Journal articles: 'Children with disabilities Australia'

1

Lyons, Darcie. "Restraint and Seclusion of Students with Disabilities." International Journal of Children’s Rights 23, no. 1 (March 28, 2015): 189–239. http://dx.doi.org/10.1163/15718182-02301009.

Full text

Abstract:

Students with disabilities are being subjected to restraint and seclusion in some schools in Victoria, Australia. The practices are being used for purposes such as punishment, behaviour change and harm prevention. This article analyses the legality of the practices under the Victorian Charter of Human Rights and Responsibilities and the United Nations Convention on the Rights of the Child, which Australia has ratified. It concludes that the use of restraint and seclusion on students with disabilities in some Victorian schools has violated children’s rights, under both domestic and international human rights law. The Australian and Victorian governments have failed to recognise the presumption against the use of restraint and seclusion on children with disabilities in school and have failed to justify the associated rights limitations. A cultural shift is required to ensure that children with disabilities no longer experience unlawful rights violations, injuries and mental anguish as a result of restraint and seclusion in the very institutions that have a duty of care to protect them.

APA, Harvard, Vancouver, ISO, and other styles

2

Llewellyn, Gwynnyth, Kirsty Thompson, and Mathew Fante. "Inclusion in Early Childhood Services: Ongoing Challenges." Australasian Journal of Early Childhood 27, no. 3 (September 2002): 18–23. http://dx.doi.org/10.1177/183693910202700305.

Full text

Abstract:

Inclusion for children with disabilities is well-established in Australia and receives commonwealth and state government funding. The international literature describes potential service models for which there is mounting empirical evidence. Typically these models are developed in university affiliated programs, which have access to funding and personnel not generally available in the Australian context. This paper provides a brief report of a project in which the aim was to identify the challenges for early childhood services in NSW, including children with disabilities.

APA, Harvard, Vancouver, ISO, and other styles

3

Jones, B. Max, Alan Ralph, and Trevor G. Mazzucchelli. "Remembering Jay S. Birnbrauer." Behaviour Change 34, no. 4 (December 2017): 279–85. http://dx.doi.org/10.1017/bec.2018.4.

Full text

Abstract:

Professor Jay Spencer Birnbrauer peacefully passed away on November 1, 2017, aged 83, in Perth, Western Australia. Known to his friends and colleagues in Australia as ‘Birny’, he was a pioneer of applied behaviour analysis on both the Australian and world stage. He contributed to the development of behaviour-analytic technology for children with intellectual and developmental disabilities in the 1960s and played a central part in the formation of the Australian Behaviour Modification Association (known today as the Australian Association for Cognitive and Behaviour Therapy) in the 1970s. He was a purist in the field of applied behaviour analysis (ABA) and was relentless in his efforts to see ABA being provided to children with a developmental disability and their families. Birny's influence in Australia, and particularly Western Australia, was mainly imparted through his role with the Master of Applied Psychology program at Murdoch University. His most widely known piece of work, the Murdoch Early Intervention Program, was an early and important replication of Lovaas's evaluation of early intensive behavioural intervention for children with autism. Birny contributed significantly to our field and to many people's lives. He is remembered often and fondly by his many friends and colleagues.

APA, Harvard, Vancouver, ISO, and other styles

4

Forlin, Peter, and Chris Forlin. "Constitutional and Legislative Framework for Inclusive Education in Australia." Australian Journal of Education 42, no. 2 (August 1998): 204–17. http://dx.doi.org/10.1177/000494419804200206.

Full text

Abstract:

IN this article we argue that, despite the complex arrangement of laws and policies for education in Australia, there is no legal mandate to ensure that inclusive education occurs. Although the legislative framework for inclusion appears deficient compared with other western countries, there are avenues for persons with a disability to seek redress. The legislative structure for education in Australia is presented from a constitutional basis. The duties, rights and responsibilities of teachers, specifically when including children with disabilities in their regular classrooms, are examined from a legal perspective. Finally, recent cases which have challenged regular class placements for children with disabilities are reviewed.

APA, Harvard, Vancouver, ISO, and other styles

5

Murray, Suellen. "FAMILIES’ CARE OF THEIR CHILDREN WITH SEVERE DISABILITIES IN AUSTRALIA." Community, Work & Family 10, no. 2 (May 2007): 215–30. http://dx.doi.org/10.1080/13668800701270141.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Woolfenden, Sue, Kate Milner, Kali Tora, Kelera Naulumatua, Reapi Mataika, Fleur Smith, Raghu Lingam, Joseph Kado, and Ilisapeci Tuibeqa. "Strengthening Health Systems to Support Children with Neurodevelopmental Disabilities in Fiji—A Commentary." International Journal of Environmental Research and Public Health 17, no. 3 (February 4, 2020): 972. http://dx.doi.org/10.3390/ijerph17030972.

Full text

Abstract:

Supporting children with neurodevelopmental disabilities (NDDs) is recognized as an increasing priority in Fiji, a middle-income Pacific Island country. Our objective was to describe our approach to developing a model of care and strengthening local leadership in developmental paediatrics in Fiji to ensure high-quality identification, assessment and management of children with NDDs. Paediatric staff at Colonial War Memorial (CWM) Hospital in Suva have worked in partnership with Australian paediatricians to develop the model of care. The platform of continuing medical education during biannual 3 to 4 days of clinic-based teaching with visiting developmental paediatricians from Australia has been used. Since 2010, there have been 15 local and regional paediatric trainees trained. Since 2015, our two local lead paediatric trainees have run a weekly local developmental clinic. In total, 370 children aged 0 to 18 with NDDs have been comprehensively assessed with a detailed history and standardised tools. The model is extending to two divisional hospitals. Research engagement with the team is resulting in the development of a local evidence base. Local, regional and international leadership and collaboration has resulted in increased capacity in the Fijian health system to support children with NDDs.

APA, Harvard, Vancouver, ISO, and other styles

7

Skora, Helena, Bob Pillay, and Ishwar Desai. "Curricular Skills Valued by Parents of Children Attending Special Developmental Schools in Victoria." Australasian Journal of Special Education 25, no. 1-2 (2001): 4–16. http://dx.doi.org/10.1017/s1030011200024829.

Full text

Abstract:

The need for parental involvement in developing effective programs for children with disabilities is highlighted in the conceptual and research literature as well as in the legislation and policies of a number of countries. The present study was undertaken to investigate the curricular skills valued by parents of children with moderate to severe/profound intellectual disabilities attending Special Developmental Schools in Victoria, Australia. The study examined whether a significant relationship existed between selected background factors and the value parents placed on particular curricular skills. In addition, the study attempted to identify the percentage of a typical school week that parents felt should be spent on particular skills within the educational programs offered to their children.

APA, Harvard, Vancouver, ISO, and other styles

8

Snow, Dianne. "Historicising the Integration Debate." Australasian Journal of Special Education 13, no. 2 (January 1990): 28–38. http://dx.doi.org/10.1017/s1030011200022193.

Full text

Abstract:

The history of special education is conceived within the integration debate in a way which lends credibility to two broad claims. The first is that governments have been lax in providing educational facilities for children with disabilities, while the second comprises an argument for shifting definitional control of the notion of ‘disability’ from the medical to the educational arena. The recent Report to the Australian Schools Commission on Integration in Australia exemplifies this stance by pointing to the initial reluctance of governments to assume responsibility for educating children with special needs, followed by their eventual involvement in establishing segregated educational facilities. With segregated schooling becoming the norm, the problem now confronting educators is how to integrate these students and their supporting resources into the regular school system.

APA, Harvard, Vancouver, ISO, and other styles

9

O'Donoghue, Thomas A., and Chalmers Ron. "The Education of Children with Intellectual Disabilities in Western Australia: an historical perspective." Journal of Educational Administration and History 30, no. 1 (January 1998): 1–16. http://dx.doi.org/10.1080/0022062980300101.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Ahsan, Mohammad Tariq, and Lindsay Burnip. "Inclusive Education in Bangladesh." Australasian Journal of Special Education 31, no. 1 (April 2007): 61–71. http://dx.doi.org/10.1017/s1030011200025598.

Full text

Abstract:

This article reports on inclusive education in Bangladesh for children with special needs. Bangladesh is not behind other developed countries in enacting laws and declarations in favour of inclusive education, but a lack of resources is the main barrier in implementing inclusive education. Special education and integrated education models exist in Bangladesh. The difference is that almost all school age children with disabilities in developed countries such as Australia are in education, whereas, 89% of children with disabilities are not in education in Bangladesh. New initiatives for Bangladesh are described, and further initiatives are suggested, such as link programmes between regular and special schools, dual placement provisions, development of special units in regular schools, initiation of model schools for others to follow and inter‐ministerial and inter‐agency collaborations to improve inclusive education practices.

APA, Harvard, Vancouver, ISO, and other styles

11

Desai, Mala, Louise Brearley Messer, and Hanny Calache. "A study of the dental treatment needs of children with disabilities in Melbourne, Australia." Australian Dental Journal 46, no. 1 (March 2001): 41–50. http://dx.doi.org/10.1111/j.1834-7819.2001.tb00273.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Mahel Alawfi, Dr Adel. "A Study Comparing the Educational Support for Students Experiencing Learning Disabilities in Australia and Saudi Arabia." IJOHMN (International Journal online of Humanities) 3, no. 1 (February 15, 2017): 1–13. http://dx.doi.org/10.24113/ijohmn.v3i1.25.

Full text

Abstract:

Learning Disabilities also referred to as (LDs) are very common despite their variations in preference estimates, which are highly dependent on the definition and the nature of the applied diagnostic approach. This study undertakes a comparative analysis of the educational support systems for people with learning disabilities in Australia and Saudi Arabia. Apparently, it can be heart wrecking trying to address the challenges presented by people with LDs. This is especially considering that LDs are life-long problems that can neither be treated nor fixed. Fortunately, with the right interventions and support systems, children with the learning disabilities have the potential to succeed in school and after school lives. Considering that Australia and Saudi Arabia are at different stages of development, the support systems may be varied as well. Although there are different support systems, this paper has primarily focused on three supportive approaches that are applicable in the two countries. Firstly, it has looked at the supportive rules, Acts, and policies. Secondly, the study has also undertaken a comparative analysis of the supportive education systems and teachers in the two countries. Finally, there is a discussion of the supportive government funding.

APA, Harvard, Vancouver, ISO, and other styles

13

Bailey, Susan, Bev O'Connell, and Julian Pearce. "The transition from paediatric to adult health care services for young adults with a disability: an ethical perspective." Australian Health Review 26, no. 1 (2003): 64. http://dx.doi.org/10.1071/ah030064.

Full text

Abstract:

Young children with disabilities and their carers or parents tend to form a long-term dependent relationship with a paediatrician throughout childhood. At some stage when the young person with a disability reaches early adulthood, the relationship is severed. This paper draws upon recent research undertaken by the authors that describes the difficulties experienced by young people with disabilities as they go through the transition from paediatric care to adult mainstream health care services. The purpose of this article is to present the argument that the dependent,paternalistic relationship that tends to exist between young people with disabilities (and/or their carers) and paediatricians throughout childhood does not facilitate the successful negotiation of adult mainstream health care services, nor optimally promote the well-being of these young people with disabilities. It is proposed that the promotion of autonomy (or self-determination) via a well planned transition program will increase the likelihood that young adults with disabilities and/or their carers will be empowered to successfully negotiate the current mainstream health care system in Australia, and will enhance the well-being of young adults with disabilities.

APA, Harvard, Vancouver, ISO, and other styles

14

Bates, F. "Benefits for children with disabilities in Australia: a light at the end of the tunnel?" Statute Law Review 20, no. 2 (February 1, 1999): 154–63. http://dx.doi.org/10.1093/slr/20.2.154.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

May, Tamara, Carmel Sivaratnam, Katrina Williams, Jane McGillivray, Andrew Whitehouse, and Nicole J. Rinehart. "‘Everyone gets a kick’: Coach characteristics and approaches to inclusion in an Australian Rules Football program for children." International Journal of Sports Science & Coaching 14, no. 5 (August 25, 2019): 607–16. http://dx.doi.org/10.1177/1747954119870294.

Full text

Abstract:

This study aimed to understand coaches’ approaches to including children with disabilities in a community-based Australian rules football program for children. Football coaches for the program, called Auskick, completed an online survey providing qualitative and quantitative information about their experiences of inclusive coaching. Coaches (N = 130) completed the survey over 2016/2017. The average years of coaching experience was 3.3 (range 0–19 years). While 79% of coaches had experienced a child with a disability attending their football centre, only 31% of coaches (56% of paid coaches and 27% of volunteer coaches) had completed disability training. Autism, attention deficit hyperactivity disorder and intellectual disability were the most common types of developmental disabilities, and asthma, vision and hearing problems were the most common physical disabilities of children attending the coaches’ centres. Eighty-nine coaches provided examples of inclusive approaches. The most common was having an inclusive attitude, asking the parents for help, making adaptations to suit the child, giving extra time, getting additional help and staff training. Community football coaches frequently work with children who have a broad range of developmental and physical disabilities. Coach disability training is needed to support children with disabilities attending these types of sporting programs in the community.

APA, Harvard, Vancouver, ISO, and other styles

16

Marchbank, Alison M. "The National Disability Insurance Scheme: Administrators' Perspectives of Agency Transition to ‘User Pay’ for Early Intervention Service Delivery." Australasian Journal of Early Childhood 42, no. 3 (September 2017): 46–53. http://dx.doi.org/10.23965/ajec.42.3.06.

Full text

Abstract:

THE LAUNCH OF THE National Disability Insurance Scheme (NDIS) in Australia announced changes to the ways people with disabilities and families access services. These changes cover delivery of early childhood early intervention to families with infants and young children with disabilities. In July 2013, the NDIS was rolled out nationally in three pilot sites. This funded phenomenological study was conducted in one pilot rollout site with administrators from two agencies delivering such services. Analysis of the data identified factors that challenged professional practice and personal philosophy. The findings suggest that the long-term financial viability of community agencies is at risk. A crucial dilemma emerged concerning parent choice: to what extent does a ‘user pay’ system impose limitations to services being delivered in a family centred way?

APA, Harvard, Vancouver, ISO, and other styles

17

Smith-Merry, Jennifer, Mary-Ann O'Donovan, Angela Dew, Bronwyn Hemsley, Christine Imms, Gemma Carey, Simon Darcy, et al. "The Future of Disability Research in Australia: Protocol for a Multiphase Research Agenda–Setting Study." JMIR Research Protocols 11, no. 1 (January 3, 2022): e31126. http://dx.doi.org/10.2196/31126.

Full text

Abstract:

Background For people with disabilities to live a good life, it is essential that funded research in health and social care addresses their interests, meets their needs, and fills gaps in our understanding of the impact that services, systems, and policies may have on them. Decisions about research funding should be based on an understanding of the research priorities of people with disabilities, their supporters and allies, disability researchers, service providers, and policy makers working in the field. Objective The aim of this protocol is to describe the research design and methods of a large-scale, disability research agenda–setting exercise conducted in 2021 in Australia. Methods The research agenda–setting exercise involves 3 integrated phases of work. In the first phase, a previous audit of disability research in Australia is updated to understand previous research and continuing gaps in the research. Building on this, the second phase involves consultation with stakeholders—people with disabilities and their supporters and family members, the disability workforce, and people working within services and connected sectors (eg, aging, employment, education, and housing), academia, and public policy. Data for the second phase will be gathered as follows: a national web-based survey; a consultation process undertaken through the government and nongovernment sector; and targeted consultation with Aboriginal and Torres Strait Islander people, children with disabilities and their families, people with cognitive disability, and people with complex communication needs. The third phase involves a web-based survey to develop a research agenda based on the outcomes of all phases. Results We have started working on 2 parts of the research prioritization exercise. Through the research-mapping exercise we identified 1241 journal articles and book chapters (referred to as research papers) and 225 publicly available reports (referred to as research reports) produced over the 2018-2020 period. Data collection for the national survey has also been completed. We received 973 fully completed responses to the survey. Analysis of these data is currently underway. Conclusions This multi-method research agenda–setting study will be the first to provide an indication of the areas of health and social research that people across the Australian disability community consider should be prioritized in disability research funding decisions. Project results from all phases will be made publicly available through reports, open-access journal publications, and Easy Read documents. International Registered Report Identifier (IRRID) DERR1-10.2196/31126

APA, Harvard, Vancouver, ISO, and other styles

18

Hussain, Rafat, and Kathleen Tait. "Parental perceptions of information needs and service provision for children with developmental disabilities in rural Australia." Disability and Rehabilitation 37, no. 18 (October 21, 2014): 1609–16. http://dx.doi.org/10.3109/09638288.2014.972586.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Stevens, Carolyn S. "Disability, caregiving and interpellation: migrant and non‐migrant families of children with disabilities in urban Australia." Disability & Society 25, no. 7 (November 19, 2010): 783–96. http://dx.doi.org/10.1080/09687599.2010.520892.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

Mitchell, Gaye. "Children with disabilities in child and family welfare services." Children Australia 39, no. 2 (May 21, 2014): 107–18. http://dx.doi.org/10.1017/cha.2014.8.

Full text

Abstract:

There is a lack of research data about children with disabilities across the range of child and family welfare services. The study reported in this paper explored the extent and nature of disabilities in children in a variety of programmes within OzChild, an Australian welfare agency. Caseworkers and teachers working with children at the beginning of 2012 considered all children receiving services from their programmes. Of these 475 children, 200 were identified as having a disability. This article presents data on these 200 children and recommendations for improving outcomes for them. A major finding was that disability added further layers of complexity to already complex child–carer/family situations presenting to under-resourced practitioners and programmes. There was an extensive variety of disabilities across all programme areas, and varying proportions across programmes ranging from 29 per cent in kinship care and family services to 44 per cent of children in foster care. Data were suggestive of problems with some diagnoses, and the need for further research in these areas. The need to address questions of causation of environmentally based disability through preventative programmes, and a more targeted approach to families with multiple and complex needs were indicated. Lack of respite care was jeopardising some placements of children with severe disability. Lack of educational achievement and participation in social, cultural and recreational activities were identified, as were inequities in funding across different programme areas – all of which resulted in some children with disabilities continuing to be substantially disadvantaged. These data led to the generation of recommendations for changes to practice, programme and policy to improve outcomes for children.

APA, Harvard, Vancouver, ISO, and other styles

21

Pearce, Michelle, and Chris Forlin. "Challenges and Potential Solutions for Enabling Inclusion in Secondary Schools." Australasian Journal of Special Education 29, no. 2 (2005): 93–105. http://dx.doi.org/10.1017/s1030011200025288.

Full text

Abstract:

Children with disabilities are increasingly being included in mainstream classes in Australian schools. In addition, many children with disabilities who are currently enrolled in primary school will be moving to secondary school in the next few years. For secondary schools to meet this challenge, it is important that the reasons for their difficulties are understood and ways of overcoming them are explored. This paper provides a discussion of the specific challenges for secondary schools regarding inclusive education, including the school structure, teaching methods, curriculum, external exams, training and the nature of adolescence. A discussion of a broad range of issues will highlight potential solutions to common concerns in secondary schools. While the inclusion of students with disabilities in secondary schools will undoubtedly identify many challenges, it is argued that these may inspire creative solutions that will benefit all children.

APA, Harvard, Vancouver, ISO, and other styles

22

Garg, Pankaj, Natasha Haynes, Jonathan De Lima, and John J. Collins. "Profile of children with developmental disabilities attending a complex pain clinic of a children's hospital in Australia." Journal of Paediatrics and Child Health 53, no. 12 (August 8, 2017): 1186–91. http://dx.doi.org/10.1111/jpc.13633.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Soldatic, Karen, Helen Meekosha, and Kelly Somers. "Finding Ernesto: Temporary Labour Migration and Disabled Children’s Health." International Journal of Population Research 2012 (May 9, 2012): 1–9. http://dx.doi.org/10.1155/2012/696753.

Full text

Abstract:

We seek to expose the implications of Australia’s exclusionary and discriminatory disability migration provisions on the health and wellbeing of disabled children who have arrived in Australia through alternative migratory routes. By undertaking an in-depth analysis of a single case study, Ernesto, we bring to the fore the key issues facing disabled immigrant children. These children, like our case study Ernesto, are only granted visas on the proviso that their parents/primary caregivers agree to cover the full costs associated with their disability, including medical care and additional expenses such as educational inclusion. The story of Ernesto reveals the extreme impact of these discriminatory policies on this population’s health and wellbeing. Further, we discuss how the state’s “right to exclude” people with disabilities from the migratory process negatively affects the health and wellbeing of their siblings and parents.

APA, Harvard, Vancouver, ISO, and other styles

24

Morrison, Rachel, and Imelda Burgman. "Friendship Experiences among Children with Disabilities Who Attend Mainstream Australian Schools." Canadian Journal of Occupational Therapy 76, no. 3 (June 2009): 145–52. http://dx.doi.org/10.1177/000841740907600303.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

van Zuylen, Wendy J. "Clinical and epidemiological features of congenital cytomegalovirus infection globally." Microbiology Australia 36, no. 4 (2015): 153. http://dx.doi.org/10.1071/ma15056.

Full text

Abstract:

Human cytomegalovirus (CMV) is the most common non-genetic cause of congenital disability. As a herpesvirus that infects the majority of the population, CMV is able to establish a lifelong latent infection in the host. Any time during pregnancy, a primary CMV infection, reactivation of latent CMV or a new viral strain can infect the placenta and the developing foetus, resulting in congenital CMV infection. Each year, an estimated 2000 children are born with congenital CMV infection in Australia, leaving ~500 children with permanent disabilities such as hearing or vision loss, or mental disability. Despite the clinical importance of congenital CMV, there is limited awareness and knowledge in the medical and general community about congenital CMV infection. This article reviews the global epidemiology and clinical features of maternal and congenital CMV infections.

APA, Harvard, Vancouver, ISO, and other styles

26

Wong, Fu Keung Daniel, and Ada Poon. "Cognitive Behavioural Group Treatment for Chinese Parents with Children with Developmental Disabilities in Melbourne, Australia: An Efficacy Study." Australian & New Zealand Journal of Psychiatry 44, no. 8 (August 2010): 742–49. http://dx.doi.org/10.3109/00048671003769769.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

Westbrook, Mary T., Varoe Legge, and Mark Pennay. "Ethnic Differences in Expectations for Women with Physical Disabilities." Journal of Applied Rehabilitation Counseling 26, no. 4 (December 1, 1995): 26–33. http://dx.doi.org/10.1891/0047-2220.26.4.26.

Full text

Abstract:

A questionnaire survey of 665 members of the Chinese, Italian, German, Greek, Arabic aild Anglo Australian communities investigated community expectations for women with physical disabilities. Germans' attitudes resembled those of the Anglo mainstream culture but other communities differed significantly in the following ways: women with disabilities were described as less likely to work, marry, have children, be socially active or live indepeildently. Most communities expected them to experience greater shame, be more withdrawn, less cheerful and less optimistic than did Anglo Australians. There was less expectation that such women would discuss their disabilities, act autonomously or strive for indepeildence.

APA, Harvard, Vancouver, ISO, and other styles

28

Roberts, Clare. "Vineland Adaptive Behaviour Scales: Implications of Using the Australian Checknorms for the Diagnosis of Intellectual Disability." Australian Educational and Developmental Psychologist 10, no. 1 (May 1993): 9–14. http://dx.doi.org/10.1017/s0816512200026754.

Full text

Abstract:

AbstractThis paper reports a comparison between United States norms and the Australian Checknorms of the Vineland Adaptive Behaviour Scales, and the implications for the diagnosis of intellectual disability. One hundred and twenty-five children with developmental disabilities aged between 4 and 10 years received two separate diagnoses relating to intellectual disability. One was based on their level of intellectual functioning plus their Adaptive Behaviour Composite score calculated using the United States norms of the Vineland Adaptive Behaviour Scales. A second diagnosis was based on their level of intellectual functioning and an adjusted Adaptive Behaviour Composite score using the Australian Checknorms. The results indicated that there was a significant difference between scores and that this difference was clinically meaningful in 10.4% of the subjects. For a small and statistically non-significant number of children (five) the difference between scores led to a change in diagnosis from intellectually disabled to not intellectually disabled. Implications for the assessment of children with developmental disabilities are discussed.

APA, Harvard, Vancouver, ISO, and other styles

29

Sim, So Sin, Helen Bourke-Taylor, Ellie Fossey, and Mong-lin Yu. "Being more than a mother: A qualitative study of Asian immigrant mothers in Australia who have children with disabilities." Research in Developmental Disabilities 117 (October 2021): 104060. http://dx.doi.org/10.1016/j.ridd.2021.104060.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

Hayden, Jacqueline. "Available, Accessible, High Quality Child Care in Australia: Why we haven’t moved very far." Children Australia 17, no. 1 (1992): 10–15. http://dx.doi.org/10.1017/s1035077200030091.

Full text

Abstract:

In a recent article in Children Australia (16:2, 1991) Moore points out how our system of social services and community work reinforces traditional concepts of family (especially mother) responsibility for the care of children with disabilities. This same attitude reflects a fundamental ambivalence in our society towards the provision of state assisted child care. Like care for the disabled, out-of-home care for young children is assumed to rest within the private sphere, so that state assistance in any form becomes gratefully accepted as a generous gift.Child care in Australia moved into the political realm with the enactment of the Child Care Act in 1972. This legislation described the conditions under which the Commonwealth Government would distribute funds for capital expenses, and provide some wage supplements to non-profit groups delivering child care services in formal centre settings. Since that time, promises of increased Commonwealth funding to meet increasing demand have become more and more ambitious – 20,000 spaces were promised in 1984; 30,000 in 1988; and by 1990, the promise had expanded to 78,000 new child care spaces to be funded by the Labor Party. As it turned out, many of the 78,000 spaces promised during the 1990 election campaign were not ‘new’ at all, but represented already existing private spaces, now made eligible for funding by a change in policy. The bulk of the spaces meanwhile were targeted for after-school care (much less expensive to fund), when research clearly indicated the dearth of spaces and critical need for infant care (very expensive to fund).

APA, Harvard, Vancouver, ISO, and other styles

31

Yoo, Paul Yejong, Mehrnoosh Movahed, Ishana Rue, Carlos Denner Dos Santos, Annette Majnemer, and Keiko Shikako. "Changes in Use of a Leisure Activity Mobile App for Children With Disabilities During the COVID-19 Pandemic: Retrospective Study." JMIR Pediatrics and Parenting 5, no. 1 (February 25, 2022): e32274. http://dx.doi.org/10.2196/32274.

Full text

Abstract:

Background Participation in leisure activities is essential for child development and a human right as per the United Nations Convention on the Rights of the Child. Children with disabilities face several restrictions when participating in leisure activities as compared to same age peers without disabilities. Access to information about accessible, inclusive leisure activities is one of the barriers limiting participation, and one potential health promotion strategy is to provide access to information to increase participation. The Jooay App is a mobile app listing such activities in Canada and Australia. With the COVID-19 global pandemic and subsequent public health measures, most community-based facilities providing the activities listed on Jooay were closed. The app therefore started listing online activities offered with the expectation of continuing to provide information for families and understanding the extent to which users relied on the mobile app as a tool to identify new safe leisure opportunities. Objective This study aims to describe the engagement of the Jooay app before and during COVID-19, and to estimate the extent to which the listing of online activities was related to the engagement of the Jooay app. Methods We conducted a retrospective study comparing Jooay app use between March 2020 and February 2021 to the engagement between March 2019 and February 2020 by Jooay users. Spearman rank correlations were carried out to identify associations between the activities listed and the users’ engagement from May 2020 to February 2021. Results Active engagement with the Jooay app from March 2020 to February 2021 dropped by an average of 135 engagements (64.2%) compared to engagements in 2019-2020. The largest monthly drop in engagement was observed in May 2020 by 239 engagements (88.8%). There was a strong positive correlation between the number of active users and the number of online activities listed on the app (rs=0.900). Conclusions The engagement with the Jooay App presented an expected decrease during the first wave of the COVID-19 pandemic. The addition of online adapted leisure activities to the app’s listings during the pandemic increased app use. Access to information about inclusive activities is a barrier for children with disabilities to engage in leisure. Mobile health solutions can be responsive to contextual factors and consider the social determinants of health such as socioeconomic and public health emergency issues that can impact the participation of vulnerable populations such as children with disabilities and help eliminate barriers to participation. The provision of online leisure opportunities during the pandemic could facilitate participation in these activities during the pandemic and beyond, which is essential and beneficial for the physical and mental well-being of children with disabilities and their families.

APA, Harvard, Vancouver, ISO, and other styles

32

Marchbank, Alison M. "Repositioning: New Storylines for Preschool Teachers and Children With Developmental Delays." Journal of Early Intervention 41, no. 3 (February 19, 2019): 187–201. http://dx.doi.org/10.1177/1053815119830064.

Full text

Abstract:

In Australia, the National Disability Insurance Scheme (NDIS) was rolled out in pilot sites in 2013. This article reports a formative study conducted with qualified preschool teachers in one site in a context of change. The NDIS has been hailed in the media as a bold move to deliver more choice of services to people with disabilities and incorporates the delivery of early intervention (EI) services into its portfolio. As established EI agencies became providers for the scheme, local referral networks changed substantially. Children needed to establish eligibility for the scheme prior to families’ entry. Fourteen preschool teachers responded to an online survey, and four opted in for this study, which used positioning theory and a constructivist approach. Online surveys and interviews were conducted in 2 months at the end of the 3-year pilot phase. Findings suggest that teachers detecting developmental delays (DDs) in 4-year-old children needed to reposition themselves away from the rights and duties of the developmental expert to develop timely collaborative relationships with parents if the dominant storylines of early detection, medical confirmation, and the benefits of EI for families were to remain in the foreground.

APA, Harvard, Vancouver, ISO, and other styles

33

Dave Earl. "‘A Group of Parents Came Together’: Parent Advocacy Groups for Children with Intellectual Disabilities in Post—World War II Australia." Health and History 13, no. 2 (2011): 84. http://dx.doi.org/10.5401/healthhist.13.2.0084.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

Earl, Dave. "‘A Group of Parents Came Together’: Parent Advocacy Groups for Children with Intellectual Disabilities in Post—World War II Australia." Health and History 13, no. 2 (2011): 84–103. http://dx.doi.org/10.1353/hah.2011.0023.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Wright, Susan L., and Jeff Sigafoos. "Teachers and students without disabilities comment on the placement of students with special needs in regular classrooms at an Australian primary school." Australasian Journal of Special Education 21, no. 2 (January 1997): 67–80. http://dx.doi.org/10.1017/s1030011200023873.

Full text

Abstract:

The present study surveyed teachers and students without disabilities regarding the inclusion of students with disabilities at an Australian primary school. The school provided special education to 35 students with special needs and some of their education was provided in regular classrooms alongside peers without disabilities. Fifteen regular classroom teachers and 109 classroom peers without special needs completed questionnaires. Both groups provided a range of supportive comments about regular classroom placements for student with special needs, but also expressed concerns about the implementation of special education in regular classrooms. Specific concerns included the extra time and added stress of educating children with special needs in the regular classroom setting, potential disruption and disadvantage to other students and the lack of support and resources. Unless these concerns are addressed, placement of students with special needs in regular classrooms may generate stress, concern, and even possibly resentment among some teachers and students without disabilities.

APA, Harvard, Vancouver, ISO, and other styles

36

Sigafoos, Jeff, Heidi Bushell, and Madonna Tucker. "Application of Behavioural Consultation to Assist Teachers of Children with Developmental Disabilities." Australasian Journal of Special Education 20, no. 2 (1996): 40–52. http://dx.doi.org/10.1017/s103001120002371x.

Full text

Abstract:

This paper describes application of behavioural consultation in an Australian special education setting. Consultation focused on assisting teachers in the development, implementation and evaluation of systematic instructional programs in a number of priority goal areas (e.g., community, domestic, language, recreational, and vocational domains). Consultation occurred in four areas: (a) assessment, (b) goal selection and scaling, (c) developing and implementing instructional procedures, and (d) evaluating child outcomes. Five teachers and five of their students with developmental disabilities participated. After goals were selected, an initial rating of each child’s level of performance with respect to these goals was made using Goal Attainment Scaling (GAS). Next, instructional procedures to achieve each goal were designed and implemented with a subsequent GAS rating made after six months. Progress was noted on 84% of the goals. This result suggests the model may be of some assistance to teachers of children with developmental disabilities. However, the present description should be viewed as a pilot project and case study. Further research would be needed to validate the approach described in this study.

APA, Harvard, Vancouver, ISO, and other styles

37

McCarthy, Tony S. "Regulating Restraint and Seclusion in Australian Government Schools: A Comparative Human Rights Analysis." QUT Law Review 18, no. 2 (January 25, 2019): 194. http://dx.doi.org/10.5204/qutlr.v18i2.746.

Full text

Abstract:

The misuse of restraint and seclusion in Australian primary and secondary schools has received considerable exposure in recent years. Several Australian jurisdictions have recently reviewed laws and policies governing their use in schools. Yet reports about the inappropriate use of these practices remain prominent and raise concerns about whether existing regulatory frameworks do enough to protect the rights of children with disabilities in schools. This paper undertakes the first comparative analysis of existing regulatory frameworks governing the use of restraint and seclusion in Australian government schools, both primary and secondary, and considers whether existing frameworks are compliant with international human rights obligations under the Convention on the Rights of Persons with Disabilities (‘CRPD’) and the Convention on the Rights of the Child (‘CRC’). The paper reveals substantial variation in regulation between jurisdictions, and demonstrates that significant reform is necessary to bring existing regulatory frameworks into alignment with human rights norms.

APA, Harvard, Vancouver, ISO, and other styles

38

Seymour, Monique, Rebecca Giallo, and Catherine E. Wood. "Bio-ecological factors associated with the psychological distress of fathers of children with autism spectrum disorder: A population-based study of Australian families." Autism 22, no. 7 (July 28, 2017): 825–36. http://dx.doi.org/10.1177/1362361317709971.

Full text

Abstract:

Using a bio-ecological framework, the aim of this study was to examine factors associated with psychological distress experienced by fathers of children with autism spectrum disorder from a nationally representative sample of Australian children and their families. Individual (e.g. age and self-efficacy), interpersonal (e.g. partner distress, couple relationship, child behaviour and social support) and social environmental factors (e.g. job quality and financial hardship) were explored as potential predictors of fathers’ distress. Data were drawn from the Longitudinal Study of Australian Children, where 159 fathers of children with autism spectrum disorder were identified. As comparison, 6578 fathers of children without developmental disabilities were identified. Multiple regression analyses showed that experiencing depression within the past year, job quality (e.g. autonomy and access to parental leave) and social support were significant predictors for fathers of children with autism spectrum disorder. The importance of supporting the well-being of fathers of children with autism spectrum disorder is discussed.

APA, Harvard, Vancouver, ISO, and other styles

39

Filbay, Stephanie, Kim L. Bennell, Renata Morello, Lizzie Smith, Rana S. Hinman, and Belinda J. Lawford. "Exploring experiences with telehealth-delivered allied healthcare services for people with permanent and significant disabilities funded through a national insurance scheme: a qualitative study examining challenges and suggestions to improve services." BMJ Open 12, no. 9 (September 2022): e065600. http://dx.doi.org/10.1136/bmjopen-2022-065600.

Full text

Abstract:

ObjectivesIn people with a disability, or their caregivers, who reported suboptimal experiences, the objectives were to explore: (1) challenges with telehealth-delivered allied health services during the COVID-19 pandemic and (2) suggestions to improve such services.DesignQualitative study based on an interpretivist paradigm and a phenomenological approach.SettingParticipants who accessed allied healthcare via telehealth during the pandemic.ParticipantsData saturation was achieved after 12 interviews. The sample comprised three people with permanent or significant disabilities, and nine carers/partners/family members of people with permanent or significant disabilities, who were funded by the Australian National Disability Insurance Scheme and had suboptimal experiences with telehealth. Semistructured one-on-one interviews explored experiences with telehealth and suggestions on how such services could be improved. An inductive thematic analysis was performed.ResultsSix themes relating to the first study objective (challenges with telehealth) were developed: (1) evoked behavioural issues in children; (2) reliant on caregiver facilitation; (3) inhibits clinician feedback; (4) difficulty building rapport and trust; (5) lack of access to resources and (6) children disengaged/distracted. Five themes relating to the second study objective (suggestions to improve telehealth services) were developed: (1) establish expectations; (2) increase exposure to telehealth; (3) assess suitability of specific services; (4) access to support workers and (5) prepare for telehealth sessions.ConclusionsSome people with permanent and significant disabilities who accessed allied healthcare via telehealth during the pandemic experienced challenges, particularly children. These unique barriers to telehealth need customised solutions so that people with disabilities are not left behind when telehealth services become more mainstream. Increasing experience with telehealth, setting expectations before consultations, supplying resources for therapy and assessing the suitability of clients for telehealth may help overcome some of the challenges experienced.

APA, Harvard, Vancouver, ISO, and other styles

40

Alexander, Stacey L., Margarita Frederico, and Maureen Long. "Attachment and Children with Disabilities: Knowledge and Views of Early Intervention Professionals." Children Australia 43, no. 4 (September 27, 2018): 245–54. http://dx.doi.org/10.1017/cha.2018.38.

Full text

Abstract:

The parent–child bond known as attachment plays a pivotal role in the development and wellbeing of all young children. While research indicates that there are challenges for children with a disability in developing a secure attachment, little is known about early childhood intervention (ECI) professionals’ knowledge of attachment, how they view its importance in their work, and how they translate this knowledge into practice. To address this gap in research, a questionnaire was developed and administered to ECI professionals at an Australian ECI organisation. Qualitative analysis of results (N= 49) revealed an overall understanding of the role of attachment in child development and indicated that ECI professionals perceive attachment as being very important in their role of enhancing children's learning and wellbeing. Importantly, it emerged that less than half the participants learnt about attachment in their undergraduate training, with most learning about it ‘on the job’ and just over half the respondents felt comfortable in addressing attachment concerns with families. Some families are thus left at risk of being inadequately supported to manage attachment problems. Participants identified a desire for further training. This exploratory study has implications for orientation, training, practice, and further research.

APA, Harvard, Vancouver, ISO, and other styles

41

Tait, Kathleen, and Rafat Hussain. "Using Quality of Family Life Factors to Explore Parents’ Experience of Educational Provision for Children with Developmental Disabilities in Rural Australia." International Journal of Disability, Development and Education 64, no. 3 (August 25, 2016): 328–44. http://dx.doi.org/10.1080/1034912x.2016.1223280.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

Jeder, Daniela. "Pedagogy of diversity in teacher training." Journal of Education, Society & Multiculturalism 3, no. 2 (December 1, 2022): 236–43. http://dx.doi.org/10.2478/jesm-2022-0029.

Full text

Abstract:

Abstract The present work outlines a series of arguments that support the need for awareness and involvement of teacher trainers in the development of competences for diversity from the stage of initial training. The work also proposes an analysis of knowledge, skills, attitudes of a cognitive, social, emotional nature, self-knowledge capacities, ethical values, etc. as structured ensembles that can be dynamically trained for the purpose of training and developing the competences for diversity of teachers. A sequential presentation of the Professional Standards for teachers from Romania, Great Britain, Australia and France from the perspective of diversity and inclusion offers some benchmarks for an educational practice that promotes equal opportunities for education and development of all children, regardless of differences in the socio-economic status, language, culture/personality, race/ethnicity, religion, abilities or disabilities, learning styles, aspects of personality etc. that differentiate them.

APA, Harvard, Vancouver, ISO, and other styles

43

BATES, F. "Social Security Law and Children with Disabilities: Change and Decay in Australian Statute Law." Statute Law Review 18, no. 3 (January 1, 1997): 215–34. http://dx.doi.org/10.1093/slr/18.3.215.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

Braddock, David, Eric Emerson, David Felce, and Roger J. Stancliffe. "Living circumstances of children and adults with mental retardation or developmental disabilities in the united states, canada, england and wales, and australia." Mental Retardation and Developmental Disabilities Research Reviews 7, no. 2 (2001): 115–21. http://dx.doi.org/10.1002/mrdd.1016.

Full text

APA, Harvard, Vancouver, ISO, and other styles

45

Abbot, Samuel Richard, Susanna Proudman, Kelly Hall, and Nicole Williams. "Outcomes of proximal humerus fractures in children: a study protocol for a retrospective cohort study." BMJ Open 12, no. 9 (September 2022): e062586. http://dx.doi.org/10.1136/bmjopen-2022-062586.

Full text

Abstract:

IntroductionProximal humerus fractures (PHFs) comprise <3% of all fractures in children and adolescents. While it is accepted that minimally displaced PHFs can be treated conservatively, the management of severely displaced PHFs remains controversial, especially in older children. This study will aim to analyse the functional and quality-of-life outcomes of children with PHFs, in order to inform their optimal management.Methods and analysisWe will conduct a retrospective cohort study to evaluate the outcomes of patients who were diagnosed with a paediatric PHF at the Women’s and Children’s Hospital (WCH) in South Australia. The primary outcome will be each participant’s pain and quality-of-life outcome, determined by use of the Quick Disabilities of the Arm, Shoulder and Hand, Shoulder Pain and Disability Index and Paediatric Outcomes Data Collection Instrument. Secondary outcomes will include rates of non-union, persistent deformity and complications. The information for these variables will be acquired during a brief clinic appointment, and from the medical records and WCH radiology database. Multivariable logistic regression will be performed to determine the clinical variables associated with a worse clinical outcome.Ethics and disseminationThe study has been approved by the Women’s and Children’s Health Network Human Research Ethics Committee (protocol number: 2021/HRE00250). The study findings will be submitted to peer-reviewed scientific journals for publication and disseminated at conference presentations.Trial registration numberAustralian New Zealand Clinical Trials Registry (ACTRN12622000176763).

APA, Harvard, Vancouver, ISO, and other styles

46

Kemp, Coral. "Investigating the Transition of Young Children With Intellectual Disabilities to Mainstream Classes: an Australian perspective." International Journal of Disability, Development and Education 50, no. 4 (December 2003): 403–33. http://dx.doi.org/10.1080/1034912032000155194.

Full text

APA, Harvard, Vancouver, ISO, and other styles

47

Llewellyn, Gwynnyth, David McConnell, and Luisa Ferronato. "Prevalence and outcomes for parents with disabilities and their children in an Australian court sample." Child Abuse & Neglect 27, no. 3 (March 2003): 235–51. http://dx.doi.org/10.1016/s0145-2134(03)00004-8.

Full text

APA, Harvard, Vancouver, ISO, and other styles

48

McWilliam, R. A. "Book Review: Early Intervention for Children with Disabilities: The Australian Experience. M. Pieterse, S. Bochner, & S. Bettison. New South Wales, Australia: Macquarie University, 1988. 399 pp. $35.00 hard cover." Journal of Early Intervention 14, no. 1 (January 1990): 87–89. http://dx.doi.org/10.1177/105381519001400107.

Full text

APA, Harvard, Vancouver, ISO, and other styles

49

Jenkinson, Josephine, Susan Roberts, Shirley Dennehy, and Peter Tellegen. "Validation of the Snijders-Oomen Nonverbal Intelligence Test - Revised 2½-7 for Australian Children with Disabilities." Journal of Psychoeducational Assessment 14, no. 3 (September 1996): 276–86. http://dx.doi.org/10.1177/073428299601400307.

Full text

APA, Harvard, Vancouver, ISO, and other styles

50

Forlin, Chris, and Garry Bamford. "Sustaining an Inclusive Approach to Schooling in a Middle School Location." Australasian Journal of Special Education 29, no. 2 (2005): 172–81. http://dx.doi.org/10.1017/s1030011200025343.

Full text

Abstract:

In Western Australia (WA), similar to practices elsewhere, there has been a strong focus on the need for schools to reconsider their practices to increase opportunities for more equitable and inclusive access for all children. Subsequent to a major review of service provision for students with disabilities in WA (Department of Education and Training, 2004), a Building Inclusive Schools initiative is being implemented in all Government schools (Department of Education and Training, 2003). This paper explores how, following a trial inclusive program, one middle school is utilizing this initiative to further its own inclusive practices. To support this review a collaborative partnership has been established between the school and a university to provide an avenue for deliberate reflection on the processes employed to develop the school’s vision of Education For All by Incorporating Diversity. A model on sustaining education for all is identified and the impact of government directives is investigated. Consideration is given to the likely impact on the school of systemic procedures being developed to support the progress of the Building Inclusive Schools initiative.

APA, Harvard, Vancouver, ISO, and other styles

Journal articles on the topic 'Children with disabilities Australia'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles