Journal articles on the topic 'Children with disabilities – education – cross-cultural studies'
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Medvedeva, Elena, Oksana Prikhodko, Zhanna Zhuravleva, and Anna Pavlova. "On the issue of additional education for children with special healthcare needs and disabilities in the system of lifelong inclusive education." SHS Web of Conferences 70 (2019): 10009. http://dx.doi.org/10.1051/shsconf/20197010009.
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This article is devoted to one of the most important tasks in the education of children with special healthcare needs (CSHCN) and disabilities to ensure the access to additional learning in various fields: artistic education, natural science, social and pedagogical training, sports and cultural branch, tourist and regional studies, technical studies. The issues of creating special conditions (material, technical, organizational, personnel, curriculum and methodological ones) in institutions of additional education are considered. Two options for organizing additional education for children with special needs and disabilities are presented (in accordance with the criterion for the presence or absence of a conclusion of the Psychological, Medical and Pedagogical Commission − PMPC). Unresolved issues in the field of additional education of children with developmental disorders are described.
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Kim, Jieun, and Sunyoung Kim. "Positioning of Korean Immigrant Mothers of Children with Disabilities." International Journal of Multicultural Education 19, no. 3 (October 31, 2017): 41. http://dx.doi.org/10.18251/ijme.v19i3.1362.
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This study examines the ways in which Korean immigrant mothers take up roles to position themselves while they engage in their children’s education across a wide range of settings—academic, social, and linguistic. Data sources included interviews with four Korean mothers, home and community observations, and field notes. Positioning theory is a research approach that provides a useful analytic means for understanding positioning of Korean immigrant mothers as being parents of children with disabilities attending American schools. The results demonstrate that Korean immigrant mothers seek to learn how to be supportive mothers of children with disabilities by negotiating and facilitating contextual affordances and limitations between home, school, and community in order to obtain valuable potential resources for their children’s linguistic repertories and social skill development and their future success.
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BONDAR, Tamara. "Tier support model for children with disabilities: U.S. experience." Humanities science current issues 1, no. 47 (2022): 283–90. http://dx.doi.org/10.24919/2308-4863/47-1-43.
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Karabanova, O. A., and N. N. Malofeev. "Education Development Strategy for Children with Disabilities: On the Way to Implementing a Cultural-Historical Approach." Cultural-Historical Psychology 15, no. 4 (2019): 89–99. http://dx.doi.org/10.17759/chp.2019150409.
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The relevance of developing a strategy for the development of education for children with disabilities and limited health is due to the need to create a developmental educational environment that meets the educational needs of this category of children in the context of modernization of general education and the implementation of inclusive/integrated education. The purpose of the article is to analyze the key provisions of the strategy, its scientific novelty and practical significance for the modernization of the education of children with disabilities. From the point of view of the cultural-historical approach (L.S. Vygotsky, A.R. Luria, D.B. Elkonin), the priority of early assistance to children at risk is substantiated in order to create conditions for ensuring the normative age development of children with developmental risk factors. The desired educational outcomes are presented as specific age-related psychological neoformations/higher mental functions for early, preschool, primary, secondary and high school age. The paper highlights the necessity of creating a new psychological and pedagogical typology that implements the principle of variety of developmental options for the same impairment while maintaining the nosological criterion. For early, preschool and primary school age, a psychological and pedagogical typology is proposed based on the characteristics of child development, risk factors, developmental disabilities and their genesis. Based on theoretical and empirical studies and psychological practices, it is proved that the target group of early assistance in education is a family raising a child with disabilities, with special educational needs. Monitoring the developmental interaction between the family and the child with disability is an important component of the psychological support as this interaction is essential to the correction and prevention of developmental disorders. Differentiating between the academic achievements and life competencies as the planned educational outcomes of programmes for children with disabilities would create the foundation for positive socialisation and social integration of the disabled children.
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Pang, Yanhui. "Services for young children with disabilities in China’s rural area: a case study." Journal for Multicultural Education 35, no. 2 (December 11, 2019): 33–44. http://dx.doi.org/10.1108/jme-05-2019-0042.
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Purpose Recently with increased legislative support and evidence-based studies on the importance of education for children with disabilities in China, special education programs and intervention and rehabilitation services have received more and more attention. There are limited studies on special education programs for children with disabilities located in China’s rural areas. This paper aims to select one special education program in China’s northeast rural area with a special focus on its curriculum design, accommodative services and teacher qualifications. Recommendations were provided on how to modify the curriculum to meet each child’s special needs, increase social interaction among children, increase teacher qualifications and improve teacher family collaboration. Design/methodology/approach The participating program serves orphans and children with disabilities between 6 and 18 years old and provides them 9-year free education, along with free textbooks, uniforms, food and boarding. Currently, there are approximately 100 students and 40 teachers, one director and one nurse. The teacher/staff and student ratio is 1:3. Data were collected through classroom observation and interviews. Afterward, the interview data were transcribed. Data were analyzed following Braun and Clarke’s (2006) six-step approach. The researcher reviewed the collected data, then coded the data and reviewed, refined and revised the codes, and finally themes and sub-themes were identified with quotations that support each theme/sub-theme. Findings The identified themes are accommodations, education plan and curriculum and teacher qualifications. Accommodations include, but are not limited to, visual and hearing aids. National unity textbooks were adopted, along with national syllabus objectives, as a guideline for instruction and evaluation of child progress. Teachers also adjust curriculum-based students’ individual needs. All teachers hold an associate degree in special education, and those who teach specials hold a higher degree in the specialty area. Given that there is no speech language pathologist, physical therapist, or occupational therapist, teachers with rich working experiences in the related field serve as special professionals. Research limitations/implications The current research reports the program design, accommodations for children with disabilities, curriculum and syllabus, parent/guardian role and teacher qualifications in the selected school. Given that the current study focuses on only one school located in the rural area of China’s northeast, it may represent special education programs in rural China, but it is hard to be generalized to provide a big picture of China’s special education programs in more developed, metropolitan areas. Practical implications The selected school offers accommodative services to students with disabilities; adjusts its curriculum to make it developmentally appropriate; and offers educational, medical and rehabilitation services to promote student development to the maximum. The selected school should improve teacher quality, increase social interaction between children with and without disabilities, modify the curriculum to cater to individuals with different severities of disabilities and increase family professional collaboration. Originality/value There is limited study on special education programs for young children with disabilities in China’s rural area. The current study fills this gap and studies a special education school that offers services to children as young as six years old located in a small town in the northeast of China. The special focus of the study includes program curriculum, accommodations, rehabilitation and intervention services and teacher qualifications in this program.
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Kim, Young, Sunjoo Lee, Ji Yoon Jeong, and Jiyeon Park. "Research Trends on Self-Help Groups for Parents of Children with Disabilities." Korean Journal of Special Education 58, no. 2 (September 30, 2023): 177–97. http://dx.doi.org/10.15861/kjse.2023.58.2.177.
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Cooc, North, and Elisheba W. Kiru. "Disproportionality in Special Education: A Synthesis of International Research and Trends." Journal of Special Education 52, no. 3 (April 27, 2018): 163–73. http://dx.doi.org/10.1177/0022466918772300.
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Access to schooling and special education services remains a challenge for many children with disabilities around the world. In the United States, much attention has focused on disproportionality—the over- and underrepresentation of student groups within special education. In this study, to contextualize and better understand the scope and factors associated with disproportionality in the United States and abroad, we synthesized literature on special education disproportionality in international contexts and identified trends across student groups and countries, including the ways in which scholars have examined this topic. Results show that studies focused mainly on the overrepresentation of ethnic minority, immigrant, and Indigenous populations in European or English-speaking nations. Nearly all studies emphasized structural inequalities in society over cultural barriers as mechanisms contributing to disproportionality. Policy recommendations, however, were more likely to focus on improving the special education identification process. The review has implications for research, practice, and policy to improve education for children with disabilities in the United States and abroad.
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Mandala, Ican. "Human Rights and Persons with Disabilities: Design of Buk-Smart-Logi Learning Media (Technology Smart Books) as an Islamic Education Learning Media Innovation." Jurnal HAM 13, no. 3 (December 22, 2022): 509. http://dx.doi.org/10.30641/ham.2022.13.509-518.
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The success of a teaching and learning process, especially in religious learning is largely determined by the learning media used. However, a problem arises, which is namely the lack of inclusive system learning media in learning. Therefore, the equality of human rights to education has not been implemented. This is based on the author's observations regarding the analysis of inclusive learning media in schools in Indonesia. Thus, educational institutions need to have learning media that can be used for people with disabilities. Hence, children without disabilities can study together with those with disabilities in one educational institution. Therefore, it is necessary to innovate a new learning media Buk-Smart-Logi (Book Smart Technology) to improve student learning outcomes and to be utilized by all children in Indonesia. Considering that education is the right of every citizen, including people with disabilities. This research is research and development using the simplified Borg and Gall model. The purpose of this study was to determine the level of validity of the Buk-Smart-Logi media and to find out how what the role of the media is in supporting inclusive learning in Islamic Religious Education subjects, as well as being a human-friendly media.
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Denisova, Olga A., Olga L. Lehanova, and Ekaterina A. Kronshtatova. "Development of perception and understanding of literary texts by primary school children with disabilities in inclusive education." Pushkin Leningrad State University Journal, no. 4 (2022): 118–34. http://dx.doi.org/10.35231/18186653_2022_4_118.
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Jiménez, Juan E. "Writing Disabilities in Spanish-Speaking Children: Introduction to the Special Series." Journal of Learning Disabilities 50, no. 5 (May 10, 2016): 483–90. http://dx.doi.org/10.1177/0022219416633126.
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This special issue of the Journal of Learning Disabilities focuses on studies of writing disabilities in Spanish-speaking children. The World Health Organization (2001) included writing difficulties as one of the problems considered to constitute an impediment to school participation, a significant element in the normal developmental process of the child. In this introduction, I describe the background of a larger project promoted by the United Nations Educational, Scientific and Cultural Organization (UNESCO). This special series offers recent findings on writing disabilities in Spanish-Speaking children within the UNESCO project. The pilot study was carried out in the Canary Islands, an autonomous Spanish region located between three continents and composed of seven islands in the Atlantic Ocean. Most of the current empirical evidence on writing disabilities comes from English, a language with deep orthography; therefore, it is very relevant to investigate the writing process in Spanish, a language with shallow, fine-grained orthography. Included are a number of articles that form a conspectus on writing disabilities in the Spanish language. Topics center on early grade writing assessment, prevalence of writing disabilities, handwriting and keyboarding, transcription and text generation, graphonomic and handwriting analysis, and instructional practices with an learning disabled population.
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Olkhina, Elena A., Elena Yu Medvedeva, Svetlana E. Uromova, and Marina Z. Gazieva. "Analysis of educational needs of migrant families raising children with disabilities." Perspectives of Science and Education 69, no. 3 (July 1, 2024): 406–23. http://dx.doi.org/10.32744/pse.2024.3.24.
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Problem and purpose. In terms of increasing migration flow, it is important to provide conditions for building an open, accessible multicultural educational space. To accomplish this objective, it is required to study in detail the educational needs of migrant families. Particularly relevant are studies that involve the analysis of parents’ requests for children with disabilities to receive preschool primary and basic education. The purpose of the study is to analyze the educational needs of migrant families raising children with disabilities of school age. Materials and methods. 228 respondents took part in the pilot study. The experiment used a questionnaire developed by the authors for migrants raising children with disabilities of school age. The criteria for its compilation are presented and the structural components are described. The questionnaire was supplemented by conversations with migrants raising children and special and inclusive education teachers. Results. The results obtained make it possible to analyze the direction and content of requests to an educational organization and a teacher. The expectations and ideas of respondents regarding children's education were studied. 60.5% of parents prioritize their child’s mastery of the educational program, especially in-depth study of the Russian language. All participants in the experiment show a high level of demands on the correctional, developmental and educational work of the school. 68.8% of families do not expect teachers to help in carrying out career guidance work with students with disabilities. Requests for psychological support from parents were not presented in the results of the experiment, and all participants in the survey expected the teacherpsychologist support for the child. Conclusion. The conclusions obtained during the pilot study can be useful for building a comprehensive system of school support for migrant families raising children with disabilities. Taking into account the risks and problem areas in the interaction between the educational organization and parents will optimize the process of adaptation of migrants to new socio-cultural conditions and make education accessible and open.
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Ćwirynkało, Katarzyna, Monika Parchomiuk, Jess Gregory, and Sunitha Ravi. "Attitudes of Indian and Polish teachers towards inclusion of children and youth with disabilities in regular classrooms. A comparative analysis." Edukacja Międzykulturowa 23, no. 4 (2023): 119–32. http://dx.doi.org/10.15804/em.2023.04.08.
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Education of children with disabilities across the globe has been gradually evolving from segregation towards inclusion. The systems in Poland and India have also been following this path, yet due to their own unique historical, cultural, and social contexts, these countries have adopted rather dissimilar approaches to the process of inclusion. What is presented in this report are the results of the study, which aimed to explore both the attitudes of Polish and Indian teachers towards inclusive education of students with special educational needs resulting from mild to moderate disabilities and the significance of selected factors for their differentiation. Polish teachers generally declared more positive attitudes than Indian teachers. Two variables in Indian teachers (the location of the school where the respondents worked and personal contacts with people with disabilities) and one variable in Polish teachers (seniority) turned out to be important in differentiating their attitudes towards inclusion. Implication for practice and further research are discussed.
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Williams, Robyn, and Dorothy E. Badry. "Aboriginal Kinship Carers and Children with Fetal Alcohol Spectrum Disorder in Western Australia: Advancing Knowledge from an Indigenous and Disability Lens." First Peoples Child & Family Review 18, no. 1 (February 20, 2024): 60–80. http://dx.doi.org/10.7202/1109655ar.
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Children and youth with fetal alcohol spectrum disorder (FASD) have limited access to assessment, diagnostic, and treatment resources – a distinct disadvantage in meeting their care needs in Australia. Limited knowledge exists on the intersection of FASD, Indigeneity, racism, trauma, and child welfare involvement. Notably, the lack of support for children with FASD increases the risk of adverse outcomes, including incarceration, homelessness, mental health problems, and early mortality. Children with FASD are often cared for in the child protection system by kinship carers, many without a diagnosis or the benefits of FASD informed care. Rarely considered is the Australian response to FASD or the Aboriginal worldview on disability. Qualitative research was utilized to conduct semi-structured interviews with six carers of Indigenous children with FASD–three foster carers and three relative or kinship carers. Seven core themes identified by carers included: FASD awareness, caregiver health, advocacy for the child, mothers of the children with FASD, loss and grief experienced by the carer, social costs, and children in child protection care. Carers identified that limited resources existed to address the disabilities and care needs of children, including training and respite. Financial disparity exists with relative carers receiving less income than foster carers. Carers demonstrated advocacy, resiliency, and resourcefulness in providing care. A lack of knowledge of FASD and core resources in child welfare services were identified as major challenges in providing care. This research examined the caregiving experiences of foster and Aboriginal kinship carers, caring for children with FASD in child protection.
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Takemoto, Kiyoshi, Takako Konda, Taeka Hattori, Katsuji Tanaka, and Haruo Shintaku. "A Survey of Attitudes toward Advance Care Planning among Staff at a Medical Home for Children with Disabilities." Palliative Care Research 17, no. 4 (2022): 153–57. http://dx.doi.org/10.2512/jspm.17.153.
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Furrer, Vitus. "Social participation in inclusive physical education: On the importance of class, teaching methods and teacher characteristics." Current Issues in Sport Science (CISS) 8, no. 2 (February 14, 2023): 059. http://dx.doi.org/10.36950/2023.2ciss059.
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Inclusive education aims to give all children access to the general education system, regardless of their disposition, and thereby reduce social exclusion. The aim is to achieve equal participation in society called for in the Convention on the Rights of Persons with Disabilities. In many countries, including Switzerland, this has led to the increased integration of children with special educational needs into mainstream schools in recent years. However, studies show that the social participation of children with special educational needs in inclusive classes is often accompanied by challenges. Compared to their peers, children with special educational needs have fewer interactions and friendships and are less accepted. In particular, children with intellectual disabilities are at risk of social exclusion.
Regarding reduced social participation, inclusive physical education is seen as having a particular potential to promote this participation. However, joint teaching alone is no guarantee that children with and without special educational needs are equally involved in social processes in their class. In inclusive physical education, social exclusion can be particularly visible and tangible, as the learners' physicality is more in focus than in other subjects. In inclusion research, it is therefore of interest how social participation can be promoted. In the field of inclusive physical education with children with intellectual disabilities, however, there is hardly any empirical knowledge on this. This dissertation addresses this research gap and investigates how aspects of social participation of children with intellectual disabilities are shaped in inclusive physical education and which factors are related to them.
The data for the three manuscripts submitted for the dissertation all come from the SoPariS research project, which focuses on inclusive physical education with children with intellectual disabilities. In 2019, a cross-sectional study with quantitative questionnaires was conducted for pupils and physical education teachers, surveying 109 primary school classes (3rd-6th grade). Multilevel regressions and social network analysis show that children with intellectual disabilities receive significantly less social interaction (Furrer et al., 2021, 2020) and are less accepted (Furrer et al., in press) than their peers without disability. At the same time, there are fewer social interactions in physical education than in classroom teaching (Furrer et al., in press). The individual reference norm orientation of the physical education teacher is positively related to social acceptance and social interactions, whereby these are particularly increased for children with intellectual disabilities. Furthermore, teaching cooperative norms is positively related to children's social acceptance (Furrer et al., 2020). However, social interactions are not related to the physical education teacher's attitude towards inclusive teaching (Furrer et al., 2021). Finally, social interactions in both physical education and classroom teaching are positively related to classroom climate (Furrer et al., in press).
In summary, it can be stated that the investigated aspects of social participation of children with intellectual disabilities are significantly lower than those of children without intellectual disabilities, even in inclusive physical education at primary school level. Specifically, social interactions and acceptance are below average. However, factors could be identified that are positively related to social participation. The great challenge of integrating children with special educational needs is to make teachers aware of the importance of social processes in the classroom and to train and develop them in this area. While the manuscripts of this dissertation provide valuable insights into the promotion of social participation of children with special educational needs in inclusive classrooms, further longitudinal intervention studies are needed to investigate the direction of impact of these factors and to show change over time.
References
Furrer, V., Mumenthaler, F., Eckhart, M., Nagel, S., & Valkanover, S. (in press). Zum Zusammenhang von Klassenklima und sozialen Interaktionen. Ein Vergleich zwischen inklusivem Klassenzimmer- und Sportunterricht [On the relationship between classroom climate and social interactions. A comparison between inclusive classroom and physical education teaching]. Zeitschrift für sportpädagogische Forschung.
Furrer, V., Mumenthaler, F., Valkanover, S., Eckhart, M., & Nagel, S. (2021). Zum Zusammenhang zwischen der Einstellung der Lehrkraft zu inklusivem Sportunterricht und sozialer Interaktionen von Kindern [On the relationship between teacher attitudes towards inclusive physical education and children's social interactions]. Zeitschrift für Grundschulforschung, 14, 237-256. https://doi.org/10.1007/s42278-021-00108-9
Furrer V., Valkanover S., Eckhart M., & Nagel S. (2020). The role of teaching strategies in social acceptance and interactions; Considering students with intellectual disabilities in inclusive physical education. Frontiers in Education, 5, Article 586960. https://doi.org/10.3389/feduc.2020.586960
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Onyishi, Charity N. "Teachers’ use of inclusive education practices for learners with neuro-developmental disorders in Enugu State, Nigeria." IKENGA International Journal of Institute of African Studies 23, no. 3 (September 30, 2022): 1–17. http://dx.doi.org/10.53836/ijia/2022/23/3/003.
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The inclusive educational framework adapts the environment and resources in response to the differing needs of all learners. Nigeria, like many countries around the world, has taken steps to improve education for persons with disabilities. With the growing prevalence of neuro- developmental disorders (NDDs) in schools, teachers are faced with additional challenges in determining classroom practices that can address such a broad spectrum of conditions that make learning difficult. In this cross-sectional study, teachers’ use of inclusive practices for students with NDDs was examined in Enugu state, Nigeria. The 61-item INCLUSIO scale was used to collect data from 240teachers from10purposively selected primary and secondary schools in Enugu State. Generally, teachers have reported being unprepared to teach students with NDDs and not having the resources necessary to provide inclusive education for students with NDDs. Findings suggested a disconnect between inclusive educational goals and current educational practices for children with NDDs. Improved teacher training and supervision, a shift in pedagogical perspectives regarding disabilities, better collaboration among community service providers, as well as systematic evidence-based implementation plans could all contribute to increasing inclusive practice.
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Kliewer, Christopher, and Linda May Fitzgerald. "Disability, Schooling, and the Artifacts of Colonialism." Teachers College Record: The Voice of Scholarship in Education 103, no. 3 (June 2001): 450–70. http://dx.doi.org/10.1177/016146810110300306.
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Eloquent, empirical, and philosophic decrees have been put forth describing and demanding a fundamental democratization of American public education. The primary foci of these critiques have centered on race, class, and gender. All but absent from the multicultural, feminist, and critical studies of schooling are serious analyses of the subjugation experienced by students tagged with disability labels. No other culturally recognized group of students experiences a similar mass level of deterministic segregation, tracking, and systematic social devaluation. That calls for school democratization consistently ignore students with disabilities suggests to us a certain ambivalence on the part of progressive scholars toward the place of disability in a just and excellent school: “Perhaps at disability,” so the logic must go, “we have encountered an essential need for separation.” In this paper, we reject the essentialist notion of the need to exclude children with disabilities from the community of school. We trace the origin of disability segregation to the advent of Western colonialism, and demonstrate the symbiotic relationship between cultural and racial oppression and the oppression of people with disabilities. We end with an urgent argument to include disability issues within postcolonial educational frameworks.
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Kasler, Jonathan, and Yousef Jabareen. "The LD Train Has Left the Station, but Not for Everyone: The Forgotten Palestinian Children in Israel with Learning Disabilities." International Journal of Learner Diversity and Identities 29, no. 2 (2022): 1–17. http://dx.doi.org/10.18848/2327-0128/cgp/v29i02/1-17.
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Alghamdi, Noha Saad, and Derar Mohammed Alqudah. "Efficiency of a Social Skills Development Intervention Program for 3- to 6-Year-Old Children with Intellectual Disabilities: A Saudi Perspective." International Journal of Diversity in Education 24, no. 1 (2024): 23–40. http://dx.doi.org/10.18848/2327-0020/cgp/v24i01/23-40.
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Pocinho, Margarida, and Líria Fernandes. "Depression, Stress and Anxiety among Parents of Sons with Disabilities." Psychologist: Practice & Research Journal 1, no. 1 (November 5, 2018): 103. http://dx.doi.org/10.33525/pprj.v1i1.29.
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Background: The prevention of depression, stress, and anxiety is an enormous concern of the World Health Organization and it has been a topic of research over the last decades. However, studies with families with sons or daughters with disabilities are scarce, which stresses out the need to develop scientific research in this area. It is of paramount importance to understand the impact of having a child with disability, so that effective strategies of action can be delineated. Goals: This study aims to assess depression, stress and anxiety of parents with sons or daughters having intellectual deficit, multi-deficiency or autism, considering gender, age of both parents and sons/daughters, as well as education level of the parents.Methods: With a cross-sectional observational study, data were collected at schools and at special education institutions through self-administered questionnaires. Two different groups of participants were included in the sample: parents of sons/daughters having intellectual deficit, multi-deficiency or autism, and parents of sons/daughters without disability. Participants were recruited according to a random stratified (by sons/daughters’ age and gender) random sampling. The Depression Anxiety Stress Scale (DASS-21) was administered to both groups of parents, with the collaboration of special educations teachers and school psychologists. Data were analysed using SPSS version 21.0. Descriptive and parametric inferential statistic (t-tests and ANOVA) were performed. Effect sizes based on differences between means were also calculated. Results: Overall, 871 participants were enrolled in the study: 403 parents (227 mothers and 176 fathers; 21 to 81 years old, M = 45) of sons/daughters having a disability, and 468 parents (242 mothers and 226 fathers; 25 to 79 years old, M = 43)) of sons/daughters without disabilities. Most of the children had intellectual disabilities (n = 206), followed by autism (n = 143) and multi-deficiency (n = 52). Parents with children/youth with disabilities showed higher levels of anxiety, depression and stress than the other parents. Levels of anxiety, depression and stress are associated with disabled sons/daughters’ age (higher levels associated to older ages) and negatively with parent’s education level (higher levels associated to lower education). Discussion: These results highlight the need to more deeply reflect about the necessity of designing intervention programs targeting the development of coping strategies to prevent or minimize parent’s anxiety, depression and stress. This type of intervention is of key importance to capacitate families to cope with these adverse conditions, thus promoting the mental health and psychological wellbeing of parents and disabled children. Keywords: Depression, Stress, Anxiety, Children, Disability.
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Verkhoturova, Natalia, Alexey Dmitriev, and Svetlana Dmitrieva. "On the problem of relevance to develop emotionally competent behavior in children with intellectual disabilities." E3S Web of Conferences 210 (2020): 18109. http://dx.doi.org/10.1051/e3sconf/202021018109.
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Nowadays, improvement of the education quality remains a burning issue in the world and, in particular, in Russia. Modern social, economic and cultural transformations have bred new values in education to appear; educational objectives, goals, content and results have been reviewed. Contemporary changes have generated a reasonable request of the society for training a comprehensively developed, cultured and competent person who is given the necessary set of social important competences for various culture-congruent activities; actively interact with society and efficiently adopt social roles. Current trends dictate to look for new approaches and methods in education that actively form personal and social skills and competencies to facilitate a better social adaptation and socialization of every person with understanding of their potential. In this regard, investigation of emotional competence of school students with intellectual disabilities is of special relevance; state and condition of the disorder in many ways define the capacity of sound socialization for this group of children. Goal of our research is to analyze theoretical background, studies and methodological concepts in world and Russian psychology on the problem of regulation of emotional response of school students with intellectual disabilities through shaping emotional competence in their behavior; to pinpoint problems and potential to scrutinize this topic. The scope of the research is the process of emotion regulation of school students with intellectual disabilities through shaping emotional competence, which encompasses abilities to monitor, control and manage their emotional response in social environment. The research found that most scientists although declare the need for special programs to study and correct the emotional responses of intellectually disabled students with a view to their best socialization in modern society, there are still deficits in both the science and the practice of special psychology related to the development and implementation of technologies for monitoring, predicting and managing emotional responses among this group of schoolchildren.
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Park, Chanwoo. "The Effect of Augmented Reality-Based Teaching During Free Play on Changes in Mean length of utterance and Communication Function of Children with Moderate Physical Disabilities." Korean Journal of Special Education 57, no. 1 (June 30, 2022): 131–57. http://dx.doi.org/10.15861/kjse.2022.57.1.131.
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Nowak, Beata Maria, and Martin Kaleja. "Reorientations on the educational integration of Roma children in the Czech Republic." Family Forum 10 (January 13, 2021): 145–57. http://dx.doi.org/10.25167/ff/2826.
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The article is set in the social context of the Roma in the Czech Republic. The subject of the analyzes are inter alia, the phenomenon of school segregation, systemic errors in the field of educational diagnosis and education of Roma children as apart of educational programs for students with intellectual disabilities. The aim of the article is an attempt to identify the routine with inclusion of Roma children in general education in the Czech Republic. The primary research method is the document analysis - optional legal documents, official school teaching documents and statistical summaries. Observational studies show that in inclusive education, on the one hand, there is an orientation on mastering Czech language by Roma children in both speech and writing, and on the other hand, a tendency to differential diagnosis. The Ministry of Education, Youth and Sports has taken action to equip teachers with the knowledge of the native language of their Roma students and knowledge of the Roma socio-cultural bases, which allows to avoid misunderstandings and ethnic conflicts. However, concerns are raised by the high turnover of Roma children not completing compulsory schooling, their low participation in pre-school education as well as educating a large percentage of Roma children in educational programs for students with intellectual disabilities (the phenomenon of misdiagnosis and applications for transfer from mainstream education to the area of special education). A great support for the integration educational policy pursued in the Czech Republic towards Roma students attending universities, projects are neurological research and development projects by scientific centers, identifying the needs and indicating the possibilities of including Roma children in the mainstream of general education. The research analyzes carried out begin to require an urgent solution with social integration of the Roma courses in the Czech Republic, based on the current educational policy of the European Union towards Roma pupils and students. In this regard, it is necessary to set priorities by the Czech Ministry of Education and to make basic decisions with a focus on comprehensive support for Roma children in their development and education that includes them in the mainstream education.
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Martínez-Álvarez, P., A. López-Velásquez, and A. Kajamaa. "Preparing Educators for Inclusive Bilingual Education: A Boundary Crossing Laboratory Between Professional Groups." Cultural-Historical Psychology 17, no. 3 (2021): 125–34. http://dx.doi.org/10.17759/chp.2021170316.
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Teacher education programs prepare candidates for bilingual, English as a second language, or special ed¬ucation as separate professionals. This creates challenges when teaching bilingual children with disabilities. There is a need to cross boundaries combining expertise and preparing teachers for children’s uniqueness. Re¬sponding to this need, the researchers organized a change laboratory with 14 professors and two State Depart¬ment of Education consultants. The study explored boundary expressions and their relationship to the larger activity. It also looked at the learning that took place during boundary crossing efforts. Boundaries were identi¬fied around bilingual teacher preparation, cross-disciplinary programmatic, and paradigmatic aspects. While boundary crossing at the intrapersonal level and at the interpersonal level were important, the need to engage multiple institutions was centered. In addition, the discussion manifested that for inclusive bilingual education teacher preparation, there was a need to go beyond the institutional level to reach to policy makers and address the sociopolitical resistance against bilingual education. Throughout the study, participants engaged primarily in the epistemic learning actions of analyzing and modeling. Through volitional actions, the participants real¬ized a renewed object for their activity. This study widens the understanding of possibilities for taking shared educational responsibility through boundary crossing between professionals in preparation programs.
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Radeck, Ereni. "INTER/MULTICULTURAL EDUCATION." Revista Gênero e Interdisciplinaridade 5, no. 02 (April 3, 2024): 120–36. http://dx.doi.org/10.51249/gei.v5i02.1977.
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Introduction: Reflection on the possibilities and intercultural challenges encountered in the pedagogical work of integrating teachers, specifically in the assistance provided to high school students, leads us to studies that seek to identify interfering factors or pedagogically outdated models being followed. This article presents a contribution to the study of intercultural teacher education, aiming to enhance knowledge through a literature review on the relevance of cultural conceptions. Furthermore, it seeks to innovate and propose new pedagogical models to address the challenges of interculturality, both in the behavior and professional practice of integrating teachers. Objective: To address the intercultural challenges present in the context of inclusive education, especially in the assistance provided to students with disabilities. This text is based on research by authors who contribute to theoretical understanding, assisting in applied classroom practice. The research primarily aims to answer the question: How does intercultural education contribute to pedagogical practice, considering public policies? Results: Through studies, projects, reflections, and research, it is evident that the debate on intercultural education is gaining prominence in Latin American societies. In this scenario, it is essential to promote interventions to ensure that government and academic community policy initiatives, in proposing degree courses, foster critical intercultural education capable of intervening in societal transformation and construction. Conclusion: Therefore, there is a need for pedagogical resources, teacher training to better serve students and connect with learning, as well as proper assessment of children.
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Golinowska, Stanisława. "ON THE POSSIBILITIES AND CONDITIONS FOR EFFECTIVE DEINSTITIONALIZATION OF CARE SERVICES." Polityka Społeczna 25T, no. 2 (tematyczny) (December 31, 2023): 1–9. http://dx.doi.org/10.5604/01.3001.0054.1740.
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This article is intended to provide an insight into the first steps in the process of deinstitutionalisation of social services for dependent people in Poland, who have so far lived in traditional residential institutions. This was based on participation in a qualitative study by IPiSS as part of a pilot on the implementation of mechanisms and plans for deinstitutionalisation of social services. The main aim of the article is to formulate conclusions with reference to similar deinstitutionalisation processes in other, mainly European, countries on the basis of evaluation studies. This is a selective review, for two reasons. It deals only with the four groups of dependants with the highest levels of formal residential care: (a) children, (b) people with disabilities, (c) people with mental disorders and (d) the elderly. It also focuses particularly on the economic and management determinants of the actions taken that make them effective.The findings of this review highlight that successful denationalisation tends to be a costly process and involves people with greater capacity to live independently outside the institution. Moreover, when it is done in those local conditions where access to resources is easier: infrastructure, housing, financial and human resources, and local authorities have an adequate and long-term plan of action and a coordinating institution. All in all, deinstitutionalisation is a process of re-institutionalisation; existing care institutions are transformed, but only a certain proportion of residents take up independent living in their environment.
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L. Bobzien, Jonna, and Sharon Judge. "Characteristics of peer models at a summer camp for children with autism." Journal for Multicultural Education 8, no. 4 (November 4, 2014): 237–48. http://dx.doi.org/10.1108/jme-04-2014-0017.
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Purpose – The purpose of this study was to examine the openness, growth and loneliness of typical peers volunteering at a summer day camp for children with Autism Spectrum Disorder (ASD). Design/methodology/approach – In this study, the authors obtained descriptive data on the attitudes and behaviors of 38 adolescent peer buddies without disabilities volunteering at a summer camp for children with ASD using four short surveys. Surveys were given prior to the start of camp in an attempt to capture the attitudes and perspectives of the participants before they became more familiar with the characteristics of the children with ASD who were attending the camp. The authors examined if there were group differences on attitudes and behaviors based on age, gender and first-time volunteer versus returning volunteer peer buddy. Findings – The analysis showed that all volunteer peer buddies appeared open to interacting, playing and developing friendships with the child represented in the vignette with ASD. Participants indicated increased feelings of independence, ample ability to establish friendships and a desire for adventurous and explorative activities. Significant differences were found based on age and gender on openness to a peer with ASD characteristics. Originality/value – The results of this study have the potential to serve a broader purpose by demonstrating the types of children and adolescents that may be optimal choices to serve as peer mentors or buddies for peers with ASD attending summer camps or other community-based programs, as well as in classroom settings.
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Voevodina, Ekaterina, and Alexander Tyurikov. "Socio-cultural barriers to the adaptation of foreign students to Russian higher education." Population 24, no. 4 (December 22, 2021): 134–46. http://dx.doi.org/10.19181/population.2021.24.4.11.
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Interest in the problem of socio-cultural adaptation of foreign students is growing due to intensification of the processes of internationalization of education, global competition of universities, and increase in the export of educational services. The purpose of the study is to analyze the types and causes of the emergence of socio-cultural barriers to adaptation of foreign students in the context of higher education in Russia; to work out recommendations for their reduction. The theoretico-methodological basis of the research is the ABC model of culture shock, phenomenological approach to the analysis of intercultural communications (ICC) in the global world. The socio-cultural barriers to the adaptation are considered through the prism of the lack of ICC resources increasing the manifestations of culture shock, and first of all—social perception. Based on the synthesis of studies by Russian and foreign authors, the article examines the causes of the formation of deficiencies in the linguistic, paralinguistic, cognitive and behavioral competencies necessary for successful socio-cultural adaptation of foreign students. The primary materials are the results of the monitoring ^Assessment of the quality of education at the Financial University» conducted by the focus group method at the Financial University in the 2020-2021 academic year. To improve the socio-cultural adaptation of foreign students to education, the authors propose telecollaboration. The conclusions and recommendations given in the article can be used in the field of education for children and adults, including additional and inclusive education (students with disabilities, migrant students, etc.).
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Li, Shihan, Justine O'Hara-Gregan, and Jude MacArthur. "Understanding disability as socially and culturally constructed – what does this mean for inclusive early childhood education?" Early Childhood Folio 26, no. 2 (December 16, 2022): 3–7. http://dx.doi.org/10.18296/ecf.1108.
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In New Zealand, every child has the right to participate in inclusive, quality early childhood education (ECE), as outlined in the 1989 United Nations Convention on the Rights of the Child (UNCROC). However, research reveals both the struggles children with disabilities and their families experience to have their rights recognised and upheld, and the lack of confidence early childhood (EC) teachers report related to working with diverse groups of children. Drawing on an appreciative case study, this article uses a framework of disability studies in education and sociocultural theory to illustrate how understanding disability as socially constructed can contribute to inclusive ECE practice. The findings from this case study provide EC teachers with approaches to inclusive practice, and may generate further dialogue about inclusion.
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Odame, Prince Kwame, Enoch F. Sam, and Anthony Fiangor. "Exploring the Nature of Road Safety Education in Basic Schools and School Children’s Travel Mode Options in Winneba, Ghana." Ghana Journal of Geography 16, no. 1 (January 30, 2024): 128–61. http://dx.doi.org/10.4314/gjg.v16i1.5.
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Road safety education among school children is a critical issue that needs to be addressed as African countries record more road traffic-related deaths and disabilities. Despite efforts to increase road safety education across various mediums, basic schools in Ghana have received little of such attention despite their role in socialisation. This study explored the nature of road safety education and school children’s travel mode opinions in Winneba. The study adopted a quantitative research approach which sampled 400 school children within Class 4 to 9 (Junior High 3) from 5 basic schools. Questionnaires were filled after class hours after receiving approval from school heads. Jamovi was used to analyse the data and presented using frequency, cross-tabulation and chi-square test of independence. The study found that walking constitutes a major travel option for children in Winneba as this mode comes at no cost. Even though schools constituted a primary source of knowledge, road safety education was not assigned to a dedicated subject teacher(s) and was seldom taught in school. The study found a significant relationship between the impact of road safety education and school children’s frequently used travel mode option. The study recommends efforts to dedicate road safety lessons to subjects like Social Studies and Our World Our People since such subject’s touch on Ghanaians’ daily living situations.
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Hartini, Sri, Atien Nur Chamidah, and Elisabeth Siti Herini. "Sexual Behavior Problems in Adolescents with Intellectual Disabilities: A Systematic Review." Open Access Macedonian Journal of Medical Sciences 9, F (May 14, 2021): 163–70. http://dx.doi.org/10.3889/oamjms.2021.6016.
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BACKGROUND: Several studies conducted on adolescents with intellectual disabilities (ID) have reported various problems of sexual behavior that occurs in the group, including HIV-related risky sexual behavior and other health-related concerns. AIM: This review aims to synthesize studies on the problems regarding sexual behavior in adolescents with ID to obtain data on the types of risky sexual behavior problems. MATERIALS AND METHODS: Synthesis was conducted on nine studies of children aged 10–20 years old with intellectual disabilities as subjects who have no other psychiatric comorbidities and met the appraisal criteria based on the checklist for analytical cross-sectional studies of the Joanna Briggs Institute (JBI). RESULTS: Several behaviors were found in the group of adolescents with ID. Masturbation is the type of solitary behavior that appears the most, besides other behaviors like touching genitals and getting naked in public places. Sexual intercourse is the most widely reported in the type of “involving other persons.” Sexual intercourse with more than 1 person without using contraception to protect against sexual transmitted disease (STD) is at risk for HIV infection or other infectious diseases. CONCLUSIONS: The results of this review have indicated that adolescents with ID have sexual needs and experience sexual behavior problems similar to ordinary adolescents in general. They actually have a higher risk for having risky sexual behavior because they lack understanding of sexuality. These findings emphasize the need for sex education so that young people with disabilities can have healthy sexual behavior and a safe life.
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Ahram, Roey, Edward Fergus, and Pedro Noguera. "Addressing Racial/Ethnic Disproportionality in Special Education: Case Studies of Suburban School Districts." Teachers College Record: The Voice of Scholarship in Education 113, no. 10 (October 2011): 2233–66. http://dx.doi.org/10.1177/016146811111301004.
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Background/Context The last two reauthorizations of the Individuals with Disabilities Education Act established a policy mandate for districts to take action to reduce high rates of minority overrepresentation in special education. Purpose/Objective/Research Question/Focus of Study The overrepresentation of Black and Latino students in special education suggests a convergence of two distinct processes: (1) assumptions of cultural deficit that result in unclear or misguided conceptualizations of disability and (2) the subsequent labeling of students in special education through a pseudoscientific placement process. This article explores how the social construct of the “normal child” became racialized through the special education referral and classification process, and subsequently produces disproportionality. Setting This research was conducted in two multiracial suburban school districts in New York State that were identified as having an overrepresentation of students of color. Population/Participants/Subjects Participants in the study consist of teachers and administrators within the two identified districts. Intervention/Program/Practice Intensive technical assistance was provided to these districts to identify the root causes of disproportionality and was subsequently followed by customized professional development. Three overarching activities of technical assistance were: observing in classrooms in each of the school districts; providing root cause analyses of disproportionality; and providing culturally responsive professional development. Research Design This research used mixed methods in collating district data, conducting technical assistance sessions with districts to identify the factors contributing to disproportionality, and creating 3-year professional development plans to address overrepresentation. In addition, researchers facilitated culturally responsive professional development to targeted groups of practitioners on topics related to improving teacher and district effectiveness in meeting the academic needs of children of color. Findings/Results Findings were: (1) cultural deficit thinking in educators’ construction of student abilities; (2) the existence of inadequate institutional safeguards for struggling students; and (3) attempts at addressing disproportionality often result in institutional “fixes” but not necessarily changes in the beliefs of education professionals. Conclusions/Recommendations The implementation of a culturally responsive framework can produce a shift in the special education placement process and lead to a reduction in disproportionality rates. Of note is confirmation that teacher–student interactions that begin the procedures triggering disproportionality are mired in teachers’ cultural deficit thinking. However, although teachers’ beliefs about students may change extremely slowly, effective school practices can interrupt the influence of deficit thinking.
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Pang, Yanhui. "Passion and vision for inclusion." Journal for Multicultural Education 12, no. 4 (November 12, 2018): 343–52. http://dx.doi.org/10.1108/jme-01-2017-0003.
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Purpose This study aims to selects a teacher training program located in China’s rural area and focus on its preservice teachers’ attitudes towards inclusive education in China and their expectations of teacher training programs. Design/methodology/approach The selected teacher training program is in School of Education of a comprehensive university, located in a small town in Northeast China. Five preservice teachers in the Department of Teacher Education were interviewed. The interviewees were randomly selected among those who have already gained at least 60 credits of coursework prior to the interview. Each interview lasted for approximately 0.5 h. Interview notes were summarized and coded using Braun and Clarke’s (2006) six-step approach. In addition to interview data, other data sources were used, such as classroom observation and review of curriculum and program requirement. Findings Although the selected teacher preparation program started offering some selective special education courses to preservice teachers, there are limited number of offerings and a lack of field placement in inclusive settings, and stereotypical opinions towards disabilities still exist as a roadblock for choosing special education teacher profession. Research limitations/implications The current study only focuses on one rural teacher training institution and report preservice teachers’ opinions toward teacher education curriculum, factors that lead to their decision in the teacher education major and their vision towards inclusion in China. Recommendations are provided to increase public awareness of disability, and create more field based experience in inclusive settings for preservice teachers. However, the result may not be generalized to reflect preservice teachers of teacher training institutions located in developed areas where there are rich opportunities for field experience in inclusive setting or special education programs, and who offer more extensive special education courses. Practical implications It is recommended that teacher preparation program modify curriculum and offer more special education courses, as well as develop connections with local special education schools and inclusive programs, thus creating more field based opportunities for preservice teachers to work with children with disabilities. Originality/value There are limited studies on rural preservice teachers’ attitudes towards being a special education teacher and how the teacher training programs prepare them to become a special education teacher. The current study fills the gap and conduct an interview study of preservice teachers’ from a rural teacher training programs perceptions of China’s special education, how they choose the program of study that prepare them to become a special education teacher, and their rating of the teacher preparation program.
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Khan, Sundas. "ANALYSIS OF SENSORY PROCESSING ABILITIES AMONG AUTISM SPECTRUM DISORDERS CHILDREN." Pakistan Journal of Rehabilitation 8, no. 2 (January 9, 2020): 38–43. http://dx.doi.org/10.36283/pjr.zu.8.2/008.
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BACKGROUND AND AIMS Autism is characterized by the complex paradigm of intellectual disabilities that leads to impairment in sensory integration, communication barriers and social interaction. Therefore, the purpose of this study is to analyze the sensory processing abilities among autism children. Further the study will be helpful in identifying difficulties faced by autistic children in multidimensional aspects. METHODOLOGY A cross-sectional study was conducted at special education institute/schools of Karachi among the Autism Spectrum Children to evaluate the patterns of sensory integration by using Short Sensory Profile. RESULTS A total of 50 children, 23 males and 27 females with mean age of 9.5±1.84 years included in the study. On SSP, the mean scores of participants were 17.89±7.61 in tactile sensitivity, 16.66±6.90 in Under-responsive/Seeks Sensation, 14.45±5.75 in Visual/Auditory Sensitivity, 17.77±7.04 in Auditory Filtering, 19.57±7.91 in Low Energy/Weak while lowest scores were reported in Taste/Smell Sensitivity and Movement Sensitivity. CONCLUSION It was concluded that definite difference is more prevalent among children with autism whereas varying percentages are found on different items on Short sensory profile. Further studies are required to assess the sensory processing issues for more useful outcomes.
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Kang, Youngmo, DONGSHAN PANG, and Seung Hyun Son. "Parents of Children with Developmental Disabilities in Special Schools: Focusing on the Daily Living Skills." Korean Association For Persons With Autism 22, no. 2 (August 31, 2022): 1–36. http://dx.doi.org/10.33729/kapa.2022.2.1.
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This study involves a focus group interview(FGI) conducted to explore the experiences and support needs of parents of children with developmental disabilities(DD) in a special school, with particular emphasis on daily living skills(DLS). Eight parents participated in the interviews using Zoom, a live online video conferencing program. We transcribed the content from the two interviews into a 36-page Hancom Hanword(hwp) document and analyzed them using thematic analysis. The analysis results derived 3 domains, 11 subordinate domains, and 34 meaning units. First, the difficulties of raising a child with developmental disabilities were mainly related to growth, developmental problems, unacceptable behavioral characteristics, and non-consistent surroundings. Second, in terms of family’s ability to access education, the main focus was on mental health clinic medications, special education related services, and practical experience and feedback on the implementation of ABA in families. Third, as suggested by parenting experiences, the support needs included consistent teaching of DLS from an early age and strengthening ‘special education’ such as support for severe developmental disabilities, as well as specifying parental education, improving teacher professionalism, and developing a system of cooperation and support. Based on the results of the study, a discussion and suggestions for the practical improvement of DLS for children with DD are discussed.
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Colere, Jackeline, Yasmin Vicente Vieira, and Doralice Lange de Souza. "Can the Media Discourse Surrounding the Paralympic Games Alter the Perception of Disability Held by Children With Disabilities and Their Families?" Physical Culture and Sport. Studies and Research 97, no. 1 (December 1, 2022): 53–64. http://dx.doi.org/10.2478/pcssr-2022-0023.
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Abstract This qualitative and exploratory study aimed to investigate whether contact with media content related to the Paralympic Games (PG) could affect the perception of disability held by children with disabilities (CWD) and their families. The research featured 12 CWD not involved in sports and 13 of their relatives. It consisted of two sessions, one before and another after participants viewed two videos related to the PG that showed athletes and other people with disabilities (PWD) successfully playing sports and/or performing other activities. In both sections, we asked them to write the first five words that came to mind upon hearing the expression PWD. Next, we conducted in-depth semi-structured interviews to explore their views on disability. We computed the words mentioned in the first dynamic and conducted an inductive reflexive thematic analysis of the interviews. Before the videos were shown, the words written most were “difficulty,” “problem,” and “limitation.” During the interviews, they focused on impairments and difficulties associated with disability. Following the videos, the most predominant written words were “overcoming” and “capacity.” Throughout the interviews, they focused more on the potential and capabilities of PWD. This study suggests that materials such as those that we used can help CWD and their families develop a more positive view of the potential and capabilities of PWD. These materials might also be used in other contexts (e.g., in schools and community education programs), especially in places where it is still rare to see PWD practicing sports and performing other activities such as those shown in the videos.
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Sáiz-Manzanares, María Consuelo, Raúl Marticorena-Sánchez, M. Camino Escolar-Llamazares, and Rut Velasco-Saiz. "Monitoring Educational Intervention Programs for Children and Young People with Disabilities through a Web Application." Education Sciences 14, no. 3 (March 14, 2024): 306. http://dx.doi.org/10.3390/educsci14030306.
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Early care professionals have to use instruments for assessing functional skills in children susceptible to early intervention that apply records and produce developmental profiles and personalized intervention proposals. The aims of the study were (1) to analyze the development of functional skills in users with an age range of 48–252 months attending school in a therapeutic intervention center for people with motor impairments; and (2) to analyze the development of functional skills in users with different impairments and ages ranging from 7 to 162 months participating in an early outpatient care program. Study 1 applied a sample of 50 users aged between 48 and 252 months all with motor disabilities and Study 2 included a sample of 71 users aged between 7 and 162 months with different disabilities. Factorial and descriptive–correlational designs were applied in both studies. The Student’s t-test for dependent samples, supervised machine learning techniques (linear regression analysis and logarithmic regression analysis), unsupervised machine learning techniques (k-means), ANOVA, and cross-tabulations were used as contrast tests. In Study 1, no significant changes were found in the development of users’ functional skills, except for a decrease in maladaptive behaviors. Likewise, the chronological age variable did not seem to be a determining factor in the results. In Study 2, significant differences were found in the development of all functional skills between the three measurement time points (initial–intermediate–final). In this group, the type of impairment explained 29% and chronological age 40% of the variance in functional development at the final measurement. This study found that intervention before four years old in outpatient mode produced better results in the acquisition of functional skills, with better results in users affected by rare diseases or communication and language delay at ages 49–60 months.
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Ramzan, Laraib, Amna Rashid, Saba Aziz, Sehar Batool, Saba Yaqoob, Muhammad Azzam Khan, and Arslan Saleem Chugtai. "Parental Stress of Pakistani Families with Children who Have Developmental Disabilities." Pakistan Journal of Medical and Health Sciences 16, no. 8 (August 31, 2022): 514–17. http://dx.doi.org/10.53350/pjmhs22168514.
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Background: The goal of this research was to find out what factors were associated with these parenting effects in Pakistani mothers and dads who had children with intellectual disability (ID) or autism spectrum disorders (ASD) A total of 191 parents agreed to take part in the study, 100 of whom had a child with ADS and 91 of whom had a child with ID. Each participant filled out standardized parenting stress scale rating scales and provided demographic data during the interview. Families who have children with Autism and ID have higher emotional state, according to structural equation modelling. Objective: To find out parental stress of Pakistani families with children who have developmental disabilities. Methodology: The cross-sectional study was conducted through five different organizations in Lahore, Pakistan (Bases, Rising sun, Dimensions, Autism resource center, Oasis) and from two hospitals (Mayo Hospital Lahore and Sheikh Zaid Hospital). Standardized questionnaire (Parental stress scale) was used. Data was collected through standardized questionnaire after taking inform consent and distributed among the parents with children that have special needs (ASD and ID) Parents were asked to complete a questionnaire. Result scores were recorded for every respondent. The data was analyzed by “Statistical Package for Social Sciences” SPSS (version 22.0). Results: Using a standardized questionnaire, it was shown that the emotional well-being of families with children with ASD and ID was much worse, with both mothers and fathers reporting emotional exhaustion. Stress was exacerbated by a lack of emotional well-being. ASD parents show high percentage of 72.2% and ID parents show highest percentage of 61.1% so according to the given standardized questionnaire points the higher the percentage the higher the stress level. While raising a kid with neurological disabilities has a roughly comparable effect on Pakistani families as it does on parents in other countries, there are evidence that children with ASD and ID provide particular challenges to these families. Conclusion: Parents of both children face higher stress level. High level of parent stress needs timely counselling of the parents about the circumstances that they need to be encountered with having an abnormal child. They shall be aware with the techniques to deviate their mind from the most recurring point of stress. Keywords: Autism spectrum disorder, Intellectual disability, Parental stress, Pakistan, Health, developmental disability
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Gombás, Judit, and Andrea Gál. "The Involvement of Budapest Residents with Visual Impairments in Leisure Sports: Barriers and Facilitators." Physical Culture and Sport. Studies and Research 70, no. 1 (June 1, 2016): 44–54. http://dx.doi.org/10.1515/pcssr-2016-0008.
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AbstractSince the political and economic changes that occurred in 1989-1990, Hungary has been in a state of transition from a socialist regime to a democratic culture. In an effort to comply with the rules of democracy, equal opportunities for people with disabilities are demanded on various platforms. However, inclusion in sports is still uncommon, and physical education (P.E.) teachers, trainers, sports scientists, etc. are not provided with in-depth education on adapted sports. The present study examines the involvement of Hungarian adults with VI (visual impairments) in leisure sports and investigates facilitators and barriers which members of the target group face. First, the educational opportunities (segregation or inclusion) provided for Hungarian children with VI are introduced. The historical and legislative backgrounds are presented in order to give a clear review of the social context. Findings of a survey on the activity levels of Hungarian adults with vision loss are introduced, which reflect the target group’s willingness to get involved in leisure activities and also pinpoint factors which hinder their participation (e.g., professionals’ unfamiliarity with the special needs of those with VI and adapted sports opportunities).
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Mikhailova, E. V. "FEATURES OF TEACHING READING TO CHILDREN WITH AUTISM SPECTRUM DISORDER (ASD) IN A GENERAL EDUCATION INSTITUTION FOR STUDENTS WITH DISABILITIES." Школьный логопед, no. 4 (2022): 10–16. http://dx.doi.org/10.52252/26867222_2022_4_10.
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Malashenkova, V. A., and D. Y. Glinin. "ERGONOMIC FACTORS THAT PROMOTE THE FORMATION OF REHABILITATION CENTERS FOR CHILDREN WITH DISABILITIES." Problems of theory and history of architecture of Ukraine, no. 20 (May 12, 2020): 49–55. http://dx.doi.org/10.31650/2519-4208-2020-20-49-55.
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The article presents the main ergonomic factors that contribute to the formation of archi- tecture. The use of ergonomic requirements in the field of architectural design is due to the prob- lems of architectural ergonomics, which are associated with the formation of an environment that allows the child to use his abilities and respond to his individual requests. Based on the studies, 4 main ergonomic factors are identified and their detailed characteristics are given. One of the most important subsystems of the social sphere of any state is nurturing, treat- ment and education of children with various types of disabilities and limitations, which determines the potential of social, economic and cultural development. In our country we are actively searching for the solutions that allow flexible use of the building, taking into account emerging changes in the forms and methods of rehabilitation and training. The solution of this problem is to create open internal, transformed space for children’s rehabilitation centers. In fact the features and specifics of the rehabilitation is a research institution in which there is a research part and it carries out the work in each individual situation, and in the activity of the specialist as a whole, and without focusing on this aspect, this work becomes a simple formality. The application of ergonomic requirements in the field of environmental architectural de- sign highlights the problems of architectural ergonomics, associated with the formation of our im- mediate surrounding, in accordance with individual requests of the person, taking into account the facilitation of the fulfillment of human life functions. Against this background, it is necessary to be very responsive to creating of the architectural environment for children with disabilities. Ergo- nomic factors are the most important forming factors for particular architecture that will affect the treatment and rehabilitation of such children. Thus, the ergonomic factors, that affect the formation of rehabilitation centers for the chil- dren with disabilities, can be divided into 4 groups: • spatial and anthropometric requirements (dimension and size of the equipment and furniture, geometric parameters of space, spatial human behavior, human anthropomet- ric characteristics); • determination of number of storeys; • barrier-free architecture; • psycho-physiological environment. Correcting the architectural environment would reduce the problem of children with disa- bilities. It should be noted that equipping the environment with stationary supporting devices does not solve the problem of physical defect compensation. The environment ―obstacles‖ for such children are: long way, difficult route, irrational movement, interaction with furniture, etc. According to the research, the children and the teachers are forced to walk up to a 40-floor height every day. Of course, this has a negative effect on children’s health. It is established that as a result of 5-floor rising, the pulse rate and blood pressure indicators change significantly, and the recovery occurs only in 10-20 minutes. Most of the existing centers are located in four-, five-storey buildings. Although the hy- gienists in special children’s rehabilitation centers have not performed similar studies, it is correct to assume that the negative impact of these factors on them will increase taking into account the peculiarities of physical growth and development of children with disabilities. The issue of identi- fying the optimum number of stories in a building is closely connected with the organization of connection between the classrooms and the school site. When organizing the environment during the design it is necessary to foresee and ensure: the shortest accessibility to the rooms, actively used by the children; reduction of movement routes, exclusion of difficult routes; obstacle clearing on the path; the use of specially designed furniture, effective trauma protection of the children. It should be noted that the use of such elements as paintings, reproductions, photos, music, color, can significantly improve the mental health of patients and affect the working efficiency of the staff. However, when choosing colors for walls, doors, furniture, for the purpose of special marking, it is necessary to take into account the difficulties in their discrimination for many peo- ple, in particular, for elderly patients, patients with mental disorders and those who have color dis- crimination [6, p. 14]. Medical equipment, that is easy to transform and takes into account the different levels of users’ mobility, will help to create comfortable, safe conditions and lighten the work of the staff. For example, a height-adjustable specialist seating is accessible for the children with muscle- skeleton disorder and, at the same time, reduces staff efforts. Creating barrier-free architecture is one of the topical problems in building an accessible architectural environment for children with disabilities. This factor should take into account the needs of those children who require specific conditions, who have trouble in self-care and mobility. The first and most important requirement for creating a barrier-free environment is the concept of ―universal design‖. The second most important requirement is acting according to a continuity principle of the barrier-free architectural environment. No barriers, the elements, that make impossible or signifi-cantly complicated movement and self-care, should be encountered in all the spheres of human activity, and first of all in the path of movement. It is especially important to follow the continuity principle in the areas where the child is most often. State building codes and design guides help the architects and designers make space for the children with disabilities as accessible, comfortable, and understandable as possible. Nowadays, universal design in our country is at the level of development, but this is the first steps towards improving the architectural environment for children with disabilities.
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Bowen, Erica, and Charlotte Swift. "The Prevalence and Correlates of Partner Violence Used and Experienced by Adults With Intellectual Disabilities: A Systematic Review and Call to Action." Trauma, Violence, & Abuse 20, no. 5 (September 5, 2017): 693–705. http://dx.doi.org/10.1177/1524838017728707.
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It has been suggested that individuals with intellectual disabilities (IDs) are at increased risk of violence perpetration and victimization. A systematic review was undertaken to identify and critically evaluate the existing empirical research concerning the use and experience of partner violence by adults with IDs. In total, six poor-quality articles were identified: five of which adopted qualitative methods and one of which adopted a mixed-methods approach, comprising a total of 93 participants (48 women, 45 men: 1 perpetrator, 92 victims). The qualitative data were extracted from the studies and synthesized. A partner violence victimization rate of 60% was identified in one nonrepresentative sample. Two superordinate themes emerged from the qualitative data: nature of partner violence experience and help seeking. Children were the cross-cutting theme within the two superordinate themes. Participants reported experiencing a range of physical, emotional, and sexual violence leading to serious injury and psychological consequences. Participants reported experiences of positive and negative help-seeking reactions from professionals and specific requirements of services for victims with IDs. Children were identified as involved in the experience of abuse, the impact of abuse, and decisions to seek help. The findings indicate that training of clinical staff to detect partner violence is needed. In addition, adults with IDs need education concerning healthy relationships. Research is needed to better understand the difference between “challenging behavior” that is behavior displayed by an individual which challenges services, family members, and carers. Such behavior is more common in individuals with a severe ID for whom it would not be appropriate to be dealt with through the criminal justice system, and partner violence, in order to develop appropriate interventions for victims and perpetrators with ID.
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Kashif, Hunia, Muhammad Azzam Khan, Zunaira Zulkarnain, Abeeha Fatima Mansoor, Bareera Saeed, Fahad Masood, and Arslan Saleem Chugtai. "Language Development in 2-to-4-year-old Children with Cerebral Palsy." Pakistan Journal of Medical and Health Sciences 16, no. 10 (October 30, 2022): 645–48. http://dx.doi.org/10.53350/pjmhs221610645.
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One of the frequently occurring disabilities of early age is Cerebral Palsy. Impairments in speech, language and communication usually co-occur with CP. These arise from the auditory, sensory and visual disorders that accompany CP. Delay or impairments in the development of language in cerebral palsy can lead to different speech and language disorders. Objectives: Evaluating the development of language in children with cerebral palsy between 2-4 years of age. Methods: A cross-sectional study design was utilized. Data was collected from different healthcare centers, clinics and hospitals. Convenient-based sampling technique was used. Children with co-morbid conditions with CP were not included in the study sample. The assessment tool used for evaluation of language development was ‘PORTAGE – early education program.’ The language related questions of PEEP were included as the tool for data collection. The data for 108 patients of cerebral palsy between 2-4 years of age was compiled. The results have been divided into demographics and the levels of portage i.e., 0-1 years, 1-2 years, 2-3 years and 3-4 years. The receptive as well as expressive language has been evaluated for these children. Total 70 questions have been added from the portage guide for up to 4 years of age. Results: It is observed that a little more than half of the patients included in the study experience varying degrees of language difficulties. These difficulties are an accumulation of receptive as well as expressive impairments. On the contrary, a little under half of the patients (46.38%) have language abilities developed according to their age. Early identification of language impairment in children with Cerebral Palsy can lead to early intervention. This study evaluates the language development in young patients with CP. The results reveal the percentage of patients with language impairments. Hence, the study encourages early evaluation and treatment of language disorders in this population. Conclusion: The most vital period of language development ranges till 5 years of age. So, 2-4 years is an important period of time for language development in an individual. An in-depth assessment of speech, language, cognitive and motor skills should be conducted during this time for CP children. Keywords: Cerebral Palsy, Portage Early Education Program, Language Development, Language Impairment.
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Kashimoto, Kanae, and Motohiro Okada. "Analysing the Impacts of Financial Expenditure of Prefectures on Methods of Suicide Completion in Japan." Psychiatry International 3, no. 1 (December 21, 2021): 1–16. http://dx.doi.org/10.3390/psychiatryint3010001.
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Recently, several studies reported that the governmental financial expenditures play important roles in the prevention of increasing suicide mortalities; however, the specific regional policies, designed dependent on regional cultural, economic, education and welfare backgrounds, affect suicide mortality by a specific suicidal means. Therefore, the present study determined the impacts of the regional governmental expenditure of six major divisions, “public health”, “public works”, “police”, “ambulance/fire services”, “welfare” and “education” on suicide mortalities by five major suicidal means, “hanging”, “poisoning”, “charcoal burning”, “jumping” and “throwing”, across the 47 prefectures in Japan during 2009–2018 using fixed-effect analysis of hierarchal linear regression with robust standard error. The expenditures of “ambulance/fire services” and “education” indicated the negative relation to suicide mortalities by wide-spectrum suicidal means, whereas expenditures of “public works” did not affect suicide mortalities. In the education subdivisions, expenditure of “kindergarten” and “elementary school” indicated the impacts of reduction of suicide mortalities, whereas the expenditures of “special school” for individuals with disabilities unexpectedly contribute to increasing suicide mortalities by poisoning, charcoal burning and throwing of females. Regarding subdivisions of welfare, expenditure of “child welfare” and “social welfare” contributed to a reduction in suicide mortalities, but expenditure of “elderly welfare” surprisingly contributed to increasing suicide mortalities. Furthermore, expenditures of welfare subdivision abolished the negative impacts of the expenditures of educational subdivisions, kindergarten and elementary school, but the positive impact of expenditure of special school on female suicide mortalities was not affected. These results suggest that most Japanese people are struggling to care for children even in the situation of an increasing elderly population with a decreasing birthrate. Therefore, it is important to enhance the investment welfare policy for the future to improve the childcare environment. The results demonstrated by this study suggest that the scientifically evidence-based redistributions of welfare expenditure in regional government, at least partially, provide improvement of Japanese society and welfare systems, under the continuous severe Japanese social concerns associated with increasing elderly population with a decreasing birthrate.
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De Wet-Billings, Nicole, and Khuthala Mabetha. "School attendance among refugee children with disabilities residing in South Africa: A cross-sectional, descriptive study." PLOS ONE 18, no. 5 (May 19, 2023): e0279671. http://dx.doi.org/10.1371/journal.pone.0279671.
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Refugee children with disabilities are entitled to an education under South African law. These children face the challenges of living in a different country and having to manage their disabilities. However, without providing a quality education to refugee children with disabilities, they face lifelong challenges including poverty and exploitation. This nationally representative cross-sectional study, examines the prevalence of school attendance of refugee children with disabilities in South Africa. Using the Community Survey of 2016, 5,205 refugee children with disabilities are identified and studied. Descriptive statistics are used and results show that less than 5% of refugee children with disabilities are in school. Further there are differences across province of residence, sex and other sociodemographic characteristics. This study is a starting point for more quantitative analysis and further qualitative analysis on the barriers to education for refugee children with disabilities in the country.
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Florian, Lani, Judith Hollenweger, Rune J. Simeonsson, Klaus Wedell, Sheila Riddell, Lorella Terzi, and Anthony Holland. "Cross-Cultural Perspectives on the Classification of Children With Disabilities." Journal of Special Education 40, no. 1 (May 2006): 36–45. http://dx.doi.org/10.1177/00224669060400010401.
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McLaughlin, Margaret J., Alan Dyson, Katherine Nagle, Martha Thurlow, Martyn Rouse, Michael Hardman, Brahm Norwich, Phillip J. Burke, and Michael Perlin. "Cross-Cultural Perspectives on the Classification of Children With Disabilities." Journal of Special Education 40, no. 1 (May 2006): 46–58. http://dx.doi.org/10.1177/00224669060400010501.
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Saha, Shilpi Rani, and Md Mobarak Hossain Khan. "Risk factors for early childhood disability in Bangladesh: Evidence from Multiple Indicator Cluster Survey 2019." PLOS ONE 16, no. 11 (November 4, 2021): e0259532. http://dx.doi.org/10.1371/journal.pone.0259532.
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Introduction Early childhood is a vital part of human life because most of the brain developments occur in this particular period. Early childhood disability is a significant global public health burden, which can negatively impact the children’s quality of life and their overall productivity. It is also a major social and economic problem in Bangladesh. Therefore, it is very important to understand the associated factors for early childhood disability, which may help disability prevention, better management and policy formulation. The main objective of this study is to investigate the child, family, and community-level factors associated with early childhood disability in Bangladesh. Methods A cross sectional nationally representative data was derived from Multiple Indicator Cluster Survey (MICS), 2019. A total of 14,072 Bangladeshi children under five years of age were selected for this study. Various types of statistical analysis (simple, bivariate, multivariable) were performed. To assess the bivariate relationship between chosen categorical variables (independent) and early childhood disability (dependent), a chi-square test was used. The multivariable ordinal logistic regression was used to find out the association of disability with child, family, and community-level factors. Results The results show that 2.0% of the children have at least one disability and 0.8% have more disabilities. Several factors namely not attending in early childhood education [Odds Ratio (OR) = 0.65; 95% confidence interval (CI) = 0.13–1.17 Ρ = 0.01], having mother’s functional difficulty (OR = 1.23; 95% (CI) = 0.58–1.88 Ρ <0.001), unhappy mother’s life (OR = 0.85; 95% CI = 0.30–1.39 Ρ <0.001), parents without internet access (OR = 0.68; 95% CI = 0.06–1.29 Ρ = 0.03) and parents using mobile phone (OR = 0.52; 95% CI = 0.09–0.95 Ρ = 0.02) were found to be important for early childhood disability in Bangladesh. Conclusion Early childhood disability is still neglected in Bangladesh and further epidemiological studies are recommended. The findings of this study may help policy makers and relevant stakeholders to develop interventions for reducing the overall burden of early childhood disability.
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Canedo-García, Alejandro, Jesús-Nicasio García-Sánchez, Cristina Díaz-Prieto, and Deilis-Ivonne Pacheco-Sanz. "Evaluation of the Benefits, Satisfaction and Limitations of Intergenerational Face-to-Face Activities: A General Population Survey in Spain." International Journal of Environmental Research and Public Health 18, no. 18 (September 14, 2021): 9683. http://dx.doi.org/10.3390/ijerph18189683.
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Over the last decades, social isolation and loneliness among older adults have given rise to an increased interest in the study of intergenerational relationships. Intergenerational programs provide a great opportunity for older adults to connect with people of other generations. Many studies have reported the beneficial effects of these programs, improving the mental and physical health of the elderly and contributing to better academic formation and social skills in children. The aim of this study was to examine the benefits, satisfaction, and limitations of the intergenerational interactions derived from the performance of face-to-face activities, such as daily and healthcare activities, educational, cultural and leisure activities, and physical or sport activities. Participants were subjects living in Spain of any age (grouped into three age groups: <22, 22–40, and >40 years old) and from different social groups who completed an electronic 88-item questionnaire. The analysis of sociodemographic variables of the survey respondents revealed that people aged 40 or more, with personal autonomy, single or married, and living with a partner and/or other relative, and not retired, performed face-to-face activities with people of other generations with a significantly higher frequency than the rest of the groups for each variable. Most participants who participated in intergenerational face-to-face activities reported benefits to their physical and mental health, mood, relationships, self-determination, social participation, and academic education. Most participants were quite or very satisfied with the person with whom they performed this type of activities, especially if this person was a friend or a close relative. Except for grandparents, people who participated in intergenerational face-to-face activities and who had no limitations or disabilities were more frequently reported by the participants. In conclusion, intergenerational interactions derived from the performance of face-to-face activities can contribute to improve both the physical and mental health, social skills, and relationships of all people involved.
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Lienert, Christoph, Claudine Sherrill, and Bettye Myers. "Physical Educators’ Concerns about Integrating Children with Disabilities: A Cross-Cultural Comparison." Adapted Physical Activity Quarterly 18, no. 1 (January 2001): 1–17. http://dx.doi.org/10.1123/apaq.18.1.1.
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The purpose was to conduct a qualitative cross-cultural comparison of the concerns of physical educators in two countries about integration of children with and without disabilities. In-depth interviews were held with 30 regular elementary physical education teachers in Berlin (7 males, 9 females) and in the Dallas-Ft. Worth (DFW) area (2 males, 12 females), and observations were made of school settings. The Concerns-Based Adoption Model (CBAM) of Hall, Wallace, and Dossett (1973) guided the study. Data were analyzed by grounded theory procedures. Many concerns about integration were generalizable across cultures. In both countries, teachers reported concerns at only four of the seven stages of CBAM: personal, management, consequence, and collaboration. Most concerns focused on management. The major cultural difference was that DFW teachers reported more personal concerns (uncertainty about everyday demands and competence to meet these demands) than Berlin teachers. A dynamic systems model was proposed to guide future research.