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Journal articles on the topic 'Children with disabilities Education Victoria'

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Published: 10 December 2022

Last updated: 29 January 2023

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1

Hsien, Michelle, P. Margaret Brown, and Anna Bortoli. "Teacher Qualifications and Attitudes Toward Inclusion." Australasian Journal of Special Education 33, no. 1 (August 1, 2009): 26–41. http://dx.doi.org/10.1375/ajse.33.1.26.

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AbstractThe inclusion of children with disabilities into the regular education classroom has resulted in many studies on teacher attitudes. Current research has examined teacher beliefs about inclusion, their concerns, and issues pertaining to their ability to cater effectively for children with disabilities in their classrooms. Despite this, there appears to be little research investigating potential associations between teacher attitudes and beliefs toward inclusion, their education levels, and teacher training. This study investigated the attitudes and beliefs of 36 general and special education/early intervention teachers in Victoria. Results of the study show that teachers with higher educational qualifications in special education were more positive about inclusion.

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Fyffe, Chris, Susana T. Gavidia-Payne, and Jeffrey McCubbery. "Early Intervention and Families in Rural Victoria." Australasian Journal of Early Childhood 20, no. 4 (December 1995): 34–39. http://dx.doi.org/10.1177/183693919502000407.

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Families are increasingly understood as inter-related systems where each component interacts with other components in diverse ways. Contemporary research on families which have children with disabilities emphasises the complexity of families and the futility of searching for one characteristic of a family as predictive of family outcomes. The current study investigated the relationship between family needs, family supports, and demographic information for rural families who were eligible for early intervention services. The study did not attempt to review specific early intervention services, but rather to associate the characteristics of services which families found most and least effective. The results are discussed in terms of the practice of providing family-focused models of service delivery. This project was funded by the Golden North Centre, Spastic Society, Bendigo

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O’Brien, Patricia M. "Coming in From the Margin." Australasian Journal of Special Education 13, no. 2 (January 1990): 52–59. http://dx.doi.org/10.1017/s1030011200022223.

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Des English was a person of great charm, innovation, and inner strength. His early death at the age of 44 in 1977 came as a bitter blow not only for his family but for the many teachers and parents he had influenced and guided in respectively providing and in seeking educational opportunities for children with disabilities. Des grew up in a small town in Victoria called Donnybrook, north of Melbourne. He was educated by the Marist Brothers at Kilmore College, and in the 50’s trained as a primary teacher at Geelong Teachers College, from which he gained an extension of one year to study as a Special Teacher at Melbourne Teachers College. His first appointment was as an Opportunity Grade teacher at North Melbourne State School. His talent for leadership surfaced early and in his second appointment he became Principal of Footscray Special School for children and adolescents with intellectual disability. Throughout the rest of his career he gained one promotion after another to the Principal positions at Ormond, Travencore and St. Alban’s Special schools. I was fortunate to work as a deputy principal with him throughout his last two appointments.

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Volard, Jill, Christine Baxter, and Cliff da Costa. "Recruiting Out-of-Home Caregivers for Children with an Intellectual Disability in the Shared Family Care Program." Children Australia 18, no. 4 (1993): 23–27. http://dx.doi.org/10.1017/s1035077200003692.

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Recruiting caregivers for children with an intellectual disability who require out-of-home respite or longer-term care is a problem which has challenged service providers for many years. This paper summarises findings of a recent evaluation of Shared Family Care, a foster care program in Victoria for children with intellectual disabilities/developmental delay. Current recruiting is not succeeding in meeting the demand for either respite, short term or long term care. Findings of the evaluation suggest that factors such as use of appropriate media, and running effective recruitment campaigns is only part of the answer. It is also important at every stage to address caregiver satisfaction with the job and employ strategies to find potential caregivers in the community.

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Mittler, Peter. "Including Children with Disabilities." PROSPECTS 34, no. 4 (December 2004): 385–96. http://dx.doi.org/10.1007/s11125-005-2710-9.

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Ndari, Susianty selaras, Chandrawaty Chandrawaty, Imam Mujtaba, and Mafaza Conita Ananto. "Children's Outdoor Activities and Parenting Style in Children's Social Skill." JPUD - Jurnal Pendidikan Usia Dini 13, no. 2 (November 30, 2019): 217–31. http://dx.doi.org/10.21009/jpud.132.02.

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Physical activity is very important for early childhood, especially outdoor activities that add a lot of new experiences. This study aims to check the relationship of children's outdoor activities and parenting styles and children's social skills. The participants are 125 parents of early childhood who attend kindergarten. The research method is a descriptive study using the relational screening model. The results showed that there was a relationship between outside play and parenting style on the social skills of children in their childhood. Democratic parenting styles are found to promote children's social skills, while authoritative parenting styles have a negative correlation with interpersonal skills, the ability to express verbally, self-control, listening skills, emotional management and adaptation to change. In the sub-dimensions of anger management and adaptation to changing skills is a significant difference between authoritative parenting styles and not permissive parenting with children's social skills. Keywords: Early Childhood Social skills, Outdoor Activities, Parenting Styles Reference: Azlina, W., & S., Z. A. (2012). A Pilot Study: The Impact of Outdoor Play Spaces on Kindergarten Children. Procedia - Social and Behavioral Sciences, 38(December 2010), 275–283. https://doi.org/10.1016/j.sbspro.2012.03.349 Bento, G., & Dias, G. (2017). The importance of outdoor play for young childrenʼs healthy development. Porto Biomedical Journal, 2(5), 157–160. https://doi.org/10.1016/j.pbj.2017.03.003 Beyer, K., Bizub, J., Szabo, A., Heller, B., Kistner, A., Shawgo, E., & Zetts, C. (2015). Development and validation of the attitudes toward outdoor play scales for children. Social Science and Medicine, 133, 253–260. https://doi.org/10.1016/j.socscimed.2014.10.033 Boxberger, K., & Reimers, A. K. (2019). Parental correlates of outdoor play in boys and girls aged 0 to 12—A systematic review. International Journal of Environmental Research and Public Health, 16(2). https://doi.org/10.3390/ijerph16020190 Coleman, W. L., & Lindsay, R. L. (1992). Interpersonal disabilities: Social skill deficits in older children and adolescents: Their description, assessment, and management. Pediatric Clinics of North America, 39(3), 551–567. https://doi.org/10.1016/S0031-3955(16)38344-4 Cui, M., Janhonen-Abruquah, H., Darling, C. A., Carlos Chavez, F. L., & Palojoki, P. (2019). Helicopter Parenting and Young Adults’ Well-Being: A Comparison Between United States and Finland. Cross-Cultural Research, 53(4), 410–427. https://doi.org/10.1177/1069397118802253 Fjørtoft, I., & Sageie, J. (2000). The natural environment as a playground for children. Landscape description and analyses of a natural playscape. Landscape and Urban Planning, 48(1–2), 83–97. https://doi.org/10.1016/S0169-2046(00)00045-1 Ghanbari-Azarneir, S., Anbari, S., Hosseini, S.-B., & Yazdanfar, S.-A. (2015). Identification of Child-friendly Environments in Poor Neighborhoods. Procedia - Social and Behavioral Sciences, 201(February), 19–29. https://doi.org/10.1016/j.sbspro.2015.08.114 Giedd, J. N. (2012). The Digital Revolution and Adolescent Brain Evolution. Journal of Adolescent Health, 51(2), 101–105. https://doi.org/10.1016/j.jadohealth.2012.06.002 Hinkley, T., Brown, H., Carson, V., & Teychenne, M. (2018). Cross sectional associations of screen time and outdoor play with social skills in preschool children. PLoS ONE, 13(4), 1–15. https://doi.org/10.1371 Johnson, J. E., & Christie, J. F. (2009). Play and digital media. Computers in the Schools, 26(4), 284–289. https://doi.org/10.1080/07380560903360202 Junot, A., Paquet, Y., & Martin-Krumm, C. (2017). Passion for outdoor activities and environmental behaviors: A look at emotions related to passionate activities. Journal of Environmental Psychology, 53, 177–184. https://doi.org/10.1016/j.jenvp.2017.07.011 Kemple, K. M., Oh, J. H., Kenney, E., & Smith-Bonahue, T. (2016). The Power of Outdoor Play and Play in Natural Environments. Childhood Education, 92(6), 446–454. https://doi.org/10.1080/00094056.2016.1251793 Kol, S. (2016). The Effects of the Parenting Styles on Social Skills of Children Aged 5-6. Malaysian Online Journal of Educational Sciences, 4(2), 49–58. Kozina, Z., Repko, O., Kozin, S., Kostyrko, A., Yermakova, T., & Goncharenko, V. (2016). Motor skills formation technique in 6 to 7-year-old children based on their psychological and physical features (Rock climbing as an example). Journal of Physical Education and Sport, 16(3), 866–874. https://doi.org/10.7752/jpes.2016.03137 Larson, L. R., Szczytko, R., Bowers, E. P., Stephens, L. E., Stevenson, K. T., & Floyd, M. F. (2019). Outdoor Time, Screen Time, and Connection to Nature: Troubling Trends Among Rural Youth? Environment and Behavior, 51(8), 966–991. https://doi.org/10.1177/0013916518806686 Lindsey, G., Maraj, M., & Kuan, S. C. (2001). Access, Equity, and Urban Greenways: An Exploratory Investigation. Professional Geographer, 53(3), 332–346. https://doi.org/10.1111/0033-0124.00288 Louv, R. (2008). Last child in the woods: Saving our children from nature-deficit disorder. Chapel Hill, NC: Algonquin Books. Maynard, T., & Waters, J. (2007). Learning in the outdoor environment: A missed opportunity? Early Years, 27(3), 255–265. https://doi.org/10.1080/09575140701594400 Moreland, A. D., & McRae-Clark, A. (2018). Parenting outcomes of parenting interventions in integrated substance-use treatment programs: A systematic review. Journal of Substance Abuse Treatment, 89(August 2017), 52–59. https://doi.org/10.1016/j.jsat.2018.03.005 Moriguchi, Y., Zelazo, P. D., & Chevalier, N. (2016). Development of Executive Function During Childhood. https://doi.org/10.3389/978-2-88919-800-9 Mullenbach, L. E., Andrejewski, R. G., & Mowen, A. J. (2019). Connecting children to nature through residential outdoor environmental education. Environmental Education Research, 25(3), 365–374. https://doi.org/10.1080/13504622.2018.1458215 Norðdahl, K., & Einarsdóttir, J. (2015). Children’s views and preferences regarding their outdoor environment. Journal of Adventure Education and Outdoor Learning, 15(2), 152–167. https://doi.org/10.1080/14729679.2014.896746 Pinquart, M. (2016). Associations of Parenting Styles and Dimensions with Academic Achievement in Children and Adolescents: A Meta-analysis. Educational Psychology Review, 28(3), 475–493. https://doi.org/10.1007/s10648-015-9338-y Riany, Y. E., Cuskelly, M., & Meredith, P. (2016). Cultural Beliefs about Autism in Indonesia. International Journal of Disability, Development and Education, 63(6), 623–640. https://doi.org/10.1080/1034912X.2016.1142069 Riany, Y. E., Meredith, P., & Cuskelly, M. (2017). Understanding the Influence of Traditional Cultural Values on Indonesian Parenting. Marriage and Family Review, 53(3), 207–226. https://doi.org/10.1080/01494929.2016.1157561 Saltali, N. D., & Arslan, E. (2012). Parent ’ s Attitudes as a Predictor of Preschoolers ’ Social Competence and Introverted Behavior. Elementary Education Online, 11(3), 729–737. Schoeppe, S., Vandelanotte, C., Bere, E., Lien, N., Verloigne, M., Kovács, É., … Van Lippevelde, W. (2017). The influence of parental modelling on children’s physical activity and screen time: Does it differ by gender? European Journal of Public Health, 27(1), 152–157. https://doi.org/10.1093/eurpub/ckw182 Shi, Y. (2017). Explore Children’s Outdoor Play Spaces of Community Areas in High-density Cities in China: Wuhan as an Example. Procedia Engineering, 198(September 2016), 654–682. https://doi.org/10.1016/j.proeng.2017.07.118 Strasburger, V. C., Jordan, A. B., & Donnerstein, E. (2012). Children, Adolescents, and the Media:. Health Effects. Pediatric Clinics of North America, 59(3), 533–587. https://doi.org/10.1016/j.pcl.2012.03.025 Victoria J. Rideout, Foehr, M. A. U. G., & Roberts, D. F. (2010). GENERATION M2 Media in the Lives of 8- to 18-Year-Olds. In Theresa Boston (Ed.), Henry J. Kaiser Family Foundation. Boston: Henry J. Kaiser Family Foundation. Wang, S. hua, Zhang, Y., & Baillargeon, R. (2016). Young infants view physically possible support events as unexpected: New evidence for rule learning. Cognition, 157, 100–105. https://doi.org/10.1016/j.cognition.2016.08.021 Waters, J., & Rekers, A. (2019). Young Children ’ s Outdoor Play-Based Learning. 1–7. Webster-Stratton, C., Reid, J., & Hammond, M. (2001). Social skills and problem-solving training for children with early-onset conduct problems: Who benefits? Journal of Child Psychology and Psychiatry and Allied Disciplines, 42(7), 943–952. Retrieved from http://ovidsp.ovid.com/ovidweb.cgi?T=JS&PAGE=reference&D=emed5&NEWS=N&AN=2001380196 Wilkie, H. J., Standage, M., Gillison, F. B., Cumming, S. P., & Katzmarzyk, P. T. (2018). The home electronic media environment and parental safety concerns: relationships with outdoor time after school and over the weekend among 9-11 year old children. BMC Public Health, 18(1), 456. https://doi.org/10.1186/s12889-018-5382-0 Zajenkowska, A., Jankowski, K. S., Lawrence, C., & Zajenkowski, M. (2013). Personality and individual differences in responses to aggression triggering events among prisoners and non-prisoners. Personality and Individual Differences, 55(8), 947–951. https://doi.org/10.1016/j.paid.2013.07.467

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Arzhanykh, E. V., and O. А. Gurkina. ""Disabilities" of Additional Education for Children." Psychological-Educational Studies 7, no. 3 (2015): 51–60. http://dx.doi.org/10.17759/psyedu.2015070306.

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One of the most significant aspects of social integration of children with special needs is the availability of additional education, which is often the only way to socialize these children. Based on our studies (focus group discussions and a questionnaire survey of 1078 parents of children with special needs) we analyzed the limitations of additional education availability for these children according to various criteria (organizational, financial, informational, etc.). Evaluation of the number of children covered by the additional education program leads to the conclusion that the older children are, the harder they get the educational service. The most deprived group are children with intellectual disabilities.

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Rajšli-Tokoš, Elvira. "Education of children with developmental disabilities." Norma 25, no. 1 (2020): 31–42. http://dx.doi.org/10.5937/norma2001031r.

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The intention of this study is to present the development of education through centuries, with emphasis on children with developmental disabilities. With changes in society, education of children has changed as well, adapting to the needs of the society. The education of children with developmental disabilities has come a long way, which can be divided into different periods. In the primitive period such children were murdered. In the asylum period segregation was applied. Then, the integration of such children lasted until 2009, when inclusion was introduced into education. This study presents the historical development of special education schools, until today. It shows how the number of schools and the number of students has changed. Moreover, it presents the kinds of education and the laws that followed that process.

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

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

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Svetlichnaya, Nailya K. "Development of inclusive education in adaptive physical education of children." Tambov University Review. Series: Humanities, no. 3 (2022): 705–13. http://dx.doi.org/10.20310/1810-0201-2022-27-3-705-713.

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The relevance of the research is determined by the timeliness of changing approaches to the education and upbringing of children with disabilities and disabilities. The purpose of the research was an analytical review on the development of inclusive education in the field of adaptive physical education. To solve the set goal, we use the method of analyzing sources of scientific and special literature. We consider the main problems of implementing inclusive education in the field of adaptive physical education of children. The need to create special conditions in the educational organization for the implementation of physical education of children with disabilities and disabilities is justified. To solve the problems described in the article, the implementation of a set of measures aimed at developing inclusive education in the field of adaptive physical education is analyzed. It was concluded that in modern education there is an urgent need to train physical and pedagogical personnel for the system of inclusive education, to develop professional training of teachers with the formation of their inclusive competence for educational activities with children with limited health opportunities and disabilities. This should be in a long-term strategy that requires consistency, continuity, a phased and integrated approach to the training of skilled personnel in adaptive physical education and sports.

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Giveans, David L. "Films focusing on children with disabilities." Day Care & Early Education 16, no. 2 (December 1988): 42–44. http://dx.doi.org/10.1007/bf01622986.

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Xuân Hải, Nguyễn. "Inclusive Education for disabilities children in Vietnam." Journal of Science, Educational Science 60, no. 8C (2015): 3–10. http://dx.doi.org/10.18173/2354-1075.2015-0217.

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Choi, Kyung Nam. "Inclusive Education for Young Children with Disabilities." Audiology and Speech Research 9, no. 1 (June 30, 2013): 1–6. http://dx.doi.org/10.21848/audiol.2013.9.1.1.

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Жаницька, Іоланта. "Education of children and youth with disabilities." Актуальні проблеми психології в закладах освіти 9 (September 17, 2018): 168–76. http://dx.doi.org/10.31812/psychology.v9i0.3738.

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Education plays a significant role in life for the reason that it isa key determinant of personal well-being and welfare. Educated people livefuller and happier lives, have more employment options and are rewarded withhigher salary. Consequently, education boosts their independence and allows tobe positive members of society. Children with disabilities need education inorder to develop understanding of the world, join the employment market, makethe right decisions and establish their independence. Teachers also play a verycritical role in the proper education of children with special educational needs.Being a teacher of exceptional students requires a number of personality traitssuch as patience, composure and sensibility. It is important to buildcollaborative partnerships between teachers, students their parents and thesupporting team of psychologists and therapists.The a rticle i s a n a ttempt t o a nalyse a complex role of the teacher ofchildren with disabilities and education.

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Azatyan, Tereza, and Arevik Alaverdyan. "Children With Intellectual Disabilities: Challenges In Education." Armenian Journal of Special Education 2, no. 2 (August 19, 2020): 77–85. http://dx.doi.org/10.24234/se.2020.2.2.236.

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Educational policies aimed at school inclusion have led to increased enrollment of students with special education needs in mainstream schools. As a result, there is an increase in problems and challenges that children face while studying at school. The article aims to highlight some of the difficulties and challenges that elementary school children with intellectual disorder face while studying in a mainstream school. In this study, we have conducted a literature review that examines the level of development of higher mental functions in children with intellectual development problems: attention, perception, thinking, memory, speech.

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GREGORY, SUSAN P. "Inclusive education for preschool children with disabilities." Support for Learning 11, no. 2 (May 1996): 77–82. http://dx.doi.org/10.1111/j.1467-9604.1996.tb00056.x.

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Fiskum, Tove Anita, and Karl Jacobsen. "Children with Reading Disabilities and Outdoor Education." International Education Research 3, no. 4 (November 4, 2015): 1–15. http://dx.doi.org/10.12735/ier.v3i4p01.

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Oliva, Audrey Hill, and Annette M. La Greca. "Children With Learning Disabilities." Journal of Learning Disabilities 21, no. 5 (May 1988): 301–6. http://dx.doi.org/10.1177/002221948802100513.

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Moyi, Peter. "School participation for children with disabilities in Kenya." Research in Comparative and International Education 12, no. 4 (November 20, 2017): 497–511. http://dx.doi.org/10.1177/1745499917740654.

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In Kenya, policies to increase access to quality education have largely focused on reducing rural/urban, gender, and income inequality. Yet, many children do not attend or fully participate in school because they have physical and mental disabilities. The goal of this paper is to examine school enrollment, attendance, and primary school completion patterns for children with disabilities in Kenya. The study used the 2007 Kenya National Survey for Persons with Disabilities. The aim of the survey, the first of its kind in Kenya, was to estimate the number of people with disabilities, their regional distribution, and their demographic and socio-economic characteristics. The study finds that children with disabilities face significant obstacles to schooling. Schools are unable to offer services to children with disabilities, hence making it difficult for them to attend school. These children are significantly less likely to enroll in school, attend school, and complete primary school.

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Yates, Cheryl M., Virginia W. Berninger, and Robert D. Abbott. "Specific Writing Disabilities in Intellectually Gifted Children." Journal for the Education of the Gifted 18, no. 2 (April 1995): 131–55. http://dx.doi.org/10.1177/016235329501800203.

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To determine whether some gifted children may have specific writing disabilities, we compared 10 gifted and 10 average children in grades 1 through 6 (N = 120). The primary question addressed was whether gifted writers exhibit more advanced skills than their average-IQ peers in both higher level cognitive writing processes (as manifested in quality of text generation) and lower level writing processes (as manifested in transcription), or solely at one of those levels. Results supported our hypothesis that gifted and average children differ in higher level cognitive processes but not in lower level processes in writing. Poor writing performance in gifted students may reflect low-level transcription deficits and is not necessarily the result of laziness, boredom, or lack of motivation as is often believed. Implications of this research for identifying writing-related learning disabilities in gifted students are discussed.

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Buzzelli, Cary A., and Nancy K. File. "Helping children learn about disabilities: Part II." Day Care & Early Education 19, no. 1 (September 1991): 43–44. http://dx.doi.org/10.1007/bf01616941.

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Wolman, Clara. "Sensitivity to Causal Cohesion in Stories by Children with Mild Mental Retardation, Children with Learning Disabilities, and Children without Disabilities." Journal of Special Education 25, no. 2 (July 1991): 135–54. http://dx.doi.org/10.1177/002246699102500202.

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Satynskay, A. K., and A. M. Utilovа. "JOB ANALYSIS OF TEACHER IN INCLUSIVE EDUCATION." BULLETIN Series of Pedagogical Sciences 69, no. 1 (May 31, 2021): 73–82. http://dx.doi.org/10.51889/2021-1.1728-5496.10.

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One of the main conditions for inclusive education is the professional competence of teachers. The professional competence of the teacher ensures the education, upbringing and development of children with disabilities. In the context of inclusive education, special attention should be paid to the training of teachers to work with children with disabilities. The peculiarity of the organization of educational and correctional work with children with developmental disabilities requires special training of a teacher who provides integrated education. The teacher of an educational institution must know the basics of correctional pedagogy and special psychology. They should also have a clear understanding of the peculiarities of the psychophysical development of children with disabilities, the methods and technologies of organizing the educational and rehabilitation process of such children. People who have not received special education cannot successfully work with children with developmental disabilities.

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HWANG, Yeonhee, Toru HOSOKAWA, and Yoshihisa ABE. "Education for Children with Learning Disabilities : Resource Room." Japanese Journal of Special Education 40, no. 1 (2002): 51–60. http://dx.doi.org/10.6033/tokkyou.40.51.

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Arsic, Radomir, and Marija Vukovic. "Functional diagnosis and education of children with disabilities." Zbornik radova Uciteljskog fakulteta Prizren-Leposavic, no. 10 (2016): 315–27. http://dx.doi.org/10.5937/zrufpl1610315a.

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Kuchmaeva, Oksana Oksana. "Education for children with disabilities: a statistical aspect." Statistics and Economics, no. 6 (January 1, 2016): 19–24. http://dx.doi.org/10.21686/2500-3925-2016-6-19-24.

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Gajendrabhai, Varma Sujata, Dr Suresh Chandra Joshi, and Dr BK Saini. "NEP, 2020 and education of children with disabilities." International Journal of Research in Special Education 1, no. 2 (July 1, 2021): 11–13. http://dx.doi.org/10.22271/27103862.2021.v1.i2a.9.

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Farid, Shekh, and Mamata Mostari. "Inclusive Approach to Education for Children With Disabilities." International Journal of Teacher Education and Professional Development 3, no. 1 (January 2020): 121–39. http://dx.doi.org/10.4018/ijtepd.2020010108.

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BRAC, a leading international development organization, has been working to ensure the rights of persons with disabilities to education through its inclusive education program. This article discusses the BRAC approach in Bangladesh and aims to identify its strategies that are effective in facilitating inclusion. It employed a qualitative research approach where data were collected from students with disabilities, their parents, and BRAC's teachers and staffs using qualitative data collection techniques. The results show that the disability-inclusive policy and all other activities are strongly monitored by a separate unit under BRAC Education Program (BEP). It mainly focuses on sensitizing its teachers and staff to the issue through training, discussing the issue in all meetings and ensuring effective use of a working manual developed by the unit. Group-based learning and involving them in income generating activities were also effective. The findings of the study would be useful for policy makers and other national and international organizations that are working on the issue.

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Schmidt, Majda, and Ivan Brown. "Education of Children with Intellectual Disabilities in Slovenia." Journal of Policy and Practice in Intellectual Disabilities 12, no. 2 (April 28, 2015): 90–99. http://dx.doi.org/10.1111/jppi.12119.

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Block, Martin E., and Kevin Burke. "Are Children with Disabilities Receiving Appropriate Physical Education?" TEACHING Exceptional Children 31, no. 3 (January 1999): 18–23. http://dx.doi.org/10.1177/004005999903100304.

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Minou, Tabatabaie. "New trends in education of children with disabilities." Procedia - Social and Behavioral Sciences 15 (2011): 1955–59. http://dx.doi.org/10.1016/j.sbspro.2011.04.034.

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Adam, Tas, and Arthur Tatnall. "School Children with Learning Disabilities." International Journal of Actor-Network Theory and Technological Innovation 4, no. 2 (April 2012): 10–24. http://dx.doi.org/10.4018/jantti.2012040102.

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This article presents a report on an investigation into the use of Information and Communications Technologies (ICT) to aid in the education of students with Learning Disabilities. The study was framed by the use of actor-network theory. The term ‘Learning Difficulties’ (sometimes also referred to as Special Needs) is used in reference to a large heterogeneous group of students who are seen to have significant difficulties in the acquisition of literacy and numeracy skills and need extra assistance with schooling. Another more specific term is ‘Learning Disabilities’ that refers to the sub-set of students who constitute a small sub-group that exhibit severe and unexplained problems. The reported study involved case studies and participant observation of the use of ICT in two outer suburban Special Schools in Melbourne, and an investigation of the role and impact of Education Department policies on these school environments. Research at the two Special Schools revealed that use of ICT can have a very beneficial impact on these students by improving their self-esteem and facilitating their acquisition of useful life skills.

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Foreman, Phil. "Services for Children with Down Syndrome." Australasian Journal of Special Education 18, no. 1 (1994): 37–46. http://dx.doi.org/10.1017/s1030011200023046.

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Parents of 221 school-aged children with Down syndrome completed a questionnaire about their experiences with service-providers from the time of diagnosis of their child’s disability. These experiences were compared with those of 782 parents of children with moderate or severe intellectual disability, with disabilities other than Down syndrome. Down syndrome was the earliest diagnosed disability, the average age of suspicion being two weeks and of diagnosis four weeks. Two-thirds of the children with Down syndrome had at least one additional disability, some having up to four additional disabilities. Some differences were apparent between older and younger children in the sample. Parents of younger children with Down syndrome were less likely to report inaccurate predictions about their child’s health and development. Children with Down syndrome were significantly more likely than children with other disabilities to be receiving speech therapy and significantly less likely to be receiving occupational therapy or physiotherapy. Parents of younger children with Down syndrome were more likely than parents of older children with Down syndrome or of children with other disabilities to regard an integrated school placement as ideal for their child, and their children were more likely to be in integrated settings.

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Peele, Muchinka Mbewe, Cindy Gill, and Sarah Wainscott. "Progress in Education of Children With Disabilities in Zambia." Perspectives of the ASHA Special Interest Groups 5, no. 6 (December 17, 2020): 1820–27. http://dx.doi.org/10.1044/2020_persp-20-00034.

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Purpose The purpose of this review article is to review the progress made in the treatment and education of persons with disabilities in Zambia, to identify barriers that have hindered change and initiatives that have facilitated positive changes in Zambia, and to highlight the initial steps toward the establishment of the profession of speech-language pathology in Zambia. Conclusions There have been remarkable strides in the education of children with disabilities and the establishment of support for persons with disabilities since the Republic of Zambia became an independent nation in 1964. Zambia's limited resources, understanding of disabilities, and cultural and social barriers have hampered efforts to provide special services to children. Despite these challenges, many policies have been adopted and laws passed to protect the rights of those with disabilities, including access to quality equitable and inclusive education programs. Though implementation of the stated ideals has been difficult, and poverty continues in many areas, preparation of special education teachers and inclusion practices has improved. One vital service for children with disabilities, speech/language therapy, remains outside the new provisions. Speech therapy is not currently provided in the schools and is rarely available elsewhere. Though there are currently no Zambian college or university preparation programs for speech therapists, plans to bring speech pathology to Zambia are underway.

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

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

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Tomić, Ivana, and Milena Nikolić. "Attitudes of parents of typically developing children towards the inclusion of children with disabilities." Specijalna edukacija i rehabilitacija 20, no. 2 (2021): 65–78. http://dx.doi.org/10.5937/specedreh20-31843.

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Introduction. Successful implementation of inclusive education, among other things, depends on the attitudes of the participants in the process itself. Although teachers are considered a key factor in the implementation of inclusion, the role of parents should not be neglected. Objective. The main goal of the paper was to examine the attitudes of parents of typically developing children towards the inclusion of children with disabilities, and to examine the impact of gender, level of education, place of residence, and age of the child on parents' attitudes. Parents' opinions on the impact of the type of developmental disabilities on their children's education were also examined. Methods. The research sample consisted of 293 parents of typically developing children from the territory of Bosnia and Herzegovina. Parents' attitudes were examined by the Survey of Parents' Attitudes towards Inclusion (SPATI). Results. Parents of typically developing children expressed positive attitudes towards the inclusion of children with disabilities. Their attitudes were not affected by gender, level of education, place of residence, and age of the child. They expressed the most positive attitude towards the inclusion of children with sensory impairments (hearing, vision) and children with moderate or mild intellectual disabilities, while their attitude towards the inclusion of children with severe developmental disabilities (autism, severe intellectual disabilities) was less positive. Conclusion. The results of the research indicate the need for further research on this issue and planning of appropriate programs aimed at developing positive attitudes towards inclusive education of students with all kinds of disabilities.

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Babikian, Victoria. "Fulfilling A Need In Armenia: The Creation Of The Occupational Therapy Guidebook For Inclusion." Armenian Journal of Special Education 1, no. 1 (February 22, 2020): 118–26. http://dx.doi.org/10.24234/se.2020.1.1.160.

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In Armenia children with disabilities are often stigmatized and separated from the community. Some are sent to institutions or orphanages, some are hidden in the home, and others are hastily placed into schools and ignored in classrooms. However, Armenia is moving towards a more inclusive society. Victoria Armineh Babikian volunteered with Children of Armenia Charitable Fund (COAF) in 2017; she was their first ever Occupational Therapist. She introduced a different perspective- providing holistic care by addressing self-care needs and enhancing physical, cognitive, and sensory skills for children with intellectual and developmental disabilities. Upon completion of her volunteer experience, Babikian needed a sustainable approach to continue increasing knowledge on the care of children with disabilities. Therefore, she compiled the Occupational Therapy Guidebook to Inclusion, an 80-page manual that provides clear information about common diagnoses, simple exercises, and functional activities using homemade tools to enhance strength, coordination, cognitive processing, sensory regulation, and behavior among children with disabilities. This guidebook will be published and distributed throughout Armenia. The purpose of the Occupational Therapy Guidebook to Inclusion is to enhance disability resources for every region of Armenia, especially within rural communities.

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Semrud-Clikeman, Margaret, and Kimberly Glass. "Comprehension of humor in children with nonverbal learning disabilities, reading disabilities, and without learning disabilities." Annals of Dyslexia 58, no. 2 (August 26, 2008): 163–80. http://dx.doi.org/10.1007/s11881-008-0016-3.

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Taylor, Donald M. "Learning From Parents of Children With Disabilities." Journal of Music Teacher Education 26, no. 2 (July 24, 2016): 64–76. http://dx.doi.org/10.1177/1057083716638489.

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The purpose of this intrinsic case study was to examine the impact that interactions with parents of children with disabilities might have on 10 graduate students (6 men and 4 women) between the ages of 22 and 32 years ( M = 26.7 years, SD = 3.5) enrolled in a 3-week intensive music education course. Participants attended the course, 5 days a week, 3 hours a day for a total of 13 class sessions, followed by a final examination. In addition to class discussions based on assigned readings, each day included a presentation from a parent of a child with a disability. Data were generated from daily focus group interviews, daily journal submissions, and individual interviews. Throughout the course, students demonstrated a learning process that progressed from sympathetic concern to empathic understanding.

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Thomas, Stephen B., and Constance Hawke. "Health-Care Services for Children with Disabilities." Journal of Special Education 32, no. 4 (January 1999): 226–37. http://dx.doi.org/10.1177/002246699903200403.

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Abdelhameed, Hala. "The development and provision of educational services for children with intellectual disabilities in Egypt." Revista Brasileira de Educação Especial 16, no. 1 (April 2010): 3–18. http://dx.doi.org/10.1590/s1413-65382010000100002.

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This paper aims to provide an overview of the development and provision of educational services for children with intellectual disabilities in Egypt. Intellectual disability is a significant sub-average general intellectual functioning existing concurrently with deficits in adaptive behaviour and manifested during the developmental period. The education of children with intellectual disabilities is a right endowed and authorised by the Egyptian government. The Ministry of Education in Egypt is keen to provide those children who have intellectual disabilities, along with other children with special needs, with an appropriate education that addresses their needs and allows them to live in society using their full potential, as typically developing children. Observations and interviews were carried out to collect further information about the educational services the children with intellectual disabilities receive in Egypt. The findings of this study indicated that, despite the efforts exerted by the Ministry of Education, to provide advanced and new services for children with intellectual disabilities, the provision may still need improvements. A series of recommendations was suggested to improve the services that children with intellectual disabilities receive in Egypt.

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Evans, David. "Children with Disabilities (4th ed.) M. Batshaw (1997)." Australasian Journal of Special Education 21, no. 2 (January 1997): 124. http://dx.doi.org/10.1017/s1030011200023915.

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hoang Thi, Nga. "Climate change education for children with disabilities toward sustainable develoment." Journal of Science Educational Science 66, no. 4AB (October 2021): 180–90. http://dx.doi.org/10.18173/2354-1075.2021-0072.

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The article presents the interrelationship between climate change and sustainable development, thereby showing the importance of climate change education for children including children with disabilities to the sustainable development of each country in particular and globally. At the same time, through studying the orientation of climate change education for children in general and the characteristics, abilities and special needs of children with disabilities, the article proposes basic adjustment orientations in climate change education for children with disabilities.

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Buren, Molly K., Kristina Rios, and Meghan M. Burke. "Advocacy Experiences Among Rural Parents of Children With Disabilities." Rural Special Education Quarterly 41, no. 1 (December 10, 2021): 12–24. http://dx.doi.org/10.1177/87568705211049337.

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Parent advocacy is an essential component to help children with disabilities receive appropriate school services. However, there are limited studies about parent advocacy for children with disabilities living in rural areas. To address this issue, semistructured interviews were conducted with 12 parents of children with disabilities. The purpose of the study was to identify and define unique barriers to and facilitators of advocacy among families of children with disabilities living in rural areas. Constant comparative analysis was used to analyze the interview data. The findings suggest that families living in rural areas lack the necessary resources to advocate successfully for their children with disabilities. Notably, participants expressed that advocating and maintaining relationships with school personnel took an emotional toll. Participants also reported that relationships with school personnel outside of school affected their experiences with advocacy. Implications for research and practice are discussed.

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Tonegawa, Yoshiko. "Contextualization of Inclusive Education: Education for Children with Disabilities in Myanmar." International Journal of Instruction 15, no. 1 (January 1, 2022): 365–80. http://dx.doi.org/10.29333/iji.2022.15121a.

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Jablan, Branka, Jasmina Kovacevic, and Milja Vujacic. "Peculiarities of mathematics instruction for beginners for children with disabilities in regular primary schools." Zbornik Instituta za pedagoska istrazivanja 42, no. 1 (2010): 165–84. http://dx.doi.org/10.2298/zipi1001165j.

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The paper studies the issue of education of visually impaired children, hearing impaired children and children with intellectual disabilities in regular primary schools in the context of mathematics instruction for beginners. The authors state the basic characteristics of mathematics instruction for beginners with respect to the contents studied in the first four grades of primary school, as well as the key problems and educational needs of visually impaired children, hearing impaired children and children with intellectual disabilities. The basic characteristics of inclusive education and the key role of teacher in this process are pointed out. Starting from the developmental peculiarities of children with disabilities, the authors emphasize the importance of applying an individualized approach in teaching mathematics. Possible didactic and methodical solutions are discussed, as well as different approaches in teaching this subject that can facilitate learning of mathematical contents to visually impaired children, hearing impaired children and children with intellectual disabilities. Bearing in mind the peculiarities of inclusive education, i.e. the need for the children with disabilities to participate in common activities with the other children in the class, the authors emphasize the importance of encouraging interaction and communication among children in the process of learning mathematical contents.

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Antony, Pavan John. "Special Education History, Current Status and Future: India." Journal of International Special Needs Education 16, no. 1 (March 1, 2013): 5–16. http://dx.doi.org/10.9782/2159-4341-16.1.5.

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Education of all children in public schools, including those with disabilities, continues to be an unresolved issue in many countries around the globe. While education of all children is mandated by law and considered a basic human right in many countries, the current status of implementation varies. India, for example, is an ancient country that adopted several laws and policies for its citizens with disabilities after gaining independence from British rule. Today, India legally requires the education of all children in schools; however, despite this, millions of children with disabilities continue to remain out of school or receive little or no education. This paper discusses the special education history, legal system, current status and future for people with disabilities in India.

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Freeman, Stephanny F. N., and Connie Kasari. "Friendships in Children with Developmental Disabilities." Early Education & Development 9, no. 4 (October 1998): 341–55. http://dx.doi.org/10.1207/s15566935eed0904_2.

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Muhaidat, Mohammad, Ali M. Alodat, and Qais I. Almeqdad. "Inclusive Education Practices for Refugee Children with Disabilities in Jordanian Schools." International Journal of Early Childhood Special Education 12, no. 2 (December 31, 2020): 147–53. http://dx.doi.org/10.9756/int-jecse/v12i2.201066.

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Jordanian schools have hosted thousands of Syrian refugees in the last decade. This qualitative study aimed to identify inclusive education practices used with Syrian refugee children with disabilities in Jordanian schools. Ten schools were evaluated using observation and data analysis methods and semi-structured interviews with four teachers and five refugee children with disabilities' parents. This study's results revealed that Jordanian schools lack the minimum inclusive education standards for refugee children with disabilities regarding legislation, accessibility, modifications, and accommodations. Four themes have emerged from the data, observations, and interviews' analysis that represent the main challenges facing the inclusive education practices in refugee children with disabilities schools. These themes were: schools' capacity, financial limitations, program availability, and teachers' qualifications. Finally, a set of recommendations and suggestions to enhance the best practices of inclusive education for refugee children with disabilities were provided.

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Afanasyeva, Yulia, Margarita Bratkova, Diana Galoyan, Svetlana Rzanova, and Lucia Bombieri. "Examining the optimal mixed system of inclusive education." World Journal on Educational Technology: Current Issues 14, no. 6 (November 28, 2022): 1832–44. http://dx.doi.org/10.18844/wjet.v14i6.8355.

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The paper examines existing problems of inclusion and ways to overcome them in the context of a blended learning environment. The survey was conducted among 74 students with disabilities (7th and 8th years of study) in several schools in Samara, Russian Federation. The authors revealed a strong satisfaction with the blended learning program, as well as a number of related barriers that prevent children from receiving a secondary education. The recommended activities included: implementation of digital learning for these children, starting from preschool education; improving the ethical and professional skills of teachers who work with students with disabilities; engaging parents in the learning process, etc. The paper can be used as a prototype for the implementation of similar blended learning programs in schools for children with disabilities, as well as in future research on the digitization of inclusive education in Russia. Keywords: barriers, blended learning environment, children with disabilities, disabilities, learning.

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