Relevant bibliographies by topics / Children and adolescents with physical disabilities

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Children and adolescents with physical disabilities'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Children and adolescents with physical disabilities"

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Widyawan, Dena. "Participation in physical activity for adolescents with disabilities: Parents' perspective." Jurnal Maenpo : Jurnal Pendidikan Jasmani Kesehatan dan Rekreasi 11, no. 1 (June 20, 2021): 40. http://dx.doi.org/10.35194/jm.v11i1.1275.

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This study is to describe the role of parents in promoting the physical activity of adolescents with disabilities and to describe their perceptions of participation. This study used a qualitative descriptive design. Sample procedure using convenience sampling. A total of 28 parents of youth with disabilities aged twelve - sixteen years. Data analysis used content analysis, with the development of inductive categories using Nvivo 11 software. For eight weeks, data were collected from January to February 2020. All samples explained how many challenges involved participating in physical activities of adolescents with disabilities. After all, parents would like to see their children participating in more physical activity, but consider the promotion of physical activity to be a very demanding task that is difficult to handle alone. The finding is that the promotion of physical activity habits among adolescents with disabilities needs to be prioritized, that the support provided needs to be tailored to the needs of adolescents and their families as well as collaborative efforts and support from all partiesKeywords: adolescent, physical activity, parents, persons with disabilities
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Gordon, Robert M., Michele Zaccario, Deborah M. Sachs, Heather Ufberg, and Jennifer A. Carlson. "Psychotherapy with Children and Adolescents with Physical Disabilities." Journal of Infant, Child, and Adolescent Psychotherapy 8, no. 2 (June 16, 2009): 113–23. http://dx.doi.org/10.1080/15289160902949900.

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Ross, Samantha M., Ellen Smit, Joonkoo Yun, Kathleen Bogart, Bridget Hatfield, and Samuel W. Logan. "Updated National Estimates of Disparities in Physical Activity and Sports Participation Experienced by Children and Adolescents With Disabilities: NSCH 2016–2017." Journal of Physical Activity and Health 17, no. 4 (April 1, 2020): 443–55. http://dx.doi.org/10.1123/jpah.2019-0421.

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Background: Children and adolescents with disabilities often report low levels of physical activity (PA). Estimating the magnitude of PA disparities has been previously challenged by underreporting and variability in subsampling of disability. Using the National Survey of Children’s Health, this study estimated the population-level PA disparities experienced and the association between disability status and PA engagement. Methods: Weighted prevalence of PA engagement (National Physical Activity Guidelines for Americans (2nd edition) and sports participation) was compared across disability groups for children (n = 20,867, 6–11 y) and adolescents (n = 28,651, 12–17 y) and found to be 12%. Age-stratified multivariable logistic regressions estimated the likelihood of PA engagement as a function of disability status and type, after adjusting for child and household factors. Results: Children, but not adolescents, with disabilities had significantly lower odds of being sufficiently active compared with peers without disabilities (adjusted odds ratio = 0.75; 95% confidence interval, 0.60–0.94). Across age groups, the lowest prevalence rates were observed among those experiencing function and mobility disabilities. Children and adolescents were significantly less likely to participate in sports compared with peers. Conclusion: Children with function and mobility disabilities were identified as priority subpopulations least likely to be sufficiently active. The disparity in sports participation highlights a critical intervention point for increasing PA among children with disabilities.
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Quaresma, Fernando Rodrigues Peixoto, and Airton Tetelbom Stein. "Attributes of primary health care provided to children/adolescents with and without disabilities." Ciência & Saúde Coletiva 20, no. 8 (August 2015): 2461–68. http://dx.doi.org/10.1590/1413-81232015208.07992014.

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AbstractThis study sought to compare the attributes of the Primary Health Care (PHC) provided by caregivers of the Family Health Strategy (FHS) to children and adolescents with and without physical disabilities in Palmas (State of Tocantins, Brazil). This is a cross-sectional, descriptive study with a quantitative approach. For data collection, the PCA Tool-Brazil (child version) was applied to caregivers of children and adolescents residing and registered in family health teams. The attributes of primary care were evaluated through scores measured according to the criteria of the instrument. The results indicated that three attributes had scores above the cutoff point for the physically disabled population and two attributes for the population without disabilities. Overall, the data showed no significant differences between children with and without disabilities from the standpoint of caregivers. The general score also showed a below satisfactory score in both groups. The evaluation of the attributes of the PHC was characterized as low-quality care to children and adolescents, be they physically challenged or not, which highlights the fact that the biggest challenges lie in ensuring health care to children and adolescents.
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Soares, Leilan Santos, Élida Rayanne Viana Pinheiro Galvão, Isabelle Ribeiro Barbosa, Haryelle Náryma Confessor Ferreira, Rafaela da Silva Cruz, Carla Patricia Novaes dos Santos Fechine, Alinne Beserra de Lucena Marcolino, Sheva Castro Dantas de Sousa, and Egmar Longo. "Prevalence of environmental barriers in children and adolescents with physical disabilities: a cross-sectional study." Manual Therapy, Posturology & Rehabilitation Journal 18 (July 2, 2020): 1–8. http://dx.doi.org/10.17784/mtprehabjournal.2020.18.789.

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Introduction. Children and adolescents with physical disabilities (PD) still do not have the same opportunities as their non-disabled peers, which may be due to environmental factors and their effect on participation. Objective: The aim of this study was to evaluate the prevalence of environmental barriers in children and adolescents with PD and their associated factors in two states of Northeastern Brazil. Method. The parents or caregivers of 71 children and adolescents aged 18 years and younger with PD were interviewed, using a sociodemographic questionnaire and the Craig Hospital Inventory of Environmental Factors (CHIEF), which assesses the frequency and extent of environmental barriers. Results. The greatest environmental barriers were for Service and Assistance. In the Service and Assistance and Physical/Structural domains, the frequency of barriers was monthly, while Attitude and Support and Policies barriers were less frequent. In all the domains, the parents reported that the problems were serious. Children and adolescents with PD who walked faced barriers more frequently than those who used a wheelchair or were carried and those living in Rio Grande do Norte had more perceived barriers in the Policies domain. Conclusion. These results lead to a reflection on the role of the environment and how each state conducts national public policies aimed at children with disabilities. This can be a step towards improving the lives of children with disabilities in Northeastern Brazil, transforming environmental barriers into environmental facilitators.
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Xu, Wenhong, Chunxiao Li, and Lijuan Wang. "Physical Activity of Children and Adolescents with Hearing Impairments: A Systematic Review." International Journal of Environmental Research and Public Health 17, no. 12 (June 25, 2020): 4575. http://dx.doi.org/10.3390/ijerph17124575.

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Physical activity (PA) is important for the development of children and adolescents with hearing impairments (HI). This systematic review aims to summarise the existing literature pertaining to the PA of children and adolescents with HI. A systematic search was conducted on eight major electronic databases. Two reviewers independently screened and selected the returned articles, performed data extraction, assessed methodological quality and synthesised the data using an inductive approach. A total of 15 articles consisting of 14 survey studies and one single-subject intervention study met the inclusion criteria. These studies had good to excellent methodological quality. Participants with HI showed lower levels of participation in PA than participants without disabilities, but they were more physically active than those with other types of disabilities. Amongst the 12 PA correlates identified (i.e., gender, age, mother’s education and social cognitive constructs), only gender was a relatively consistent determinant, and boys are significantly more physically active than girls. Additional studies are needed to confirm the determinants of the PA in children and adolescents with HI to provide strong evidence for the development and implementation of PA interventions for this target group.
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Nascimento, Isabela do Prado, João Victor Brincas Ramos, Gabriela Ferreira Kalkmann, Charles da Silva Gomes, Iolanda Maria Novadzki, and Beatriz Elizabeth Bagatin Veleda Bermudez. "Nutritional status of children and adolescents with Down syndrome." Revista de Medicina 100, esp (November 8, 2021): 10. http://dx.doi.org/10.11606/issn.1679-9836.v100iespp10-10.

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Introduction: Inadequate eating habits and physical inactivity directly contribute to changes in nutritional status. Patients with Down syndrome (DS) are more prone to obesity due to genetic and / or environmental factors, which favors cardiovascular diseases with the possibility of complications and reduced life expectancy. Objective: To describe the nutritional status of patients followed up at an outpatient referral center for Down's syndrome in a Brazilian tertiary hospital. Methodology: Retrospective, cross-sectional and descriptive study with analysis of 1,056 medical records of patients with DS, from 2014 to 2016. Food was considered adequate if it consisted of food from all groups in three main meals and one / two snacks and water in breaks. Sedentary lifestyle was considered if the time of physical activity was less than 300 minutes per week. Nutritional status was assessed using the World Health Organization (WHO) body mass index curves, 2007. The data were analyzed using the Excel program. The Pearson's chi-square test was used to compare data from children and adolescents. The level of significance was set at p <0.05. Approved by the Human Research Ethics Committee of the service referred to under number 04542712.3.0000.0096. Results: 517 children (3 to 9 years, 11 months and 29 days) and 539 adolescents (10 to 20 years of age) were evaluated. Food was adequate for 395 (76.4%) children and 336 (62.3%) adolescents (p <0.001). The nutritional status was adequate in 397 (76.8%) children and 371 (68.8%) adolescents, overweight was seen in 40 (8%) children and 64 (12%) adolescents (p <0.01); obesity in 50 (9.7%) children and 96 (17.8%) adolescents (p <0.001) and thinness in 30 (5.8%) children and 8 (1.5%) adolescents (p <0.001). As for physical activity, 39 (7.5%) children and 168 (31.1%) adolescents (p <0.001) were sedentary. Discussion and Conclusion: There was an association of increased body mass index with inadequate diet and physical inactivity with increasing age of patients. Individuals with DS, children and adults, are 30 to 50% susceptible to becoming obese in childhood. According to the classic literature, the presence of hypothyroidism, food error and physical inactivity are associated with overweight and obesity in this population. The prevalence of overweight and obesity in children with intellectual disabilities is almost twice as high as in peers without disabilities. And it is observed that people with DS are less involved in physical activities compared to their siblings. For adolescents, behavioral problems such as impulsiveness, recommendation behavior and disobedience discourage good lifestyle habits. Food inadequacy and physical inactivity were more prevalent in the adolescent population. The body mass index increases the age, therefore the consolidation according to the good practices of life habits requires continuous education of the family and the individual. Multidisciplinary monitoring is essential for the prevention of overweight and obesity.
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Swai, Elia Asanterabi, Sia E. Msuya, Haleluya Moshi, Marie Lindkvist, Ann Sörlin, and Klas-Göran Sahlén. "Children and adolescents with physical disabilities: describing characteristics and disability-related needs in the Kilimanjaro region, north-eastern Tanzania – a cross-sectional survey." BMJ Open 13, no. 1 (January 2023): e064849. http://dx.doi.org/10.1136/bmjopen-2022-064849.

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ObjectivesTo describe the characteristics and disability-related needs of children and adolescents with physical disabilities in the Kilimanjaro region, North-Eastern Tanzania.DesignA cross-sectional community survey was conducted from November 2020 to June 2021. Trained research assistants interviewed primary children’s carers using a questionnaire based on the International Classification of Functioning, Disability and Health-Children and Youth Framework. Data were analysed using IBM SPSS Statistics V.27. The Pearson χ2test was used to examine differences between age, gender and self-reported needs. The independent t-test assessed difference in needs according to age and gender.SettingKilimanjaro region, Tanzania.ParticipantsChildren and adolescents, aged 2–18 years, with physical disabilities (n=212).ResultsAlmost 40% had severe speech (n=84) and joint mobility (n=79) impairments, and more than half (n=124) had severe or complete difficulties walking. In aspects of self-care (caring for body parts, toileting, dressing, eating and drinking), most had severe and complete difficulties. Almost 70% (n=135) of households were located near health facilities without rehabilitation services. About one-quarter (n=51) had never received rehabilitation services. More than 90% (n=196) needed assistive devices, and therapeutic exercises (n=193). Over three-quarters needed nutritional supplements (n=162).ConclusionChildren and adolescents with physical disabilities in North-Eastern Tanzania have impaired speech and joint mobility, and difficulties in communication, self-care and walking. Rehabilitation services essential for addressing these impairments and activity limitations are either scarce or inaccessible. Action is needed to facilitate urban and rural access to rehabilitation services in order to improve the well-being of children and adolescents with physical disabilities.
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Burenina, Svetlana, Svetlana Kalinina, Elena Petrash, Boris Borisov, and Alexey Shpak. "SOCIAL REHABILITATION OF FAMILIES WITH CHILDREN WITH DISABILITIES THROUGH THE ORGANIZATION OF MUTUAL ASSISTANCE GROUPS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 28, 2021): 219–30. http://dx.doi.org/10.17770/sie2021vol3.6161.

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The article tells about the experience of the state budget institution of social services of the Pskov region "Rehabilitation center for children and adolescents with disabilities" from Velikiye Luki in the rehabilitation of children and adolescents aged 0 to 18 years with disabilities in mental and physical development, ensuring their fullest and timely social adaptation to life in society, family, education and work through the organization of mutual assistance groups. The effectiveness of this form of work with a family raising a child with disabilities is shown by teaching parents to understand their children, identify their abilities and needs for their further development. These theoretical positions were confirmed by experimental work that took place in three stages, including the social project "All together" with an inclusive component, which allowed to develop the huge internal potential of families raising children with disabilities for their more effective rehabilitation.
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Li, Ru, Cindy H. P. Sit, Jane J. Yu, Joyce Z. J. Duan, Thomas C. M. Fan, Thomas L. McKenzie, and Stephen H. S. Wong. "Correlates of physical activity in children and adolescents with physical disabilities: A systematic review." Preventive Medicine 89 (August 2016): 184–93. http://dx.doi.org/10.1016/j.ypmed.2016.05.029.

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Dissertations / Theses on the topic "Children and adolescents with physical disabilities"

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Matheri, Joseph Mwangi. "Physical inactivity among adolescents with physical disabilities attending high schools in Kenya." Thesis, University of the Western Cape, 2007. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_3717_1258009225.

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Physical inactivity together with overweight and obesity has emerged as a major health risk factor for chronic disease of lifestyle as coronary heart disease, diabetes type 2, and hypertension affecting adolescents with physical disabilities in developed countries. This has contributed to the increase of social and economic costs of healthcare and social services in these countries. Review of literature has revealed that little has been documented about the status of adolescents with physical disabilities in developing countries. This study, therefore, aimed at establishing the degree of physical inactivity among high school adolescents with physical disabilities in Kenya.

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Downs, Samantha Jayne. "Physical activity, sedentary and playtime behaviours in children and adolescents with intellectual disabilities." Thesis, Liverpool John Moores University, 2015. http://researchonline.ljmu.ac.uk/4527/.

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Despite the wealth of research examining physical activity (PA) in children and adolescent without disability, there is a lack of research that has focussed on PA related to children and adolescents with intellectual disabilities (ID). The evidence that does exist in this area suggests that children and adolescents with ID are less active than their non-ID peers. The school environment offers numerous opportunities to engage in PA regularly, yet to date, school-based research focussing on PA in children and adolescents with ID is limited. Thus, the primary aim of this thesis was to investigate PA, sedentary time (ST) and playtime behaviours in children and adolescents with ID.Four study chapters are included in the thesis. Study 1 used uniaxial accelerometers to investigate habitual PA levels, sedentary behaviour and PA patterns in children and adolescents with severe and moderate ID. Results demonstrated that participants engaged in low amounts of PA, spent a large proportion of waking hours in ST and mainly engaged in short, sporadic bursts of PA.Study 2 investigated the PA levels of children and adolescents with severe and moderate ID during playtime and PE contexts using direct observation techniques. Participants engaged in similar levels of moderate to vigorous PA (MVPA), and spent minimal amounts of time engaging in sport based activities during playtime and PE. At playtime participants spent the majority of time playing alone or in small groups and no participants engaged in any large group play. Study 3 explored teachers’ perceptions of PA engagement for children and adolescents with ID. Teachers reported that pupils prefer to engage in fun, unstructured activities. Parents and teachers were identified as key role models who can influence PA engagement for this population and teacher participants explained that pupils with ID have limited understanding around PA and the benefits to health. Study 4 evaluated the effectiveness of a school-based PA intervention, delivered in two primary special educational needs (SEN) schools. The intervention demonstrated promising results, with an increase in accelerometer assessed MVPA levels between baseline and follow up of ~18mins. However, these findings were not statistically significant, possibly due to the small sample size involved. Minimum clinically important difference analysis suggested that changes in MVPA were likely to be beneficial to heath. Furthermore, qualitative data generated through teacher interviews highlighted positive intervention effects across the school. Overall the studies presented in this thesis provide an overview of PA engagement and associated behaviours in children and adolescents with ID. The major findings presented suggest that children and adolescents with moderate and severe ID are not sufficiently active, and the SEN school environment may be an important area to target PA interventions. The current thesis has made a significant contribution to our understanding related to the PA in children and adolescents with ID and has highlighted a number of recommendations for future research.
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Mäkelä, Jonna. "Facilitators to support participation in physical activities for children with physical disabilities : A systematic literature review." Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, CHILD, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-30293.

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Not participating in physical activities is considered to be a risk factor for the health and well-being of children, especially children with physical disabilities. Nonetheless, children with physical disabilities tend to participate less in physical activities than children without disabilities. The aim of this study was to identify what individual and contextual facilitators are suggested to support the participation of children aged 6 to 18 with physical disabilities in physical activities. A systematic literature review was conducted in four databases. The search was limited to articles written in English, peer reviewed and published between January 2006 and March 2016. A qualitative content analysis with focus on a deductive manifest approach was used to analyze the data. Seven articles were selected for data analysis. Results show that facilitators on an individual level include awareness of health benefits, being motivated, having fun, and social aspects such as meeting friends. Facilitators on a contextual level include support from people in the child’s environment, accessibility, adaptive equipment, modifiable activities, positive attitudes from others, available information, knowledgeable instructors, financial support, and transportation. Occupational therapists need to be aware of the facilitators identified on both individual and contextual level when planning interventions. More research with younger children is needed.
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Kristén, Lars. "Possibilities offered by interventional sports programmes to children and adolescents with physical disabilities : an explorative and evaluative study /." Luleå : Centrum för forskning i lärande, Luleå tekniska univ. [distributör], 2003. http://epubl.luth.se/1402-1544/2003/23/index.html.

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Kristén, Lars. "Possibilities offered by interventional sports programmes to children and adolescents with physical disabilities : an explorative and evaluative study." Doctoral thesis, Högskolan i Halmstad, Sektionen för hälsa och samhälle (HOS), 2003. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-1318.

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Today, sport is a topic that interests and engages many people. However, pursuing sporting activities and being a member of a sports club is not a matter of course for children and adolescents with physical disabilities. The overall aim of this thesis is to study the possibilities offered by interventional sports programmes to children and adolescents with physical disabilities and to describe in what way they can be offered meaningful physical activities as well as active participation in sport clubs, with a view to improving their health and socialisation through sport. The thesis includes three descriptive and one evaluative study. The results of the thesis rest on a combination of methods: practical- empirical experiences based on theoretical reasoning, interviews in line with a method inspired by phenomenography, and data from questionnaires analysed by descriptive and analytical statistics. The results are also based on a variety of data sources i.e. children, young people and parents as well as theory triangulation i.e. socialisation and health. According to the findings, sports programmes offered possibilities to children and adolescents with physical disabilities for improving their health and socialisation. An important component of the sports programmes were sports clubs that offered meaningful physical activities as well as active participation. Guidelines for co-operation in and the organisation of sports programme for children and adolescents with physical disabilities were of great importance and should involve the families as well as sports organisations and local authorities. The children and adolescents regarded sport as a form of social arena to enhance their participation in society and as a means for achieving better health. They also stressed the importance of knowledge and experiencing nature as factors that promote an active and healthy lifestyle. The parents regarded sport as a form of health education and as a means for their children to achieve increased participation in society. The parents also stressed the fact that the learning process was important for empowering the children to influence their life situation. The findings also illustrate the importance of building co-operation between the habilitation centre, sports clubs and families of children with physical disabilities by means of a working team, as well as the importance of the sports movement opening up its activities to children and adolescents with functional disabilities and each sports club appointing a contact person with special responsibility for this target group. Continued external support was regarded as necessary in order to assist the sports clubs in implementing permanent and well-functioning activities in partnership with a personal sport and health counsellor, who advises and supports the children and adolescents to participate in physical activity.
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Samalot-Rivera, Amaury. "The effect of social skill instruction on sport and game related behaviors of children and adolescents with emotional or behavioral disorders." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1186774990.

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Leeds, Marilyn June. "You're pretending, you don't need a wheelchair' - children and adolescents with spinal cord injury." Thesis, The University of Sydney, 2001. http://hdl.handle.net/2123/803.

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This thesis examines the requirements of children and adolescents with severe spinal cord injuries. The requirements are expressed by the parents of the children and by adolescents and are in contrast to official views of their 'needs'. There is no literature on the needs of these children and adolescents. The thesis thus begins with a examination of the literature on the needs of people with disabilities and people with spinal cord injury. Proponents of the social model of disability, which is based on the experiences of people with disabilities, contend that the main requirements of people with disabilities is ending their social marginalisation, and it is hypothesised that the requirements of the children and adolescents will be related to ending social marginalisation. Open-ended unstructured interviews with parents, parents and adolescents and adolescents alone ( a total of 20 interviews) provided data for analysis. Analysis of the data shows that the requirements of the children and adolescents, like adults with spinal cord injuries, differ from those of people with disabilities in that there are important concerns in addition to marginalisation.
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Leeds, Marilyn June. "You're pretending, you don't need a wheelchair' - children and adolescents with spinal cord injury." University of Sydney. Social Work, 2001. http://hdl.handle.net/2123/803.

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This thesis examines the requirements of children and adolescents with severe spinal cord injuries. The requirements are expressed by the parents of the children and by adolescents and are in contrast to official views of their 'needs'. There is no literature on the needs of these children and adolescents. The thesis thus begins with a examination of the literature on the needs of people with disabilities and people with spinal cord injury. Proponents of the social model of disability, which is based on the experiences of people with disabilities, contend that the main requirements of people with disabilities is ending their social marginalisation, and it is hypothesised that the requirements of the children and adolescents will be related to ending social marginalisation. Open-ended unstructured interviews with parents, parents and adolescents and adolescents alone ( a total of 20 interviews) provided data for analysis. Analysis of the data shows that the requirements of the children and adolescents, like adults with spinal cord injuries, differ from those of people with disabilities in that there are important concerns in addition to marginalisation.
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Hunt, Sara M. "Patterns of Psychosocial Functioning and Mental Health Service Utilization in Children and Adolescents with Chronic Health Conditions or Physical Disabilities." DigitalCommons@USU, 2009. https://digitalcommons.usu.edu/etd/360.

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This study was designed to further understand the psychosocial functioning of youth with chronic health conditions or physical disabilities, their need for and use of mental health services, and possible barriers to receiving needed services. Previous research has suggested these youth experience poorer psychosocial functioning compared to peers without special health care needs, and they also underutilize needed mental health services. A mixed-methods design was implemented consisting of a quantitative parent survey and a qualitative semistructured interview with young adults with special health care needs. Children demonstrating poorer psychosocial adjustment in this study experienced more problems related to social functioning than psychopathology (e.g., depression, anxiety). Over half of the youth had accessed mental health services with the majority utilizing community-based outpatient services. Identified barriers to accessing needed mental health services included difficulty finding professionals with experience in working with youth with special health care needs and lack of financial coverage.
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Cheng, Yuk Kwan Clare. "Pre-adolescent children and their friendship intentions towards peers with physical impairment." Thesis, University of Leicester, 2009. http://hdl.handle.net/2381/7534.

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Social inclusion of children with disabilities is considered to be an important aspect of inclusive education. Previous research mostly approached this issue by either examining the attitudes of typically developing children towards disabilities or the friendship quality and status of children with disabilities. By adopting a qualitative research design, the present study is an attempt to draw from these two lines of research to develop a conceptual framework for understanding pre-adolescent children’s friendship intentions towards their peers with physical impairment. The research is also a response to the paucity of local studies in this area. The data are analysed in three domains: Conception of friendship, Attitudes towards people with physical impairment and Factors influencing friendship. Four theoretical constructs, Physical Attribute, Social Attribute, Empathetic Attribute and Cognitive Attribute, are finally developed to explain the relationship between friendship conception and attitude of acceptance. Based on the theoretical constructs, the peer experience of two children with physical impairment, one being a success story and one less satisfactory, is described to illustrate the limiting and facilitating factors for their social inclusion. Recommendations for local inclusive education and suggestions for future research are provided at the end of this project.
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Books on the topic "Children and adolescents with physical disabilities"

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Adolescents on the Autism Spectrum: A Parent's Guide to the Cognitive, Social, Physical and Transition Needs of Teenagers with Autism Spectrum Disorders. New York: A Perigee Book, 2006.

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Ricks, Tarrence I. The effects of peer presence on performance of the physical fitness test by educable mentally retarded pre-adolescent males. Eugene: Microform Publications, College of Human Development and Performance, University of Oregon, 1987.

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How it feels to live with a physical disability. New York: Simon & Schuster, 1992.

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Drnach, Mark. The clinical practice of pediatric physical therapy: From the NICU to independent living. Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins, 2008.

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Halliday, Paula. Children with physical disabilities. London: Cassell, 1989.

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Children with physical disabilities. London: Cassell, 1989.

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L, Olson Judy, ed. Teaching adolescents with mild disabilities. Pacific Grove [Calif.]: Brooks/Cole, 1997.

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Ariel, Abraham. Education of children and adolescents with learning disabilities. New York: Merrill, 1992.

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Jordan, Dale R. Overcoming dyslexia in children, adolescents, and adults. Austin, Tex: Pro-Ed, 1989.

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Overcoming dyslexia in children, adolescents, and adults. 2nd ed. Austin, Tex: Pro-ed, 1996.

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Book chapters on the topic "Children and adolescents with physical disabilities"

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Patricolo, Mario, and 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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Harrington Meyer, Madonna, and Ynesse Abdul-Malak. "Physical Wellbeing." In Grandparenting Children with Disabilities, 285–301. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39055-6_15.

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Chhangani, Bantu, and Donald E. Greydanus. "Sleep in Children and Adolescents with Neurobehavioral Disorders." In Neurodevelopmental Disabilities, 141–46. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0627-9_9.

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Nicholls, Christopher J. "Intellectual and Developmental Disabilities." In Neurodevelopmental Disorders in Children and Adolescents, 77–96. New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315408668-8.

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Katbamna, Bharti, and Teresa Crumpton. "Impact of Neurodevelopmental Disorders on Hearing in Children and Adolescents." In Neurodevelopmental Disabilities, 297–320. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0627-9_19.

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Prendella, Kate, and Meryl Alper. "Media and Children With Disabilities." In The Routledge International Handbook of Children, Adolescents, and Media, 395–402. 2nd ed. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003118824-50.

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Bartholomew, John B., Vanessa L. Errisuriz, and Esbelle M. Jowers. "Physical activity in children and adolescents." In APA handbook of sport and exercise psychology, volume 2: Exercise psychology (Vol. 2)., 185–99. Washington: American Psychological Association, 2019. http://dx.doi.org/10.1037/0000124-010.

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Brandes, Mirko, Germán Vicente-Rodríguez, Marc Suling, Yannis Pitsiladis, and Karin Bammann. "Physical Fitness." In Instruments for Health Surveys in Children and Adolescents, 277–89. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-98857-3_13.

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Bammann, Karin, Jenny Peplies, Staffan Mårild, Dénes Molnár, Marc Suling, and Alfonso Siani. "Physical Examinations." In Instruments for Health Surveys in Children and Adolescents, 47–55. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-98857-3_3.

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Sobralske, Mary C. "Common Physical or Sensory Disabilities." In Caring for Children with Special Healthcare Needs and their Families, 9–55. West Sussex, UK: John Wiley & Sons, Inc., 2013. http://dx.doi.org/10.1002/9781118783290.ch2.

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Conference papers on the topic "Children and adolescents with physical disabilities"

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Tikhonova, I. V., T. N. Adeeva, and U. Yu Sevastyanova. "Personality adaptation and internal picture of the defect in adolescents with different variants of dysontogenesis." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.951.964.

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Disabilities are traditionally seen as development conditions involving personality desocialization risks. Features of the disorder are reflected in the consciousness of the individual. A person’s subjective perception of their disorder is important for social and psychological adaptation. Adaptive features and adolescent content of the inward disorder pattern (IDP) are presented in the article. The sample consisted of 109 participants — adolescents with visual impairments, with hearing impairments, with severe speech impairments, with delayed mental development. The optimal level of adaptation is typical for all respondents. Adolescents with hearing impairment demonstrate a high level of adaptability, indicate a high level of acceptance of themselves and others, emotional comfort, and internal orientation of self-control. At the same time, respondents demonstrate dependence on others. Respondents with delayed mental development have the opposite adaptation variant. A relatively critical level of acceptance of oneself and others, a moderate level of emotional comfort is observed in this group. Teenagers with delayed mental development often demonstrate dominance in relationships. A comparative analysis of the inward disorder pattern components shows a significant difference in the completeness of all components of the inward disorder pattern. Teenagers with visual impairment are best aware of their violation, know the causes and prevention factors. Adolescents with severe speech disorders show poor cognitive component IDP. Teenagers with delayed mental development are fixated on physical sensations. Children with hearing disorders do not notice physical sensations and discomfort associated with the disorder, and do not demonstrate motivation to change in response to the disorder. The greatest number of correlations exists between the motivational, physical component in the IDP and adaptation indicators. However, reliable correlations are established between the cognitive component and the manifestations of dominancedependence.
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Králíková, Jitka, and Hana Válková. "Trends in BMI by Age Periods of Pupils with Intellectual Disability." In 12th International Conference on Kinanthropology. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9631-2020-52.

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Childhood obesity is becoming increasingly important in children because it occurs in earlier age periods. Children with intellectual disabilities belong to a high-risk group in the area of obesity. Their disability limits them in everyday life both in the possibilities of participation in physical activities and in the field of lifestyle. Currently, there is not real data in BMI age trends for children with intellectual disabilities. The aim of the research is to find out the trends of BMI in children with mild and moderate intellectual disability in different age periods and to find out whether summer holidays have an effect in BMI trend in some age periods. The methods used were quantitative and comparative research. BMI indicators were mea-sured using an In-Body machine. T-test was used to identify statistically significant differ-ences between periods. Trends were measured in children aged 6–20 years (the number of participants in each measurement: n = 49, n = 55, n = 56, n = 55) in over two years in the region Zlín in the Czech Republic. Trends are evaluated using box charts. The conclusion is that the trend of BMI of school-age pupils is positively accelerating, summer holidays have no affect BMI values. The BMI trend in pubescence pupils is fluctuating with a decrease in BMI values during the summer holidays. The BMI trend in adolescence pupils is convex, summer holidays have no effect on BMI values. BMI trends of all ages are within the normal weight. Astatistically significant difference in BMI is only for pupils of school age between September 2017 and June 2018. It is beneficial finding for practice that children with intellectual disability in the Czech Republic have much better results in BMI indicators and trends than children with intellectual disability in abroad.
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Kanjilal, Arpita, Osmana Manzar, and Pankaj Sharma. "Democratising Technological Innovation through Makerspaces." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.2751.

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The Maker’s Space is an attempt to democratize technological innovation by providing space and tools to rural youth to experiment and learn. Lack of infrastructure and access to educational tools inhibits the youth in rural India from realizing their full potential and creating innovative context-appropriate solutions for their communities. // The Maker's Space initiative is based on the idea of ‘innovate, invent, peer-learn, co-create,’. In these spaces, the students and adolescents are exposed to a hands-on, STEM-based approach and creative ways of learning to encourage them to design, build, experiment and innovate while they engage in science, technology, art, engineering and mathematics. Therefore, it facilitates a shift from “learning to know” to “learning to do” and “learning to work together”. It also provides an unstructured learning space supported by the machine and digital tools of learning that allows children and youth to take ownership of their learning. The Maker’s Space initiative also designs the physical spaces in a manner that fosters self-reflection and immersive learning. To teach digital literacy, DEF will be employing a variety of formats such as online learning and bot-based learning. // This program has a special focus on girls and persons with disabilities. This special focus is aimed at addressing their disproportionately low representation in STEM education. It is envisaged that this STEM learning program will support them in accessing livelihood, education and quality day to day life. The program is also designed to help them to think critically and will enable them to make tools that are beneficial to persons with disabilities. // Maker’s Spaces consist of a digital centre equipped with STEM learning and digital skilling tools. Understanding the importance of confidence-building, these spaces also conduct mental health sessions and motivational sessions.
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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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Karin, Željka, and Tonka Karin. "460 The integration of children and adolescents with developmental disabilities." In 10th Europaediatrics Congress, Zagreb, Croatia, 7–9 October 2021. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2021. http://dx.doi.org/10.1136/archdischild-2021-europaediatrics.460.

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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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Abdur Rahman, Mohamed, Ahmad M. Qamar, Mohamed A. Ahmed, M. Ataur Rahman, and Saleh Basalamah. "Multimedia interactive therapy environment for children having physical disabilities." In the 3rd ACM conference. New York, New York, USA: ACM Press, 2013. http://dx.doi.org/10.1145/2461466.2461522.

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Ma, Yudan, Annemiek Veldhuis, Tilde Bekker, Jun Hu, and Steven Vos. "A Review of Design Interventions for Promoting Adolescents' Physical Activity." In IDC '19: Interaction Design and Children. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3311927.3323130.

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Redko, Maria V., Natalia I. Semyonova, and Raisa P. Ivanova. "Influence of Art Pedagogics on Adolescents with Deviant Behavior and Children with Disabilities." In IFTE 2020 - VI International Forum on Teacher Education. Pensoft Publishers, 2020. http://dx.doi.org/10.3897/ap.2.e2057.

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Garcia-Rodriguez, Ruth, Sophie Craven, Weronika Gnoiska-Rapala, and Jennifer Rogers. "39 Improving communication experiences for hospitalised children and adolescents with learning disabilities/autism." In GOSH Conference 2021, Above and Beyond. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2021. http://dx.doi.org/10.1136/archdischild-2021-gosh.39.

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Reports on the topic "Children and adolescents with physical disabilities"

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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, December 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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ohaike, stella, sam ibeneme, Franklin Irem, and Nelson Echezona. The effects of physical exercises on the functional performance, cognitive function and quality of life of children and adolescents with cerebral palsy. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, May 2022. http://dx.doi.org/10.37766/inplasy2022.5.0023.

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Zhu, Qiqi, Jie Deng, Chong Xu, Meixi Yao, and Yu Zhu. Effects of physical activity on visuospatial working memory in healthy individuals: a systematic review and meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, August 2022. http://dx.doi.org/10.37766/inplasy2022.8.0053.

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Review question / Objective: P: Healthy individuals (including children, adolescents, adults, and seniors); I: Individuals who join various physical activities (including aerobic exercise, HIT, yoga, resistance training, Tai Chi, balance training, skill training, et al); C: Individuals who have no movement, do reading, or do same as normal activities; O: 1-Back Test, 2-Back Test, Trail Making Test-A, Trail Making Test-B, Digit Span Forward, Digit Span Backward; S: Randomized Controlled Trial (RCT). Condition being studied: Healthy individuals without any cognitive disorders.
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Sandoval-Aguilera, Karina, Jaime Carcamo-Oyarzun, and Nicolas Aguilar-Farias. Effectiveness of health promotion programs with parental or family involvement for increasing moderate-to-vigorous physical activity in school-aged children: a systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, October 2021. http://dx.doi.org/10.37766/inplasy2021.10.0003.

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Review question / Objective: The purpose of this systematic review is to examine studies that have assessed the effectiveness of health promotion programs with parental or family involvement for increasing moderate-to-vigorous physical activity in school-aged children. Condition being studied: Research has shown that parental or family support is positively associated with overall physical activity in children and young people. However, little is known about the differential effect of involving parents and family members when implementing interventions for promoting physical activity in children and adolescents compared with strategies that only rely on actions focused on the individuals or school environments. Information sources: A search strategy for articles will be carried out in the following databases: Embase, Pubmed, SPORTDiscus, Scopus and CINAHL. Also, a search from gray literature (academic google, Open Gray) and references from the articles found in the first stage will be conducted.
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Schelzig, Karin, and Kirsty Newman. Promoting Inclusive Education in Mongolia. Asian Development Bank, November 2020. http://dx.doi.org/10.22617/wps200305-2.

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Children with disabilities suffer disproportionately from the learning crisis. Although they represent only about 1.5% to 5% of the child population, they comprise more than half of out-of-school children globally. Inspired by a commitment that every child has the right to quality education, a growing global drive for inclusive education promotes an education system where children with disabilities receive an appropriate and high-quality education that is delivered alongside their peers. The global commitment to inclusive education is captured in the Sustainable Development Goal 4—ensuring inclusive and equitable education and promoting lifelong learning opportunities for all. This paper explores inclusive education for children with disabilities in Mongolia’s mainstream education system, based on a 2019 survey of more than 5,000 households; interviews with teachers, school administrators, education ministry officials, and social workers; and visits to schools and kindergartens in four provinces and one district of the capital city. Mongolia has developed a strong legal and policy framework for inclusive education aligned with international best practice, but implementation and capacity are lagging. This is illustrated using four indicators of inclusive education: inclusive culture, inclusive policies, inclusive practices, and inclusive physical environments. The conclusion presents a matrix of recommendations for government and education sector development partners.
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Liang, Jinghong, Yu Zhao, Yican Chen, Shuxin Zhang, Kaiyun Tan, Jingshu Zhang, Aerziguli Kakaer, and Yajun Chen. Face-to-face Physical activity incorporated with Dietary intervention may be the optimal intervention strategy for preventing obesity among children and adolescents ― Evidence from Bayesian Network Meta-analysis of 118 randomized controlled trials with 71,064 individuals. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, February 2021. http://dx.doi.org/10.37766/inplasy2021.2.0072.

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ji, yuqin, hao tian, qiang ye, zhuoyan ye, and zeyu zheng. Effectiveness of exercise intervention on improving fundamental motor skills in children with autism spectrum disorder: A systematic review and Meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, December 2022. http://dx.doi.org/10.37766/inplasy2022.12.0013.

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Review question / Objective: This systematic review and meta-analysis aimed to synthesize available randomized controlled trial studies concerning the effects of exercise interventions on fundamental motor skills in children with autism spectrum disorder. Condition being studied: Autism Spectrum Disorder (ASD) is a complicated and highly prevalent neuro-developmental disorder characterized by deficits in social communication, restricted interests, and repetitive behaviors. The CDC reported that the prevalence of ASD was estimated to be 1 in 59 in the United States by 2020. Along with typical symptoms, a couple of studies have indicated that individuals with ASD encounter a variety of challenges, including sleep disturbance, obesity, executive function deficits, physical inactivity, and motor dysfunctions. Fundamental motor skills (FMS) are the unnaturally occurring basic motor learning model of the human body, which are the building blocks for advanced specialized motor skills and for children and adolescents to participate in sports, games, or other context-specific physical activity.FMS falls into three different categories: (a) locomotor skills (e.g., running and hopping), (b) object control skills (e.g., catching and throwing), and balance or stability skills (e.g., balancing and twisting).
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Millington, Kerry A. Protecting and Promoting Systems for Essential Health Services During Rollout of COVID-19 Tools. Institute of Development Studies (IDS), May 2021. http://dx.doi.org/10.19088/k4d.2021.084.

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The COVID-19 pandemic has had a tremendous negative impact on economies of most countries around the world. COVID-19 has disrupted the ability of health systems to deliver on essential health services and has also exposed pre-existing vulnerabilities and inequities in public health systems. According to a key informant survey conducted by WHO, over one year into the COVID-19 pandemic, there still exist substantial disruptions to essential health services. This rapid review examines evidence on successful interventions that could enable adaptive approaches to help manage and respond future pandemics and mitigate the risk of collapse of the public health systems. Countries must use the opportunity provided by the deployment of COVID-19 vaccines to strengthen health services and health systems and find long-lasting solutions for similar future challenges. The review notes that there still exist gaps in preparedness and response to the Covid-19 pandemic. New variants of concern threaten the effectiveness of existing COVID-19 vaccines, vaccine hesitancy slowing rollout, including in Africa, and interrupted and limited supply of COVID-19 tools. More funding is required though to scale up adaptive measures which are working, accelerating new approaches and innovations to improve service delivery. This review also highlights briefly the plight of marginalised social groups, people living with disabilities, women and children during the pandemic. According to estimates by Global Fund, Gavi, Global Financing Facility, access to life-saving health interventions for women, children and adolescents in 36 of the world’s poorest countries has dropped by as much as 25% due to COVID-19. Countries must build on the momentum of health innovations during the COVID-19 crisis to build more resilient health systems that can withstand disruptions by future pandemics.
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Jiménez-Parra, José Francisco, Sixto González-Víllora, and Alfonso Valero-Valenzuela. The evolution of the Teaching Personal and Social Responsibility from a contextual to a transcontextual model. A systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, April 2022. http://dx.doi.org/10.37766/inplasy2022.4.0031.

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Review question / Objective: The aim of this research was to identify and analyze the advances produced during the last 6 years in intervention studies based on the Model of Personal and Social Responsibility (TPSR) both in the subject of physical education and in any other area of knowledge within the school context. To conduct this study, the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines were followed (Moher et al., 2015) and the question was elaborated in the PICO format: (P) Participants or Problem (eg children, adolescents, Elementary, secondary, country), (I) Intervention (eg units, lessons, quantitative, qualitative or mixed research), (C) Comparators (“Teaching Personal and Social Responsibility”, “Education”), and (O) Outcomes (eg personal and social responsibility, motivation, prosocial behaviors, basic psychological needs, perception of students and teachers).
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Knibb, Rebecca, Lily Hawkins, and Dan Rigby. Food Sensitive Study: Wave Two Survey. Food Standards Agency, September 2022. http://dx.doi.org/10.46756/sci.fsa.nyx192.

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Food hypersensitivities (FH) include food allergy, food intolerance and coeliac disease. Food allergy and coeliac disease involve an immune mediated reaction to certain foods; food intolerance is caused by a non-immune mediated reaction (such as an enzymatic or pharmacological effect). Each of these FHs result in unpleasant symptoms if the food is eaten in sufficient quantity, with food allergic reactions sometimes resulting in life-threatening symptoms. Management of FH by an individual or members of their family therefore involves constant vigilance and risk assessment to determine if a food is safe to eat. Research over the last twenty years has demonstrated that this burden, along with the unpredictable nature of FH reactions, has an impact on quality of life (QoL). QoL encompasses our emotions, physical health, the environment we live in, our social networks and day-to-day activities. FH has been shown to have an impact on many of these areas, however there are still research gaps. In particular, many studies focus on children, adolescents or parents rather than the adult population and little is known about those with food intolerances. In order to make a comprehensive characterisation and evaluation of the burden caused by living with FH, the day-to-day management of FH and associated inconveniences, the FSA has commissioned this project, led by Aston University. The project is called the FoodSensitive study and this report relates to findings for workstream one, a survey to assess the impact of FH on QoL. This survey was carried out in two waves, one year apart. This report covers the second wave and a comparison of wave one and two for those participants who completed both waves.
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