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Background Due to the absence of curative treatments for inborn errors of immunity (IEI), children born with IEI require long-term follow-up for disease manifestations and related complications that occur over the lifespan. Effective transition from pediatric to adult services is known to significantly improve adherence to treatment and long-term outcomes. It is currently not known what transition services are available for young people with IEI in Europe. Objective To understand the prevalence and practice of transition services in Europe for young people with IEI, encompassing both primary immunodeficiencies (PID) and systemic autoinflammatory disorders (AID). Methods A survey was generated by the European Reference Network on immunodeficiency, autoinflammatory, and autoimmune diseases Transition Working Group and electronically circulated, through professional networks, to pediatric centers across Europe looking after children with IEI. Results Seventy-six responses were received from 52 centers, in 45 cities across 17 different countries. All services transitioned patients to adult services, mainly to specialist PID or AID centers, typically transferring up to ten patients to adult care each year. The transition process started at a median age of 16–18 years with transfer to the adult center occurring at a median age of 18–20 years. 75% of PID and 68% of AID centers held at least one joint appointment with pediatric and adult services prior to the transfer of care. Approximately 75% of PID and AID services reported having a defined transition process, but few centers reported national disease-specific transition guidelines to refer to. Conclusions Transition services for children with IEI in Europe are available in many countries but lack standardized guidelines to promote best practice.

This article presents the findings from a focus group discussion conducted with first year undergraduate dance students in March 2015. The focus group concluded a cycle of action research during which the researcher explored the use of enquirybased learning approaches to teaching dance technique in higher education. Grounded in transformative and constructivist learning perspectives, such approaches attempted to develop students' reflective thinking skills, with a view to enabling them to become active agents of their learning in dance technique. The focus group aimed to explore students' responses to the teaching approaches used. The author examines the data by drawing on Bourdieu's (1977) concept of 'doxa' to discuss how perceptions and expectations of dance technique may be constructed, both on the part of the students and the teacher. The notion of doxa is used as a lens to reflect on some of the challenges around attempting to deconstruct such expectations.

In recognising a lack of established design principles for multisensory environments (MSEs), two case studies are described which challenge current trends for creating and resourcing sensory spaces. Both environments were regarded as spaces within which to work rather than as a given suite of technologies and the activities being explored placed much emphasis on moving beyond passive modes of interaction for sound and music. Stimulating interactive story-worlds were enabled for children with Special Educational Needs and assistive technologies were used to enable individuals to affect the environment as a whole. In using game-play within the activities, it was also recognised that adaptive-audio (as used in computer gaming) could offer considerable impact within physical spaces such as MSEs. Future directions are outlined including defining core design principles, embedding adaptive-audio techniques within specialist software and exploring the benefits of MSEs for stroke survivors.

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