Thematische Bibliographien / Children with mental disabilities

Auswahl der wissenschaftlichen Literatur zum Thema „Children with mental disabilities“

Autor: Grafiati
Veröffentlicht am 4. Juni 2021
Zuletzt aktualisiert am 30. Juli 2024

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Zeitschriftenartikel zum Thema "Children with mental disabilities"

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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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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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Allington-Smith, Pru. „Mental health of children with learning disabilities†“. Advances in Psychiatric Treatment 12, Nr. 2 (März 2006): 130–38. http://dx.doi.org/10.1192/apt.12.2.130.

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Children and adolescents with learning disabilities have high rates of mental health problems and behavioural difficulties. Comorbid disorders such as epilepsy, autism and attention-deficit hyperactivity disorder are common. Despite this, many areas in the UK are failing to provide a psychiatric service for these young people and their families. The children suffer as a result and may have to move away from home unnecessarily, at enormous emotional and financial cost. Each area should have a specialised multidisciplinary health team working closely with colleagues from education and social services to assist these complex children and give them the best chance to fulfil their potential.
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Agathi Stahopoulou und Kyriaki Siskou. „Enhancing mental health promotion of students with learning disabilities: The role of motivation and digital technologies“. GSC Advanced Research and Reviews 16, Nr. 1 (30.07.2023): 116–28. http://dx.doi.org/10.30574/gscarr.2023.16.1.0307.

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The present thesis is a literature review, whose aim is to examine the role of motivation both in children with learning disabilities and children without learning disabilities and establish whether motivation differs between children with and those without disabilities. The proposed questions concern the importance of motivation in children with and without learning disabilities, whether these children are able, through motivation, to improve their academic level, the possible differences in self-regulation and self-efficacy among students with and without learning disabilities and the value of intervention in promoting motivation. The present study established that motivation is one of the most important factors that encourage children to learn. Children without learning disabilities, seem to be more motivated than children with learning disabilities. Children with learning disabilities, due to more limited skills, have to face a great number of failed academic performances, a fact which discourages them from continuing their effort to achieve success. A targeted intervention to enhance motivation in children with learning disabilities, is therefore necessary for their academic development.
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Kinnear, Deborah, Ewelina Rydzewska, Kirsty Dunn, Laura Anne Hughes-McCormack, Craig Melville, Angela Henderson und Sally-Ann Cooper. „Relative influence of intellectual disabilities and autism on mental and general health in Scotland: a cross-sectional study of a whole country of 5.3 million children and adults“. BMJ Open 9, Nr. 8 (August 2019): e029040. http://dx.doi.org/10.1136/bmjopen-2019-029040.

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ObjectivesTo determine the relative extent that autism and intellectual disabilities are independently associated with poor mental and general health, in children and adults.DesignCross-sectional study. For Scotland’s population, logistic regressions investigated odds of intellectual disabilities and autism predicting mental health conditions, and poor general health, adjusted for age and gender.Participants1 548 819 children/youth aged 0-24 years, and 3 746 584 adults aged more than 25 years, of whom 9396/1 548 819 children/youth had intellectual disabilities (0.6%), 25 063/1 548 819 children/youth had autism (1.6%); and 16 953/3 746 584 adults had intellectual disabilities (0.5%), 6649/3 746 584 adults had autism (0.2%). These figures are based on self-report.Main outcome measuresSelf-reported general health status and mental health.ResultsIn children/youth, intellectual disabilities (OR 7.04, 95% CI 6.30 to 7.87) and autism (OR 25.08, 95% CI 23.08 to 27.32) both independently predicted mental health conditions. In adults, intellectual disabilities (OR 3.50, 95% CI 3.20 to 3.84) and autism (OR 5.30, 95% CI 4.80 to 5.85) both independently predicted mental health conditions. In children/youth, intellectual disabilities (OR 18.34, 95% CI 17.17 to 19.58) and autism (OR 8.40, 95% CI 8.02 to 8.80) both independently predicted poor general health. In adults, intellectual disabilities (OR 7.54, 95% CI 7.02 to 8.10) and autism (OR 4.46, 95% CI 4.06 to 4.89) both independently predicted poor general health.ConclusionsBoth intellectual disabilities and autism independently predict poor health, intellectual disabilities more so for general health and autism more so for mental health. Intellectual disabilities and autism are not uncommon, and due to their associated poor health, sufficient services/supports are needed. This is not just due to coexistence of these conditions or just to having intellectual disabilities, as the population with autism is independently associated with substantial health inequalities compared with the general population, across the entire life course.
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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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Lindley, Lisa C., Radion Svynarenko und Lora Humphrey Beebe. „Mental health and developmental disabilities in US children admitted in hospice care“. International Journal of Palliative Nursing 27, Nr. 3 (02.05.2021): 124–30. http://dx.doi.org/10.12968/ijpn.2021.27.3.124.

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Background: Of the 40 000 children who die annually in the US, thousands are admitted to hospice care. Little is known about the mental health and developmental disabilities of these children. Aims: To describe the mental health and developmental disabilities of children who are admitted to hospice care and compare this across age groups. Methods: The 2011 to 2013 US Medicaid files were used. The sample included 6195 children with a diagnosis of a mental health and/or developmental disability. Comparisons were calculated using the Pearson chi-square test. Results: Mental health conditions, including anxiety (31.0%), depression (33.1%), behavioural disorders (33.9%) and affective disorders (34.8%), were highest among children aged between 15 and 20 years. Developmental delays were common in children under a year, while intellectual disabilities were highest in the 15 to 20 years age group. Conclusions: Nurses have an important role in understanding the mental health and developmental disabilities of children admitted to hospice care.
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Mamatova, Aziza. „Speech Development Problems For Students With Disabilities In Mental Development“. American Journal of Social Science and Education Innovations 03, Nr. 04 (30.04.2021): 441–46. http://dx.doi.org/10.37547/tajssei/volume03issue04-75.

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This article provides information on the features of the psychological and speech development of mentally retarded students, the importance of the level of speech development in mastering the child's curriculum, as well as the effectiveness of complex interventions in educational and correctional work with such children.
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Healy, Alfred. „Mental Retardation“. Pediatrics In Review 9, Nr. 1 (01.07.1987): 15–22. http://dx.doi.org/10.1542/pir.9.1.15.

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Rapid and significant changes in appropriate evaluation and care of infants and young children with mental retardation and other disabilities are substantively influencing the pediatrician's role. Pediatricians trained in models of development that emphasized biologic influences are now understanding the powerful influence of environmental forces on infant development and are beginning to recognize the landmarks of infant temperamental, emotional, and mental health development. Changes in the traditional American family and the resources available to the family are also exerting major influences on the developmental outcome of infants and children with and without disabilities. Pediatricians are becoming more aware of the value of joining in active interdisciplinary partnerships with parents and well-trained professionals as they evaluate, provide health care, and participate with others in coordinating services for infants with mental retardation.
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Kupriyanova, I. E., B. A. Dashieva und I. S. Karaush. „Mental health of disabled children: a preventive aspect“. Bulletin of Siberian Medicine 18, Nr. 4 (14.01.2020): 72–84. http://dx.doi.org/10.20538/1682-0363-2019-4-72-84.

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The aim is to identify the priority directions for preventing mental disorders in disabled children following a comprehensive analysis of clinical, social, psychological, ethnic and cultural characteristics over 2009– 2017. Materials and methods. 2,204 people were included in the study: disabled children, students of remedial schools aged 7–18 years old (n = 834); parents of disabled children (n = 772); teachers working in various educational facilities (n = 217); respondents of the survey identifying people’s attitude towards children with disabilities (schoolchildren, students, adults, n = 381). Clinical, psychological and statistical methods were used in the study. To identify depression and anxiety in children, Children’s Depression Inventory (CDI), Childhood Myositis Assessment Scale (CMAS), PedsQL inventory, survey on coping strategies (E. Heim) and adapted questionnaires for suicidal risk and alexithymia were used. For adult participants, the Quality of Life Scale, Hamilton Anxiety Rating Scale, Hospital Anxiety and Depression Scale (HADS), and a questionnaire identifying the attitude towards children with disabilities were applied.Results. A high prevalence of mental disorders in children with disabilities (62.7–95.2%) was identified, and the levels of anxiety, suicidal risk, alexithymia were determined. Children’s families were characterized by impaired structure (50%), parenting styles resulting in pathologies (71.5%), low income level (60%), low qualifications of parents and unemployment (13%), alcohol abuse (17.6%), victimized attitudes and low satisfaction with the psychological criteria of quality of life, combined with low level of anxiety. For teachers, the levels of anxiety and depression and signs of burnout were revealed, and the features of their interaction with disabled children in the educational process were described. The attitude of different social groups to children with disabilities was studied. The methodological conditions for carrying out research and organizing medical and psychological care were formulated.Conclusion. Prevention of mental disorders in disabled children includes identification of early signs of anxiety, depression, suicidal risk and assessment of the quality of life and work. This is ensured by a reasonable choice of research methods, psychosocial rehabilitation with involvement of beloved people, and increase in the tolerance level towards children with disabilities in the society.
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Dissertationen zum Thema "Children with mental disabilities"

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Lee, Ho-yee Flora. „Parents' knowledge about mental retardation and their attitudes towards their mentally“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B29782764.

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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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Lau, Luen-fong Sandra. „Severely mentally handicapped school leavers in Hong Kong preparation & placement /“. Click to view the E-thesis via HKUTO, 1990. http://sunzi.lib.hku.hk/HKUTO/record/B3862607X.

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Kobe, Frank H. III. „Depression in Children with Mental Retardation and Developmental Disabilities“. The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392812462.

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Kobe, Frank H. „Depression in children with mental retardation and developmental disabilities /“. The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487688507504852.

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Chung, See-lung. „The school effectiveness of a special school for moderately mentally handicapped children in Hong Kong : curriculum area /“. Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21304087.

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Lee, Mo-ling. „Effects of a matrix training procedure on the teaching of instruction-following to moderately mentally handicapped children“. Click to view the E-thesis via HKUTO, 1990. http://sunzi.lib.hku.hk/HKUTO/record/B38626846.

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Loo, Kin-hung. „Direct instruction and storytelling in the language acquisition of children with mental handicap“. Click to view the E-thesis via HKUTO, 1990. http://sunzi.lib.hku.hk/HKUTO/record/B38626883.

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Anderson, Kecia C. „Parent/guardian attitudes toward mainstreaming children with severe mental disabilities“. Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998andersonk.pdf.

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Al-Hilawani, Yasser A. „Levels of processing in mild disabilities“. Virtual Press, 1994. http://liblink.bsu.edu/uhtbin/catkey/917826.

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This study examined the effects of the second level (intermediate acoustical processing of rhyming words) and the third level (deep-semantic processing of words in sentences) of "levels of processing" framework on memory performance of four types of students (52 "normal" students, 50 students with learning disabilities, 25 students with mild mental handicap, and 25 students with emotional handicap). Statistical analysis revealed that "normal" students and students with emotional handicap performed significantly higher than students with mild mental handicap. However, the analysis did not reveal significant differences among "normal" students, students with learning disabilities, and students with emotional handicap. Nor were there significant differences between students with learning disabilities and those with mild mental handicap. Further, the statistical analysis revealed that the interaction among the four groups of students, encoding levels of processing, and types of retrieval cues was not significant. However, a significant interaction was found between types of retrieval cues and encoding levels of processing. The data on the memory test showed that the mean number correct for all students was the highest when stimulus words were presented and encoded semantically and retrieved using a congruent semantic cue. A mismatch between encoding processing conditions and retrieval cues produced poor memory performance regardless of levels of processing. The findings indicate that appropriate use of levels of processing, congruity, and encoding specificity for retrieval cues enhances recall of information. Recommendations for classroom instructions and future research are discussed.
Department of Special Education
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Bücher zum Thema "Children with mental disabilities"

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Ontario. Ontario Advisory Council on Disability Issues. Children's Issues: Mental health issues for children. Toronto: Ontario Advisory Council on Disability Issues, 1995.

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Yakovleva, Irina, Margarita Bratkova, Ol'ga Karanevskaya, Oksana Titova, Yuliya Afanas'eva, Alla Zakrepina und Svetlana Kondrat'eva. Pedagogy and psychology of children with mental retardation (intellectual disabilities). ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1733143.

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The textbook presents the issues of diagnosis of intellectual disabilities, features of development and theoretical foundations of education, upbringing of children with intellectual disabilities. Special sections deal with the issues of pedagogical work with students with severe intellectual disabilities. Meets the requirements of the federal state educational standards of higher education of the latest generation. For students of higher educational institutions studying in the areas of training "Special (defectological) education", "Psychological and pedagogical education" and "Pedagogical education", it can also be used by teachers of both special (correctional) and general education schools working with children with intellectual disabilities.
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Marian, Sigman, Hrsg. Children with emotional disorders and developmental disabilities: Assessment and treatment. Orlando: Grune & Stratton, 1985.

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Puri, Madhumita. Mentally retarded children in India. New Delhi, India: Mittal Publications, 1989.

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Miles, Christine. Educación especial para alumnos con deficiencia mental. México, D.F: Editorial Pax México, 1990.

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Cho, In-su. Chichŏk changaea kyoyuk: Teaching children with intellectual disabilities. 2. Aufl. Kyŏngbuk Kyŏngsan-si: Taegu Taehakkyo Ch'ulp'anbu, 2014.

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Gordon, Horobin, und May David, Hrsg. Living with mental handicap: Transitions in the lives of people with mental handicaps. New York: St. Martin's Press, 1988.

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1948-, Wodrich David L., und Joy James E, Hrsg. Multidisciplinary assessment of children with learning disabilities and mental retardation. Baltimore: P.H. Brookes Pub. Co., 1986.

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Sen, Anima. Mental handicap among rural Indian children. New Delhi: Sage Publications, 1992.

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Council for Exceptional Children. Division on Mental Retardation and Developmental Disabilities. Education and training in mental retardation and developmental disabilities. Reston, VA: Council for Exceptional Children, Division on Mental Retardation and Developmental Disabilities, 1994.

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Buchteile zum Thema "Children with mental disabilities"

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Bøttcher, Louise, und Jesper Dammeyer. „Mental Health and Children with Disabilities“. In Development and Learning of Young Children with Disabilities, 113–29. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39114-4_6.

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Cavallera, Vanessa, Ramzi Nasir und Kerim Munir. „Children and Adolescents with Developmental Disabilities in Humanitarian Settings“. In Child, Adolescent and Family Refugee Mental Health, 195–212. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-45278-0_12.

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Artishcheva, L. V. „Experience of Mental States in Children with Health Disabilities“. In Smart Technologies and Innovations in Design for Control of Technological Processes and Objects: Economy and Production, 634–41. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-18553-4_77.

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Schuelka, Matthew J., und Aida Layachi. „Promoting the Mental Health and Wellbeing of Children with Disabilities“. In Teaching and Supporting Students with Disabilities During Times of Crisis, 19–35. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781032618913-4.

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Malone, Kayla M., Lee Anne Smith, Kelly W. Cosby und Jonathan M. Campbell. „Family Engagement in Mental Health Interventions for Children with Developmental Disabilities“. In Springer Series on Child and Family Studies, 65–84. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-47917-5_4.

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Phakula, E. T., und Jace Pillay. „Mental Health of Children with Physical Disabilities: A Concern for All“. In Handbook of Health and Well-Being, 477–95. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8263-6_21.

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Vogel, Juliet M. „Addressing Trauma-Related Needs of Young Children with Developmental Delays and Disabilities“. In WAIMH Handbook of Infant and Early Childhood Mental Health, 339–58. Cham: Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-48631-9_22.

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Patricolo, Mario, und June Rogers. „Urinary Incontinence in Children and Adolescents with Mental and Physical Disabilities: Comorbidities and Barriers“. In Urodynamics, Neurourology and Pelvic Floor Dysfunctions, 165–73. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-42193-3_16.

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Barber, Susan. „Inclusive Art Pedagogies for Refugee Children and Youth with Mental Health Disabilities During COVID-19: A Canadian Perspective“. In Inclusive Learning and Educational Equity, 159–76. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-10642-2_10.

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Painter, Kirstin, und Maria Scannapieco. „Children and Adolescents with Mental Illness and the Education System“. In Understanding the Mental Health Problems of Children and Adolescents, 284–94. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190927844.003.0018.

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Since schools play an important role in addressing children’s mental illness and in giving necessary support to children, parents and caregivers have to understand their children’s rights and the laws and regulations that can protect children within school settings. Two federal laws mentioned in this chapter are the Individuals with Disabilities Education Act, which requires the educational system to give eligible children with disabilities the same opportunities as children without disabilities, and Section 504 of the Rehabilitation Act of 1973, which prohibits discrimination against people with disabilities. Schools are required to accommodate children with disabilities to make sure they receive the same education and resources as their peers. In addition to these laws, school social work professionals working with children with mental health issues need to develop intervention plans that best meet the needs of each specific child. This chapter provides a list of relevant evidence-informed intervention strategies that social workers can refer to in their future practice.
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Konferenzberichte zum Thema "Children with mental disabilities"

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Torrado, Juan C., Javier Gomez und Letizia Jaccheri. „Supporting self-evaluation for children with mental disabilities through Augmented Reality“. In IDC '19: Interaction Design and Children. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3311927.3325307.

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Kiseleva, Tatyana G., und Aleksandra E. Mataulina. „Peculiarities of communication skills formation in preschoolers with delayed mental development“. In Специальное образование: методология, практика, исследования. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-532-0-2021-171-179.

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The article presents the results of a comparative study of communication features in children with delayed mental development and normotypical children. The research methodology is based on the approach of G.M. Andreeva, who distinguished three components in the structure of communication: perception, communication and interaction. Comparison with normotypic peers allowed the authors to highlight the necessary pedagogical conditions for the organization of an inclusive educational space, which ensure the formation of communicative competence of preschoolers with developmental disabilities. To conduct the study, the authors chose diagnostic techniques equally applicable in working with both normotypic children and children with developmental disabilities.
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Pogodaeva, Margarita V. „Creating Conditions of Psychologıcal Safe for Socialization of Children With Mental Disabilities“. In II International Scientific and Practical Conference "Individual and Society in the Modern Geopolitical Environment" Conference. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.12.04.85.

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Eremia, Dalia-Sorina. „Origami Used as a Corrective-Recuperative Method for Children with Mental Disabilities“. In Edu World 7th International Conference. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.05.02.162.

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Aziz, Naziatul Shima Abdul, und Wan Fatimah Wan Ahmad. „User experience study on mobile numerical application for children with mental disabilities“. In 2014 Fourth World Congress on Information and Communication Technologies (WICT). IEEE, 2014. http://dx.doi.org/10.1109/wict.2014.7077313.

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ZUBENSCHI, Ecaterina. „Snoezelen therapy in the recovery of children with disabilities“. In Probleme ale ştiinţelor socioumanistice şi ale modernizării învăţământului. "Ion Creanga" State Pedagogical University, 2022. http://dx.doi.org/10.46728/c.v1.25-03-2022.p213-223.

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Snoezelen therapy is intended for all people, children with SEN and the elderly who need mental relaxation or pleasurable sensations, training and exploration. Snoezelen therapy is a less common therapy in the Republic of Moldova. This therapy is instituted mostly in the capital and in some large cities of the republic. Snoezelen therapy creates a secure environment and a state of calm by encouraging the child with disabilities to explore and discover for himself what he enjoys, thus creating his well-being, provoking his desire to interact with peers, to share his feelings. enjoy or quietly explore the unknown.
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CIOBANU, Adriana. „Psycho-pedagogical assistance for cildren with hearing disabilities“. In Probleme ale ştiinţelor socioumanistice şi ale modernizării învăţământului. "Ion Creanga" State Pedagogical University, 2022. http://dx.doi.org/10.46728/c.v1.25-03-2022.p115-119.

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The psycho-pedagogical assistance of children with hearing impairment is complex, multilateral and interdisciplinary. Which is of major importance because hearing loss at a younger age makes it impossible to develop normal language and, implicitly, the child's thinking, with serious consequences in terms of his mental development and personality traits. For this reason, early diagnosis of hearing loss, followed by early hearing aids and psychopedagogical and speech therapy intervention is the most effective way to successfully include school children with hearing impairments.
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Zavertkina, Lyubov V., und Natalya Y. Borunova. „Formation of communication skills in primary schoolchildren with mild mental retardation in a boarding school“. In Специальное образование: методология, практика, исследования. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-532-0-2021-104-109.

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The article discusses the issues of studying and forming communication skills among junior schoolchildren with intellectual disabilities studying in special (correctional) schools; describes the specificity of communication of mentally retarded primary schoolchildren, the direction of correctional and pedagogical work on the formation of communication skills among students for successful socialization. Communication has been proven to play an important social role in the lives of children with mental retardation.
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„Medico-social Aspects of a Psychodiagnostic Technique in Stomatologic Education of Children with Disabilities“. In Congress on mental health meeting the needs of the XXI century. Gorodets, 2016. http://dx.doi.org/10.22343/mental-health-congress-compendium267-268.

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MAXIMCIUC, Victoria. „The problem of deviant behaviour in people with mental disabilities“. In Probleme ale ştiinţelor socioumanistice şi ale modernizării învăţământului. "Ion Creanga" State Pedagogical University, 2022. http://dx.doi.org/10.46728/c.v1.25-03-2022.p156-160.

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This article is aimed at the study of deviant behaviour in children with intellectual disabilities. It is well known that mental disability has a negative impact on the functioning of the emotional-volitional sphere and as a result facilitates the development of behavioural disorders. The lack of self-regulation, the underdevelopment of thinking manifested by the lack of criticism leads to the impossibility of choosing a correct model of relationship with those around us. This research issue is better studied in the psychology of personality, development and education. A theoretical study is shown, the research problem is argued, general and specific objectives are formulated, research tools are described and preliminary results as well as the theoretical-practical significance of the paper.
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Berichte der Organisationen zum Thema "Children with mental disabilities"

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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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Lees-Deutsch, Liz, Rosie Kneafsey, Amanda Rodrigues Amorim Adegboye, Natasha Bayes, Shea Palmer, Aiden Chauntry und Mariam Khan. National Evaluation of the Professional Nurse Advocate Programme in England: SUSTAIN – Supervision, Support, Advocacy for Improvement in Nursing, Mixed Methods study. Coventry University, Juni 2023. http://dx.doi.org/10.18552/rihw/2023/0001.

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The Professional Nurse Advocate (PNA) programme is a clinical and professional leadership programme delivered by Higher Education Institutions (HEI) which equips nurses with the skills to deliver restorative clinical supervision to colleagues in England. The programme has been gradually rolled out across England during 2021/22 with the aim of ensuring there will be PNAs in place to support colleagues in the following specialties: Critical care, Mental Health (Adult Acute & Children and Young Peoples inpatient settings) Community, Learning Disabilities (Adult), Children and Young People, Safeguarding, Health & Criminal Justice settings (HCJ), and International Nurses. In February 2022, NHSE sought an evaluation of the PNA programme. A research team from Coventry University was commissioned to undertake this work. This Executive Summary Report sets out the methods, activities, findings, and recommendations as requested by commissioners.
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Rast, Jessica E., Anne M. Roux, Kristy A. Anderson, Lisa A. Croen, Alice A. Kuo, Lindsay L. Shea und Paul T. Shattuck. National Autism Indicators Report: Health and Health Care. A.J. Drexel Autism Institute, Dezember 2020. http://dx.doi.org/10.17918/healthandhealthcare2020.

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Health and health care are critical issues for many children and adults on the autism spectrum. They may experience more frequent use of services and medications. They may need more types of routine and specialty healthcare. And their overall health and mental health care tends to be more complex than people with other types of disabilities and special health care needs. This report provides indicators of health and health care for autistic persons across the lifespan. Topics covered include overall health, health services, medication, insurance, and accessing services. We need to understand health and healthcare needs across the life course to support recommendations on how to improve health and health care at critical points across a person's life. The purpose of this report is to catalogue indicators to aid in decision making to this end.
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Styugina, Anastasia. Internet game "Sign me up as an astronaut" for the formation of the social and psychological experience of younger adolescents with disabilities by means of game psychocorrection. Science and Innovation Center Publishing House, Dezember 2020. http://dx.doi.org/10.12731/sign_me_up_as_an_astronaut.

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In the practice of a teacher-psychologist at the School of Distance Education, the game “Sign me up as an astronaut”, developed by the author, was tested, aimed at developing the skills of social and psychological interaction in younger adolescents with disabilities through the awareness and strengthening of personal resources by means of game psychocorrection. The specifics of the work of a psychologist at the School of Distance Education are determined by the following circumstances: - students have a severe disability and the corresponding psychophysical characteristics: instability of the emotional-volitional sphere, lack of motivation, severe physical and mental fatigue, low level of social skills, etc. - the use of distance educational technologies in psychocorrectional work; - lack of methodological recommendations for psychocorrectional work in conditions of distance technologies with school-age children. Such recommendations are available mainly for adults, they relate to the educational process, but they do not cover the correctional process. There is enough scientific and methodological literature on psychological and pedagogical correction, which is the basis for ensuring the work of a practicing psychologist, but there are difficulties in transferring these techniques, games, etc. - to the remote mode of correctional and developmental work, especially in the form of group work. During the game, various social and psychological situations are solved, which are selected strictly according to the characteristics of the social experience of the participants.
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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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Grimm, Fiona, Ben Alcock, Jessica Butler, Roberto Fernandez Crespo, Alisha Davies, Sebastien Peytrignet, Roberta Piroddi, Ruth Thorlby und Charles Tallack. Improving children and young people’s mental health services. The Health Foundation, Juli 2022. http://dx.doi.org/10.37829/hf-2022-ndl1.

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Allcock, Annelies. Iriss ESSS Outline: Mental health of young people with learning disabilities in transition. Iriss, Dezember 2018. http://dx.doi.org/10.31583/esss.20181217.

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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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programme, CLARISSA. Mental Health and Wellbeing. Institute of Development Studies, Juli 2024. http://dx.doi.org/10.19088/clarissa.2024.029.

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As part of CLARISSA’s qualitative, thematic research agenda, Geographic Information System (GIS) journey mapping and ethnographic observation was conducted to gain insights into the daily lives, experiences, journeys, and feelings of children involved in the Adult Entertainment Sector (AES). Twenty children documented their daily activities using a mobile app, with support and accompaniment from CLARISSA researchers. Subsequently, a collaborative analysis was conducted with participants and the CLARISSA research team, culminating in the formation of a number of GIS-based Action Research Groups (ARGs) to work on predominant issues or themes. The formation of Nepal ARG 5 was prompted by recurring issues around children’s mental health and overall wellbeing that emerged through the research. The children involved are exposed to various forms of exploitation, abuse, trauma, and violence, all of which have a profound and adverse impact on their mental health. As such, this group was formed to work on the theme/issue ‘mental health and wellbeing’.
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