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| http://dx.doi.org/10.1038/s41394-020-00340-y | DOI Listing |
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"Leaving no one behind": digital empathy and inclusive media literacy education for young adults on the autism spectrum.
Int J Dev Disabil
October 2024
Department of Media Sciences, Anna University, Chennai, India.
The paper advocates for the necessity of inclusive media literacy education (MLE) and equal opportunities for young adults with autism spectrum disorder (ASD), which is in alignment with the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) 2008 and the Sustainable Development Goal 4 Quality Education (SDG, 2030). It underscores the commitment to 'leaving no one behind', a core tenet of the SDGs, by focusing on developing digital empathy and inclusive MLE for young adults with ASD in the digital age. The study aims to empower young adults with ASD in Chennai, India, with media literacy and digital empathy through a one-day hands-on workshop and to assess the impact of this educational intervention on their understanding and application of media literacy in their daily lives.
View Article and Find Full Text PDFGlobal trends in the burden of ischemic heart disease attributable to smoking from 1990 to 2021: A systematic analysis of the Global Burden of Disease Study 2021.
Tob Induc Dis
January 2025
Department of Cardiology, Beijing Tsinghua Changgung Hospital, School of Clinical Medicine, Tsinghua University, Beijing, China.
Introduction: Ischemic heart disease (IHD) remains a leading cause of death and disability worldwide. This study evaluates the trends in IHD burden attributable to smoking, utilizing Global Burden of Disease Study 2021 (GBD 2021) data, across 204 countries and territories from 1990 to 2021. By examining age-standardized death rates (ASDR) and disability-adjusted life years (ASRDALYs), the study provides insights into the spatiotemporal variations associated with smokingattributable IHD in different sociodemographic regions.
View Article and Find Full Text PDFBioelectronic osteosynthesis plate to monitor the fracture bone healing using electric capacitive variations.
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Department of Mechanical Engineering, Centre for Mechanical Technology & Automation (TEMA), University of Aveiro, Aveiro, 3810-193, Portugal.
Background: Bone fractures represent a global public health issue. Over the past few decades, a sustained increase in the number of incidents and prevalent cases have been reported, as well as in the years lived with disability. Current monitoring techniques predominantly rely on imaging methods, which can result in subjective assessments, and expose patients to unnecessary cumulative doses of radiation.
View Article and Find Full Text PDFA review of international clinical guidelines that inform the use of assistive technology to support adults living with progressive or complex conditions.
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January 2025
Rehabilitation, Ageing and Independent Living (RAIL) Research Centre, School of Primary and Allied Health Care, Faculty of Medicine, Nursing and Health Sciences, Monash University, Frankston, Australia.
Methods: A published review protocol guided searches of four electronic databases and 11 CPG portals. CPGs published between January 2012 and September 2023 in English for adults with progressive or complex conditions were included. Recommendations were catalogued according to: author, year and country of publication; grading of recommendations made; number of recommendations made overall and number pertaining to AT; target condition and/or population; age group/s recommendations related to (if specified); type of AT (categorised into "cognition", "communication", "vision", "hearing", "self-care", "mobility", "combination" or "other"); target professions to apply recommendations; evidence grading; and reference to supporting evidence.
View Article and Find Full Text PDFDevelopmental Scores and Prevalence of Functional Difficulty Among Preschool Children in Kenya.
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Sightsavers, Haywards Heath, UK.
Background: Disability-inclusive early childhood development and education (ECDE) plays a crucial role in ensuring that all children, including those with disabilities, reach their developmental potential. However, there is little data on the prevalence of disability in mainstream ECDE in most low- and middle-income countries (LMICs), or on early learning and developmental outcomes of children with disabilities in these classrooms.
Methods: Data were collected on 1756 children aged 3-9 years enrolling in ECDE at 18 schools in Homa Bay or Turkana Counties, Kenya, at the start of the 2021 and 2022 school years.
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