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Journal articles on the topic 'Children with disabilities – Education – Zimbabwe'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Kett, Maria, and Marcella Deluca. "Transport and Access to Inclusive Education in Mashonaland West Province, Zimbabwe." Social Inclusion 4, no. 3 (June 7, 2016): 61–71. http://dx.doi.org/10.17645/si.v4i3.502.

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Lack of accessible transportation is considered a major barrier to education for children with disabilities—children already far less likely to attend school. While millions of children face challenges with getting to school, including long distances, poor roads, lack of transport and safety issues, these can be compounded for children with disabilities. Yet there is little data from low and middle-income countries on the nature and extent of this exclusion, or on attempted solutions. This paper explores some practical options for improving transport as part of providing inclusive education for children with disabilities in low income countries, as well applying concepts of transport-related social exclusion in such contexts. The paper reviews a project designed to improve sustainable transportation to school for children with disabilities in four districts in Mashonaland West Province, Zimbabwe. The most common solution was three wheel motorbikes (tricycles) with trailers. Whilst not been unproblematic, teachers, parents and the wider communities overwhelmingly agree that they have supported children with disabilities to attend school. Obviously tricycles are not the only component needed for an inclusive education system, but they are a start. The paper also highlights some crucial gaps in current approaches, key among which is the fact the most government departments work in silos. Whilst inclusive education is strongly supported by the Zimbabwean Government, there is a lack of joined up thinking between transport and education ministries. Without stronger collaboration across ministries children with disabilities will continue to experience avoidable barriers and transport-related social exclusion.

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Majoko, Tawanda. "Inclusion of Children With Disabilities in Physical Education in Zimbabwean Primary Schools." SAGE Open 9, no. 1 (January 2019): 215824401882038. http://dx.doi.org/10.1177/2158244018820387.

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Since Zimbabwe adopted inclusion in 1994 in alignment with the world, the number of children with disabilities educated in regular schools has significantly increased. Teachers experience diverse challenges when including children with disabilities in physical education (PE) in regular classrooms. This qualitative study carried out individual interviews, document analysis and nonparticipant observations with 24 Zimbabwean primary school teachers to explore pedagogical practices for including children with disabilities in PE in regular classrooms. A comparative approach of organizing individual interviews, document analysis and observation data with continual adjustment was used throughout the analysis. Although participants had individual and institutional concerns, including inadequate preparation and resources, about the inclusion of children with disabilities in PE in regular classrooms, they had positive dispositions toward it. Knowing individual children, having positive social relationships with children, fostering positive social relationships among children, supporting collaborative structures and cultures, and utilizing adapted instruction facilitated the inclusion of children with disabilities in PE in regular classrooms. Individual and institutional capacity building, including comprehensive preservice and in-service teacher training and the passage and enforcement of specific policies and legislation on inclusion, could enhance the inclusion of children with disabilities in PE in regular classrooms. This study serves as a baseline for future studies on the subject.

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3

N. Tlou, Faith, and Themba Nyoni. "Alignments and Mismatches of Policies on Children with Learning Difficulties/Disabilities to Professional Practice Expectations in Zimbabwe: A Reality Check." American Journal of Educational Research 9, no. 8 (August 5, 2021): 465–71. http://dx.doi.org/10.12691/education-9-8-1.

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4

Chitiyo, Argnue, and Chaidamoyo Goodson Dzenga. "Special and Inclusive Education in Southern Africa." Journal of Special Education Preparation 1, no. 1 (May 19, 2021): 55–66. http://dx.doi.org/10.33043/josep.1.1.55-66.

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Children with special education needs possess unique learning characteristics which may inhibit their effective learning in mainstream, general education classes. Special education practices are therefore designed to address the educational needs of students with disabilities through various strategies including thorough assessments of students’ characteristics, individualized curriculum planning, and provision of essential services and resources to maximize learning. Although there is extensive research on special education in developed countries like the United States of America (USA), literature on its development and practice in Sub Saharan African countries is somewhat scattered and inconclusive. This study reviewed special education policy, special education teacher professional development, and challenges to successful special education practice in five Southern African countries: Zimbabwe, Zambia, Malawi, Botswana, and Namibia. An understanding of special education policy development and challenges is imperative to develop a more successful practice.

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5

Dube, Thulani, Siphilisiwe B. Ncube, Cassius C. Mapuvire, Sibonokuhle Ndlovu, Cornelias Ncube, and Simon Mlotshwa. "Interventions to reduce the exclusion of children with disabilities from education: A Zimbabwean perspective from the field." Cogent Social Sciences 7, no. 1 (January 1, 2021): 1913848. http://dx.doi.org/10.1080/23311886.2021.1913848.

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6

Wolf-Schein, E. G., N. Khan, M. E. Barrett, and J. D. Schein. "Teaching Children with Dual Sensory Disabilities in Zimbabwe." Journal of Visual Impairment & Blindness 89, no. 3 (May 1995): 301–6. http://dx.doi.org/10.1177/0145482x9508900319.

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7

Mukushi, A. T., J. C. Makhubele, and V. Mabvurira. "Cultural and Religious Beliefs and Practices Abusive to Children With Disabilities in Zimbabwe." Global Journal of Health Science 11, no. 7 (June 11, 2019): 103. http://dx.doi.org/10.5539/gjhs.v11n7p103.

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This study sought to explore religious practices and beliefs that violate the rights of children with disabilities in Zimbabwe. The authors employed a qualitative approach in exploring cultural and religious beliefs and practices abusive to children with disabilities. Authors used exploratory-descriptive case study design and purposive sampling in selecting participants. Data collection took place in Dzivarasekwa, a high-density suburb in Harare among children who were receiving rehabilitation services at Harare Hospital and their caregivers. The study established that children with disabilities who come from some apostolic families are disadvantaged, as their parents believe that demonic spirits causes disability. This then leads to heightened levels of discrimination. The study also found out that there are remedial but harmful cultural and religious practices. The study recommends that rigorous awareness raising is needed for communities to support people with disabilities, formation of support groups amongst people with disabilities themselves, introducing holistic interventions that address issues of cultural and religious beliefs and continuous training for frontline workers to keep in touch with current best practices, policies and laws around disabilities.

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8

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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9

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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10

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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11

Chitiyo, Morgan. "Challenges Affecting the Education of Children in Zimbabwe." Childhood Education 90, no. 6 (November 2, 2014): 414–17. http://dx.doi.org/10.1080/00094056.2014.982971.

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12

Muridzo, Noel Garikai, Victor Chikadzi, and Edwell Kaseke. "Challenges Encountered by Children with Disabilities Accessing Child Sexual Abuse Interventions in Zimbabwe." Journal of Human Rights and Social Work 3, no. 4 (August 23, 2018): 191–201. http://dx.doi.org/10.1007/s41134-018-0068-1.

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13

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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14

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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15

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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16

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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17

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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18

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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19

Lund, P. M. "Health and education of children with albinism in Zimbabwe." Health Education Research 16, no. 1 (February 1, 2001): 1–7. http://dx.doi.org/10.1093/her/16.1.1.

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20

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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21

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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22

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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23

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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24

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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25

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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26

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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27

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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28

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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29

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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30

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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31

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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32

Charema, John. "Inclusion of primary school children with hearing impairments in Zimbabwe." Africa Education Review 7, no. 1 (June 2010): 85–106. http://dx.doi.org/10.1080/18146627.2010.485810.

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33

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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34

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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35

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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36

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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37

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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38

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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39

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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40

Musengi, M., A. Ndofirepi, and A. Shumba. "Rethinking Education of Deaf Children in Zimbabwe: Challenges and Opportunities for Teacher Education." Journal of Deaf Studies and Deaf Education 18, no. 1 (October 29, 2012): 62–74. http://dx.doi.org/10.1093/deafed/ens037.

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41

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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42

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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43

Abbeduto, Leonard, Donna Boudreau, Judith Anne Calhoon, Liza Conyers, Linda Hesketh, Gael Orsmond, and Lynn Santelmann. "Children With Disabilities (4th edition)." American Journal on Mental Retardation 104, no. 1 (1999): 96. http://dx.doi.org/10.1352/0895-8017(1999)104<0096:b>2.0.co;2.

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44

Foorman, Barbara R., David J. Francis, Debbie Winikates, Paras Mehta, Christopher Schatschneider, and Jack M. Fletcher. "Early Interventions for Children With Reading Disabilities." Scientific Studies of Reading 1, no. 3 (July 1997): 255–76. http://dx.doi.org/10.1207/s1532799xssr0103_5.

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45

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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46

김한나 and Eun-Hee Jeong. "Research Trends on Parent Education of Children with Disabilities." Journal of Special Children Education 15, no. 3 (September 2013): 381–407. http://dx.doi.org/10.21075/kacsn.2013.15.3.381.

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47

Pressé, Cindy, Martin E. Block, Mel Horton, and William J. Harvey. "Adapting the Sport Education Model for Children with Disabilities." Journal of Physical Education, Recreation & Dance 82, no. 3 (March 2011): 32–39. http://dx.doi.org/10.1080/07303084.2011.10598595.

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48

Roth, Kristi, and Luis Columna. "Physical Education for Children with Disabilities in Segregated Classes." Journal of Physical Education, Recreation & Dance 83, no. 5 (May 2012): 3–56. http://dx.doi.org/10.1080/07303084.2012.10598768.

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49

Lytle, Rebecca. "Physical Education for Children With Moderate to Severe Disabilities." Adapted Physical Activity Quarterly 35, no. 2 (April 1, 2018): 243–44. http://dx.doi.org/10.1123/apaq.2017-0199.

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50

Hickling, Amy. "Education and therapy needs of children with multiple disabilities." British Journal of Therapy and Rehabilitation 7, no. 8 (August 2000): 334–38. http://dx.doi.org/10.12968/bjtr.2000.7.8.13859.

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