Background Barriers to communication for those with hearing loss are not only associated with social, emotional, educational and occupational difficulties, but also with reduced access to essential healthcare services, health information, and poorer health outcomes (Emond et al., 2015). These concerns are amplified with mandates such as physical distancing and the use of masks, which although needed to prevent respiratory transmission of SARS-Cov-2, obscure access to facial features needed for lipreading and sign language. Objectives To compare the disparities of health knowledge and practice surrounding COVID-19, if any, among hearing and Deaf or Hard of Hearing (DHH) individuals. Methods A total of 110 (70 hearing and 40 DHH) participants were recruited in the unique linguistic context of Kuwait and Saudi Arabia utilising a cross-sectional electronic survey. Participants were differentiated according to status of hearing loss, communication mode, as well as country, age, sex, occupation, education level and satisfaction with available information. Various aspects of knowledge relating to COVID-19 and associated public health measures were tested by means of a questionnaire. Results A multivariate regression analysis showed that both the degree of hearing loss, and use of sign language as the primary means of communication were associated with lower scores. In addition, disparities exist in the use of health information sources, where DHH participants relied mostly on social media compared to the hearing group who relied predominantly on official government sources. Conclusions In light of the pandemic, bridging the gap in health literacy for DHH individuals is essential in both policy and practice, in order to ensure equal access to healthcare and universal compliance with health directives at the population level.

This review investigates the association between N-methyl-d-Aspartate receptor (NMDAR) hypofunction and somatostatin-expressing GABAergic interneurons (SST +) and how it contributes to the cognitive deficits observed in schizophrenia (SZ). This is based on evidence that NMDAR antagonists caused symptoms resembling SZ in healthy individuals. NMDAR hypofunction in GABAergic interneurons results in the modulation of the cortical network oscillation, particularly in the gamma range (30–80 Hz). These gamma-band oscillation (GBO) abnormalities were found to lead to the cognitive deficits observed in the disorder. Postmortem mRNA studies have shown that SST decreased more significantly than any other biomarker in schizophrenic subjects. The functional role of Somatostatin (SST) in the aetiology of SZ can be studied through its receptors. Genetic knockout studies in animal models in Huntington's disease (HD) have shown that a specific SST receptor, SSTR2, is increased along with the increased NMDAR activity, with opposing patterns observed in SZ. A direct correlation between SSTR and NMDAR is hence inferred in this review with the hope of finding a potential new therapeutic target for the treatment of SZ and related neurological conditions.

No abstract

The study explored the knowledge of Kuwaiti prospective teachers in linguistic constructs related to English literacy coaching in developmentally, linguistically and culturally inclusive classrooms. A total of 150 prospective teachers were assessed using an online questionnaire based on a widely used survey instrument. A deficit of explicit knowledge was observed in the phonological, morphological and orthographic awareness constructs, with a marginally improved performance in the knowledge of teaching instruction. These results, in conjunction with the lack of correlation between performance levels and completed credit hours, suggest that no significant gains in knowledge are made throughout the core curriculum modules of English teaching preparation. The findings reveal the necessity of greater attention towards language content and materials presented to prospective teachers, enabling better decisions on the optimal literacy instruction practices for children with differing abilities in inclusive classrooms in Kuwait.

A hypothesis offering diglossia as a potential risk factor for schizophrenia is presented. This is supported primarily by an account of the numerous co-occurrences between the diglossic phenomenon and the established risk factors and features of schizophrenia, such as language impairment, working memory dysfunction, social adversity, urbanicity, migration and ethnicity, as well as some of the broader educational elements including illiteracy, reading deficits and poor academic attainment. With an emphasis on the inherent role of language in schizophrenia and the demand for elucidating a mechanism behind its risk factors, we propose that a diglossic environment in childhood may constitute a neurodevelopmental insult predisposing to the development of the disorder. This relationship may be mediated by the reduced lateralization of language in the brain which has been observed in relation to schizophrenia.