The research focuses on the development of physical, cognitive and social components in 28 adolescents (12-14 years old). They are students of two institutionalized centers of Romania. The first one is the "Sfântul Ștelian" Inclusive Education School Center of Costesti, Arges(CC-12 subjects). The second one is the "Sfânta Filofteia" Inclusive Education School Center of Ștefănești (CS-16 subjects). This research aims to identify the individual particularities in the psychomotor behavior of adolescents with special needs (SEN). The subjects were included in personalized psychomotricity programs without compromising the effectiveness of these ones. The specific needs of each individual child were taken into consideration. Primary data were obtained by comprehensively analyzing the psychological records of subjects and evaluating their motor development and physical condition. Scientific instruments used: Optojump Next optical system for movement analysis; Witty SEM intelligent semaphore; Sensamove balance miniboard and Tanita body composition analyzer. Finally, the results from the two centers were compared through statistical-mathematical analysis. The Kolmogorov-Smirnov test and, as appropriate, the Independent sample t-test and Mann-Witney U test were used. The results of the psycho-pedagogical records highlighted that the socio-demographic variables had relatively similar characteristics in the two institutionalized centers. Regarding the analysis of the psychomotor component, the comparisons between the groups distributions revealed statististically significant differences in only 18.7%. The combined results showed that psychomotor interventions can be similarly applied in the two centers, using the same program. The intervention program and the experimental results of its application are the subject of another research. 

pdf/determining-the-changes-in-psychomotor-behavior-of-52dwkealbd.pdf

Determining the Changes in Psychomotor Behavior of Adolescents with Special Needs

[This corrects the article DOI: 10.1371/journal.pone.0249052.].

Correction: Impact of visual impairment on balance and visual processing functions in students with special educational needs

Faces convey information about sex, identity, age, ethnic group, and internal emotional state, and typical individuals are expert at encoding and interpreting facial information. Individuals with ASD have difficulties with social perception and cognition, and there has been a great deal of scientific focus on the ability of those individuals with ASD's to processing facial information. Still, there is not a clear consensus as to what the core deficits in face processing are characteristic of ASD. The current study examined whether the anomalies in face processing seen in adults with ASD are better explained as a deficit in processing emotions, or a deficit in processing the complexity of social stimuli. Participants completed a battery of four face processing tasks: identity discrimination, basic expression perception, complex emotion expression, and trustworthiness perception. The tasks either did or did not involve processing facial expressions, and also varied in the level of social cognitive complexity. If the deficits in face processing in ASD are driven by a core deficit in processing emotional expression information, participants with ASD would perform worse on the basic and complex expression perception tasks. In contrast, if their deficit is related to processing socially complex facial information, they would show poorer performance on the complex expression and trustworthiness perception tasks. Results revealed that ASD participants showed worse performance on basic expression recognition task (t(44) = 3.06, p = .004) and the complex expression recognition task t(44) = 4.26, p < .001 compared to typical participants. In contrast, there were no significant group differences in performance on the identification task (t(44) = 1.33, p = .19) or the trustworthy perception task t(44) = .93, p = .36. These results support an emotion processing rather than a social complexity explanation for face processing deficits in ASD. Meeting abstract presented at VSS 2015.

Emotion perception or social cognitive complexity: What drives face processing deficits in autism spectrum disorder?

Dynamic stability is a fundamental goal in standing activities. In this regard, monitoring, analysis, and interventions made to improve stability is a research topic investigated in the biomechanics of human movements. Vision has a major role to play in controlling human movement. Nonetheless, little is known about the effects of visual deprivation, especially from birth on dynamic gait stability.The current study was conducted on 20 congenital blind and 10 sighted people (15-38 years). To evaluate the dynamic stability, descriptive data, harmonic ratio (HR), improved harmonic ratio (iHR), and root mean square (RMS), based on trunk acceleration data were measured in three axes: anteroposterior (AP), vertical (V), and mediolateral (ML) while participants walked an eight-meter straight path.In the comparison of blind and sighted people (eyes open), standard deviation, HR, iHR, and RMS indices were found to be significantly different in both AP and V directions. All the mentioned parameters were significantly lower in blind than in sighted participants. In the comparison of blind people and sighted ones with closed eyes, changes were observed in the maximum, range, standard deviation, and RMS only in the AP axis. In the comparison between eyes open and closed in sighted people, a significant difference was found only in the harmonic ratio of the vertical axis.Visual deprivation led to a decrease in dynamic stability parameters in the AP and V axes. Even the movement of sighted people in unchallenged conditions is dependent on visual information. 

Dynamic stability evaluation of trunk accelerations during walking in blind and sighted individuals

Knowing the prevalence of myopia at school age is essential to implement preventive measures and appropriate interventions, ensure access to vision care, promote a healthier educational environment and improve academic performance. The purpose of this study was to determine the prevalence of myopia and its associated sociodemographic risk factors, as well as to estimate the coverage of myopia correction among adolescents in center of Portugal. 

Prevalence, sociodemographic risk factors, and coverage of myopia correction among adolescent students in the central region of Portugal

Introduction Vision is a critical factor for children’s development. However, prevalence of visual impairment (VI) is high in students with special educational needs (SEN). Other than vision disability, this group of students is prone to having functional deficits. It is unclear whether visual problems relate to these compromised functional deficits. This study aimed to assess the impact of vision on visual processing functions and balance performance in SEN students through a community service in special schools. Methods A total of 104 (age 14.3 ± 4.3 years, 43 girls) SEN students in Taiwan were assessed, who were classified as having normal vision (NV) or vision impairment (VI). Visual acuity (distance and near) and contrast sensitivity (CS) were measured as the visual outcomes. Visual processing function assessment included orientation recognition (mailbox game, MB) and facial expression recognition [Heidi expression test, in terms of card matching] (HC), and examiner’s facial expression matching (HF)]. Dynamic balance was assessed with Timed Up and Go (TUG) test, while static standing balance was assessed using a force plate to measure the postural sway in double-legged feet-together and tandem stance with eyes open and closed conditions. Static balance was presented in terms of the change in the centre of pressure in maximal medial-lateral (ML) and antero-posterior (AP) sways, sway variability (V), and sway path length (L). Results Although visual acuity was significantly worse in VI than NV (p 0.05). NV performed better in the TUG than VI (p = 0.03). There was a significant interaction between eye condition and the vision group (p Conclusion This study is the first to our knowledge to examine the effect of vision on visual processing functions and balance performance in SEN students. Vision did not appear to be the major reason for impairment in visual processing. However, vision plays an important role in maintaining dynamic and static balance in SEN students.

/pdf/impact-of-visual-impairment-on-balance-and-visual-processing-nviqx8ynfg.pdf

Impact of visual impairment on balance and visual processing functions in students with special educational needs

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Impact of visual impairment on balance and visual processing functions in students with special educational needs