Academic literature on the topic 'Childrens needs'
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Journal articles on the topic "Childrens needs"
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Aranha, Priya Reshma. "Preoperative information needs of children." Journal of Health and Allied Sciences NU 06, no. 02 (June 2016): 040–43. http://dx.doi.org/10.1055/s-0040-1708639.
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AbstractInformation seeking and receiving is the universally accepted right of children. When the children gets hospitalized and preparing for a surgery, it's the responsibility of the health care professionals to provide them with adequate information. Before giving the information it is essential to know what the children really wants to know. The main purpose of the study was to assess preoperative information needs of children undergoing surgery. With the non experimental research approach, a descriptive survey design was used in the study which was conducted in a selected hospital Mangaluru. Using non probability purposive sampling technique, 100 children of age 6-18 years were selected as study participants. The tool used were – the baseline proforma and the children's desire for preoperative information scale. The study results showed that majority of the children wanted to know the information regarding all the major happenings in their pre, intra and post operative events. Thus the study concludes that a structured preoperative teaching programme can be developed by the health care facility for the children undergoing surgery.
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Filová, Andrea, and Lucie Sikorová. "Evaluating the needs of children with cancer." Central European Journal of Nursing and Midwifery 6, no. 1 (March 30, 2015): 224–30. http://dx.doi.org/10.15452/cejnm.2015.06.0007.
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Hegde, Amitha M., Aiswarya Ann Babu, Anshad Mohammed, Anu John, Kanwardeep Singh, Preethi V. C., and Swathi Shetty. "SPECIAL NEEDS OF SPECIAL CHILDREN-PARENTAL VIEW." Journal of Health and Allied Sciences NU 05, no. 02 (June 2015): 038–44. http://dx.doi.org/10.1055/s-0040-1703887.
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AbstractIndividuals with special health care needs experience poor oral hygiene and periodontal status and are more likely to have unmet dental needs than any other medical needs. The study was conducted to assess the views, attitudes and perceptions of oral health and treatment needs among the parents of 250 children with disabilities at 3 special schools in Mangalore based on questionnaire method. Data collected were subjected to statistical analysis.The educational status of the parents were assessed and it was seen that more than 50% of the parents had school education of class 10 and below. 52% of the parents felt that dental treatment is not as important medical treatment and 69 % of the parent's preferred general dentist and only 12.3% had consulted Pedodontist for any dental needs of their children. Only 11% followed a regular dental check-up and 57% of the parents interviewed visited dentist only when required. 30% of the parents reported lack of awareness as the greatest barrier faced by them in rendering dental care for their children.There was a generalised lack of information regarding oral health and treatment needs seen among the parents of the children with special health care needs. The level of knowledge appeared to be low and the parents were not aware of the unique problems faced by these children.
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Lyttle, Melanie A. "Children and Technology: Technology in Children�s Programming: Apps for Children with Special Needs." Children and Libraries 12, no. 2 (June 9, 2014): 34. http://dx.doi.org/10.5860/cal.12n2.34.
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Jackson, Patricia Ludder. "Primary care needs of children with hydrocephalus." Journal of Pediatric Health Care 4, no. 2 (March 1990): 59–71. http://dx.doi.org/10.1016/0891-5245(90)90090-s.
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Fardila, Ucik Ana. "EFFECTIVE COMMUNICATION FOR SPECIAL NEEDS CHILDREN EDUCATORS." JARES (Journal of Academic Research and Sciences) 3, no. 2 (September 10, 2018): 20–32. http://dx.doi.org/10.35457/jares.v3i2.491.
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Effective communication is very important for learning process in the class. Effective communication from teacher to parent especially has important role to reach learning achievement for children with special needs ’s classes. The key of well delivered communication is when communicator and communicant have the same message in a same perception thus will have a same understanding without meaning decreasion. Information could be delivered precisely and accurately if teacher and parent have a same understanding of the message. Communication system is necessary in children with special needs school system as the main tool of academic achievement evolvement, psychological achievement, and for student physical and mental development. Two way communication between teacher and parent become the main role of quality of children with special needs family. Communication from parent could help teacher have better knowledge about student that would help teacher to plan their class in the best method they could teach to be effective learning for each student. for children with special needs class could not only involve teacher and school system but also a good network system from parent and institutions from outside class that has impact in the children with special needs physical and mental development. It is necessary to have a certain system to connect every role in children with special needs environment to record their development through communication network system involving school, family, health institution and community as communication ’s instrument support so the learning achievement would be optimally performed
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Shanthi, Malleedi, EV Soma Sekhar Goud, G. Padmanabha Kumar, Jagdeesh P. Rajguru, Subramaniam Ratnasothy, and Kranti KR Ealla. "Risk Factors and Treatment Needs among Orphan School Children." Journal of Contemporary Dental Practice 18, no. 10 (2017): 893–98. http://dx.doi.org/10.5005/jp-journals-10024-2145.
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ABSTRACT Aim The aim of the study was to identify risk factors and treatment needs of orphan children of Selangor, Kuala Lumpur, Malaysia. Objectives (1) To identify the association between the frequency of snacking and caries among orphan schoolchildren, (2) To assess Streptococcus mutans and Lactobacilli (microbiological assessment) in saliva of orphan children, and (3) To formulate treatment needs for orphan children. Materials and methods A cross-sectional study was done among 253 children of 5-, 12-, and 15-year-olds living in various orphanage houses of Selangor, Kuala Lumpur, Malaysia. Demographic data, and dietary and oral hygiene practices were collected through a structured questionnaire. Clinical examinations of children were conducted to assess oral health status and recorded in the World Health Organization oral health assessment form (1997). Stimulated saliva was collected for S. mutans and Lactobacilli levels. The statistical software, namely, Statistical Package for the Social Sciences version 19.0 was used for the analysis of the data. Results The final data analysis included 253 children of which 116 (45.8%) were boys and 137 (54.2%) were girls. 140 (55.33%) children were caries-free and 113 (44.66%) children presented with caries (decayed/missing/filled surface >0). High levels of salivary microbiological counts (S. mutans and Lactobacilli), i.e., ≥ 105, stress the importance of necessary preventive oral health services. Treatment needs among orphan children showed that most of the children, i.e., 58 (22.9%), need preventive or caries-arresting care followed by 49 (19.4%) who require two-surface filling as an immediate measure. Conclusion From the results of our study, orphan children have low utilization of preventive and therapeutic oral health services. Urgent attention is required to plan a comprehensive dental health-care program to improve their oral health status. Clinical significance Parents are the primary caretakers of children, but woefully some of them have to lead their lives without parents, the latter either being dead or incapable of bringing up their children. Such a group of children is known as orphans. As oral health is an integral part of general health, it is essential for health-care policy makers to address oral health needs of this underprivileged group of society. This article highlights the risk factors and treatment needs among orphan schoolchildren. How to cite this article Shanthi M, Goud EVSS, Kumar GP, Rajguru JP, Ratnasothy S, Ealla KKR. Risk Factors and Treatment Needs among Orphan School Children. J Contemp Dent Pract 2017;18(10):893-898.
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Szwarc, Barbara. "Respite Care Needs of Families with Disabled Children." Children Australia 14, no. 1-2 (1989): 12–15. http://dx.doi.org/10.1017/s0312897000002186.
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The idea of respite care is of recent origin, having come about largely as a result of the deinstitutionalization movement of the 1960's and 70's.Before that time, it was generally not expected that families keep a disabled member at home: and there is considerable evidence to show that those families who chose to do so, were expected to cope with the consequences on their own. No-one asked how they did it; and only the provision of crisis orientated counselling indicated that care providers recognized that these families might sometimes have hardships.
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Lonton, A., M. S. Cole, and J. Mercer. "The Integration of Spina Bifida Children - Are Their Needs Being Met?" European Journal of Pediatric Surgery 41, S 1 (December 1986): 45–47. http://dx.doi.org/10.1055/s-2008-1043398.
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Blitz-Wetterland, Robin. "Married with Special Needs Children: A Couple??s Guide to Keeping Connected." Journal of Developmental & Behavioral Pediatrics 29, no. 3 (June 2008): 230. http://dx.doi.org/10.1097/dbp.0b013e31817aef31.
Full textDissertations / Theses on the topic "Childrens needs"
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Gal, Tali, and tali gal@anu edu au. "Victims to Partners: Child Victims and Restorative Justice." The Australian National University. Research School of Social Sciences, 2006. http://thesis.anu.edu.au./public/adt-ANU20061114.100521.
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Children belong to one of the most vulnerable population groups to crime. Child victims of crime have to overcome the difficulties emerging from their victimization as well as those resulting from their participation in the adversarial criminal justice process. Child victims are typically treated by legal systems as either mere witnesses -- prosecutorial instruments -- or as objects of protection. Children's human rights and their needs beyond immediate protection are typically ignored.
¶
This thesis combines an examination of children's human rights (articulated largely in the UN Convention on the Rights of the Child) with a review of psycho-social literature on children's needs. It integrates the two disciplines thus creating a `needs-rights' model regarding child victims. This model is then used to evaluate the criminal justice process and its successes (and failures) in meeting the needs and rights of child victims. Such an integrated needs-rights evaluation identifies not only the difficulties associated with testifying in court and being interviewed multiple times. It goes beyond these topical issues, and uncovers other shortcomings of the current legal system such as the lack of true participation of child victims in the decision-making process, the neglect of rehabilitative and developmental interests of victimized children, and the inherent inability of the adversarial process to seek proactively the best interests of child victims.
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The thesis further explores an alternative to the criminal justice process -- that
of restorative justice -- and examines its applicability to child victims. Unlike the
criminal justice paradigm, restorative justice fosters the equal participation of the
stakeholders (in particular victims, offenders and their communities), and focuses
on their emotional and social rehabilitation while respecting their human rights. To explore the suitability of restorative justice for child victims, five restorative justice schemes from New Zealand, Australia and Canada and their evaluation studies are reviewed. Each of these schemes has included child victims, and most of them have dealt with either sexual assaults of children or family violence and abuse. Yet each of the evaluated schemes illuminates different concerns and proposes varying strategies for meeting the needs-rights of child victims.
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While these schemes demonstrate the significant potential of restorative justice to better address the full scope of the needs and rights of child victims, they uncover emerging concerns as well. Therefore, in the last part of the thesis, the needs-rights model is used once again to derive subsidiary principles for action, to maximize the benefits of restorative justice for child victims and minimize the related risks. A complex set of needs and rights is managed by a method of grouping them into needs-rights clusters and deriving from them simple heuristics for practitioners to follow. This clustering method of needs-rights-heuristics is a methodological contribution of the research to the psychology of law.
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Memik, Hayal N. "An Evaluation Of The Changing Approaches To Children'." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/12604764/index.pdf.
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In the nineteenth century, specialization and segregation of land uses necessitated to identify formal spaces for child&rsquos play activity in the cities. In the late nineteenth century, &lsquo
&lsquo
traditional playgrounds&rsquo
&rsquo
were provided for children. However, formally designed, spatially segregated play space brought its own problems itself. Rapid changes in the urban pattern and dominance of cars in the urban environment restricted the safe accessibility of children to such play spaces by themselves. Also, &lsquo
&lsquo
traditional playground&rsquo
&rsquo
has been criticized because of its inefficiency to answer the needs of children and to contribute to the continuity of play activity. Due to the inefficiency of &lsquo
&lsquo
traditional playgrounds&rsquo
&rsquo
for the continuity of &lsquo
&lsquo
play&rsquo
&rsquo
, children prefer to establish their own informal play spaces, as it was before the introduction of formal ones. However, parental concerns regarding child&rsquo
s safety in the urban environment restrict the use of outdoor play spaces, especially the residential street which is the oldest traditional informal play space. For these reasons, children&rsquo
s play habits changed and children today are becoming more dependent to indoors. If child&rsquo
s developmental needs are considered, the contribution of outdoor environment to the development of children should be reevaluated by making comparison between formal and informal play spaces. Regarding children&rsquo
s needs and the contribution of outdoor environment to their development, some approaches have been developing and changing to design better play spaces. Thus, this thesis tries to clarify that what kind of approach would be efficient in order to provide permanent answers for the needs and rights of children and for the continuity of &lsquo
&lsquo
play&rsquo
&rsquo
in today&rsquo
s urban pattern.
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Moegreen, Linn, and Hanna Langsbo. "Barn som barn : Hur ser förskollärare på begreppet barn i behov av stöd." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-48671.
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Syftet med vår undersökning var att ta reda på hur ett antal förskollärare såg på uttrycket barn i behov av särskilt stöd. Vi ville också veta hur verksamheten i förskolan möter barns rätt till lärande. För att kunna fokusera på att beskriva vad förskollärarna tänkte kring vårt syfte och de frågor vi ställde i arbetet använde vi oss av en kvalitativ metod. Vi beskrev det respondenterna sa att de upplevde i förskolans verksamhet. Av resultatet framgick att barn delades upp i två kategorier som var barn i behov av stöd och barn i behov av särskilt stöd. Vi såg också att en grupp respondenter såg barn i behov av särskilt stöd och barn i behov av stöd som ett gemensamt begrepp. Många av respondenterna upplevde att de behövde mer kunskap för att kunna tillgodose de behov som barnen i behov av stöd och särskilt stöd hade. Samtidigt såg vi att erfarenhet var en stor del i arbetet med barn i behov av stöd eller särskilt stöd. Relationer och lek var två viktiga delar i verksamheten, oavsett vilket behov barnen hade. I slutsatsen kom vi fram till vilken betydelse en diagnos kunde ha och hur viktigt det ibland blev att kategorisera barn i förskolan. Vi såg att alla barn skulle få den hjälp de behövde utifrån sina enskilda behov. Risken med en diagnos kunde vara att barn som hade ett behov av stöd som inte var så omfattande blev missat om det inte fick en diagnos, det hamnade i en gråzon där det blev svårt att upptäcka dess problem.
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Swee, Petra, and Renata Tsagova. "En annorlunda barndom : En litteraturstudie om barns upplevelser och erfarenheter av att växa upp med föräldrar som brister i omsorgsförmåga." Thesis, Högskolan i Gävle, Akademin för hälsa och arbetsliv, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-11501.
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Av olika anledningar klarar inte alla föräldrar av att tillgodose sina barns behov vilket kan påverka barnen och deras utveckling negativt. För att få barnets perspektiv på hur det är att växa upp under sådana förhållanden genomför vi denna studie med syftet att få ökad kunskap och förståelse för hur det kan vara för ett barn att växa upp i en familj där föräldrar av olika anledningar brister i sin omsorgsförmåga. Det är en litteraturstudie baserad på självbiografier där numera vuxna personer retrospektivt beskriver hur de upplevt sin barndom. Vi har använt oss av narrativ metod eftersom det ger oss möjlighet att få en fördjupad förståelse av berättarens upplevelser. Våra resultat visar att det sker en förändring av roller i familjen och att barnen får axla mycket stort ansvar hemma. De tar hand om hushållet, syskon och även sina föräldrar. De upplever rädsla på grund av det oförutsägbara agerandet från sin förälder och utanförskap, speciellt i skolmiljö. Det sociala nätverkat kan vara avgörande för att stödja dem i deras liv och ge dem en positiv utveckling, tyvärr har samhället inte full ut kunnat ge dem det stöd de behöver.For different reasons not all parents are capable of giving their children what they need and that may have a negative effect on children´s development. In order to get the children´s perspective we carry out this study. The aim of this study was to get more knowledge and understanding of children´s experiences of growing up in a family where the parenthood is lacking, based on autobiographies where now grownups describes their experiences of childhood in a retrospective. We use a narrative method because it allows us to reach a deeper understanding of their experiences. Our result shows that there i a change in roles in the family and that these children take on a big responsibility for their family and home. They take care of basic housework, their siblings and their parents. They experience fear because of the unpredictable behavior from their parents and alienation, especially in the school environment. The social network is crucial to support them and give their life and development a positive direction, but sorry to say the society haven´t been able to give them enough help.
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Hyman, Claire Louise. "Parents' perspectives of their children's transition from a mainstream to s special school." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86319.
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Thesis (MEdPsych)--Stellenbosch University, 2014.ENGLISH ABSTRACT: Education White Paper 6, implemented in 2001, completed a significant period of policy development and change after the end of Apartheid in South Africa. The change in South African educational policy and the schooling system has given rise to many changes in the governance of special schools; this has further influenced this study. Education White Paper 6 (2001) introduced a comprehensive range of educational support services; schools now include mainstream schools, full-service schools and special schools. These schools offer varying levels of support with the view to minimise barriers to learning. While this research was conducted in a private special school, the parents who participated had all transitioned their child from a mainstream school. This research study attempted to understand parents’ perspectives of transitioning their child from a mainstream school to a special school, focusing in particular on parents whose children were in the Senior Phase of their school career. Bronfenbrenner’s bio-ecological model was used as the theoretical framework for this study because of the overlapping systems that are interconnected and influence the participants’ lives and the lives of their children. For the research study, the parents were placed in the centre of the model; the other microsystems include the school, family and the child. This study made use of a qualitative case study design and a qualitative methodology which is rooted within an interpretive paradigm. Purposeful sampling was used to select the parents from the selected special school in the Southern Suburbs of Cape Town, as participants for the study. The study made use of three measures to collect data; a semi-structured interview, a life-line activity, as well as an open-ended questionnaire the parents were asked to complete at home. Qualitative content analysis was used to analyse the data generated by means of the three data collection methods. The findings of this research paper suggest that the transient process at a later stage in the child’s academic career was a difficult experience for the parents who participated in the study. However, as the children gradually adjusted to the change, the parents felt the move had been worth it and had experienced a positive change in their children’s academic achievements. It should also be noted that the parents’ perspectives on special education were not based on the policy documents governing the South African school system and more parental education is needed regarding this area. While the findings of the study cannot be generalised to all schools in South Africa, from this research study recommendations could be made to the special school to assist in ensuring a smoother transition for both the parents and the learner.
AFRIKAANSE OPSOMMING: Onderwyswitskrif 6 wat in 2001 geïmplementeer is het die periode van die beleidsverandering ná die beëindiging van apartheid in Suid-Afrika voltooi. Die verandering in die Suid-Afrikaanse opvoedkundige beleid en die skoolstelsel het aanleiding gegee tot baie veranderinge in die bestuur van spesiale skole, en dit het hierdie studie beïnvloed. Onderwyswitskrif 6 (2001) het 'n omvattende reeks van opvoedkundige ondersteuningsdienste voorgestel wat die volgende strukture insluit; hoofstroom-, voldiens- en spesiale skole. Hierdie skole bied verskillende vlakke van ondersteuning aan met die oog om die hindernisse tot leer te oorbrug. Die navorsing is vanuit 'n privaat spesiale skool gedoen. Die ouers wat deelnemers aan die navorsing was, het hulle kinders uit 'n hoofstroomskool gehaal en oorgeplaas na ‘n spesiale skool. Hierdie navorsingstudie het gepoog om ouers se perspektiewe te verstaan rakende die oorplasing van hulle kind vanuit ‘n hoofstroomskool na 'n spesiale skool, met spesifieke fokus op die ouers wie se kinders in die Senior Fase van hul skoolloopbaan was. Bronfenbrenner se bio-ekologiese model is as die teoretiese raamwerk vir hierdie studie gebruik in die lig van die klem op die oorvleuelende sisteme wat met mekaar verbind is en die invloed daarvan op die deelnemers se lewens en die lewens van hul kinders. Vir hierdie navorsingstudie is die ouers in die middel van die model geplaas, met die skool, gesin en die kind as verdere mikrosisteme. Hierdie studie het van 'n kwalitatiewe gevallestudie en 'n kwalitatiewe metodologie gebruik gemaak wat in 'n interpretatiewe paradigma gegrond is. Doelgerigte steekproefneming is gebruik om die ouers te kies uit die aangewese spesiale skool in die suidelike voorstede van Kaapstad, as deelnemers vir die studie. Die studie het gebruik gemaak van drie maatreëls om data in te samel: 'n semi-gestruktureerde onderhoud, 'n lewens-lyn aktiwiteit, en 'n oop vraelys wat die ouers tuis voltooi het. Kwalitatiewe inhoudsanalise is gebruik om die data wat gegenereer is deur middel van die drie data–insamelingsmetodes, te ontleed. Die bevindinge van hierdie navorsing suggereer dat die oorgangsperiode op 'n later stadium in die kind se akademiese loopbaan 'n moeilike ervaring vir die ouers, wat aan die studie deelgeneem het, was. Namate die kinders egter by hulle veranderde omstandighede aangepas het, het die ouers gevoel dat die skuif die moeite werd was en hulle het 'n positiewe verandering in hul kinders se akademiese prestasies opgemerk. Kennis moet ook daarvan geneem word dat die perspektief van die ouers op spesiale onderwys nie gebaseer was op die beleidsdokumente van die Suid-Afrikaanse skoolstelsel nie. Dit beklemtoon dat ouerontwikkeling ten opsigte van hierdie aspek noodsaaklik is. Die bevindinge van die studie kan wel nie na alle skole in Suid-Afrika veralgemeen word nie, maar daar kan vanuit hierdie navorsing aanbevelings gemaak word om spesiale skole by te staan ten einde die oorgang vir beide ouers en leerders makliker te maak.
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Sjögren, Teeling Emma, and Sanna Katariina Ringbom. "Vänskapens magi : En studie om förskolebarn i behov av särskilt stöd, vänskap och sociala färdigheter." Thesis, Stockholms universitet, Specialpedagogiska institutionen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-165413.
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Syftet med denna studie var att undersöka hur förskollärare arbetar med att skapa och upprätthålla sociala färdigheter och vänskap för barn i behov av särskilt stöd. Forskning visar att barn i behov av särskilt stöd ingår i färre vänskapsrelationer än andra barn. Studien har undersökt hur 28 förskollärare skattat barns lekfärdigheter utifrån observationsschemat Teacher Impression Scale - Swedish version (TIS-S). Sex förskollärare har intervjuats och beskrivit sin funktion i arbetet med att främja vänskapsrelationer mellan barn i behov av särskilt stöd och andra barn. De metoder som används var observationsschemat TIS-S, enkät samt intervjuer. Således har studien använt sig av både kvalitativ och kvantitativ forskningsansats. Det framkom att barn som väckte frågor hos förskollärarna sällan valdes som vänner samt behövde stöd i sitt sociala beteende. De arbetssätt som beskrevs var bland annat medveten indelning av barn i smågrupper samt ett statushöjande förhållningssätt där ett undvikande och ett tillförande arbetssätt trädde fram. En slutsats som drogs var att förskolorna i studien inte aktivt arbetade med konkreta interventioner för att främja vänskap. En annan slutsats blev att en samsyn kring begreppet barn i behov av särskilt stöd saknades. Avslutningsvis diskuteras de organisatoriska förutsättningar förskollärarna arbetade under som hinder för arbetet med vänskap för barn i behov av särskilt stöd.The purpose of this study was to investigate how preschool teachers work to create and maintain social skills and friendship for children with special needs. Research shows that children with special needs are included in fewer friendship relations compared to other children. The study has examined how 28 preschool teachers estimated children's playing skills based on the observation sheet Teacher Impression Scale - Swedish version (TIS-S). Six preschool teachers have been interviewed and described their function in the work of promoting friendship relationships between children with special needs and other children. The methods used were the TIS-S observation sheet, survey and interviews. The study has used both qualitative and quantitative research methods. It was found that children, who the preschool teachers had concerns about, were rarely chosen as friends and needed support in their social behavior. The strategies described were, among other things, to divide the children into smaller groups, as well as an approach meant to increase the status of the children with special needs. In this approach two phenomenas were discovered, one which aimed to avoid and one which aimed to contribute. One conclusion was that the preschools in the study did not actively work with concrete interventions to promote friendship. An another conclusion was that a consensus on the concept children with special needs was lacking. In conclusion, the organizational conditions described by the preschoolers were discussed as obstacles that aggravated friendship interventions for children with special needs.
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Costas, Fabiane Adela Tonetto. "O processo de formação de conceitos científicos em crianças com necessidades educacionais especiais na 1. série do ensino fundamental." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2003. http://hdl.handle.net/10183/17240.
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A síntese, que segue, visa examinar de que modo acontece o processo de formação de conceitos científicos em crianças com necessidades educacionais especiais na 1ª série do ensino fundamental. Para tanto, tomou-se como suporte conceitual os postulados da psicologia sócio-histórica de Vygotsky e seus contemporâneos Luria e Leontiev. Esses autores encerram um alinhamento teórico em relação ao desenvolvimento das funções psicológicas superiores "avançadas" - com relevo especial no que se refere aos conceitos científicos - como um processo que pressupõe constantes interações com signos e ferramentas culturais em situações específicas, como, por exemplo, o espaço escolar. Salienta-se que Vygotsky (1928) considerava os processos de escolarização, mais precisamente a inserção de crianças com necessidades especiais na escola regular, como imprescindíveis para que houvesse a apropriação instrumental que proporcionasse não apenas o manejo sociocultural, mas o constituir-se como um ser humanizado, pertencente ao gênero humano. Partindo desse ideário, precursor nos processos de integração/inclusão, a implementação da pesquisa aconteceu em uma escola de educação básica da cidade de Santa Maria/RS, mais precisamente em duas primeiras séries do ensino fundamental, junto a três crianças consideradas com necessidades educacionais especiais, com idades variando entre oito e onze anos. Os aspectos operacionais da investigação se desenrolaram através da análise qualitativa de caráter etnográfico, especificamente por de três estudos de caso, utilizando-se como instrumentos para a coleta de dados: anotações de campo, entrevistas planejadas e estruturadas, análise de documentos, que possibilitaram a elaboração de uma matriz conceitual. Os resultados obtidos estabeleceram diversos momentos desse processo formativo, os quais incorporaram características de transitividade, relatividade, apropriação dinâmica e conscientização em termos de generalização conceitual, pois estiveram imersos em um processo de formação que não tem um fim em si mesmo, mas que se encontra intimamente vinculado ao entorno sociocultural presente no universo escolar. As conclusões confirmam o caráter indispensável da escolarização como um grande propulsor na formação das funções psicológicas superiores, particularmente no que se refere aos conceitos científicos. E, ainda, ratificam a hipótese da escola regular como locus relevante, onde se evidenciam muitos dos constructos intelectuais necessários à interação cultural por parte de crianças consideradas com necessidades educacionais especiais.The following synthesis aims for examining in which way the formation process of scientific concepts happens in children with special educational needs in the first grade of fundamental school. Postulate of socio-historical psychology of Vygostsky and his contemporaries Luria and Leontiev were used as conceptual supporting. These authors close a theoretical alignment in relation to the development of "advanced" superior psychological functions - with special attention to scientific concepts - as a process which presupposes constant interactions with cultural signs and tools in specific situations, for example, the school space. It points out that Vigotsky (1928) considered the school processes, more precisely the insertion of children with special needs in regular school, as essential so that instrumental appropriation occurred and offered not only the sociocultural handling but also the 'constitute oneself' as a humanized being, pertaining to human gender. From this idea, precursor in the integration/inclusion processes, the research implementation took place in a basic educational school in the city of Santa Maria/RS, more precisely in the two first grades of fundamental education, along with the three children considered with special educational needs, between eight and eleven years old. The operational aspects of investigation unfolded through qualitative analysis of ethnographic character, specifically through three case studies, using as instruments to data collection: notes, planned and structured interviews, analysis of documents, which permitted the elaboration of a conceptual matrix. The obtained results established several moments of this formative process, in which incorporated characteristics of transitivity, relativity, dynamic appropriation and awareness in terms of conceptual generalization since they were immersed in a formation process that do not have an end in itself, but it is intimately linked to the sociocultural spread presented in the school universe. The conclusions confirm the indispensable character of 'schooling' as a big propeller in the formation of superior functions, particularly in relation to scientific concepts. And they still ratify the hypothesis of the regular school as relevant locus where several intellectual constructions needed to cultural interaction by children considered with special educational needs were evident.
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Amaro, Livia de Castro Pereira. "Habilidades sociais relevantes para alunos com e sem necessidades educacionais especiais segundo avaliação do professor." Universidade Federal de São Carlos, 2012. https://repositorio.ufscar.br/handle/ufscar/3109.
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In our culture school plays an important role in our children's development, as it promotes not only academic skills but also social skills. It is important to consider the role of teachers in the social and emotional development of their students hence this study aims to gather information on the variables which influence the value they place on their students' social skills as such information is currently lacking. We will begin by a) identifying the skills teachers considered most important for the social and emotional development of the students b) comparing teachers´ evaluations of the importance of social skills for children who have and don t have special educational needs. We will also look to identify possible influences of the variables age, gender, socio-economic status, level of qualification, length of time as a teacher and age group worked with on the importance placed on social skills. In order to achieve these goals, this study interviewed 70 teachers who worked in the first five grades of public regular elementary schools. Eighty per cent of them answered they had in their classroom, or have had in the last two years, at least one student with special educational needs. The participants were asked to rate the importance of each social skill in the social and emotional development of their students who had and who didn´t have special educational needs. These ratings were then transformed into scores and analyzed according to the principles of descriptive and non parametric statistics. The results showed that social skills related to civility, empathy and academic performance were more important to the teachers. Comparing the means of the total importance scores using the Wilcoxon test it was possible to see that the participants considered learning social skills more important to children without special needs. Of all the teachers´ characteristics analyzed in this study, only graduation appears to exert significant influence on how the importance of students' development of social skills is rated. Participants who had completed their education considered social skills less important in childhood, than those who did not graduate or those who had completed post graduate study.
A escola é um importante agente de socialização em nossa cultura, cuja função não se restringe apenas à promoção da aprendizagem acadêmica, mas também ao desenvolvimento socioemocional dos alunos. Dada à relevância do docente enquanto agente de promoção do desenvolvimento socioemocional de escolares e a carência de informações a respeito de fatores que possam influenciar a avaliação da importância atribuída pelo professor às habilidades sociais infantis, o presente estudo tem como objetivos: a) identificar as subclasses de habilidades sociais mais valorizadas pelos professores para o desenvolvimento socioemocional de seus alunos, b) comparar a avaliação de professores sobre a importância de habilidades sociais de alunos com necessidades educacionais especiais (N.E.E) e de alunos sem N.E.E, c) identificar possíveis influências das seguintes características dos professores: idade, gênero, nível sócio econômico, tipo de formação profissional, tempo de docência e ano escolar para o qual lecionam, sobre a avaliação realizada por eles a respeito da importância das habilidades sociais para o desenvolvimento socioemocional de seus alunos. Com o intuito de atingir os objetivos expostos acima, realizou-se um levantamento junto a 70 professores de classes comuns da rede pública de ensino, que lecionam para alunos matriculados nos primeiros cinco anos do ensino fundamental. Oitenta por cento deles relatou possuir atualmente, ou já ter possuído nos últimos dois anos, ao menos um aluno com necessidades educacionais especiais em sua sala de aula e os vinte por cento restantes declararam não trabalhar ou ter trabalhado nos últimos dois anos com esta população. Foi utilizado um questionário composto por um rol com 59 habilidades sociais infantis, avaliando a importância de cada habilidade para o desenvolvimento socioemocional do(s) aluno(s) com necessidades educacionais especiais e de alunos da mesma classe, porém sem N.E.E.Os dados obtidos a partir das respostas aos questionários foram computados sob forma de escores e analisados por meio de cálculos estatísticos descritivos e inferenciais.Os resultados mostraram uma maior valorização, por parte dos docentes, das habilidades sociais pertencentes às classes de civilidade, empatia e habilidades sociais acadêmicas.. A comparação entre as médias dos escores totais atribuídos às crianças com e sem necessidades educacionais especiais, realizada por meio do teste de Wilcoxon, indicou uma valorização significativamente maior das habilidades sociais em alunos do segundo grupo. Dentre as características sociodemográficas dos docentes que foram analisadas pela presente pesquisa, a única que mostrou ter influência significativa sobre a importância das habilidades sociais dos alunos foi a formação. Professores com formação universitária consideraram as habilidades sociais que compunham o instrumento de pesquisa menos importantes, quando comparados a docentes com outras formações, como, por exemplo, segundo grau completo, cursos de especialização em educação especial ou em outras áreas.
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Shih, Yi-Ting, and 施怡廷. "The needs of developmental delay children''s family in child care." Thesis, 1998. http://ndltd.ncl.edu.tw/handle/85522604804181823090.
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碩士東海大學
社會工作研究所
86
According to American''s early intervention experience, family affect children''s development outcomes in many ways. Family also play a very important role in the effect of early intervention. So the needs of family in child care is an important field to study.The research provides some data about the family structure, children''s development problem, family support system, parents motive ,ability, and experience in searching and using resources, and the resources available and accessible.The research proves that parents are the key person for searching resources. Children''s developmental problems very affect the child care''s difficulties. The resources are not good enough in quality and quantity. Most of the early intervention programs in Taiwan focus on children''s development not family. There are some children lack of care. There are some special needs not solved when caring children in family. Family-centered services are needed now and future. The research provides some advises to the government and social work institution about the policy level and practice services.
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Hwang, Ju-Chin, and 黃如瑾. "The Study about Children''s Needs-Centered Curriculum of Elementary School Gifted Students." Thesis, 1997. http://ndltd.ncl.edu.tw/handle/15941811983827046649.
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碩士國立高雄師範大學
特殊教育研究所
85
The purposes of this study were (a) to examine the views toward "giftedness"and the anticipated learning outcomes of elementary school gifted students, (b) to examine gifted children''s needs of curriculum, and (c) to compare the different needs of curriculum of elementary school gifted students among different backgrounds. The investigator adapted "The Questionnaire of the Gifted Elementary School Students'' needs of Study " and "The Interviewing Guide of the Gifted Elementary School Students'' needs of Study" as the instruments for collecting data. The main contents of this study consisted of four aspects: the learning content, process, product, and environment. Two hundred and seventy-two 4th grade gifted students in elementary school from Kaohsiung City answered the questionnaire.Four cases of them were interviewed based on purposeful sampling to obtain qualitative data for further analysis. The investigator analyzed the data of the questionnaire by staistical method such as frequency distribution, percent age and x2. Interviews were analyzed by constant comparative method. The results were summarized as follows: 1. The views toward "giftedness" and te anticipated learning outcomes: (1) "Congenital intelligence" was the most of the views toward "giftedness". (2) "Knowledge" was the most of the anticipated learning outcomes. 2. The most needed curriculum: (1) Children like "Computer" and "Physical Education" most as the learning contents. (2) Children like "Outdoor-Teaching" and "Wisdom-Game" most as the learning processes. (3) Children like "Works-Exhibit", "Operating", and "Drama" most as the learning products. (4) Children like "Seminar", and "Free Atmosphere" most as the learning environments. 3. The differences of the most needed curriculum among different backgrounds: (1) The different class-setting: Statistically significant differences were found in Outdoor-Teaching. (2) The different gender: Statistically significant differences were found in "Physical Education" and "Operating". (3) The different school-scale: Statistically significant differences were found in "Works-Exhibit".
Books on the topic "Childrens needs"
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Dodson, Diane. Finding families for waiting kids: The challenge of special needs adoption in the 90's and beyond : background briefing report. Washington, DC: Family Impact Seminar, 1997.
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Kysel, Florisse. Curriculum needs and aspects of disability: A comparison of form 7m and the ILEA R & S survey. London: Information Section, Research and Statistics Branch, 1985.
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Delisle, James R. When gifted kids don't have all the answers: How to meet their social and emotional needs. Minneapolis: Free Spirits Pub., 2002.
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Brothers, sisters, and special needs: Information and activities for helping young siblings of children with chronic illnesses and developmental disabilities. Baltimore: P.H. Brookes Pub. Co., 1990.
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United States. Congress. Senate. Committee on Finance. Subcommittee on Health Care. Health needs of children in the foster care system: Hearing before the Subcommittee on Health Care of the Committee on Finance, United States Senate, One Hundred Sixth Congress, first session, on S. 1327, October 13, 1999. Washington: U.S. G.P.O., 2000.
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Everything you need to know about being a biracial/biethnic teen. New York: Rosen Pub. Group, 1995.
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London College of Printing and Distributive Trades. BA MPD Art and Design History dissertation 1992: How did designers contribute to children's pre-school needs in the 1980's. London: LCPDT, 1992.
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United States. Congress. Senate. Committee on the Judiciary. Cyberporn and children: The scope of the problem, the state of the technology, and the need for congressional action : hearing before the Committee on the Judiciary, United States Senate, One Hundred Fourth Congress, first session, on S. 892 ... July 24, 1995. Washington: U.S. G.P.O., 1996.
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ADHD (Special Educational Needs S.). 2nd ed. Continuum International Publishing Group, 2007.
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Dyspraxia (Special Educational Needs S.). 2nd ed. Continuum International Publishing Group, 2007.
Find full textBook chapters on the topic "Childrens needs"
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Nazarinia Roy, Roudi, Walter R. Schumm, and Sonya L. Britt. "Children with Special Needs by Briana S. Nelson Goff, Nicole Springer, and Gail E. Bentley." In Transition to Parenthood, 171–88. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-7768-6_9.
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"The Daily Life´s Routines of Children with Disabilities." In Multidisciplinary Interventions for People with Diverse Needs - A Training Guide for Teachers, Students, and Professionals, edited by Helena Mesquita, João Serrano, Samuel Honório, Marco Batista, and Jaime Ribeiro, 64–80. BENTHAM SCIENCE PUBLISHERS, 2020. http://dx.doi.org/10.2174/9789811446771120010007.
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Murch, Mervyn. "The repeal of Section 41 of the Matrimonial Causes Act 1973 and related reforms: is the state turning a blind eye to the needs of children in divorce proceedings?" In Supporting Children When Parents Separate, 155–78. Policy Press, 2018. http://dx.doi.org/10.1332/policypress/9781447345947.003.0009.
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Section S.18 of the Children and Families Act 2014 repealed s41 of the Matrimonial Causes Act 1973. Generally known as the welfare check in undefended divorce cases where there were no accompanying applications for child-related orders, these provisions required a district judge to scrutinise a Statement of Arrangements for all the dependent children of the family in order to determine whether the court should exercise any of its powers under the Children Act 1989. The repeal of s41 raised the question of whether the state should attempt to safeguard these children's welfare in some other more effective way. This chapter examines the matter from the perspective of a socio-legal researcher who over the years has studied the operation of the welfare check in its various guises, and who has conducted several other child-related divorce studies, including some high-conflict cases where the children were separately represented.
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Chronis-Tuscano, Andrea, Kelly O’Brien, and Christina M. Danko. "Module 8: Working Effectively with the Schools." In Supporting Caregivers of Children with ADHD, 169–84. Oxford University Press, 2020. http://dx.doi.org/10.1093/med-psych/9780190940119.003.0009.
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In Module 8, parents learn the importance of advocating for their children’s educational needs by developing and maintaining a collaborative working relationship with the school. The most effective outcomes come when parent(s) and school collaboratively work together toward the common goal of helping the child succeed. To be the most effective advocate for the child, parents must understand their educational rights. Parents should also be familiar with evidence-based strategies for addressing academic productivity and behavior management in the classroom (e.g., Daily Report Card [DRC]) so that they know what to ask for. Some parents will need support to appropriately assert themselves in this context, refraining from being either too passive or too aggressive. Other parents will need support with keeping organized records of their children’s psychological evaluations, records, and report cards, which is essential as they prepare for school (IEP, 504 Plan) meetings.
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Šip, Maroš. "Sociálno-patologické javy v rodine s dieťaťom so špeciálnymi výchovno-vzdelávacÍmi potrebami." In Kiedy myślimy rodzina..., 217–29. Uniwersytet Papieski Jana Pawła II w Krakowie. Wydawnictwo Naukowe, 2016. http://dx.doi.org/10.15633/9788374385091.16.
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The issues related to sociopathological phenomena, are perceived as having serious social and other psychological consequences. Violence of any type is defined as a premeditated act, aggression as a way of disrupting human dignity, as seriously endangering the quality of human life, the freedom of the human being. The aim of our contribution is to define socio pathological phenomena relating to children with special educative needs.
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"Identifying Children’s Needs When Parents Access Drug Treatment: The Utility of a Brief Screening Measure: Stefan M. Gruenert, Samantha S. Ratnam and Menka Tsantefski." In Impact of Substance Abuse on Children and Families, 153–68. Routledge, 2012. http://dx.doi.org/10.4324/9780203462638-11.
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Ikuta, Shigeru, Ryoichi Ishitobi, Fumio Nemoto, Chiho Urushihata, Kyoko Yamaguchi, and Haruka Nakui. "Handmade Content and School Activities for Autistic Children with Expressive Language Disabilities." In Advances in Early Childhood and K-12 Education, 85–115. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0816-8.ch006.
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Original teaching materials with dot codes, which can be linked to multimedia such as audio, movies, Web pages, html files, and PowerPoint files were created for use with autistic children with intellectual and expressive language disabilities. A maximum of four audio recordings can be linked to one dot code icon. One of the authors (S. I.) also created “Post-it” icons, on which dot codes were printed, and shared these with teachers of children with Autism Spectrum Disorders (ASD). As part of this project, many activities using dot code materials were successfully conducted at special needs and general schools. Basic information on the creation of these materials and their use in schools are presented in this paper.
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Ikuta, Shigeru, Ryoichi Ishitobi, Fumio Nemoto, Chiho Urushihata, Kyoko Yamaguchi, and Haruka Nakui. "Handmade Content and School Activities for Autistic Children with Expressive Language Disabilities." In Accessibility and Diversity in Education, 464–93. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1213-5.ch024.
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Original teaching materials with dot codes, which can be linked to multimedia such as audio, movies, Web pages, html files, and PowerPoint files were created for use with autistic children with intellectual and expressive language disabilities. A maximum of four audio recordings can be linked to one dot code icon. One of the authors (S. I.) also created “Post-it” icons, on which dot codes were printed, and shared these with teachers of children with Autism Spectrum Disorders (ASD). As part of this project, many activities using dot code materials were successfully conducted at special needs and general schools. Basic information on the creation of these materials and their use in schools are presented in this paper.
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"Houston Comes Together After Hurricane Harvey." In Community Resilience, edited by Alonzo L. Plough, 159–71. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197559383.003.0015.
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Chapter 11 explores the postdisaster impacts of Hurricane Harvey and Houston/Harris County’s continuing efforts to recover since the storm hit in 2017. Umair A. Shah describes the dynamics of a diverse county and the public health response to Hurricane Harvey’s devastation. Julie B. Kaplow highlights the extensive outreach and services that have been developed for children, emphasizing the unique needs of young people whose lives are shaped by disasters. Bakeyah S. Nelson explains why Houston serves as a cautionary tale for what can happen when natural disasters and human-driven environmental disasters collide. And Renee Wizig-Barrios describes how the Greater Houston Community Foundation, supported by an outpouring of contributions after the storm, put a priority on helping at-risk populations. Can the Houston/Harris County experience serve as a model for how other communities can move forward after disasters?
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Stroganova, Evgeniya N. "From the estate to the commune: history of noble estates in 1920–1930-s (based on the material of the “Pedagogical poem” of A.S. Makarenko)." In Russian Estate in the World Context, 273–82. A.M. Gorky Institute of World literature of the Russian Academy of Sciences, 2020. http://dx.doi.org/10.22455/978-5-9208-0627-7-273-282.
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The paper is dedicated to the issue of establishment of colonies and communes for homeless children on the site of former estates. The focus is on A.S. Makarenko’s colony n.a. M. Gorky, which had been located on a farm, in Triba, Poltava province, since 1920, and which moved to rural area of Kovaliovka in 1923 (previously owned by brothers V.E. and E.E. Trepke). According to the “Pedagogicheskaya poema” (“The Pedagogical Poem”), letters of Makarenko and historical references, it can be understood what history the landscaped estate with a rationally established economy had had. Though it had being plundered and finally had become “dead kingdom”. Colonists not only renewed the buildings but also landscaped the surrounding area: they built the greenhouse, put in order the yards and the riverbank, cleared the garden and laid out flowerbeds. Beside this, they regulated agricultural production: they cultivated and planted fields, started farming. The Trepke estate has changed, but the cultural layer has been preserved, since the new householders have not destroyed it but adapted to their needs. The history of the colony n.a. Gorky presents how the new owners of ruined country estates have given to estate the new life.
Conference papers on the topic "Childrens needs"
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Nowakowski, Przemyslaw. "ARCHITECURAL AND SOCIAL ASPECTS OF SHAPING HOUSING CONSIDERING CHILDREN�S NEEDS." In 5th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS SGEM2018. STEF92 Technology, 2018. http://dx.doi.org/10.5593/sgemsocial2018h/51/s17.006.
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"Social and Educational Inclusion of Children with Special Needs: Approach of L. S. Vygotsky School." In Congress on mental health meeting the needs of the XXI century. Gorodets, 2016. http://dx.doi.org/10.22343/mental-health-congress-compendium75-78.
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Iaudarova, N. Iu. "Organization of educational activities with children with special educational needs in an inclusive education environment." In ТЕНДЕНЦИИ РАЗВИТИЯ НАУКИ И ОБРАЗОВАНИЯ. НИЦ «Л-Журнал», 2015. http://dx.doi.org/10.18411/lj2015-11-s-20.
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Voinea, Mihaela, and Andreea Sitoiu. "Children’s Wellbeing Starts at Home. Redefining Parenting According to the Digitalized Society." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/37.
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The changes in digitalized society are reflected in the family and school environment. Nowadays children are characterized as “Homo zappiens” (Veen & Vrakking, 2011) or “digi” generation (Gold, 2016) because they are growing up using modern technology (mobile phone, computer, iPod etc.) since early childhood. The use of new communication technologies by children induced major changes in play, learning and parenting. They learn and play in a global and digital culture. This could lead to huge discrepancies between generations, especially between parents and children, children and educators. This is because homo zappiens are digital, whereas parents are analogous sometimes. If we add to these characteristics of society the values that dominate postmodernism (hedonism, individualism etc.) we will have a clearer picture of the challenges of education today and especially, in parenting. We need to redefine the children-parents-educators relationship through a new set of criteria. Wellbeing is an important aspect of the family environment which determinates school integration and success. This article focuses on research in parents` perception regarding the parenting in digitalized society and children`s wellbeing. The research was embedded in a constructivist-interpretivist paradigm, which employed both quantitative and qualitative methods for data collection. This study included a number of 100 participants, children and their parents. Conclusion: The parents need to develop a new mind, set on children`s wellbeing and rethinking the parenting in digitalized society. A training program for parents must be a solution for develop children`s well-being at home as a condition for school.
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Pallivathukal, S., F. Ulmer, and G. Lava. "High Perceived Needs to Train Clinical Skills in Pediatric Cardiology at a University Children’s Hospital." In 51st Annual Meeting German Society for Pediatric Cardiology. Georg Thieme Verlag KG, 2019. http://dx.doi.org/10.1055/s-0039-1679041.
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Levine, P. H. "ACQUIRED IMMUNODEFICIENCY SYNDROME, HUMAN IMMUNODEFICIENCY VIRUS AND HEMOPHILIA." In XIth International Congress on Thrombosis and Haemostasis. Schattauer GmbH, 1987. http://dx.doi.org/10.1055/s-0038-1644752.
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Less than 15 years ago the National Heart, Lung and Blood Institute surveyed physicians in the United States in order to characterize the demographics of hemophilia. The average age of persons with hemophilia in the United States was found to be 11.5 years old. By 10 years later, the life expectancy was predicted to be normal, and indeed the average age of persons with hemophilia in the U.S. is now in the early twenties. Early, intensive and predictably efficacious control of hemorrhage has made this result possible, and the therapeutic product which has allowed such control is commercial clotting factor concentrate.We now know that starting in 1978, and with great frquency during 1982 and 1983, the majority of U.S. hemophiliacs were infected with human immunodeficiency virus (HIV). It is estimated that as of January, 1987, approximately two thirds of the 20,000' persons with hemophilia in the United States have been infected with HIV. Among those with severe factor VIII deficiency, more than 9056 are seropositive. As of 1/5/87, there were 288 cases of AIDS among U.S. hemophiliacs, for an AIDS rate of approximately 2.256 of those with HIV infection. This number included 185 with severe, 32 with moderate and 28 with mild hemophilia A; 12 with severe, 6 with moderate and 1 with mild hemophilia B; 9 with vWD, and 4 others. A disproportionate number were older patients: 55 were ages 1-19; 62 ages 20-29; 85 ages 30-39, and 86 age 40 or older. Although the AIDS attack rate is no longer climbing logarhythmically, new cases are certainly still occurring.A variety of other HIV-related syndromes have emerged. Of great concern is immune thrombocytopenia, which is now relatively common; among a group of 209 carefully followed HIV-positive patients at our center, 31 (1556) are or have been thrombocytopenic. Progressive failure to normally gain height and weight in children with hemophilia has recently been shown by our group to correlate with HIV antibody positivity, and also with decreased T4/T8 ratio, decreased T4 cell count, decreased skin test reactivity, and subsequent development of ARC or AIDS in some such children. Finally, a picture of progressive fall in T4 count associated with recurrent non-specific infections and increased likelihood of positive viral culture, may predict an increased risk of developing AIDS.We know that the immune dysfunction in hemophilia is complex, and not wholly explained by HIV infection. One important factor may be the many foreign proteins contained in commercial clotting factor concentrates, and their ability to stimulate T cells. It is known that latent HIV infection in cultured T4 lymphocytes can be induced to enter the proliferative, viral secretory phase by the addition of soluble foreign antigens to the cell culture. Recent data of Brettler and colleagues, to be presented at this meeting, suggest that the use of highly purified VI!I:C (specific activity >3000 u/mg) in place of the present extremely impure products, may improve the immune dysfunction in hemophilia. This observation offers a new hypothetical approach to the prevention of progressive T4 cell depletion in HIV infected hemophiliacs, and requires immediate and extensive further study.The psychosocial burden of HIV infection is immense. The need for extensive, formal education and support programs is largely unmet in most parts of the world. Such programs are best run out of hemophilia treatment centers in most cases, and must include an active program on prevention of sexual transmission, provision of HIV testing before and during pregnancies, provision for maintenance of confidentiality, etc. Education concerning HIV is like all other forms of education. It requires formal organization, a curriculum, active rather than passive learning in which there is interaction between the teacher and the pupil, time for planned repetition, reinforcement with written materials, and assessment of goals achieved. For all of these reasons it is inappropriate to assume that the physician at the hemophilia center will be able to provide an adequate education program. Adquate paramedical personnel will need to undertake this effort, under the directjon of the physician.