students in medical psychology, psychology of creativity, social, general, pedagogical psychology, pedagogy (sections of didactics, spiritual and moral education), sociology, philosophy, etc.ConclusionsThus, the actualization of the spiritual and intuitive potential of the individual and the harmonization of the activity of the left and right cerebral hemispheres stimulates the disclosure of spiritual and creative abilities of the individual, fills the individual with spiritual energy, and the person becomes a source of spiritualization of himself/herself and the world, thus contributing to the spiritual and psychological improvement of society, humanity, and civilization in general, since at the information-energy level, "Man - Society - Earth - Universe" this is the only cosmoplanetary organism, all parts of which are mutually interconnected, interact and stipulate with one another. We consider that it is important in the future to develop appropriate special disciplines for all the sections of modern school and keep working in the direction of developing and incorporating into the content of the curricula, relevant pedagogical technologies aimed at the disclosure and development of the intuitive-mental sphere of the individual

The work reviews the ongoing controversy over work and play within the framework of a constructivist early childhood curriculum. Educators and parents with narrow perception of play view it as mere physical actions of walking, clapping and singing outside class work. However, educators who hold a constructivist epistemological view of child play see play as educative, and possessing ingredients for stimulation that foster an all-round development of children. The paper examines various dimensions of play and work within a constructivist early childhood education paradigm, with special reference to playful learning. The authors argue that teachers of young children need to conceptualize play with a supportive policy and procedural environment that meet the criteria for evaluational, relational and instrumental relevance. Some challenges associated with the use of playful learning in early childhood education centres in Nigeria and South Africa are highlighted.

Abstract
 Objective: To assess knowledge and perception about different aspects of Breast Cancer among health care professionals at Bolan Medical Complex Hospital Quetta, Pakistan.
 Methods: This cross-sectional study was carried out at Bolan Medical Complex Hospital Quetta from October to December 2017. A total of 312 health care workers including consultants (42), residents (85), medical officers (52), interns (45), nurses (48) and final year medical students (40) took part in the study. The study tool was a self-designed questionnaire with separate sections to assess the knowledge about risk factors, signs and symptoms, screening tools, breast self-examination (BSE), treatment and barriers in seeking medical advice.
 Results: Participants had satisfactory knowledge about risk factors and signs of breast cancer but poor knowledge about association of breast cancer with menarche status, oral contraceptive pills and smoking. Majority was aware of mammography benefits and believed that breast cancer is curable with therapy. All perceived that cultural and socioeconomic barriers are the cause of late stage presentation. The nurses particularly were having misconceptions in knowledge about breast cancer risk factors and screening tools.
 Conclusion: The current study demonstrated that knowledge related to breast cancer was average and highlighted the need for provision of continuing medical education programs to improve health practitioners' practice on cancer screening tools. Knowledge was particularly deficient regarding screening modalities and BSE method and timing. Special emphasis is needed to train nurses, so they could play an expanded role in breast cancer care.
 Keywords: Breast Cancer, Pakistan, Risk Factors, Awareness, Continuous...

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Zammit, Marisa, and Erica Dornbusch. A Friend In Hope: a Story About Hope's Journey with a Brain Tumour. Brain Tumor Foundation of Canada, 2008.Zammit, Marisa, Erica Dornbusch, and Carole Baillargeon. Mon amie Claire: L'histoire de Claire et de sa tumeur cérébrale. Foundation canadienne des tumeurs cérébrales, 2009.Zammit, Marisa, Erica Dornbusch, and Rocco Speranza. La mia amica Speranza : Speranza e il suo tumore cerebrale. Fondazione canadese del tumore cerebrale, 2008.In an interview with Daytime television, available on YouTube, author Marisa Zammit explains how the Brain Tumour Foundation of Canada contacted her as an established freelance copy writer to come up with a positive story of hope for and about children with brain tumours. According to Susan Marshall, executive director of the Foundation, no other storybook existed for elementary school aged children in Canada before 2008, when the book was published. It is the personal connection, having a child diagnosed with a brain tumour at the age of 4,that motivated Sharon to commission the publication of A Friend in Hope. Marisa had worked previously with illustrator Erica Dornbusch, who had published other storybooks (e.g. Finding Kate's shoes , Mrs. Goodstory) in the past. Marisa is now a school teacher librarian at Holy Cross Catholic Secondary School in Strathroy, Ontario and she has read the book to her students.A Friend in Hope has definitely accomplished its main objective of giving children, parents, and friends a positive and hopeful outlook on the brain tumour journey. Amy Mathias, the Online Community Engagement Coordinator of the Foundation, indicated that 15,000 copies of the book had been distributed in time for the organization’s 30th Anniversary in 2012. It is thanks to the Ronald McDonald House Charities that printing and distribution of the book were possible. The book addresses a very real need not only in alleviating young patients’ fears, but also in explaining brain tumours and their medical implications to children’s teachers and classmates. In turn, adults diagnosed with brain tumours may also use the storybook to approach the subject with their children.As for the translated versions of the book, Pia di Bacco helped translate from English into French by enlisting the support of youth and staff at her school in Montreal. Similarly, her godson Rocco Speranza commissioned grades 4, 5, and 6 youth and staff at the École East Hill School’s Italian program to translate the storybook from English and French into Italian. The motivation in both translation cases was a result of a family member or a student being diagnosed with a brain tumour and the belief in educating youth about brain tumours. Schools across the English Montreal School Board and beyond in Italy, Australia, Argentina, and the USA have also benefited from the storybook.The story is written from the perspective of a young brain tumour patient’s best friend, Danny, Daniel, or Daniele in English, French, and Italian respectively. Danny is trying to understand and, most of all, support his “best buddy,” Hope, who begins her brain tumour journey. As the author Marisa Zammit expressed in the Daytime interview, Hope, or in Italian Speranza, received that name because “it is hope [speranza] that buoys the character through the hardships of the story.” In French, the character’s name is Claire, whose Latin origin “clarus” means “clear, bright, celebrated” and by extension the word “clear”. The French name too, therefore, is representative of her personality and journey.Part of the story involves references to some of the medical treatments that Hope undergoes: MRI, pharmaceutical drugs, radiation therapy, a special helmet and mouthguard, a hospital’s child life centre, and the effects of various treatments on Hope. In every instance, the story uses the narrator’s voice and point of view to express Hope’s various experiences, Danny’s reactions to them, and his own fears. It is a child’s imagination which makes this topic bearable and allows the illustrations to become particularly powerful, when, for example, Danny sees Hope take some medication, which she says will help her “feel well enough to play with [him].” The illustration, in this case, represents a mountain scape and the children’s game of climbing pillows and cushions as if they were mountain climbers, because as Hope says the medication she takes is the “same medicine mountain climbers use,” (ie. dexamethasone). Another exceptional illustration is the one representing an oceanic world with an octopus and fish, which is how Hope faces the MRI machine and transforms it into a submarine. The illustrations are identical across the translations and the English source text, except for one image representing a hockey player in what appears to be Toronto Maple Leafs colours; however, in the French and Italian translations, which originated in Montreal, the team colours were changed to those of the Montreal Canadiens. Habs fans will no doubt appreciate the sensitivity of the illustrator.All in all the story is very well written and the language is suitable for children from grades 2 to 4; however the concepts that are addressed also make this book relevant to higher grade levels. That said, some grammatical inaccuracies exist within the French translation. Public and school libraries would benefit from access to this book, as would hospital library patrons and those who use Faculty of Education libraries. The health education elements of the story are presented in a very appropriate yet realistic manner for the target audience, who will appreciate having access to such a unique resource.Highly Recommended: 4 out of 4 stars Reviewer: Denis LacroixDenis Lacroix has worked at the University of Alberta Libraries since 2003. He is the romance languages and classics librarian and enjoys reading in French, Spanish, and Italian.

IntroductionIn 2017, both the disability community and popular culture are using the term “inspiration porn” to describe one form of discrimination against people with disability. ABC’s Speechless, “a sitcom about a family with a son who has a disability, (has) tackled why it’s often offensive to call people with disabilities ‘inspirational’” (Wanshel). The reasons why inspiration porn is considered to be discriminatory have been widely articulated online by people with disability. Amongst them is Carly Findlay, a disabled writer, speaker, and appearance activist, who has written that:(inspiration porn) shows non-disabled people doing good deeds for disabled people—feeding them chips at McDonald’s—’serving us all lessons in kindness’: or taking them to the high school dance. These stories usually always go viral. The person with disability probably never gave their permission for the photo or story to be used in a meme or told to the media (Findlay).The definition and dynamics of inspiration porn as illustrated in this quote will be expanded upon in this paper’s critical analysis of captions. Here, the term captions is used to describe both writing found on memes and on Facebook posts (created by a “poster”), and the comments written below these posts (created by “commenters”). Facebook threads underneath posts about people with disability both “reflect and create” (Barnes, Mercer and Shakespeare 202) current societal attitudes towards disability. That is, such threads not only illustrate negative societal attitudes towards disability, but can also perpetuate these attitudes by increasing people’s exposure to them. This paper will focus on a specific case study of inspiration porn on Facebook—the crowning of a student with autism as prom king—and consider both the conflict of whether people’s kind words are patronising use of language, as well as the concerns of over-disclosure used in this thread.What Is Inspiration Porn?The genesis of the term inspiration porn is commonly attributed to the late Stella Young, a disabled woman who was an advocate for people with disability. However, the term has been traced to a blog post written in February 2012 (bear). Anecdotal evidence from Lisa Harris, a disability consultant and advocate with over 20 years’ disability education experience, suggests that the term was blogged about as far back as 2006 on Rachel Cohen-Rottenberg’s Webpage Disability and Representation (Harris). However, it was Young who popularised the term with her 2012 article We’re Not Here for Your Inspiration and 2014 TED Talk I’m Not Your Inspiration, Thank You Very Much. Young defined inspiration porn as “an image of a person with a disability, often a kid, doing something completely ordinary—like playing, or talking, or running, or drawing a picture, or hitting a tennis ball—carrying a caption like ‘your excuse is invalid’ or ‘before you quit, try’”.It is worth noting that the use of the word porn has been considered controversial in this context. Yet it can be argued that the perception of the person with disability having achieved something great gives the person without disability a hit of positive “inspired” emotion. In this way, such inspiration could be termed as porn as it serves the purpose of fulfilling the “pornographic” self-gratification of people without disability.The term inspiration porn has historically been used in disability studies in two ways. Firstly, it has been used to describe the “ableist gaze” (Davis), which is when a person with disability is ‘seen’ through the eyes of someone without disability. Indeed, just as the “male gaze” (Mulvey) is implicit in sexualised porn, so too the “ableist gaze” is implicit in inspiration porn. Secondly, it has been used to highlight the lack of power experienced by people with disability in cultural representation (Barnes, Mercer, and Shakespeare 201). This study is a good example of the latter—it is not uncommon for people with disability to be refuted when they speak out against the inherent discrimination found within captions of (intended) kindness on Facebook threads.Inspiration porn is also a form of “objectification” (Perry) of people with disability, and is based on stereotypes (Haller and Zhang 22) about disability held by people without disability. According to Dr. Paul Sinclair, a disability scholar with 15 years’ experience in disability education, objectification and stereotyping are essential factors to understanding inspiration porn as discrimination:when a person with disability engages in their daily life, it is possible that a person without disability sees them as inspirational by superimposing his/her stereotypical perception of, or understanding about, people with disability onto the identity of the person, as a human being.Such objectification and stereotyping of people with disability is evident across various media captioning. This is particularly so in social media which often includes memes of images with “inspiring” captions—such as the ones Young highlighted as clear examples of inspiration porn, which “feature the Hamilton quote (‘The only disability in life is a bad attitude’)”. Another example of this kind of captioning is found in news items such as the 2015 article Disabled Teen Crowned Homecoming Queen in Awesome Way as featured in the article USA Today (Saggio). This article described how a student not identified as having a disability gave her homecoming queen crown to a student with a disability and captioned the YouTube clip of these students with, “High school senior [Name] was hoping she’d be crowned homecoming queen. She has cerebral palsy and has never felt like she fit in at school. What happened during the crowning ceremony will warm your heart” (Saggio). The fact that the young woman was pleased with getting the crown does not mitigate the objectifying dynamics of inspiration porn present within this example. Captioning such as this both creates and reflects some of the existing attitudes—including charity and its appeal to emotionality—that perpetuate inspiration porn.Measuring Inspiration Porn with Sentiment AnalysisThe challenge for the researcher analysing Facebook threads is how to meaningfully interpret the captions’ numerous contexts. The methodology of this research used a quantitative approach to gather numerical data about selected Facebook captions. This paper discusses data gained from a sentiment analysis (Pang and Lee; Thelwall et al.; Driscoll) of these captions within the contexts of my own and other researchers’ analyses of inspiration porn, as well as the perspectives of people with disability.The sentiment analysis was conducted using SentiStrength, a software tool that extracts both positive and negative sentiment strengths “from short informal electronic text” (Thelwall et al., 2545), and ranks it “on a numerical scale” (Driscoll 3). Sentiment analysis and SentiStrength are useful, but not perfect, tools with which to analyse Facebook captions. For example, SentiStrength determines two scales: a positive emotion measurement scale ranging from +1 (neutral) to +5 (most positive), and a negative emotion measurement scale ranging from –1 (neutral) to –5 (most negative). It calculates the positive and negative scores concurrently rather than averaging them out in order to acknowledge that captions can and do express mixed emotion (Driscoll 5).News articles about people with disability attending proms and comparable events, such as the homecoming queen example described above, are often criticised by disability activists for perpetuating inspiration porn (Mort; Findlay; Brown). Based on this criticism, sentiment analysis was used in this research to measure the emotional strength of captions—particularly their possible use of patronising language—using the Autism Speaks Facebook post as a case study. The post featured an image of a high school student with autism who had been crowned prom king.The Autism Speaks Facebook page was set up to fund “research into the causes, prevention, treatments and a cure for autism; increas(e) awareness of autism spectrum disorders; and advocat(e) for the needs of individuals with autism and their families” (Autism Speaks). The location of the prom was not specified; however, Autism Speaks is based in New York. This particular Facebook page was selected for this study based on criticism that Autism Speaks receives from disability advocates. One of the major critiques is that “(its) advertising depends on offensive and outdated rhetoric of fear and pity, presenting the lives of autistic people as tragic burdens on our families and society” (Boycott Autism Speaks). Autism Speaks has also been described as a problematic example of an organisation that “dictate(s) how disability should be perceived and dealt with. Often without input of disabled people either in the design or implementation of these organizations” (crippledscholar). This article goes on to state that “charities always frame what they do as positive and helpful even when the people who are the intended recipients disagree.”The prom king post included a photo of a young man with autism after he was crowned. He was standing beside a woman who wasn’t identified. The photo, posted by the young man’s aunt on the Autism Speaks Facebook page, included a status update that read:My autistic nephew won PROM KING today! Just so you all know, having a disability doesn’t hold you back if you don’t let it! GO [NAME]. #AutismAwareness (Autism Speaks)The following caption from the comment thread of the same Facebook post is useful as an example of how SentiStrength works. The caption read:Tears of Joy! Thank you for posting!!! Wow this gives me hope for his and my son’s and everyone’s special wonderful child nephew and niece! Way cool!However, because SentiStrength does not always accurately detect and measure sarcasm or idiomatic language usage, ”Tears” (the only negatively interpreted word in this caption) has been scored as –4, while the overall positive sentiment was scored as 3. Therefore, the final SentiStrength score of this caption was 3, –4, thereby demonstrating both the utility and limitations of SentiStrength as a sentiment analysis tool. This is useful to understand when analysing the data it produces.When analysing the entire thread, the sentiment analysis results across 238 captions, showed that 2 was the average strength of positive emotion, and that –1.16 was the average strength of negative emotion. The following section will analyse how a specific caption chosen from the most positively-scored captions from these data indicates that inspiration porn is possibly evident within.Use of Language: Kind, or Patronising?This discussion analyses the use of language in one caption from this thread, focusing on the way it likely demonstrated the ableist gaze. The caption was the most positive one from these data as scored by SentiStrength (5, –1) and read, ”CONGRATULATIONS SWEETIE!!!”. While it is noted that basing this analysis primarily on one caption provides limited insight into the dynamics of inspiration porn, this analysis forms a basis from which to consider other “inspirational” Facebook posts about people with disability. As well as this caption, this discussion will also draw upon other examples mentioned in this paper—from the homecoming queen article in USA Today to another caption on the Autism Speaks thread—to illustrate the dynamics of inspiration porn.On the surface, this congratulatory caption seems like a kind thing to post. However, inspiration porn has been identified in this analysis based on the caption’s effusive use of punctuation coupled with use of capital letters and the word “sweetie”. The excitement depicted through use of multiple exclamation marks and capital letters implies that the commenter has a personal connection with the prom king, which is a possibility. However, this possibility becomes less feasible when the caption is considered within the context of other captions that display not dissimilar use of language, as well as some that also display intimate emojis, such as grin faces and love heart eyes. Further, when this use of language is used with any consistency across a thread and is not coupled with textual information that implies a personal connection between the commenter/s and the prom king, it could be interpreted as patronising, condescending and/or infantilising. In addition, “sweetie” is a term of endearment commonly used in conversation with a romantic partner, child, or someone the speaker/writer knows intimately. While, again, it is possible that these commenters knew the prom king intimately, a more likely possibility is that he was being written to by strangers, yet using language that implied he was close to them—which would then have the same patronising connotations as above. It can therefore be argued that there is a strong possibility that this heightened use of intimate and emotional language was chosen based on his autism diagnosis.The conclusion drawn above is based in part on contextual similarities between the Autism Speaks post and its associated thread, and the aforementioned homecoming queen news article. In the former, it is likely that the young prom king was congratulated effusively because of his autism diagnosis. Similarly, in the latter article, the young woman was crowned not because she was named homecoming queen, but because the crown was given to her because of her diagnosis of cerebral palsy. As both gestures appear to have been based on others’ perceptions of these individuals’ disabilities rather than on their achievements, they are both likely to be patronising gestures.Over-DisclosureIn addition to use of language, another noteworthy issue in the captions thread on the Autism Speaks Facebook page was that many of them were from parents disclosing the diagnosis of their child. One example of this was a post from a mother that read (in part):I’ll be over here worried & concerned with the other 9,999 & ½ things to deal with, keeping up with new therapies, current therapy, we came in progress from any past therapies, meltdowns, dietary restrictions, educational requirements, The joy and difficulties of not just learning a new word but actually retaining that word, sleep, being hit, keeping him from hitting himself, tags on clothes etc. etc. [sic] (Autism Speaks)The above commenter listed a number of disability-specific issues that she experienced while raising her son who has autism. The context for her caption was a discussion, unrelated to the original post, that had sparked underneath a sub-thread regarding whether the use of person-first language (“person with autism”) or identity-first language (“Autistic person”) was best when referring to someone with autism. The relationship between inspiration porn and this intimately negative post about someone with disability is that both types of post are examples of the “ableist gaze”: inspiration porn demonstrates an exaggerated sense of positivity based on someone’s disability, and this post demonstrates disregard for the privacy of the person being posted about—perhaps due to his disability. The ease with which this negative comparison (over-disclosure) can be made between ‘inspirational’ and ‘negative’ posts illustrates in part why inspiration porn is a form of discrimination—intentional or otherwise.Furthermore, some of the children who were disclosed about on the main thread were too young to be asked consent, and it is unclear whether those who were old enough had the capacity to provide informed consent. Research has found that online over-disclosure in general is a matter of concern.The specific practice of online over-disclosure from parents about their children—with or without disability—has been raised by Leaver (151), “what happens before young people have the agency, literacy or skills to take the reins of their own selves online? Parents, guardians, loved ones and others inevitably set the initial identity parameters for young people online.” Over-disclosure is therefore also an issue that concerns people with disability, and the people closest to them.There exists both anecdotal evidence and academic research regarding online over-disclosure about people with disability. The research states that when people with physical disability disclose online, they employ strategic approaches that involve the degree to which they disclose (Furr, Carreiro, and McArthur). This suggests that there are complex factors to consider around such disclosure. Also relevant is that the practice of over-disclosure about another person’s disability, regardless of whether that disclosure is made by a close family member, has been critiqued by people (Findlay; Stoltz) within the disability community: “would you publicly share this information about your other children, an aging parent, or yourself?” (Stoltz). Finally, the practice of disability over-disclosure by anyone other than the person themselves supports the understanding that inspiration porn is not about the “object” of inspiration; rather, it serves to give pleasure (and/or pain) to the objectifier.ConclusionInspiration porn via the ableist gaze is discriminatory because it focuses on a (societally) undesirable trait in a way that serves the “gazer” at the expense of the “gazed-at”. That is, people with disability are objectified and exploited in various ways that can initially appear to be positive to people without disability. For example, when someone with disability posts or is posted about on Facebook, a person without disability might then add a caption—possibly with good intentions—that serves as their “inspired” response to what it “must” be like to have a disability. It can be argued that such captions, whether on news articles or when framing social media images, therefore either reflect or create existing social inequalities—and possibly do both.In continuing to use the term inspiration porn to describe one form of discrimination against people with disability, both the disability community and popular culture are contributing to an important narrative that scholarship needs to continue to address. Indeed, the power imbalance that is celebrated within inspiration porn is in some ways more insidious than malicious discrimination against people with disability, because it is easier to mistake as kindness. The research sample presented in this paper supports the countless expressions of anecdotal evidence given by people with disability that this “kindness” is inspiration porn; a damaging expression of the ableist gaze.ReferencesAutism Speaks. Facebook 21 May 2017 <https://www.facebook.com/autismspeaks>.Barnes, Colin, Geof Mercer, and Tom Shakespeare. Exploring Disability. 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