Browsing by Author "Bertule, Dace"

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    The family needs of parents of preschool children with cerebral palsy : The impact of child's gross motor and communications functions
    (2014) Bertule, Dace; Vetra, Anita; Department of Rehabilitation
    Background and objective: An understanding of the needs of families of preschool children with cerebral palsy (CP) is of essential importance if efficient and cost-effective services are to be provided to them. The aims of this study were to identify the most frequently expressed needs of families with preschool children with CP; differences in the amount and types of family needs based on the child's gross motor function and communication function level; and the impact of the child's gross motor function and communication function level on the type and amount of family needs. Materials and methods: A total of 227 parents of preschool children with CP completed a modified version of the Family Needs Survey and a demographic questionnaire. Children's gross motor function level and communication function level was classified using the Gross Motor Function Classification System (GMFCS) and the Communication Function Classification System (CFCS), respectively. Results: The total number of family needs differed based on GMFCS and CFCS levels. Children's GMFCS and CFCS level were not significant predictors of overall family needs (adjusted R2 = 0.163). In this model the GMFCS level of children did not account for the total number of family needs, while the CFCS level did. Conclusions: Child's limitations in terms of communication and gross motor functions must be taken into consideration when planning services for families with preschool children with CP.
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    Kognitīvais dziļums bioloģijas mācīšanas un mācīšanās procesā no 7. līdz 9. klasei
    (Rēzeknes Tehnoloģiju akadēmija, 2018) Bertule, Dace; Namsone, Dace; Lubkina, Velta; Ušča, Svetlana; Zvaigzne, Anda
    From OECD PISA Science test results presented in 2016 shows that in Latvia only 3,4% of students performance is in accordance to the 5th and 6th performance level (higher order cognitive skills (HOCS) measured), which is below OECD average. In Latvia from 2016 started Curriculum Development and Implementation project, which one of the priorities is student’s ability to apply HOCS (higher order cognitive skills) to improve these results. The development of deeper thinking (cognitive activity) is one of the most advanced skills in all subjects, including biology. In order to reduce the risks, it is necessary to analyze introducing new reforms the opportunities for students to develop HOCS through biology lessons and textbooks in current teaching and learning process. In previous researches it was found out that all items with context of 9th grade biology in the Latvia’s National level Science test (period 2015-2017) were measuring only low and average depth and no one was in high cognitive level as opposed to the PISA framework. It is required to study reasons of that more deeply. The research goal is to analyze cognitive depth of given tasks that students have the opportunity to do in the lessons of biology, biology textbooks from 7th till 9th grade and with 9th grade biology tasks in Latvia’s National level Science tests from years 2015 till 2017 and to compare these three cognitive depth results to the PISA 2015 Science framework. To find out cognitive depth of given tasks, there were analysed 31 samples of biology lessons and 6 biology textbooks for grades 7th till 9th.