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Abstract: For over half a century, there has been a growing awareness of the disproportionate representation of minority students in special education systems around the world. Spain has yet to undertake an in-depth analysis of this issue. This article investigates this situation using a statistical analysis of relevant data to align with international findings. By applying a z-score to the dataset of national and foreign populations, significant differences emerge, particularly among certain nationalities. The conclusions highlight considerations for future research, emphasizing the need for a multi-situated, interdisciplinary approach to address educational inequality.
Keywords: special education, minorities, segregation, Spain, disproportionate representation
Published in DiRROS: 13.01.2026; Views: 84; Downloads: 38
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Abstract: Introduction: Severe anaphylaxis in patients with clonal mast cell disorders highlights the need for proper use of adrenaline autoinjectors. This study assessed knowledge retention and adherence to autoinjector use in c-KIT p.D816V-positive individuals with hymenoptera venom allergy undergoing venom immunotherapy (VIT) and prescribed two autoinjectors. Methods: Seventy-one VIT patients received personalized autoinjector education, with knowledge assessed at 3, 4 to 12, 12 to 24, and > 24 months. Fifteen patients 5 years post-VIT underwent video-based retraining and were assessed 1 month later. Results: Knowledge retention was 82.3% at 3 months, dropping to 40.0% at 12 to 24 months (p = 0.0160) and 22.2% after 24 months (p = 0.0005), indicating a clear decline over time. Common errors included ignoring the safety cap (16.7%), insufficient injection force, finger injection risk, and upper arm activation (totaling 19.0%). In addition, 19.8% failed to hold the autoinjector in the muscle for 3 seconds, 26.9% did not know to lie supine during anaphylaxis, and 14.3% did not seek emergency help. In the video-retrained group, 80.0% lacked proficiency 1 month later, 73.3% were unaware of the second dose, and 66.7% did not carry their devices. Conclusions: Ongoing tailored education is essential to ensure effective autoinjector use, especially in c-KIT p.D816V-positive venom-allergic patients. Video instruction alone may be insufficient.
Keywords: Hymenoptera, autoinjector, patient education
Published in DiRROS: 09.01.2026; Views: 95; Downloads: 22
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Keywords: vzgoja in izobraževanje, kreativnost, domišljija, pripovedovanje, oblikovanje, reševanje problemov, PISA, education, kreative minds, imagination, storytelling, design, problem solving
Published in DiRROS: 29.12.2025; Views: 261; Downloads: 66
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Abstract: Five years after the COVID-19 pandemic, namely, the biggest disruption to education in the last century, this article provides insights into the consequences it holds for teachers’ well-being, their (non)preparedness for and support needed in any such future disruptions in Slovenia. By utilising the Job Demands–Resources Model, insights are provided concerning job demands (stress) and job resources (support) on different levels (individual, micro, meso, macro, chrono) of Bronfenbrenner’s ecological systems theory. The importance of complementing large-scale, representative, quantitative data (from the Responses to Educational Disruption Survey (REDS)) with qualitative data obtained from two focus groups comprising eight teachers in total is demonstrated to gain a comprehensive understanding of teachers’ well-being during educational disruptions. This study confirms that the intertwining of different levels in Bronfenbrenner’s socio-ecological system explains job demands (sources of stress) and job resources (support for teacher well-being) during the COVID-19 pandemic. The majority of stressors at the time of the pandemic were identified on the micro level, whereas sources of support were primarily located on the individual and meso (school) levels. For any future educational disruptions, however, the most significant sources of support for teachers’ well-being are expected on the macro level (system and society).
Keywords: vzgoja in izobraževanje, učitelji, stres, stres na delovnem mestu, dobro počutje, motnje, delo, podpora, pandemije, covid-19, motnje v izobreževanju, Slovenija, education, teachers, work-related stress, stress, occupational well-being, disruption, support, pandemija, covid-19, Slovenia
Published in DiRROS: 29.12.2025; Views: 219; Downloads: 72
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Abstract: The integration of artificial intelligence (ai) into the educational process is becoming increasingly relevant and inevitable, raising numerous questions about its impact on the quality of teaching and learning. This article discusses the advan-tages, disadvantages, and challenges faced by educators in using ai within modern learning environments. among the identified benefits are personalized learning, the explanation of complex concepts, increased student engagement, and support in preparing instructional materials. on the other hand, concerns arise regarding the accuracy of information, risks of plagiarism, dependence on technology, and the loss of interpersonal connection. Research indicates that the successful integra-tion of ai requires professional training for teachers, appropriate infrastructure, and critical reflection on ethical aspects. This article focuses on a key question: can the thoughtful use of ai contribute to improved learning outcomes without compromising the human dimension of education?
Keywords: communication, artificial intelligence, educational process, technological tools, ethical challenges, teacher education
Published in DiRROS: 23.12.2025; Views: 325; Downloads: 98
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