South African Deaf education and the Deaf community

In a special section of the american Annals of the Deaf, Deaf education and the Deaf community in South Africa are discussed. The special section is organized into 7 segments: a historical overview to establish context, the educational context, educators and learners, postgraduate education and employment, perspectives of Deaf children and their parents, sport and the arts, and spiritual lives and mental health. Throughout the entire section, however, the central focus is on the overall foundation (or lack thereof) of education for Deaf learners in South Africa.     

Supporting inclusion in early childhood settings: some possibilities and problems for teacher education

Aotearoa New Zealand, like other countries, has legislation and policies that support inclusion and promote the participation of all children and families in early childhood education. We might expect therefore to see a culture of inclusion resonating through policy and practice in early childhood settings. There are early childhood teachers who support such legislative and policy goals, who are committed to inclusion, and who are developing more inclusive early childhood services. Yet, it is also evident that discrimination and exclusion is experienced by many. Teacher education plays an important role in supporting inclusion and assisting teachers’ development of knowledge, skills and attitudes that will support them to teach all children. In this paper, we write as a group of teacher educators and demonstrate the challenges we took up to move beyond traditional approaches to inclusive education and to open up theoretically and practically diverse possibilities for thinking and doing inclusion differently in early childhood teacher education.     

Effect of vitamin A supplementation on hematopoiesis in children with anemia

Fifty children (1–4 years age) presenting with microcytic hypochromic anemia (hemoglobin less than 10g/dl) were studied in two groups of 25 each. Group I was supplemented with iron (ferrous sulphate 6 mg/kg/d) while group II in addition to iron was also supplemented with vitamin A (5000 IU/d). Hemoglobin concentration was found to be significantly increased after 4 weeks of iron supplementation. Rise in hemoglobin was comparatively more in-group II, as compared to group I, after 8 and 12 weeks. Serum iron was significantly higher after 4 weeks in both the groups. Packed cell volume (PCV) and retinol levels increased significantly in-group II only. The data suggests that supplementation of vitamin A improves hematopoiesis.     

Egocentrism and automatic perspective taking in children and adults

Children (aged 6-10) and adults (total N = 136) completed a novel visual perspective-taking task that allowed quantitative comparisons across age groups. All age groups found it harder to judge the other person's perspective when it differed from their own. This egocentric interference did not decrease with age, even though, overall, performance improved. In addition, it was more difficult to judge one's own perspective when it differed from that of the other person, suggesting that the other's perspective was processed even though it interfered with self-perspective judgments. In a logically equivalent, nonsocial task, the same degree of interference was not observed. These findings are discussed in relation to recent findings suggesting precocious theory-of-mind abilities in infancy.