Relevant bibliographies by topics / Children with mental disabilities – Education

Academic literature on the topic 'Children with mental disabilities – Education'

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Published: 4 June 2021
Last updated: 29 July 2024

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Journal articles on the topic "Children with mental disabilities – Education"

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Diana, Shelly. "Strategi penanganan kesehatan mental anak penyandang disabilitas di Sekolah Al-Kaustar Jakarta Timur." Jurnal Integrasi dan Harmoni Inovatif Ilmu-Ilmu Sosial (JIHI3S) 1, no. 12 (December 2, 2021): 1332–43. http://dx.doi.org/10.17977/um063v1i12p1332-1343.

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People with disabilities have the same rights and obligations as citizens, but in everyday life, people with disabilities still experience discrimination. This is evidenced in statistical data on the education of children with disabilities, as many as 13.5 percent of people with disabilities have never been to school and 9.58 percent have stopped going to school. One of the factors that cause children to drop out of school is discriminatory behavior from their friends and online education which affects the mental health of the child. Therefore, researchers conducted a study on the mental health of children with disabilities at Al-Kaustar School, East Jakarta. This research with a qualitative approach aims to describe the efforts of teachers in maintaining the mental health of children with disabilities in order to increase their interest in learning, especially during a pandemic like today. The research methods that will be used include literature studies and interviews with teachers at the Al-Kaustar School. The results of the study implement that although there are special schools for people with disabilities and teachers who have high knowledge, it is still the mental health of children with disabilities that is the main key to their interest in learning. Penyandang disabilitas memiliki hak dan kewajiban yang sama dengan warga negara, tetapi dalam kehidupan sehari-hari, penyandang disabilitas masih mengalami diskriminasi. Hal ini dibuktikan dalam data statistik pendidikan anak penyandang disabilitas, sebanyak 13,5 persen penyandang disabilitas belum pernah sekolah dan 9,58 persen berhenti sekolah. Salah satu faktor yang menyebabkan anak-anak putus sekolah adalah perilaku diskriminasi dari teman-teman sekitarnya dan pendidikan secara online yang memengaruhi kesehatan mental anak tersebut. Oleh karena itu, peneliti melakukan penelitian mengenai penanganan kesehatan mental anak penyandang disabilitas di Sekolah Al-Kaustar, Jakarta Timur. Penelitian dengan pendekatan kualitatif ini bertujuan untuk mendeskripsikan upaya guru dalam menjaga kesehatan mental anak penyandang disabilitas guna meningkatkan minat belajar mereka, terutama di saat pandemi seperti saat ini. Metode penelitian yang akan digunakan meliputi studi literatur dan wawancara terhadap guru di Sekolah Al-Kaustar. Hasil kajian mengimplementasikan bahwa meskipun sudah ada sekolah khusus untuk penyandang disabilitas dan guru yang memiliki ilmu yang tinggi, tetap saja kesehatan mental anak penyandang disabilitas yang menjadi kunci utama minat mereka untuk belajar.
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Chernenko, T., R. Novhorodskyi, and N. Chwedoruk. "CHILDREN WITH MENTAL DISABILITIES IN THE POLISH EDUCATION SYSTEM." Research Notes, no. 223 (July 1, 2020): 121–32. http://dx.doi.org/10.31654/2663-4902-2020-pp-2-121-132.

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Resti, Amelia, and Yohannes Firzal. "PENERAPAN PRINSIP DESAIN RICHARD MEIER PADA PEKANBARU DEVELOPMENTAL CHILDREN OF DISABILITY." Vitruvian Jurnal Arsitektur Bangunan dan Lingkungan 9, no. 3 (June 29, 2020): 121. http://dx.doi.org/10.22441/vitruvian.2020.v9i3.001.

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ABSTRAKPekanbaru sebagai Ibu Kota dari Provinsi Riau belum adanya fasilitas yang mampu memberikan pelayan secara lengkap terhadap anak penyandang disabilitas berupa pendidikan non formal dan terapi. Hal ini juga tertera dalam UUD No 4 Th 2007 bahwa anak disabilitas belum optimal dalam pemperoleh pelayanan yang dibutuhkan kerena kemudahan aksesibilitas belum dapat dipenuhi. Tujuan dari perancangan Pekanbaru developmental children of disability ini mampu memberikan fasilitas dan layanan pendidikan nonformal serta terapi yang dibutuhkan oleh anak penyandang disabilitas baik secara fisik maupun mental, serta dengan penerapan prinsip desain Richard Meier dapat memberikan pengaruh dan dampak pisikologi yang baik bagi anak disabilitas. Jurnal ini membahas tentang karakter anak disabilitas, jenis edukasi dan terapi yang dibutuhkan anak disabilitas serta cara penanganan anak disabilitas, serta hubungan fungsi terhadap tema perancangan. Manfaat pada perancangan pekanbaru developmental children of disability bahwa adanya wadah yang mampu memberikan fasilitas dan mewadahi kebutuhan yang beragam oleh anak penyandang disabilitas, dengan menggunakan prinsip desain Richard Meier dapat mempermudah aktivitas anak disabilitas berada di bangunan. Metode penelitian yang digunakan berupa pengamatan, wawancara dan data literatur. Pekanbaru developmental children of disability ini muncul sebagai jawaban ketidak setaraan kesempatan yang terjadi pada anak penyandang disabilitas. Pada perancangan ini terdiri dari fasilitas pendidikan nonformal berupa edukasi, pelatihan dan penampilan, seta terapi yang dibutuhan anak disabilitas yang terdiri dari indoor dan outdoor yang berupa healing garden. Dengan menerapkan karakter desain Richard Meier serta penerapan standar khusus yang dibutuhkan oleh anak penyandang disabilitas yang mampu memberikan kenyamanan rancangan terhadap pengguna. Pada perancangan ini merapkan konsep friendly interacation yang didapatkan dari keterkaitan fungsi serta tema pada rancangan. ABSTRACTThe basics Pekanbaru as the capital of Riau Province has no facilities that can provide a complete service to children with disabilities in the form of non-formal education and therapy. This is also stated in the Constitution No. 4 of 2007 that children with disabilities have not been optimal in obtaining the services needed because the accessibility has not been fulfilled. The purpose of designing Pekanbaru developmental is able to provide non-formal education facilities and services and therapies needed by children with disabilities both physically and mentally, and with the application of Richard Meier design principles can provide a good psychological impact and impact on children with disabilities. This journal discusses the character of children with disabilities, the types of education and therapy children with disabilities and how to handle children with disabilities, and the relationship of functions to the design theme. The benefit of the design of the developmental children of disability week is that a container that is able to provide facilities and accommodate the diverse children with disabilities, using Richard Meier's design principles can facilitate the activities of children with disabilities in buildings. The research method used in the form of observations, interviews, and literature data. Pekanbaru developmental emerged as an answer to the inequality of opportunity that occurs in children with disabilities. this design consists of non-formal education facilities in the form of education, training, and appearance, and therapy needs of children with disabilities consisting of indoor and outdoor in the form of a healing garden. Character design of Richard Meier and the application of special standards required by children with disabilities who are able to provide design comfort to the user. this design apply the concept of friendly interaction obtained from the interrelation of functions and themes in the design.
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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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Allington-Smith, Pru. "Mental health of children with learning disabilities†." Advances in Psychiatric Treatment 12, no. 2 (March 2006): 130–38. http://dx.doi.org/10.1192/apt.12.2.130.

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Children and adolescents with learning disabilities have high rates of mental health problems and behavioural difficulties. Comorbid disorders such as epilepsy, autism and attention-deficit hyperactivity disorder are common. Despite this, many areas in the UK are failing to provide a psychiatric service for these young people and their families. The children suffer as a result and may have to move away from home unnecessarily, at enormous emotional and financial cost. Each area should have a specialised multidisciplinary health team working closely with colleagues from education and social services to assist these complex children and give them the best chance to fulfil their potential.
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Shubochkina, Evgenyia I., and Evgenyia M. Ibragimova. "Actual medical and social problems of education and vocational training for children with intellectual disorders." Hygiene and sanitation 101, no. 11 (November 30, 2022): 1379–85. http://dx.doi.org/10.47470/0016-9900-2022-101-11-1379-1385.

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The Fifty-eighth World Health Assembly, having considered the report on disability, provides for “the need to invest in health and rehabilitation services necessary to ensure equality of opportunity and a good quality of life for people with disabilities.” The Convention on the Rights of the Child and the Law on Education of the Russian Federation include the possibility of obtaining education, vocational guidance and vocational training for persons with disabilities. Objective is to assess the medical and social problems of adaptation of children with intellectual disabilities in educational institutions, vocational guidance for choosing the appropriate profession, training and employment. Review of current data on the problems of education and health care of children with mental retardation, their professional orientation, vocational training. Assessment of the modern regulatory framework for teaching children and adolescents with disabilities. The search for information was carried out using the eLibrary information portals.RU, PUBMED, Web of Science and Scopus. It is shown that there are problems of attracting adolescents with mental retardation in the management of vocational education, where the number of students remains minimal. New regulatory documents are presented, which define the conditions and training loads for persons with disabilities in educational institutions. The necessity of improving the quality of medical, psychological and pedagogical support of students with disabilities with the involvement of doctors of the appropriate profile has been established. The development of the material and technical base for the upbringing, training and rehabilitation of children with mental retardation is shown. The problems with the readiness of teachers to work with children with disabilities in the implementation of the State program “Accessible Environment” are noted. The “Concept of the development of education of children with disabilities”, developed by teachers-defectologists, is considered. The modern regulatory framework for vocational training and employment of persons with disabilities is presented. Conclusion. The results of the review are aimed at identifying problems with professional orientation and training of adolescents with mental retardation. They can be useful for specialists dealing with such children and adolescents.
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Prokopenko, Anastasia Viktorovna, and Alla Anatolyevna Gontar. "Socio-psychological adaptation of children with mental disabilities by means of orph-pedagogy." KANT 40, no. 3 (March 2021): 272–79. http://dx.doi.org/10.24923/2222-243x.2021-40.52.

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The article outlines the problem of social and psychological adaptation of children with mental disabilities in institutions of additional education (on the example of music education) as a consequence of the predominance of the informative-logical approach in pedagogy, which is poorly combined with the principles of inclusion. The purpose of the study is to offer, as an alternative, an introduction to academic education of K. Orff's pedagogical principles. The article discusses their key features and benefits. The scientific novelty lies in the fact that in domestic education the issue of using spelling techniques for the socio-psychological adaptation of children with disabilities is raised for the first time. The study revealed: a contradiction between the legal framework that guarantees inclusion for children with mental disabilities and difficulties on the part of educational organizations that provide it; the advantages of the humanistic approach, one of which is the pedagogical concept of Karl Orff; the possibility of using spelling techniques in the socio-psychological adaptation of children with mental disabilities.
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Voloshina, Lyudmila N., and Karina E. Panasenko. "Preparedness of senior preschool children with mental retardation to learn ball games." Perspectives of Science and Education 60, no. 6 (January 1, 2022): 304–18. http://dx.doi.org/10.32744/pse.2022.6.17.

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Introduction. Ball games, being a unique motor activity, combine the opportunities for favourable psychomotor, social and personal development of children. According to World Health Organisation experts, the value of ball games as a means and form of physical activity lies in the fact that they improve cognitive abilities and physical fitness of children with intellectual disabilities and hyperkinetic behaviour / hyperactivity syndrome. However, in order to achieve effective results in teaching ball games to children with disabilities, their level of physical fitness and functional abilities needs to be taken into account. The aim of the study was to examine and assess the level of readiness of senior preschool children with mental retardation to learn ball games, with further comparison of the findings with survey results in respect of children without developmental disabilities. Materials and methods. The research involved two groups of senior preschool children attending preschool institutions of Belgorod (Russian Federation). The diagnostic ball game exercises recommended in the programme “Play to your heart’s content”, as well as the methods of mathematical statistics (Student’s t-test), were used. Results. Talking of preschool children’s readiness to master ball games, we mean a well-formed orientative framework of motor actions with a ball in the form of knowledge and ideas about the motor task, mastering the ways to effectuate these actions, motivation towards achieving the result. The obtained data confirmed that children with mental retardation have insufficient readiness to master ball games and exercises. The optimal and average level of readiness to master ball games and exercises is recorded in 54.83% of children with mental retardation and in 80.64% of children without developmental disabilities. A total of 45.16% of children with mental retardation and 19.35% of children without developmental disabilities have problems of visuomotor coordination, attention development, low control and regulation of own actions, low level of coordinating a motor act with external environment. The processing of the obtained results shows statistical reliability of differences (p<0.05) in average indicator values (score) in game exercise performance within the modules “Football” and “Basketball” between children with mental retardation and children without developmental disabilities. Conclusion. The data obtained on the level of readiness of preschool children with mental retardation to master ball games testify to the need to identify due goals and content of individual assignments towards overcoming existing problems, the feasibility of organising child-adult interaction aimed at conveying and mastering motor experience.
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Khomsiyatun, Umi. "KONSTRUKSI POLA PEMBELAJARAN BAGI GURU PADA ANAK-ANAK DIFABEL DAN DISABILITAS BERBASIS PENDIDIKAN PARENTIING." ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal 6, no. 2 (December 12, 2018): 217. http://dx.doi.org/10.21043/thufula.v6i2.4043.

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<p><strong>Abstract: <em>CONSTRUCTION OF LEARNING PATTERNS FOR TEACHERS IN DIFABLES AND PARENTIING EDUCATION-BASED CHILDREN. </em></strong><em>Children basically have the same rights. The right to grow, develop, get proper education, and other rights No exception with imperfect children. Both seen from the physical and mental. In this study discussed about learning patterns for teachers for children with disabilities and disabilities. The method in this study is to use analysis descriptions. This type of research is library research with a qualitative approach. Data collection techniques in this study are library research and documentation. Data analysis techniques in this study used descriptive analysis of the construction of parenting education in children with disabilities and disabilities. So that they get a description of how the construction of parenting education for children with disabilities and sisability. From the results of this study it can be seen that the construction or pattern of parenting education for educators for children with disabilities and disabilities is four. First, large group meetings, parent conferences, parent support groups, and home visits.<strong></strong></em></p><p> </p><p><strong>ABSTRAK: </strong><em>Anak pada hakikatnya mempunyai hak yang sama. Hak untuk tumbuh, berkembang, mendapat pendidikan yang layak, dan hak-hak lainnya tidak terkecuali dengan anak-anak tidak sempurna. Baik yang dilihat dari fisik maupun mental. Dalam penelitian ini membahas mengenai konstruksi pola pembelajaran bagi guru untuk anak-anak difabel dan disabilitas. Metode yang digunakan dalam penelitian ini adalah menggunakan deskripsi analisis. Jenis penelitian ini adalah penelitian kepustakaan (Library research) dengan pendekatan kualitatif. Teknik pengumpulan data pada penelitian ini adalah studi pustaka (library research) dan dokumentasi. Teknik analisis data pada penelitian ini menggunakan analisis deskriptif tentang konstruksi pendidikan parenting pada anak difabel dan disabilita. Sehingga mendapatkan suatu pendeskripsian mengenai bagaimana konstruksi pendidikan parenting untuk anak difabel dan sisabilitas. Dari hasil kajian ini dapat diketahui kontruksi atau pola pendidikan parenting bagi pendidik untuk anak yang difabel dan disabilitas yaitu ada empat. Pertama, large groups meetings, parent conferences, parent supprots groups, dan home visit.</em><strong></strong></p>
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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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Dissertations / Theses on the topic "Children with mental disabilities – Education"

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Lee, Mo-ling. "Effects of a matrix training procedure on the teaching of instruction-following to moderately mentally handicapped children." Click to view the E-thesis via HKUTO, 1990. http://sunzi.lib.hku.hk/HKUTO/record/B38626846.

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Hall, Jeanna Kay. "All God's children an inclusive Sunday school program for children with mental disabilities /." Theological Research Exchange Network (TREN), 2005. http://www.tren.com/search.cfm?p062-0252.

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Anderson, Kecia C. "Parent/guardian attitudes toward mainstreaming children with severe mental disabilities." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998andersonk.pdf.

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Chung, See-lung. "The school effectiveness of a special school for moderately mentally handicapped children in Hong Kong : curriculum area /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21304087.

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Wicks, Keren. ""Teaching the art of living" : the development of special education services in South Australia, 1915-1975 /." Title page, table of contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09PH/09phw6367.pdf.

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Li, Ping-ying Eria. "Self-determination of young adults with mild mental handicap : implications for education and vocational preparation /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21451291.

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Smith, Patricia Gallagher. "Classroom behaviors, academic achievement, and self-, teacher, and parent perceptions of elementary SBH and SLD children /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu148726460321664.

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Stephenson, J. R., of Western Sydney Nepean University, and Faculty of Education. "Acquisition of graphic symbol use by students with severe intellectual disability." THESIS_FE_XXX_Stephenson_J.xml, 1996. http://handle.uws.edu.au:8081/1959.7/180.

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Drawing from developmental and behaviourist perspectives, a theoretical base is described for designing intervention and assessment strategies to teach and monitor picto-graphic symbol use for augmentative and alternative communication (AAC). These strategies were investigated with students with severe intellectual disability. An intervention strategy was developed that presented symbol use, symbol discrimination and symbol-object relationships as a skill cluster in a functional context. The effects of the intervention were examined through a multiple baseline across settings research design. The study explored the problem of generalisation of symbol use by examining generalisation from use in choice-making to use in labeling, and to symbol comprehension. The results provide a limited validation of naturalistic intervention strategies to teach AAC use to this particular population. They suggest that naturalistic teaching strategies have potential to be used successfully with students from the population of interest to teach both functional use of a communication board displaying picto-graphic symbols and more generalised symbol skills.
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Mui, Chak-pong Michael. "Effectiveness of small group instruction for children with severe mental handicap." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14042794.

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鍾國棟 and Kwok-tung Michael Chung. "The effects of extrinsic reinforcement on extrinsic motivation amongstmildly mentally handicapped children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956385.

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Books on the topic "Children with mental disabilities – Education"

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Council for Exceptional Children. Division on Developmental Disabilities. Education and training in developmental disabilities. Arlington, VA: Council for Exceptional Children, Division on Developmental Disabilities, 2003.

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Council for Exceptional Children. Division on Mental Retardation and Developmental Disabilities. Education and training in mental retardation and developmental disabilities. Reston, VA: Council for Exceptional Children, Division on Mental Retardation and Developmental Disabilities, 1994.

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Craven, Rhonda G. Inclusive education for students with intellectual disabilities. Charlotte, North Carolina: Information Age Publishing, Inc., 2015.

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Yakovleva, Irina, Margarita Bratkova, Ol'ga Karanevskaya, Oksana Titova, Yuliya Afanas'eva, Alla Zakrepina, and Svetlana Kondrat'eva. Pedagogy and psychology of children with mental retardation (intellectual disabilities). ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1733143.

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The textbook presents the issues of diagnosis of intellectual disabilities, features of development and theoretical foundations of education, upbringing of children with intellectual disabilities. Special sections deal with the issues of pedagogical work with students with severe intellectual disabilities. Meets the requirements of the federal state educational standards of higher education of the latest generation. For students of higher educational institutions studying in the areas of training "Special (defectological) education", "Psychological and pedagogical education" and "Pedagogical education", it can also be used by teachers of both special (correctional) and general education schools working with children with intellectual disabilities.
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Council for Exceptional Children. Division on Mental Retardation. Education and training in mental retardation. Reston, VA: Division on Mental Retardation, Council for Exceptional Children, 1987.

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A, Polloway Edward, ed. Strategies for teaching retarded and special needs learners. 3rd ed. Columbus: C.E. Merrill Pub. Co., 1985.

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Cho, In-su. Chichŏk changaea kyoyuk: Teaching children with intellectual disabilities. 2nd ed. Kyŏngbuk Kyŏngsan-si: Taegu Taehakkyo Ch'ulp'anbu, 2014.

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Miles, Christine. Educación especial para alumnos con deficiencia mental. México, D.F: Editorial Pax México, 1990.

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Council for Exceptional Children. Division on Autism and Developmental Disabilities. Education and training in autism and developmental disabilities. Arlington, Va: Council for Exceptional Children, Division on Autism and Developmental Disabilities, 2010.

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Miles, Christine. Special education for mentally handicapped pupils: A teaching manual. Peshawar, Pakistan: Mental Health Centre, 1990.

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Book chapters on the topic "Children with mental disabilities – Education"

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Barber, Susan. "Inclusive Art Pedagogies for Refugee Children and Youth with Mental Health Disabilities During COVID-19: A Canadian Perspective." In Inclusive Learning and Educational Equity, 159–76. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-10642-2_10.

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Bayat, Mojdeh. "Education of Children With Disabilities." In Teaching Exceptional Children, 3–26. 3rd ed. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003245735-2.

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Bøttcher, Louise, and Jesper Dammeyer. "Mental Health and Children with Disabilities." In Development and Learning of Young Children with Disabilities, 113–29. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39114-4_6.

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Ellis, Antonio L., Lisa Maria Grillo, and Jaquial Durham. "Personnel Preparation in Transition Education." In Transitioning Children with Disabilities, 27–42. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-134-6_3.

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Kohler, Paula, June Gothberg, and Jennifer Coyle. "Using the Taxonomy for Transition Programming 2.0 to Guide Transition Education." In Transitioning Children with Disabilities, 169–82. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-134-6_11.

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Jalongo, Mary Renck, and Lori Breece. "Mitigating Physical and Psychological Disabilities: Service Dogs for Children." In Children, Dogs and Education, 229–49. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77845-7_11.

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Singer, George H. S., Christine Maul, Mian Wang, and Brandy L. Ethridge. "Resilience in Families of Children with Disabilities." In Handbook of Special Education, 793–810. Second Edition. | New York : Routledge, 2017. | “First edition published by Routledge 2011”—T.p. verso.: Routledge, 2017. http://dx.doi.org/10.4324/9781315517698-62.

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Bateman, Barbara D. "Individual Education Programs for Children with Disabilities." In Handbook of Special Education, 87–104. Second Edition. | New York : Routledge, 2017. | “First edition published by Routledge 2011”—T.p. verso.: Routledge, 2017. http://dx.doi.org/10.4324/9781315517698-9.

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Gardner, D. E. M. "Play and Mental Health." In The Education of Young Children, 61–67. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003171010-4.

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Biswal, Ramakrishna, and Pratiksha Satpathy. "Inclusive education for children with developmental disabilities." In Mainstreaming the Marginalised, 13–35. London: Routledge India, 2021. http://dx.doi.org/10.4324/9781003000983-3.

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Conference papers on the topic "Children with mental disabilities – Education"

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Tokmakova, Evgeniia Mikhailovna. "Организация взаимодействия образовательного учреждения и семьи при реализации СИПР." In International Research-to-practice conference. Publishing house Sreda, 2024. http://dx.doi.org/10.31483/r-110603.

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This scientific article covers the topic of education of children with developmental disabilities in Russia. The article emphasizes the importance of equal rights to education for children with disabilities in accordance with legislation and established state policy. Methods and approaches to teaching children with different levels of mental development are discussed, including the creation of individual development programs (SIPR) and the use of various methods for successful learning. The integration of children with autism spectrum disorders (ASD) into the educational space, methods of behavior correction and the importance of interaction between educational institutions and the family for the optimal development of each child are also considered.
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"Medico-social Aspects of a Psychodiagnostic Technique in Stomatologic Education of Children with Disabilities." In Congress on mental health meeting the needs of the XXI century. Gorodets, 2016. http://dx.doi.org/10.22343/mental-health-congress-compendium267-268.

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Kiseleva, Tatyana G., and Aleksandra E. Mataulina. "Peculiarities of communication skills formation in preschoolers with delayed mental development." In Специальное образование: методология, практика, исследования. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-532-0-2021-171-179.

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The article presents the results of a comparative study of communication features in children with delayed mental development and normotypical children. The research methodology is based on the approach of G.M. Andreeva, who distinguished three components in the structure of communication: perception, communication and interaction. Comparison with normotypic peers allowed the authors to highlight the necessary pedagogical conditions for the organization of an inclusive educational space, which ensure the formation of communicative competence of preschoolers with developmental disabilities. To conduct the study, the authors chose diagnostic techniques equally applicable in working with both normotypic children and children with developmental disabilities.
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Smirnova, L. M., S. G. Urazova, F. A. Mindubayeva, L. V. Kovalenko, and N. M. Kharissova. "The experience of organizing inclusive education of children and persons limited health by means of physical culture." In VIII Vserossijskaja konferencija s mezhdunarodnym uchastiem «Mediko-fiziologicheskie problemy jekologii cheloveka». Publishing center of Ulyanovsk State University, 2021. http://dx.doi.org/10.34014/mpphe.2021-183-186.

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The experience of the volunteer movement Kostroma State University´ (KSU) students in the rehabilitation center for the disabled of all ages and categories (RCD) and physical education classes in the Karaganda Medical University (MUK) ´ physical health center is presented. It has been established that in order to adapt children and persons with disabilities (limited health) to social life, it is necessary to involve them in the optimal level of physical activity, which entails the restoration of mental and vegetative functions of the body. There is a need to unite healthy persons and persons with disabilities into one group, as a result of which persons with disabilities acquire a sense of confidence, openness and gullibility towards the people around them and the coaching staff. Key words: healthy lifestyle (HLS), inclusion, adaptive physical education, disabilities, persons with limited health, inclusive competences, quasi-professional activity.
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MAXIMCIUC, Victoria. "The problem of deviant behaviour in people with mental disabilities." In Probleme ale ştiinţelor socioumanistice şi ale modernizării învăţământului. "Ion Creanga" State Pedagogical University, 2022. http://dx.doi.org/10.46728/c.v1.25-03-2022.p156-160.

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This article is aimed at the study of deviant behaviour in children with intellectual disabilities. It is well known that mental disability has a negative impact on the functioning of the emotional-volitional sphere and as a result facilitates the development of behavioural disorders. The lack of self-regulation, the underdevelopment of thinking manifested by the lack of criticism leads to the impossibility of choosing a correct model of relationship with those around us. This research issue is better studied in the psychology of personality, development and education. A theoretical study is shown, the research problem is argued, general and specific objectives are formulated, research tools are described and preliminary results as well as the theoretical-practical significance of the paper.
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Миназова, З. М., and З. З. Магомедова. "Psychological and pedagogical support for parents of a child with disabilities." In Международная научно-практическая конференция «МИРОВАЯ ГЛОБАЛИЗАЦИЯ: ФУНДАМЕНТАЛЬНЫЕ И ПРИКЛАДНЫЕ АСПЕКТЫ». Crossref, 2024. http://dx.doi.org/10.26118/5483.2023.36.59.017.

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В статье рассматривается проблема оказания психолого-педагогической помощи семьям, переживающим длительную психотравмирующую ситуацию в связи с ограничением здоровья ребенка, что сказывается и на его психическом развитии. На примере изучения опыта психолого-педагогического сопровождения инклюзивного образования отдельно взятого образовательного учреждения (гимназии) описывается поэтапная работа педагога-психолога с родителями детей с ОВЗ. Содержание деятельности на диагностическом этапе позволяет определить вектор психологической помощи родителям. На этапе информационной поддержки родителей вооружают необходимыми знаниями об инклюзивном образовании. Логическим продолжением данного этапа является просветительский этап, направленный на просвещение родителей по вопросам особенностей развития детей с ограниченными возможностями здоровья. На следующем этапе родителей привлекают к активному участию в мероприятиях образовательного учреждения. Основной целью практического этапа является вовлечение «особых» детей в мероприятия класса, школы, республики. На аналитическом этапе подводятся итоги, проводится глубокий анализ достигнутого и планируется предстоящая работа в направлении реализации задач инклюзивного образования. The article deals with the problem of providing psychological and pedagogical assistance to families experiencing a long-term traumatic situation due to the limited health of the child, which affects his mental development. Using the example of studying the experience of psychological and pedagogical support for inclusive education of a single educational institution (gymnasium), the step-by-step work of a teacher-psychologist with parents of children with disabilities is described. The content of the activity at the diagnostic stage allows us to determine the vector of psychological assistance to parents. At the stage of information support, parents are equipped with the necessary knowledge about inclusive education. The logical continuation of this stage is the educational stage aimed at educating parents on the development of children with disabilities. At the next stage, parents are involved in active participation in the activities of the educational institution. The main purpose of the practical stage is to involve "special" children in the activities of the classroom, school, republic. At the analytical stage, the results are summarized, an in-depth analysis of what has been achieved is carried out and upcoming work is planned towards the implementation of the tasks of inclusive education.
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CRIȘAN, Elena, and Valentina STRATAN. "Study of the utility of educational software in speech therapy of children with mental deficiencies." In Ştiință și educație: noi abordări și perspective. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.v1.24-25-03-2023.p314-319.

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Educational software represents any software product in any format that can be used on any computer and that represents a subject, a theme, a lesson, a course, etc., being an alternative or the only solution to traditional educational methods (blackboard, chalk, etc.). Educational software is a progressive and motivating method that contributes to the efficiency of teaching/learning/evaluation, the modernization of the didactic act, and the accessibility of knowledge. The questionnaire, applied online, highlighted the implementation of the educational software in speech therapy, the advantages, disadvantages, along with the challenges and opportunities of their use. The most used educational software in online speech therapy by the speech therapists who participated in the study is LOGOPEDIX. Another platform used to a significant extent is Tara, Geno-Pro, Timlogo, Voxi Kids, Octoplay, Tarabostes, Pictosonidos. The role and contribution of educational software in the therapy of language disorders, how it influences the results obtained in speech therapy and how it contributes to solving a number of existing cases, was mentioned. Educational software specially created for children with disabilities are important sources in correcting deficiencies. Using IAC can help people with disabilities overcome their disability, become less dependent and enrich their repertoire of skills and abilities. The use of educational software in the correction of language disorders in students with intellectual disabilities is obvious, but the full exploitation depends on the degree to which speech therapists are prepared to integrate them, as well as the available technological resources.
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Kulesza, Ewa M. "DISCOVERING LEARNING POTENTIAL IN CHILDREN WITH MODERATE INTELLECTUAL DISABILITIES WITH A MENTAL AGE OF 2 TO 3 YEARS – THE CONCEPT AND ITS PRACTICAL IMPLICATION." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0977.

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Moreau, Cédric, and Alina Yu Alina Yu. "Identification Specifics of the Visual and Acoustic Perception and Individual Educational Programs for Children with Deafblindness and Others Severe Complex Disabilities." In Proceedings of III Research-to-Practice Conference with International Participation “The Value of Everyone. The Life of a Person with Mental Disorder: Support, Life Arrangements, Social Integration”. Terevinf, 2023. http://dx.doi.org/10.61157/978-5-4212-0676-7-2023-214-221.

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Research is carried out to study the functional perceptual characteristics of children with severe multiple developmental disorders (SMDD), including deaf-blindness and other multiple disorders of various etiologies. The purpose of the study is to summarize the experience of parents and professionals and scientific works to elaborate a model for assessing the possibilities of visual and auditory perception of children with SMDD, based on the behavioral reactions of a child and allowing to create a profile of the child’s ability and give individual recommendations for the use and development of his opportunities in everyday life. A list of parameters for assessing functional vision and functional hearing has been compiled. On their basis, assessment tools have been created. A diagnostic examination of 25 children aged 7 years and older in Russia and France is being carried out. To date, 11 children have been examined, conclusions and recommendations have been prepared
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Florin emil, Verza, Marilena Bratu, and Vasile Marinela. "USE OF ADAPTED SOFTWARE IN THE THERAPY OF LANGUAGE DISTURBANCES IN THE CASE OF THE INTELLECT DEFICIENT PEOPLE." In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-043.

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TThe research hereby aims to reveal the specific features of logopedic intervention in terms of using some adapted software applications as well as to highlight a sheer reality of our century: a meaningful combination of the traditional therapeutic methods with hi-tech informatic equipment during the logopedic therapy can remarkably stimulate children into performing a stable activity, which consequently would lead to rewarding therapeutic progress. It is presumed that, in terms of using some software applications adapted to dyslexia and dysgraphia therapy for students with mental disabilities, some notable improvements would be registered in their evolution. It is also presumable that, by using an application with a symbols processor within the dyslexia and dysgraphia therapy for students with mental disabilities, some notable improvements would be registered in their aware reading of the texts. The present research has been made by a sample lot of 46 subjects (11 girls and 35 boys) with mental disabilities diagnosis and chronological age ranging from 10 to 12 years. Methods of data collection: Raven's Standard Progressive Matrices Test; proof set for assessing the language psychological age (Alice Descoudress); proof set for assessing the dyslexic and dysgraphic impairments. Subsequently to dyslexic and dysgraphic impairments noted to the students with mental disabilities within the lot, we advanced on the application-oriented part of the research. All students were involved in the ongoing activity pertaining to dyslexia and dysgraphia therapy, in compliance with their medical diagnosis and and their intellectual development level. The therapeutic activity designed for the experimental lot was also undergoing by implementing the same methodology as in the case of the control lot, while for accomplishing the set objectives, SymWriter educational software was extensively used, in order to prompt its efficiency during the targeted activity. The period of time when Widgit applications were used along the activities related to dyslexia and dysgraphia therapy was set for three months. At the end of the established period, the whole lot was again assessed by proof set means, thus to be enabled to mark the evolution of the students with mental disabilities. On examining the results of both the initial and final assessments for the control lot as well as for the experimental lot, we were finally led to the conclusion that, if using some software applications adapted to dyslexia and dysgraphia therapy, together with proceeding to some application assissted by a symbols processor, the progress in correcting the dyslexic-dysgraphic impairments were strikingly remarkable and meanwhile, notable progress was recorded in terms of aware reading of the texts.
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Reports on the topic "Children with mental disabilities – Education"

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Lees-Deutsch, Liz, Rosie Kneafsey, Amanda Rodrigues Amorim Adegboye, Natasha Bayes, Shea Palmer, Aiden Chauntry, and Mariam Khan. National Evaluation of the Professional Nurse Advocate Programme in England: SUSTAIN – Supervision, Support, Advocacy for Improvement in Nursing, Mixed Methods study. Coventry University, June 2023. http://dx.doi.org/10.18552/rihw/2023/0001.

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The Professional Nurse Advocate (PNA) programme is a clinical and professional leadership programme delivered by Higher Education Institutions (HEI) which equips nurses with the skills to deliver restorative clinical supervision to colleagues in England. The programme has been gradually rolled out across England during 2021/22 with the aim of ensuring there will be PNAs in place to support colleagues in the following specialties: Critical care, Mental Health (Adult Acute & Children and Young Peoples inpatient settings) Community, Learning Disabilities (Adult), Children and Young People, Safeguarding, Health & Criminal Justice settings (HCJ), and International Nurses. In February 2022, NHSE sought an evaluation of the PNA programme. A research team from Coventry University was commissioned to undertake this work. This Executive Summary Report sets out the methods, activities, findings, and recommendations as requested by commissioners.
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Styugina, Anastasia. Internet game "Sign me up as an astronaut" for the formation of the social and psychological experience of younger adolescents with disabilities by means of game psychocorrection. Science and Innovation Center Publishing House, December 2020. http://dx.doi.org/10.12731/sign_me_up_as_an_astronaut.

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In the practice of a teacher-psychologist at the School of Distance Education, the game “Sign me up as an astronaut”, developed by the author, was tested, aimed at developing the skills of social and psychological interaction in younger adolescents with disabilities through the awareness and strengthening of personal resources by means of game psychocorrection. The specifics of the work of a psychologist at the School of Distance Education are determined by the following circumstances: - students have a severe disability and the corresponding psychophysical characteristics: instability of the emotional-volitional sphere, lack of motivation, severe physical and mental fatigue, low level of social skills, etc. - the use of distance educational technologies in psychocorrectional work; - lack of methodological recommendations for psychocorrectional work in conditions of distance technologies with school-age children. Such recommendations are available mainly for adults, they relate to the educational process, but they do not cover the correctional process. There is enough scientific and methodological literature on psychological and pedagogical correction, which is the basis for ensuring the work of a practicing psychologist, but there are difficulties in transferring these techniques, games, etc. - to the remote mode of correctional and developmental work, especially in the form of group work. During the game, various social and psychological situations are solved, which are selected strictly according to the characteristics of the social experience of the participants.
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Tofaris, Elizabeth, Faisal Bari, and Rabea Malik. Research on Children with Disabilities Influences Education Policy in Pakistan. REAL Centre, University of Cambridge and The Impact Initiative, May 2019. http://dx.doi.org/10.35648/20.500.12413/11781/ii333.

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dosReis, Susan, Gloria Reeves, Beverly Bulter, and C. Daniel Mullins. Understanding Caregiver Preferences for Treating Children with Intellectual and Cognitive Disabilities and a Mental Illness. Patient-Centered Outcomes Research Institute® (PCORI), October 2019. http://dx.doi.org/10.25302/10.2019.me.130601511.

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Schelzig, Karin, and Kirsty Newman. Promoting Inclusive Education in Mongolia. Asian Development Bank, November 2020. http://dx.doi.org/10.22617/wps200305-2.

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Children with disabilities suffer disproportionately from the learning crisis. Although they represent only about 1.5% to 5% of the child population, they comprise more than half of out-of-school children globally. Inspired by a commitment that every child has the right to quality education, a growing global drive for inclusive education promotes an education system where children with disabilities receive an appropriate and high-quality education that is delivered alongside their peers. The global commitment to inclusive education is captured in the Sustainable Development Goal 4—ensuring inclusive and equitable education and promoting lifelong learning opportunities for all. This paper explores inclusive education for children with disabilities in Mongolia’s mainstream education system, based on a 2019 survey of more than 5,000 households; interviews with teachers, school administrators, education ministry officials, and social workers; and visits to schools and kindergartens in four provinces and one district of the capital city. Mongolia has developed a strong legal and policy framework for inclusive education aligned with international best practice, but implementation and capacity are lagging. This is illustrated using four indicators of inclusive education: inclusive culture, inclusive policies, inclusive practices, and inclusive physical environments. The conclusion presents a matrix of recommendations for government and education sector development partners.
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Yorke, Louise, Belay Hagos Hailu, Pauline Rose, and Tirussew Teferra. The Pathway to Inclusive Education in Ethiopia: Perspectives of System- and School-Level Stakeholders. Research on Improving Systems of Education (RISE), October 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/115.

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In Ethiopia, commitment to promoting inclusive education for children with disabilities has remained high on the government’s agenda, yet challenges remain in achieving this goal. Since 2018, the government’s large-scale education reform programme – the General Education Quality Improvement Programme for Equity (GEQIP-E) – has had a specific focus on promoting inclusive education for children with disabilities through the provision of additional school grants, and the promotion of Inclusive Education Resource Centres. In this paper, we draw on data from the Research for Improving Systems of Education (RISE) Ethiopia, to explore the perspectives of system- and school-level stakeholders involved in supporting education for children with disabilities as part of the GEQIP-E programme. We explore the progress and challenges in this area, and highlight some of the factors that limit the implementation of strategies intended to support inclusive education at the system and school level. We show how children with disabilities continue to face significant challenges in accessing and benefiting from education. Based on our analysis, we put forward a number of recommendations including the need for better data and evidence on education for children with disabilities – including their wellbeing and experiences within the school context – and the need for more resources to address and support inclusive education.
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Whelan, Adele, Adele Bergin, Anne Devlin, Abian Garcia Rodriguez, Seamus McGuinness, Ivan Privalko, and Helen Russell. Measuring childhood disability and AIM programme provision in Ireland. ESRI, December 2021. http://dx.doi.org/10.26504/rs127.

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The social inclusion of children with disabilities, and in particular their inclusion in early learning and care settings, is key to maximising their wellbeing, care and future education. It is therefore vital that children with disabilities have equal access to early learning and school age care and education. Joint research, published by the ESRI and Pobal explores a number of existing challenges experienced by children with disabilities in this area.
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Tiruneh, Dawit, Ricardo Sabates, and Tassew Woldehanna. Disadvantaged Schools and Students in Ethiopia: Why is the GEQIP-E Reform Necessary? Research on Improving Systems of Education (RISE), April 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/026.

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This Insight provides an overview of the prevalence of inequity in access to quality primary education for children and particularly girls living in the emerging regions, and children with disabilities in Ethiopia.
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Rohwerder, Brigitte. Disability Inclusive Early Childhood Development and Education in Humanitarian Settings. Institute of Development Studies, January 2023. http://dx.doi.org/10.19088/ids.2023.006.

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This review looks at the available evidence on disability inclusion in early childhood development and education in humanitarian settings. It found that little evidence and guidance is available relating specifically to the inclusion of children with disabilities in early childhood education in humanitarian settings and there is a lack of extensive provision. However, some guidance exists and the review presents a number of case studies of disability inclusion in early childhood development and education in humanitarian settings.
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Statman-Weil, Katie. The Interplay Between Early Childhood Education and Mental Health: How Students in an In-Service Early Childhood Teacher Education Program Experience Children with Mental Health and Behavioral Challenges in the Classroom. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6522.

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