Thematische Bibliographien / Children with disabilities

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Auswahl der wissenschaftlichen Literatur zum Thema „Children with disabilities“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 29. Juli 2024

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Zeitschriftenartikel zum Thema "Children with disabilities"

Kristanti, Fransisca. „Dignifying Children through Inclusive Children�s Literature“. Journal of Language and Literature 16, Nr. 1 (01.04.2016): 63–69. http://dx.doi.org/10.24071/joll.v16i1.152.

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Children with disabilities are often considered less capable than those without disabilities. In Indonesian childrens literature, disability is under-represented and the need to start representing disability in Indonesian childrens literature is pressing. Inclusive books imposing on the development of empathy leads to actions in dignifying children of all types, with or without disabilities. Some inclusive childrens literature worldwide set good examples of dignifying children. This paper tries to elaborate the urgency of having accessible inclusive childrens literature in Indonesia by collecting and presenting examples of inclusive childrens literature around the world which represents disabilities as diversities in society.

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Resti, Amelia, und Yohannes Firzal. „PENERAPAN PRINSIP DESAIN RICHARD MEIER PADA PEKANBARU DEVELOPMENTAL CHILDREN OF DISABILITY“. Vitruvian Jurnal Arsitektur Bangunan dan Lingkungan 9, Nr. 3 (29.06.2020): 121. http://dx.doi.org/10.22441/vitruvian.2020.v9i3.001.

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ABSTRAKPekanbaru sebagai Ibu Kota dari Provinsi Riau belum adanya fasilitas yang mampu memberikan pelayan secara lengkap terhadap anak penyandang disabilitas berupa pendidikan non formal dan terapi. Hal ini juga tertera dalam UUD No 4 Th 2007 bahwa anak disabilitas belum optimal dalam pemperoleh pelayanan yang dibutuhkan kerena kemudahan aksesibilitas belum dapat dipenuhi. Tujuan dari perancangan Pekanbaru developmental children of disability ini mampu memberikan fasilitas dan layanan pendidikan nonformal serta terapi yang dibutuhkan oleh anak penyandang disabilitas baik secara fisik maupun mental, serta dengan penerapan prinsip desain Richard Meier dapat memberikan pengaruh dan dampak pisikologi yang baik bagi anak disabilitas. Jurnal ini membahas tentang karakter anak disabilitas, jenis edukasi dan terapi yang dibutuhkan anak disabilitas serta cara penanganan anak disabilitas, serta hubungan fungsi terhadap tema perancangan. Manfaat pada perancangan pekanbaru developmental children of disability bahwa adanya wadah yang mampu memberikan fasilitas dan mewadahi kebutuhan yang beragam oleh anak penyandang disabilitas, dengan menggunakan prinsip desain Richard Meier dapat mempermudah aktivitas anak disabilitas berada di bangunan. Metode penelitian yang digunakan berupa pengamatan, wawancara dan data literatur. Pekanbaru developmental children of disability ini muncul sebagai jawaban ketidak setaraan kesempatan yang terjadi pada anak penyandang disabilitas. Pada perancangan ini terdiri dari fasilitas pendidikan nonformal berupa edukasi, pelatihan dan penampilan, seta terapi yang dibutuhan anak disabilitas yang terdiri dari indoor dan outdoor yang berupa healing garden. Dengan menerapkan karakter desain Richard Meier serta penerapan standar khusus yang dibutuhkan oleh anak penyandang disabilitas yang mampu memberikan kenyamanan rancangan terhadap pengguna. Pada perancangan ini merapkan konsep friendly interacation yang didapatkan dari keterkaitan fungsi serta tema pada rancangan. ABSTRACTThe basics Pekanbaru as the capital of Riau Province has no facilities that can provide a complete service to children with disabilities in the form of non-formal education and therapy. This is also stated in the Constitution No. 4 of 2007 that children with disabilities have not been optimal in obtaining the services needed because the accessibility has not been fulfilled. The purpose of designing Pekanbaru developmental is able to provide non-formal education facilities and services and therapies needed by children with disabilities both physically and mentally, and with the application of Richard Meier design principles can provide a good psychological impact and impact on children with disabilities. This journal discusses the character of children with disabilities, the types of education and therapy children with disabilities and how to handle children with disabilities, and the relationship of functions to the design theme. The benefit of the design of the developmental children of disability week is that a container that is able to provide facilities and accommodate the diverse children with disabilities, using Richard Meier's design principles can facilitate the activities of children with disabilities in buildings. The research method used in the form of observations, interviews, and literature data. Pekanbaru developmental emerged as an answer to the inequality of opportunity that occurs in children with disabilities. this design consists of non-formal education facilities in the form of education, training, and appearance, and therapy needs of children with disabilities consisting of indoor and outdoor in the form of a healing garden. Character design of Richard Meier and the application of special standards required by children with disabilities who are able to provide design comfort to the user. this design apply the concept of friendly interaction obtained from the interrelation of functions and themes in the design.

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Prihati, Dyah Restuning, und Endang Supriyanti. „Pemberdayaan Paguyuban “Semar Cakep” Dalam Upaya Perawatan Anak Penyandang Disabilitas Masa Pandemi Covid-19“. JURNAL KREATIVITAS PENGABDIAN KEPADA MASYARAKAT (PKM) 4, Nr. 5 (30.09.2021): 1067–73. http://dx.doi.org/10.33024/jkpm.v4i5.4182.

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ABSTRAK Anak dengan penyandang disabilitas adalah kelompok khusus yang beresiko terpapar COVID-19. Mereka melakukan activity daily living, mobilitas dan komunikasi membutuhkan pendampingan dari orangtua maupun pengasuhnya. Mereka memiliki keterbatasan dalam memahami bagaimana pencegahan penukaran COVID-19. Identifikasi permasalahan yang dihadapi mitra adalah pengetahuan pengurus Paguyuban Peduli Penyandang Disabilitas SEMAR CAKEP tentang perawatan anak penyandang disabilitas di masa pandemi COVID-19 masih kurang dan belum ada penyuluhan tentang perawatan anak penyandang disabilitas di masa pandemi COVID-19 oleh petugas kesehatan. Tujuan kegiatan PKM ini adalah memberdayakan atau pendampingan pengurus Paguyuban Peduli Penyandang Disabilitas SEMAR CAKEP tentang perawatan anak penyandang disabilitas di masa pandemi COVID-19. Metode yang digunakan adalah pendampingan dengan memberikan pengetahuan tentang perawatan anak penyandang disabilitas di masa pandemi COVID-19 dan Masalah nutrisi pada cerebral palsy. Hasil Kegiatan ini terdapat peningkatan pengetahuan sebanyak 10 orang (91%) dan yang memiliki pengetahuan rendah sebanyak 1 orang (9%). Peningkatan upaya promotif dan preventif sebagai upaya deteksi dini pencegahan anak penyandang disabilitas terpapar COVID-19. Keberadaan pendamping bagi anak berkebutuhan khusus memiliki makna yang berarti bagi proses perlindungan dan tumbuh kembangnya. Diharapkan dengan implementasi ini, pengurus paguyuban peduli penyandang disabilitas SEMAR CAKEP bisa menerapkan dan memberikan informasi kepada orang tua dalam perawatan anak penyandang disabilitas di masa pandemi COVID-19. Kata Kunci : Paguyuban; Perawatan Anak Disabilitas; COVID-19 ABSTRACT Children with disabilities are a special group who are at risk of being exposed to COVID-19. They carry out a daily living, mobility, and communication activities that require assistance from parents and caregivers. They have limitations in understanding how to prevent the exchange of COVID-19. The identification of problems faced by partners is the knowledge of the Paguyuban Caring for Persons with Disabilities, SEMAR CAKEP management about caring for children with disabilities during the COVID-19 pandemic is still lacking and there has been no counseling about the care of children with disabilities during the COVID-19 pandemic by health workers. The purpose of this PKM activity is to empower or assist the administrators of the SEMAR CAKEP Care for Persons with Disabilities regarding the care of children with disabilities during the COVID-19 pandemic. The method used is assistance by providing knowledge about the care of children with disabilities during the COVID-19 pandemic and nutritional problems in cerebral palsy. The results of this activity there was an increase in knowledge by 10 people (91%) and 1 person (9%) who had low knowledge. Increasing promotional and preventive efforts as an effort to prevent children with disabilities from being exposed to COVID-19. The existence of a companion for children with special needs has meaningful meaning for the process of protection and development. It is hoped that with this implementation, the management of the association caring for people with disabilities, SEMAR CAKEP, can apply and provide information to parents in caring for children with disabilities during the COVID-19 pandemic. Keywords: Association; Care for Children with Disabilities; COVID-19

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Cindy, Ananda. „Perlindungan Hukum Terhadap Anak Penyandang Disabilitas yang Menjadi Korban Perkosaan“. Jurist-Diction 5, Nr. 3 (30.05.2022): 821–46. http://dx.doi.org/10.20473/jd.v5i3.35242.

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Abstract The Indonesian state upholds the human rights of children as stated in Article 28B of the 1945 Constitution, including children with disabilities. It is undeniable that children with disabilities can become victims of rape, the existence of a strong perpetrator's desire, opportunity, the perpetrator's relationship with the victim, and the association of the perpetrator can form thoughts or intentions to commit the act of rape. Preventive protection is an effort to prevent rape of children with disabilities, if the act of rape has occurred, repressive protection becomes an effort to enforce the law. Giving rights to children with disabilities, such as getting special protection from discrimination, neglect, abuse, exploitation, violence and sexual crimes. Keywords: Children with Disabilities; Legal Protection. Abstrak Negara Indonesia menjunjung tinggi Hak Asasi Manusia terhadap anak yang tercantum pada Pasal 28B Undang-Undang Dasar 1945, tidak terkecuali pada anak penyandang disabilitas. Tidak dipungkiri bahwa anak penyandang disabilitas dapat menjadi korban perkosaan, adanya faktor keinginan pelaku yang kuat, kesempatan, hubungan pelaku dengan korban, dan pergaulan pelaku dapat membentuk pemikiran atau niat untuk melakukan perbuatan perkosaan. Perlindungan preventif menjadi upaya pencegahan agar tidak terjadi perbuatan perkosaan terhadap anak penyandang disabilitas, apabila perbuatan perkosaan telah terjadi, maka perlindungan represif menjadi upaya penegakan hukum. Pemberian hak pada anak penyandang disabilitas, seperti mendapatkan perlindungan khusus dari diskriminasi, penelantaran, pelecehan, eksploitasi, kekerasan dan kejahatan seksual. Kata Kunci: Anak Penyandang Disabilitas; Perlindungan Hukum.

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Madrakhimova, Ranokhon. „GEOGRAPHY CLASSES WITH CHILDREN WITH DISABILITIES“. European International Journal of Multidisciplinary Research and Management Studies 02, Nr. 05 (01.05.2022): 31–33. http://dx.doi.org/10.55640/eijmrms-02-05-08.

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This article analyzes the issue of teaching Geography with children with disabilities. During the writing of this article, the authors have developed more interesting, easier, ways to teach geography to children with disabilities, effectively using theoretical and practical approaches.

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Diana, Shelly. „Strategi penanganan kesehatan mental anak penyandang disabilitas di Sekolah Al-Kaustar Jakarta Timur“. Jurnal Integrasi dan Harmoni Inovatif Ilmu-Ilmu Sosial (JIHI3S) 1, Nr. 12 (02.12.2021): 1332–43. http://dx.doi.org/10.17977/um063v1i12p1332-1343.

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People with disabilities have the same rights and obligations as citizens, but in everyday life, people with disabilities still experience discrimination. This is evidenced in statistical data on the education of children with disabilities, as many as 13.5 percent of people with disabilities have never been to school and 9.58 percent have stopped going to school. One of the factors that cause children to drop out of school is discriminatory behavior from their friends and online education which affects the mental health of the child. Therefore, researchers conducted a study on the mental health of children with disabilities at Al-Kaustar School, East Jakarta. This research with a qualitative approach aims to describe the efforts of teachers in maintaining the mental health of children with disabilities in order to increase their interest in learning, especially during a pandemic like today. The research methods that will be used include literature studies and interviews with teachers at the Al-Kaustar School. The results of the study implement that although there are special schools for people with disabilities and teachers who have high knowledge, it is still the mental health of children with disabilities that is the main key to their interest in learning. Penyandang disabilitas memiliki hak dan kewajiban yang sama dengan warga negara, tetapi dalam kehidupan sehari-hari, penyandang disabilitas masih mengalami diskriminasi. Hal ini dibuktikan dalam data statistik pendidikan anak penyandang disabilitas, sebanyak 13,5 persen penyandang disabilitas belum pernah sekolah dan 9,58 persen berhenti sekolah. Salah satu faktor yang menyebabkan anak-anak putus sekolah adalah perilaku diskriminasi dari teman-teman sekitarnya dan pendidikan secara online yang memengaruhi kesehatan mental anak tersebut. Oleh karena itu, peneliti melakukan penelitian mengenai penanganan kesehatan mental anak penyandang disabilitas di Sekolah Al-Kaustar, Jakarta Timur. Penelitian dengan pendekatan kualitatif ini bertujuan untuk mendeskripsikan upaya guru dalam menjaga kesehatan mental anak penyandang disabilitas guna meningkatkan minat belajar mereka, terutama di saat pandemi seperti saat ini. Metode penelitian yang akan digunakan meliputi studi literatur dan wawancara terhadap guru di Sekolah Al-Kaustar. Hasil kajian mengimplementasikan bahwa meskipun sudah ada sekolah khusus untuk penyandang disabilitas dan guru yang memiliki ilmu yang tinggi, tetap saja kesehatan mental anak penyandang disabilitas yang menjadi kunci utama minat mereka untuk belajar.

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Chrisnatalia, Desy, Evalina Chrisna Damanik, Rudy Ariyanto, Anastasia Wenardy und Mellen Tannia. „Problematika Relawan: Pendampingan Spiritualitas dan Religiusitas Kristen Anak Difabel Kristen“. INKLUSI 9, Nr. 1 (05.08.2022): 45–64. http://dx.doi.org/10.14421/ijds.090103.

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The limitation of children with disabilities raises the idea of the barriers of the church and church members in developing spiritual and religious environments. This paper portrays an exploratory study that explores the perceptions of companions or volunteers on the spirituality and religiosity of Christian children with disabilities. Data were collected by focus group discussions among five participants. The finding shows that the mentoring process needs to be criticized, which links the spirituality and religiosity of children with disabilities to praying and singing hymns. The church has not fully implemented inclusiveness both in physical facilities and services. Families have an essential role in developing the spirituality and religiosity of children with disabilities. Characteristics of children more or less hinder the companion in facilitating the development of spirituality and religiosity of children with disabilities. Keterbatasan anak penyandang disabilitas memunculkan gagasan tentang hambatan gereja dan anggota gereja dalam mengembangkan lingkungan spiritual dan keagamaan. Tulisan ini menggambarkan sebuah studi eksplorasi yang menggali persepsi pendamping atau relawan terhadap spiritualitas dan religiusitas anak-anak penyandang disabilitas Kristen. Data dikumpulkan dengan diskusi kelompok terfokus di antara lima peserta. Temuan menunjukkan bahwa proses pendampingan perlu dikritisi, yang mengaitkan spiritualitas dan religiusitas anak difabel dengan berdoa dan menyanyikan lagu-lagu pujian. Gereja belum sepenuhnya menerapkan inklusivitas baik dalam fasilitas fisik ataupun pelayanan. Keluarga memiliki peran penting dalam mengembangkan spiritualitas dan religiusitas anak berkebutuhan khusus. Karakteristik anak sedikit banyak menghambat pendamping dalam memfasilitasi perkembangan spiritualitas dan religiusitas anak dengan disabilitas.

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Bruhn, Christina M. „Children with Disabilities“. Journal of Aggression, Maltreatment & Trauma 8, Nr. 1-2 (17.05.2004): 173–203. http://dx.doi.org/10.1300/j146v08n01_07.

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Howard, Judy. „Children with Disabilities“. Journal of Developmental & Behavioral Pediatrics 19, Nr. 3 (Juni 1998): 212–13. http://dx.doi.org/10.1097/00004703-199806000-00012.

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&NA;. „Children With Disabilities“. Journal of Pediatric Orthopaedics 13, Nr. 5 (September 1993): 676. http://dx.doi.org/10.1097/01241398-199309000-00024.

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Dissertationen zum Thema "Children with disabilities"

Kilgallon, Pamela A. „Early childhood teachers' knowledge of children with disabilities and teaching children with disabilities“. Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2001. https://ro.ecu.edu.au/theses/1056.

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Trends to integrate students with disabilities into general education schools, rely on early childhood teachers utilising their knowledge and skills to provide successful induction into the education system, and fully including students with disabilities in the teaching program. This study describes early childhood teachers' knowledge of children with disabilities, and the teaching of these children, through teachers recounting their sources of knowledge and experiences in teaching children with disabilities. This study was conducted in the northern metropolitan teaching districts of Perth, Western Australia. Using both quantitative and qualitative methodology, 22 early childhood teachers completed a survey involving open-ended questions, followed by 5 teachers participating in taped in-depth interviews, disclosing their thoughts and lived experiences of teaching children with disabilities in general education settings. Data were analysed to identify shared teacher knowledge significant to the effective teaching and inclusion of children with disabilities. Findings indicated that early childhood teachers' knowledge of children with disabilities developed through the experience of teaching a child with disabilities and was relative to the particular children they had taught. Interview participants indicated that caring dispositions and knowledge of the individual, not the disability, was essential knowledge for teaching a child with disabilities. Being proactive and seeking support, as well as planning ahead, organizing time, adapting the learning environment and modifying existing teaching practices and expectations were considered to be critical elements of teaching a child with disabilities. Early childhood teachers also found that teaching a child with disabilities was a shared experience, where they were required to collaborate with various agencies and parents to ensure successful inclusion took place. The process of inclusion caused early childhood teachers to question their self-efficacy and the adequacy of their practical teaching knowledge. As one interview participant stated, "it's all a huge learning curve."

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Ong-Dean, Colin William. „Minding their children : parental involvement in the diagnosis and accommodation of children's disabilities /“. Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC IP addresses, 2004. http://wwwlib.umi.com/cr/ucsd/fullcit?p3144347.

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Martin, Suzanne. „Play in Children with Motor Disabilities“. UKnowledge, 2014. http://uknowledge.uky.edu/rehabsci_etds/21.

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The purpose of this research was to explore and describe the relationship among the child, family, home environment, and pretend play of children with motor disabilities. The environment is a powerful force in early child development. This research is based on Bronfennbrenner’s ecological theory of development and the ubiquitous role of play in all domains of development. Children with motor disabilities may lack exploration of the environment and as a consequence demonstrate deficits in play. Play was measured in 32 children with motor disabilities aged 24.8 to 61.3 months with a mean age of 33.7 (SD 9.3) months. Children demonstrated mild to moderate motor disabilities based on the Gross Motor Function Classification System. The prevalent motor disabilities were cerebral palsy, genetic disorders, delayed development, and myelomeningocele. The questions addressed were what combination of child and family variables will predict play ability in a child with motor disability and do the learning materials in the home or levels of maternal or paternal education affect play ability in children with motor disabilities. Two studies were conducted to establish reliability with the Test of Pretend Play (ToPP) and to determine if children with delayed development would exhibit a delay. One study was done to establish reliability for the Fluharty-2. The results of the main study demonstrated a significant positive correlation between ToPP scores and the learning material subscale (LMS) scores of the Home Observation for Measurement of the Environment Inventory and maternal education. The LMS scores were significantly correlated with family income, maternal and paternal education. The ToPP scores were not significantly correlated to income or paternal education. Age of the child was significantly positively correlated with ToPP scores and the LMS scores. Fifty-three percent of the children exhibited delays in play. The child’s age and the maternal level of education accounted for 60% of the variance in ToPP scores. Children with cerebral palsy and myelomeningocele appear to be at greater risk for pretend play delays than children with developmental delay and genetic disorders. More research is needed to further elucidate the role of play in children with motor disabilities.

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Hall, Jeanna Kay. „All God's children an inclusive Sunday school program for children with mental disabilities /“. Theological Research Exchange Network (TREN), 2005. http://www.tren.com/search.cfm?p062-0252.

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Agnew, Sarah Elizabeth, und mikewood@deakin edu au. „Investigative interviewing of children with intellectual disabilities“. Deakin University. School of Psychology, 2003. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050815.103016.

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This research was designed to examine two broad issues in relation to the investigative interviewing of children (aged 9 to 13 years) with mild and moderate intellectual disabilities. First, how do children with intellectual disabilities perform (relative to children matched for chronological and mental age) when recalling an event in response to various questions? Second, what question types and interview strategies do police officers and caregivers use to elicit accurate and detailed accounts about an event from children with intellectual disabilities? The rationale for exploring each of these issues was to determine possible ways of improving the elicitation of evidence from children with intellectual disabilities. While children with intellectual disabilities constitute a high proportion of all child victims of abuse (Conway, 1994; Goldman, 1994; Morse, et ah, 1970), they rarely provide formal reports of abuse and of those incidents that are reported, few cases progress to court (Henry & Gudjonsson, 1999). Study 1 used a standard interview protocol containing a variety of questions and an interview structure commonly used in investigative interviews. Specifically, the memory and suggestibility of eighty children with either a mild and moderate intellectual disability (M age = 10.85 years) was examined when recalling an innocuous event that was staged at their school. The children's performance was compared with that of two control groups; a group of mainstream children matched for mental age and a group of mainstream children matched for chronological age. Overall, this study showed that children with both mild and moderate intellectual disabilities can provide accurate and highly specific event-related information hi response to questions recommended in best-practice guidelines. However, their recall was less complete and less clear in response to free-narrative prompts and less accurate in response to specific questions when compared to both mainstream age-matched groups. Study 2 provided an in-depth analysis of the types of questions and strategies used by twenty-eight police officers and caregivers when interviewing children with either mild or moderate intellectual disabilities (M age = 11.13 years) about a repeated event that was staged at their school. The results revealed that while the approach used by the police officers was generally consistent with best-practice recommendations (i.e., their interviews contained few leading, coercive or negative strategies), there were many ways in which their approach could be improved. This study also showed that the caregivers used a high proportion of direct and negative strategies to elicit information from their children. Even when caregivers used open-ended questions, their children provided less event-related information than they did to police interviewers. The results of both studies were discussed in relation to current 'best-practice' guidelines for interviewing children and recommendations were offered for improving the quality of field interviews with children who have intellectual disabilities.

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Donohue, Dana Karen. „Self-concept in Children with Intellectual Disabilities“. Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/psych_theses/46.

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Self-concept, or feelings about oneself, encompasses various areas including social and academic domains and has been suggested to be a predictor and mediator of other outcomes (Bryne, 1996). In this study, the relationships between achievement, intelligence scores, and self-concept in children with mild intellectual disabilities were examined. Self-concept and WISC verbal intelligence scores evidenced significant relationships. Additionally, relationships were demonstrated between gains in achievement and higher ratings of self-concept. These results suggest that relationships exist between intelligence, achievement, and self-concept in elementary school children with MID. Specifically, a positive relationship was demonstrated between achievement gains and self-concept. Associations between intelligence and self-concept also were demonstrated, where higher intelligence scores were related to both lower nonacademic self-concept and higher cognitive self-concept.

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Cox, Judith 1959. „Children with developmental disabilities : finding permanent homes“. Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=99561.

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Finding permanent homes for children with developmental disabilities (DD), whose parents have voluntarily relinquished their care, is a problem for social workers. Ontario adoption social workers at a biennial business meeting in November/04 (N = 49) were asked about possible solutions, using a questionnaire designed for this study; information was also collected on relevant experience and caseloads. Workers believed that: (1) a majority of parents who voluntarily relinquish the care of their child do so because of the burden of care and/or financial reasons; (2) subsidies would be more effective than open adoption in improving chances of adoption. Also, a significant number of these adoption workers did not have an experience with DD on which to base their casework decisions.
These findings highlight the need for specialist training on DD for social workers who deal with these children, and also the importance of subsidies for families who must care for them.

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Hornby, Garry. „Effects on fathers of children with disabilities“. Thesis, University of Hull, 1991. http://hydra.hull.ac.uk/resources/hull:5346.

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This thesis investigates the effects on fathers of parenting children with disabilities. In the first chapter, models of family functioning and parental adaptation to disability are discussed. This is followed by an overview of the effects of disability on family members and a review of the literature on fathers in general. The second chapter consists of a review of the literature on fathers of disabled children. Included is a review of personal accounts by such fathers, followed by discussion of previous studies and previous reviews of the literature. The review concludes with consideration of the research evidence in support of seven assertions, about effects on fathers, on which there is a consensus in the literature. Chapter three describes the methodology employed in the current study. From a representative sample of 111 fathers of children with Down's syndrome, 97 were interviewed and 87 completed a booklet of questionnaires. The interviews were semi-structured in order to gain fathers' perspectives of the effects on themselves and their families. The booklet of questionnaires included instruments designed to measure: demographic variables; adaptation; stress; personality; social support; and, marital functioning. In chapter four, the results of questionnaire and interview data were considered in relation to the seven assertions about fathers which emerged from the literature review. Overall findings provided little support for the majority of these assertions. The interview data were analysed into 28 categories of fathers' comments which provided a description of fathers' perspectives of their experiences. The final chapter includes a discussion of the findings from questionnaire and interview data in relation to the existing literature on the effects on fathers. It is concluded that the existing literature may provide a somewhat erroneous picture of the experiences of such fathers. The chapter ends with a discussion of the major weaknesses of the current study, areas for future research, and implications for practitioners.

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Cooper, Jennifer Robyn Fitchett. „Work in Progress: Parenting Children with Disabilities“. Thesis, Griffith University, 2010. http://hdl.handle.net/10072/365705.

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A grounded theory approach was used in this study to explore the individual needs of parents raising a child diagnosed with disability. The focus was on what parents regarded as their personal and support needs, how they met them and how they would have ideally liked to meet them. Of particular interest were the strategies parents developed and implemented in order to manage and meet their personal and support needs to achieve some sense of normality in their family lives. Parents not only have support needs specific to the challenges of accepting and raising a child with a disability but more wide ranging personal needs that for the most part are neither understood nor recognised by health professionals and service providers. Existing research has primarily examined families of children with disabilities from the perspective of health professionals. There was almost no research to guide health professionals about the involvement of parents in decisions about interventions to secure the child’s future and family viability. Much of the established research has approached issues for parents from the perspective of the child’s health and medical or rehabilitative needs, rather than meeting parents’ needs and the processes of “normalising” family function. Research has failed to consider what parents perceive they need to enable them to cope and how to support the family unit so that a diagnosis of disability does not ultimately destroy the relationships within it.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Nursing and Midwifery
Griffith Health
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Clemente, Isabel. „Children's involvement in Physical Education lessons : Differences between children with high grades and children with disabilities“. Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, CHILD, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-40802.

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Children with disabilities need physical activity in order to promote development and health, and this can be fulfilled in their physical education lessons. However, adapting lessons for children with disabilities can be a very complicated task as there are many factors that affect, both positively and negatively, the child´s general self-efficacy, their self-efficacy in their physical education lesson and their aptitude to participate. In a previous descriptive quantitative study teachers self-rated teacher skill were positively correlated to self-efficacy for students with high grades but negatively correlated to self-efficacy for students with disabilities. Therefore, the aim of the study is to test two hypothesis concerning the relations between teacher´s teaching skills, environmental prerequisites and climate and the student´s general self-efficacy, self-efficacy in physical education and aptitude to participate for with high grades and with disabilities respectively. With the help of a quantitative study with questionnaire data the hypotheses were tested for children with disabilities and children with high grades within PE lessons in regular Swedish mainstream schools. The results show that teaching skills are negatively correlated to general self-efficacy, self-efficacy in physical education and aptitude to participate for children with disabilities. For children with high grades the same relations were positive. Regarding prerequisites for physical education and climate in class both were positively related to general selfefficacy, self-efficacy in physical education and aptitude to participate for both children with high grades and children with disabilities. The importance of having an individually adapted lesson planning and grading criteria are discussed.

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Bücher zum Thema "Children with disabilities"

Wenger, Barbara L. Disabilities among children. Washington, D.C: U.S. Dept. of Education, 1996.

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1945-, Batshaw Mark L., Hrsg. Children with disabilities. 4. Aufl. Balitmore, MD: Paul H. Brookes, 1997.

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H, Houghton R., Cochrane G. M und Disability Information Trust, Hrsg. Children with disabilities. Oxford: Disability Information Trust, 1993.

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United Nations Children's Fund. (UNICEF). Children with disabilities. New York, N.Y: UNICEF, 2013.

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1945-, Batshaw Mark L., Hrsg. Children with disabilities. 5. Aufl. Balitmore: Paul H. Brookes, 2002.

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1945-, Batshaw Mark L., Pellegrino Louis und Roizen Nancy J, Hrsg. Children with disabilities. 6. Aufl. Baltimore: Paul H. Brookes Pub., 2007.

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Forstag, Erin Hammers, Hrsg. Supporting Children with Disabilities. Washington, D.C.: National Academies Press, 2022. http://dx.doi.org/10.17226/26702.

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Ellis, Antonio L., Hrsg. Transitioning Children with Disabilities. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-134-6.

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Harrington Meyer, Madonna, und Ynesse Abdul-Malak. Grandparenting Children with Disabilities. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39055-6.

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Katy, Cigno, Hrsg. Learning disabilities in children. Oxford: Blackwell Science, 2000.

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Buchteile zum Thema "Children with disabilities"

Freeman, Michael D. A. „Children with Disabilities“. In Children, their Families and the Law, 233–44. London: Macmillan Education UK, 1992. http://dx.doi.org/10.1007/978-1-349-22326-8_11.

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Levey, Judith C., und Vasilios K. Lagos. „Children with disabilities.“ In Reason to hope: A psychosocial perspective on violence & youth., 197–213. Washington: American Psychological Association, 1994. http://dx.doi.org/10.1037/10164-009.

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Klingberg, Gunilla. „Children with Disabilities“. In Behavior Management in Dentistry for Children, 93–105. Chichester, UK: John Wiley & Sons, 2014. http://dx.doi.org/10.1002/9781118852446.ch7.

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Harrington Meyer, Madonna, und Ynesse Abdul-Malak. „Diagnosing Disabilities“. In Grandparenting Children with Disabilities, 65–84. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39055-6_4.

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Taylor, Ronald L., und Les Sternberg. „Students with Learning Disabilities“. In Exceptional Children, 35–60. New York, NY: Springer New York, 1989. http://dx.doi.org/10.1007/978-1-4612-3602-3_3.

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Taylor, Ronald L., und Les Sternberg. „Teaching Students with Learning Disabilities“. In Exceptional Children, 61–90. New York, NY: Springer New York, 1989. http://dx.doi.org/10.1007/978-1-4612-3602-3_4.

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Harrington Meyer, Madonna, und Ynesse Abdul-Malak. „Managing Adult Children“. In Grandparenting Children with Disabilities, 165–87. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39055-6_9.

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Parker, Pamela. „Safeguarding Children with Disabilities“. In Clinical Practice at the Edge of Care, 103–27. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-43570-1_6.

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Harrington Meyer, Madonna, und Ynesse Abdul-Malak. „Grandparenting Children with Disabilities“. In Grandparenting Children with Disabilities, 1–26. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39055-6_1.

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Odell, Tim. „Safeguarding Children with Disabilities“. In Safeguarding Adults and Children, 123–41. London: Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-48462-8_8.

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Konferenzberichte zum Thema "Children with disabilities"

Hanáková, Adela, und Eva Urbanovská. „FAMILY AND CHILDREN WITH DISABILITIES“. In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.2469.

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Tubele, Sarmite. „Prevention of Learning Disabilities in Pre-school Children“. In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.36.

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The article is devoted to revealing the possibilities of preventing learning disabilities in pre-school children. Early intervention is crucial to manage school failure and loss of self-confidence in children. Research is topical, as the number of children with mixed developmental disabilities and later, at school age – learning disabilities – is increasing. Some pre-school children may have various developmental disabilities, including mixed developmental disabilities, which present a whole spectrum of different problems that cannot solve themselves. If they do not receive help, these children will be diagnosed with lasting learning disabilities by reaching school age, and that can lead to a number of hardships for the pupils. Lessening or resolving these hardships will require a lot more effort to not inflict damage on the child’s self-confidence and future life quality. The aim of the study is to determine the knowledge of teachers about children with mixed developmental disabilities, their difficulties, and possibilities of recognizing early signs of problems. Methodology: the research was carried out using literature review and questionnaire for pre-school teachers. Results were not surprising – many teachers are not aware of mixed developmental disabilities; these disabilities are diagnosed alongside speech and language problems, and the number of these is increasing. The results are significant, and it is a possibility for speech therapists and special education teachers to create a curriculum for teachers to deal with these children to lessen problems.

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RANI, Dr UMA. „Children with Learning Disabilities and Normal School Going Children“. In Annual International Conference on Cognitive and Behavioral Psychology. Global Science & Technology Forum (GSTF), 2013. http://dx.doi.org/10.5176/2251-1865_cbp13.11.

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Junaidi, Ahsan Romadlon, und Dimas Arif Dewantoro. „Parents’ Perceptions of Children with Disabilities“. In 1st International Conference on Information Technology and Education (ICITE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201214.205.

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„PHYSICAL EDUCATION FOR CHILDREN WITH DISABILITIES“. In Russian science: actual researches and developments. Samara State University of Economics, 2019. http://dx.doi.org/10.46554/russian.science-2019.10-1-340/343.

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Boiko, Anna. „CHILDREN WITH DISABILITIES IN MODERN SOCIETY“. In Молодой исследователь: вопросы теории и практики. Киров: Межрегиональный центр инновационных технологий в образовании, 2022. http://dx.doi.org/10.52376/978-5-907541-98-6_085.

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Ushakova, Larisa Evgenyevna. „Children with disabilities and contemporary society“. In IX International Research-to-practice Conference. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-113175.

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Tumanovskaya, Ekaterina Olegovna. „FEATURES OF PHYSICAL EDUCATION OF CHILDREN WITH DISABILITIES“. In Russian science: actual researches and developments. Samara State University of Economics, 2020. http://dx.doi.org/10.46554/russian.science-2020.03-1-587/590.

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The article considers the relationship of physical education of children with disabilities to the degree of socialization in social processes, describes the features of adaptive physical education, describes the game method as the most used in the physical education of children with disabilities

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Mohamed, Waahidah, und Raneesha De Silva. „Depression, Anxiety, and Stress in Primary Caregivers of Children with Invisible Disabilities in Sri Lanka“. In SLIIT INTERNATIONAL CONFERENCE ON ADVANCEMENTS IN SCIENCES AND HUMANITIES [SICASH]. Faculty of Humanities and Sciences, SLIIT, 2022. http://dx.doi.org/10.54389/hwfu7849.

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Children with invisible disabilities such as Autism Spectrum Disorder, Attention Deficit Hyperactive Disorder, speech impairments, and learning difficulties require special support and a diligent caregiving environment to thrive. Primary caregivers have to take on additional roles to provide extra support for children with invisible disabilities while accommodating their professional and personal lives through the process. This research analyzed depression, anxiety, and stress between primary caregivers of children with invisible disabilities and primary caregivers of typically-developing children in Sri Lanka. Data was gathered through an online survey. The sample consisted of 75 primary caregivers between the ages of 23 years to 56 years, which included 38 primary caregivers of children with invisible disabilities and 37 primary caregivers of typicallydeveloping children. The DASS-21 (Lovibond and Lovibond, 1995) was administered to measure depression, anxiety, and stress. The Independent sample t-test was used to compare the mean difference between the two groups of caregivers. The findings did not reveal a significant difference in the levels of depression, anxiety, and stress between primary caregivers of children with invisible disabilities and primary caregivers of typicallydeveloping children. However, regression analysis revealed that parental age had a significant impact on the levels of anxiety among caregivers of children with invisible disabilities. This implies that experience gained with age may reduce anxiety in primary caregivers of children with invisible disabilities. Keywords: Caregivers; Children; Disabilities; Depression; Anxiety; Stress

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Przybysz, Débora Cristina, Ana Chrystina Crippa, Isac Bruck, Ana Paula Lopes Luiz und Ana Paula Dassie Leite. „Speech disorders in children with learning disabilities“. In SBN Conference 2022. Thieme Revinter Publicações Ltda., 2023. http://dx.doi.org/10.1055/s-0043-1774492.

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Berichte der Organisationen zum Thema "Children with disabilities"

Martínez, Caludia, und Raimundo Smith. Maternal Child Penalties and Children with Disabilities: Preliminary Findings. Inter-American Development Bank, September 2023. http://dx.doi.org/10.18235/0005107.

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This study uses administrative data and an event study methodology to analyze the impact of childbirth and the birth of a child with a disability on labor market outcomes of mothers and fathers. We use a monthly employer-employee panel based on unemployment insurance data. The findings reveal a substantial gender gap associated with childbirth, and childhood disability further widens this gap. Moreover, childhood disability creates an intra-gender gap for mothers after childbirth, where mothers of children with disabilities experience poorer labor outcomes compared to mothers of children without disabilities. These findings underscore the importance of caregiving policies in general and for children with disabilities in particular. It is crucial to consider disability in family assessments and social protection programs designed to address these disparities.

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Tofaris, Elizabeth, Faisal Bari und Rabea Malik. Research on Children with Disabilities Influences Education Policy in Pakistan. REAL Centre, University of Cambridge and The Impact Initiative, Mai 2019. http://dx.doi.org/10.35648/20.500.12413/11781/ii333.

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Casado del Río, MA, M. Garmendia Larrañaga und C. Garitaonandia Garnacho. Internet and Spanish children with learning and behavioural problems and other disabilities. Revista Latina de Comunicación Social, März 2019. http://dx.doi.org/10.4185/rlcs-2019-1350en.

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Whelan, Adele, Adele Bergin, Anne Devlin, Abian Garcia Rodriguez, Seamus McGuinness, Ivan Privalko und Helen Russell. Measuring childhood disability and AIM programme provision in Ireland. ESRI, Dezember 2021. http://dx.doi.org/10.26504/rs127.

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The social inclusion of children with disabilities, and in particular their inclusion in early learning and care settings, is key to maximising their wellbeing, care and future education. It is therefore vital that children with disabilities have equal access to early learning and school age care and education. Joint research, published by the ESRI and Pobal explores a number of existing challenges experienced by children with disabilities in this area.

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Zablotsky, Benjamin, Amanda Ng, Lindsey Black und Stephen Blumberg. Diagnosed Developmental Disabilities in Children Aged 3–17 Years: United States, 2019–2021. National Center for Health Statistics (U.S.), Juli 2023. http://dx.doi.org/10.15620/cdc:129520.

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This report provides updated prevalence estimates for diagnosed autism spectrum disorder, intellectual disability, and other developmental delay among children 3–17 years from the 2019–2021 National Health Interview Survey, with differences in prevalence examined between years and by sex, age group, and race and Hispanic origin. Estimates are also presented for any developmental disability, defined as having had one or more of these three diagnoses.

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Yorke, Louise, Belay Hagos Hailu, Pauline Rose und Tirussew Teferra. The Pathway to Inclusive Education in Ethiopia: Perspectives of System- and School-Level Stakeholders. Research on Improving Systems of Education (RISE), Oktober 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/115.

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In Ethiopia, commitment to promoting inclusive education for children with disabilities has remained high on the government’s agenda, yet challenges remain in achieving this goal. Since 2018, the government’s large-scale education reform programme – the General Education Quality Improvement Programme for Equity (GEQIP-E) – has had a specific focus on promoting inclusive education for children with disabilities through the provision of additional school grants, and the promotion of Inclusive Education Resource Centres. In this paper, we draw on data from the Research for Improving Systems of Education (RISE) Ethiopia, to explore the perspectives of system- and school-level stakeholders involved in supporting education for children with disabilities as part of the GEQIP-E programme. We explore the progress and challenges in this area, and highlight some of the factors that limit the implementation of strategies intended to support inclusive education at the system and school level. We show how children with disabilities continue to face significant challenges in accessing and benefiting from education. Based on our analysis, we put forward a number of recommendations including the need for better data and evidence on education for children with disabilities – including their wellbeing and experiences within the school context – and the need for more resources to address and support inclusive education.

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Godfrey, David E. The Madigan Army Medical Center Children With Disabilities Coordinated Care Program: A Case Study. Fort Belvoir, VA: Defense Technical Information Center, Juli 1992. http://dx.doi.org/10.21236/ada261773.

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Rachpaul, Christina C., Claudia Sendanyoye, Alexa Mahling, Monica Sourial, Sajra Trto und Paul A. Peters. Report: Service Provision for Children and Youth with Disabilities in Rural Canada and Australia. Spatial Determinants of Health Lab, Carleton University, Juni 2021. http://dx.doi.org/10.22215/sdhlab/2021.2.

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dosReis, Susan, Gloria Reeves, Beverly Bulter und C. Daniel Mullins. Understanding Caregiver Preferences for Treating Children with Intellectual and Cognitive Disabilities and a Mental Illness. Patient-Centered Outcomes Research Institute® (PCORI), Oktober 2019. http://dx.doi.org/10.25302/10.2019.me.130601511.

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Song, Paula, Deena Chisolm, Marisa Domino, Renée Ferrari, Brian Hilligoss, Rita Mangione-Smith, Thomas Scheid, Sandra Tanenbaum und Wendy Xu. Use of Health Care Services Among Children With Disabilities Enrolled in an Accountable Care Organization. Patient-Centered Outcomes Research Institute (PCORI), April 2020. http://dx.doi.org/10.25302/04.2020.ihs.131007863.

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