The present report is submitted in response to General Assembly resolution 61/106, by which the Assembly adopted the Convention on the Rights of Persons with Disabilities and the Optional Protocol thereto. As requested by the Assembly, a brief overview of the status of the Convention as at 3 August 2007 is presented. The report also contains a brief description of technical arrangements on staff and facilities made necessary for the effective performance of the functions of the Conference of States Parties and the Committee under the Convention and the Optional Protocol, and a description on the progressive implementation of standards and guidelines for the accessibility of facilities and services of the United Nations system. Recent efforts of the United Nations and agencies to disseminate information on the Convention and the Optional Protocol are also described.

わかりやすい障害者の権利条約 : 知的障害のある人の権利のために = Convention on the rights of persons with disabilities

The relationship between job-anxiety and trait-anxiety--a differential diagnostic investigation with the Job-Anxiety-Scale and the State-Trait-Anxiety-Inventory.

The implementation of inclusive policies is largely dependent on teachers' willingness to accommodate students with special educational needs (SEN) in mainstream classrooms, which is affected by their perceived competence and attitudes. This study investigated attitudes of pre- and in-service teachers toward students with two types of SEN: challenging behavior and learning difficulties. The three components of attitudes (affective, cognitive, and behavioral) were assessed using indirect and direct measures. Results revealed that teachers held negative implicit attitudes toward challenging behavior and learning difficulties, however, implicit attitudes did not vary as a function of the type of SEN. Ratings of the stereotypical dimensions warmth and competence and overall ratings of scholastic achievement were affected by professional status and type of SEN. Professional status, implicit attitudes, and stereotypical knowledge together explained 52 and 43% of the variance in teachers' ratings of academic proficiency for students with challenging behavior and learning difficulties, respectively. Results are interpreted within the theoretical framework and implications for teacher training are discussed.

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Pre- and In-Service Teachers' Attitudes Toward Students With Learning Difficulties and Challenging Behavior.

Teachers' attitudes toward their students have been associated with differential teachers' expectations and, in turn, with students' educational pathways. Theories of social cognition can explain the link between attitudes and behavior. In this regard, the distinction between implicit and explicit attitudes is worth to be considered, whereby implicit attitudes are automatically activated when the attitude object is present and guide automatic behavior. In contrast, explicit attitudes infer deliberation and reflection, hence affecting controlled behavior. As teachers often are required to act immediately in situations that do not allow for thoughtful reflection due to time restraints, teachers' implicit attitudes concerning different student groups with shared characteristics, such as gender or ethnicity, may be especially important when considering teachers' behavior in relation to students' educational pathways. This notion is reflected by an increased interest in adopting implicit methodology in the educational domain. Over the last 10 years, several studies have been conducted in different countries, involving in- and pre-service teachers and investigating their attitudes toward different student groups. Estimates of effects have varied and may be affected by sampling bias. To systematically review and integrate data from different studies, this meta-analysis focuses on teachers' implicit attitudes. Following the systematic search of the database and initial screening, 43 articles were identified from which 22, describing 34 studies, were retained for the meta-analysis after further inspection. First analyses revealed an estimated average effect size of 0.56 for implicit attitudes in favor of non-marginalized groups. As there was a large extent of heterogeneity between studies, several moderator variables were investigated. Results showed that the employed implicit measure and stimulus materials as well as the student target group affected the effect sizes. Low or non-significant relationships were reported between implicit and explicit attitudes. Findings are discussed in terms of theory and future research.

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Teachers' Implicit Attitudes Toward Students From Different Social Groups: A Meta-Analysis.

We are experiencing a serious health crisis due to COVID‐19 that has a major impact on the field of education. The educational system therefore needs to be updated and innovated, with the addition of digital resources, to adapt the teaching and learning processes to students with disabilities. To meet the goal of high‐quality education, teachers must have adequate digital competence to face the educational demands that are placed on them. Therefore, the purposes of this study are: to know the teachers' knowledge about digital resources to support students with disabilities (O1);at each educational stage (O2), identify the variables that have a significant impact on the acquisition of teacher competence (O3);propose a selection of useful ICT resources for each type of disability (O4). An ex post facto design was used with 1194 teachers from Andalusia (Spain). The results showed the medium‐low level of the teaching staff, especially in the higher education stage. In addition, gender, motivation, attitude and having students with special needs are determining factors in the development of teacher knowledge. The results highlight the urgent need for teachers to be trained in digital resources. We hope that the range of resources proposed in this study will help teachers enhance their teaching practice. Practitioner notes What we already know about this topic Teachers have to find and adapt educational technology to achieve a higher level of success in students with disabilities. The use of ICT resources by teachers acts as a bridge to promote learning in students with disabilities. What this paper adds Identification of those predictors that significantly influence the acquisition of digital competence in teaching staff at various stages of education: gender, educational stage, motivation, attitude towards technologies and having students with specific educational support needs. A proposal of didactic applications is provided to address the different types of functional diversity. Implications for practice and/or policy It is essential that training plans on digital competence are established to assist students with functional diversity in their different learning stages. In this sense, personalised training itineraries or TMOOCs can be of major assistance. Expansion of the study sample (macro level) to identify digital factors, which affect the acquisition of the digital competence of the teaching staff to support their students' disabilities. Change regarding the type of diagnosis through self‐perception tests, such as those presented by these models, and subsequent work in other fields such as e‐portfolios of evidence or instruments in the form of problem solving. What we already know about this topic Teachers have to find and adapt educational technology to achieve a higher level of success in students with disabilities. The use of ICT resources by teachers acts as a bridge to promote learning in students with disabilities. What this paper adds Identification of those predictors that significantly influence the acquisition of digital competence in teaching staff at various stages of education: gender, educational stage, motivation, attitude towards technologies and having students with specific educational support needs. A proposal of didactic applications is provided to address the different types of functional diversity. Implications for practice and/or policy It is essential that training plans on digital competence are established to assist students with functional diversity in their different learning stages. In this sense, personalised training itineraries or TMOOCs can be of major assistance. Expansion of the study sample (macro level) to identify digital factors, which affect the acquisition of the digital competence of the teaching staff to support their students' disabilities. Change regarding the type of diagnosis through self‐perception tests, such as those presented by these models, and subsequent work in other fields such as e‐portfolios of evidence or instruments in the for of problem solving. [ABSTRACT FROM AUTHOR] Copyright of British Journal of Educational Technology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Teachers' digital competence to assist students with functional diversity: Identification of factors through logistic regression methods

Teachers are expected to accommodate an increasingly heterogeneous student population. However, teachers often feel ill prepared and, hence, may be apprehensive toward the inclusion of students with special education needs (SEN) in regular classrooms. This paper concerns factors associated with the successful implementation of inclusive education. More specifically, it considers teacher characteristics that may facilitate -or hinderthe inclusion of students with SEN. The paper first discusses teacher competencies concerning the accommodation of students with SEN in regular classrooms, not only as a determinant of effective inclusive practice, but also in relation to teacher attitudes toward inclusive education. Second, we investigate to what extent teacher’ attitudes, both toward students with SEN and inclusive education, may affect teaching behaviors and (positive) action toward students with SEN. The paper further discusses (training) methods that could be applied to increase teacher competence and foster positive attitudes in an attempt to strive to a more equitable educational system.

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Promoting Inclusive Education: The Role of Teachers' Competence and Attitudes.

Drawing on social cognition frameworks, we experimentally examined preservice teachers' implicit attitudes toward students with special educational needs (SEN) from different ethnic backgrounds and preservice teachers' explicit attitudes toward inclusive education. Preservice teachers (N = 46) completed an evaluative priming task and questionnaires. Results showed indifferent implicit attitudes toward students with SEN with immigrant backgrounds and positive implicit attitudes toward those without immigrant backgrounds. Furthermore, participants reported a high motivation to act without prejudice toward minorities but held less favorable explicit attitudes toward inclusion of students with SEN, especially students with behavioral problems. Differential patterns of implicit and explicit evaluations could bias teachers' interactions with students. Findings are discussed with respect to implications for educational practice and research.

Preservice Teachers' Attitudes Toward Inclusion and Toward Students with Special Educational Needs from Different Ethnic Backgrounds

OBJECTIVE Job-related distress has often been found to be related with low social support at work. The question is whether dimensions of social support outside work have a similar relation with job-anxiety or whether they are independent. PARTICIPANTS A sample of 154 employed inpatients from a psychosomatic rehabilitation center (70% women) participated in this study. METHODS Participants completed self-rating questionnaires on perceived symptom load in the domain of work (job-anxiety) and in general life (general psychosomatic symptom load), and on perceived social support at work and outside work. RESULTS Job-anxiety showed moderate correlations with the perceived level of social support through colleagues. Thereby the social support dimensions of "consolation and encouragement" and "criticism, overload, rejection" were more strongly related to job-anxiety than the dimension of "practical support". There were no significant correlations between job-anxiety and social support through household members, leisure time partners or neighbors. CONCLUSIONS Social support is in a specific way important in the context of work other than concerning general mental health outside the work-context. Job-anxiety is a domain-specific clinical phenomenon and independent from perceived social support outside the workplace.

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Perceived job-anxiety and general psychosomatic symptom load and perceived social support - Is there a relationship?

Abschlussbericht zum Forschungsprojekt Arbeitsplatzbezogene Ängste und Arbeitsplatzphobie bei Patienten in der psychosomatischen und kardiologischen Rehabilitation.

Mariya Markova

Papers

Promoting Inclusive Education: The Role of Teachers' Competence and Attitudes.

Preservice Teachers' Attitudes Toward Inclusion and Toward Students with Special Educational Needs from Different Ethnic Backgrounds

Perceived job-anxiety and general psychosomatic symptom load and perceived social support - Is there a relationship?

Abschlussbericht zum Forschungsprojekt Arbeitsplatzbezogene Ängste und Arbeitsplatzphobie bei Patienten in der psychosomatischen und kardiologischen Rehabilitation.

Improving teachers' judgments: Obtaining change through cognitive processes