Relevant bibliographies by topics / Children with mental disabilities Education Victoria History

Academic literature on the topic 'Children with mental disabilities Education Victoria History'

Author: Grafiati
Published: 10 December 2022
Last updated: 30 January 2023

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Journal articles on the topic "Children with mental disabilities Education Victoria History"

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Rossa, Carina. "The History of Special Education." Journal for Perspectives of Economic Political and Social Integration 23, no. 1-2 (December 20, 2017): 209–27. http://dx.doi.org/10.1515/pepsi-2017-0011.

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Abstract Practices of exclusion towards deviance based on prejudices or ideologies have been present in every age and in every cultural context, often taking the stigmatization process. Recently UNESCO in 2015 released its latest report indicating that despite the efforts of governments, civil society and the international communities, the Education for All was not yet a reality in the world. The poor, people with mental or physical disabilities, children with learning disabilities “are not in a position” to grow and develop as the others. In particular as regards students with Special Educational Needs, to still a challenge to find a teaching that is “common denominator” for all students without leaving anyone out is still a “inclusive” rather than a “special” that favours the relationship within whole class and relationships outside it.
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Amsing, Hilda T. A., and Fedor H. de Beer. "Selecting children with mental disabilities: a Dutch conflict over the demarcation of expertise in the 1950s." Paedagogica Historica 45, no. 1-2 (February 2009): 235–50. http://dx.doi.org/10.1080/00309230902746131.

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3

Lyndina, Yevheniia Yu, and Oleksandr V. Kozynets. "Retrospective of Providing Assistance to Children with Various Developmental Disabilities in Ukraine: X-XX Centuries." Scientific Bulletin of Mukachevo State University. Series «Pedagogy and Psychology» 7, no. 1 (March 24, 2021): 18–25. http://dx.doi.org/10.52534/msu-pp.7(1).2021.18-25.

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The study and historical and pedagogical analysis of aiding children with mental and physical disabilities make it possible to trace the development of the educational system and find ways to improve it. The purpose of the study is to investigate the issue of supporting children with various variants of developmental disorders during the 10th and 20th centuries in Ukraine, analysis and justification of the problem. To fulfil this purpose, archival sources and scientific studies of scientists who studied this issue were investigated. The main chronological events of caring for children with various disorders, which later became the basis for the development of special education, are substantiated. Based on the chronicles of the Ipatiev and Lavrentiy lists, the public’s awareness of the importance of raising children with hearing and speech impairments, as well as studying the elements of literacy and learning the craft, was clarified. The history of care for children with physical and intellectual disabilities in Ukraine during the 10th-20th centuries is examined. The study outlines information about the facts of the first attempts to provide pedagogical assistance in the education of the so-called “limited abilities” students in the public education system, which was preceded by the reform in the field of education. Historical data on the attitude of society towards children with various developmental disabilities in Ukraine in the period of 10th20th centuries are analysed, as well as the dynamics of development in the field of assistance to children with mental and physical disabilities in this period. The facts about the transfer of the problem of raising children with intellectual disabilities to private institutions and the opening of psychiatric hospitals, which aided persons with developmental disabilities. The study covered I. Sikorsky's contribution to the problem of providing aid and care to those whose mental underdevelopment is a psychological and pedagogical problem. For a deeper retrospective of aiding children with various variants of developmental disabilities in Ukraine in the 10th and 20th centuries, it is necessary to explore the arguments for opening and organising state assistance to various categories of children with mental and physical disabilities
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Tavobova, Ozoda F. "THE HISTORY OF INCLUSIVE EDUCATION POLICY IN THE COUNTRIES OF THE WORLD AND ITS DEVELOPMENT." Oriental Journal of Education 02, no. 01 (March 1, 2022): 29–34. http://dx.doi.org/10.37547/supsci-oje-02-01-05.

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Children with physical and mental disabilities are the most pressing and waiting for solutions to the problems of the inclusive education sector, which is established with the aim of taking their place in society and helping them to find their positions among the society. The article covers the issues of inclusion education in the world, its development today. The article serves as a source for the growth of the sector that is developing in our country
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Vanyaev, Vladimir Alexandrovich. "Pedagogical conditions of correctional and developmental education of children with mental retardation of puberty by means of visual arts as an element of socialization." KANT 38, no. 1 (March 2021): 208–13. http://dx.doi.org/10.24923/2222-243x.2021-38.42.

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In this paper, the author addresses the problem of socialisation of children with a history of disabilities and mental retardation by means of visual arts. It is important to look at the very sphere of life of these categories of children. As a rule, these children, for the most part, live in dysfunctional families, which makes it almost impossible to provide them with a form of socialization. This article focuses on the extent to which and how a programme of socialisation of these children can be achieved through the medium of visual arts. At the moment there are works of modern pedagogues who have devoted their scientific researches to this problem, but there are few teachers-artists who deal with this problem. In this article the author devotes his creative attention to this issue and reflects on what means of fine arts and visual literacy can develop and guide in the right direction the socialization of children and young people with disabilities by means of fine arts. A number of scientific works devoted to this problem are seriously reviewed. The author is actively trying to draw the attention of the teaching community to the problem of prevailing social conditions, to reach an educational and cognitive level and, as a consequence, to a better product of the set task of socialization of children with special needs and disabilities in the learning process by means of subject disciplines: drawing, painting, composition, printmaking, etc.
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Serheieva, Valentyna. "Specialized education for preschool children with psychophysical disorders in Ukraine: formation and development." Pedagogìčnij časopis Volinì 1(16), no. 2020 (2020): 128–33. http://dx.doi.org/10.29038/2415-8143-2020-01-128-133.

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The study and analysis of the historical and pedagogical experience contribute to the effective organization of the modern pedagogical process, in general, and the specialized education of the preschool children, in particular. The purpose of the article is to elucidate the historical and pedagogical issues of some educational practice aspects of children with physical and (or) mental disabilities in the pre-school age in our country. The article highlights the issues of public support of preschool children with mental and physical disabilities education in our country with a focus on the Soviet period of its development. The following research methods are used in the article: analysis of the pedagogical literature and publications on the history of education; generalization of the trends of formation and development of specialized education of preschool children in our country within the period of 20-30s of the XXth century to our time. Result. The study and analysis of the scientific materials showed that for a long time, it was traditional in society to focus on the treatment and segregation of children with developmental disabilities. In the national educational system, various forms of specific assistance to this category of children have been gradually introduced, which provided for the use of various rehabilitation and correctional techniques and teaching methods. In the course of the formation and development of the specialized preschool institutions network, the principles, methods, and approaches to the detection, correction, and prevention of deviations in the development of children have been substantiated, forming the traditions of correctional training and education of children of the preschool age. The author argues that until the middle of the twentieth century, the children with special educational needs studied separately from their peers in the specialized (correctional) educational institutions. At the present stage of the Ukrainian society development, specialized education has been replaced by a new, more progressive form of education, known as an inclusive education.
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Kryvorotko, Anastasiia. "TRANSFORMATION PROCESSES IN THE EDUCATION OF UKRAINE: CHANGES IN THE LEGISLATION ON THE APPLICATION OF THE CONCEPT OF "INFRINGEMENT OF INTELLECTUAL DEVELOPMENT"." Psychological and Pedagogical Problems of Modern School, no. 1(7) (May 25, 2022): 92–97. http://dx.doi.org/10.31499/2706-6258.1(7).2022.261213.

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Until recently, intellectual disturbances were defined by terms such as oligophrenia, imbecility, debauchery, mental retardation, but due to the negative color of these terms and the orientation towards such universal values as respect for the dignity of each person, the protection of constitutional rights and freedoms, tolerance and humanism, they have been abandoned. Ukraine draws attention to the fact that all primarily people, as individuals, and then their disorders in development.In the article, we analyzed the understanding of “mental retardation” in the 21st century on the basis of the normative legal documents of Ukraine, namely, laws, regulations and orders regulating the education of people with special educational needs. Found that the concept of “mental retardation” has become widespread since 1988, and since 2015 began to change in such changes as intellectual disabilities, mental disorder (2016), intellectual disturbances (from 2017 to the present). Traced the vicariously understanding “mental retardation” by modern Ukrainian scholars. Illustrate by scholars on the history of the concept of “mental retardation”. Determined that theunderstood “mental retardation” was replaced by “intellectual disability”. Determined that the change in the term “mental retardation” in Ukraine was affected by the change in terminology in the Convention on the Rights of Persons with Disabilities. Changes in the names of degrees of mental retardation are highlighted.Prospects for further research are considered the consideration of the regulatory framework of Ukraine for the education of children with intellectual disabilities. Keywords: education; special education; legislation; humanism; people with special educational needs; intellectual disabilities; ICF; ICD-11.
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Shumaieva, Svitlana, and Svitlana Kovalenko. "HISTORY OF INCLUSIVE EDUCATIONAL PRACTICES IN THE USA." Collection of Scientific Papers of Uman State Pedagogical University, no. 1 (March 31, 2021): 157–63. http://dx.doi.org/10.31499/2307-4906.1.2021.228834.

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The article analyzes the historical stages of inclusive education in the United States: the first – 1960 – the stage of segregation and marginalization of people with special educational needs, the second (from 1968 to 1975) – the stage of normalization, the idea of involving disabled students in the educational environment, the third stage – educational mainstreaming (1975–1983), the fourth stage – (1983–2004) – inclusive education characterized by joint training of people with special needs with peers using typical development, the fifth –mixed educational system – a comprehensive inclusive education system starting in 2004 and until now in the United States.It was determined that the definition of “special educational needs” (learning disability), means developmental delay, disorder of one or more processes related to speaking, reading, pronunciation, writing or arithmetic abilities as a result of possible cerebral dysfunction, but not in the result of mental disorders, loss of sensitivity, cultural, educational or upbringing factors. It has been found that disorder or disability is not one specific concept, but often a mixture of disorders grouped under one broad term, and inclusive education is seen as “the process of addressing and responding to the diverse needs of students by ensuring their participation in learning, cultural activities and community life and reducing exclusion in education and the learning process”. Now intellectual level is determined by using standard intelligence tests, mostly Stanford-Binet, that allows to use individualized curricula as a basis for teaching children with disabilities in inclusive settings. But it is still clear that even in such circumstances, the problems of inclusive education remain to be complex and ambiguous. Keywords: special educational needs, children with disabilities, inclusive environment, inclusion, child with special educational needs, inclusive education, state acts, US general education system.
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9

Anchal, Aruna, and Poonam Rani. "ROLE OF PARENTS IN THE EDUCATIONAL DEVELOPMENT OF MENTALLY RETARDED LEARNERS." SCHOLARLY RESEARCH JOURNAL FOR HUMANITY SCIENCE AND ENGLISH LANGUAGE 9, no. 47 (October 1, 2021): 11657–63. http://dx.doi.org/10.21922/srjhsel.v9i47.7710.

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Parents can play a vital role in the training and development of children with intellectual disabilities. In training of functional skills among children with disabilities parents help a lot in achieving target goals. The purpose of the study was to study the role of parent's involvement in education on the academic performance of the mentally retarded learners. Mental retardation is a problem with impact on the whole spectrum of domesticconcerns confronting the nation today. The education of students with mental retardation has an interesting history. Mental retardation is a condition characterized by low general intellectual functioning and deficits in adaptive behavior Ndurumo (1993). The American Association on Mental Retardation definition state that mental retardation is a disability characterized by significant limitations both in intellectual functioning and in adaptive behavior as expressed in conceptual, social and practical adaptive skills. This disability originate before age 10.(Luckasson et al., 2002,p.1). All children are unique individuals and stereotypes or suggestions certain children are a “type” must be avoided. Deborah(1992) notes that, children with intellectual challenges exist in our communities and we should accept the challenges of living and working with them. The parents are the first and most important teachers for children, as they play the role of teaching during interaction with children (Lin, 1996). Epstein (1992) also pointed out that, the family has an important influence upon children as they stay at home much longer than at school as well as more in-family interaction than schooling. Now the present conceptual papers based on objectives with (i) To understand the basic characteristics of mentally retarded learners’. (ii) To understand the role of parents in education for mentally retarded students. (iii) To discuss the Some Differences Common to Educable Retarded Pupils.
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10

Belyaeva, O. G., and B. M. Kogan. "The research of the personal and professional self-determination of adolescents with mental disabilities." PERSONALITY IN A CHANGING WORLD: HEALTH, ADAPTATION, DEVELOPMENT 9, no. 2 (33) (June 30, 2021): 133–44. http://dx.doi.org/10.23888/humj20212133-144.

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The article analyzes the personal characteristics of adolescents with intellectual disabilities mainly related to issues of self-determination. The research is devoted to the analysis of psychological factors of personal and professional self-determination of adolescents with intellectual disabilities, namely, motivation for success, perception of time and selfawareness of the image of the future. To study these personal factors of self-determination of adolescents with intellectual disabilities, we have adapted and tested the methods for studying the time perspective and attitudes towards the further education of adolescents with normo-typical development, which were developed by O.V. Kuznetsova. It is revealed that the decisive factors in the process of personal and professional self-determination is motivational, temporary competence, selfawareness of the image of the future. It is noted that the severity of the identified deficiencies in personal development depends on the structure of the defect in the contingent of the subjects. Thus, adolescents with combined defects are uncritical about their own activities, are unable to realize their past life experience and apply the acquired skills in the present, their motivation is impaired and reduced. An independent choice of profession and life path for this group of subjects is impossible. But the personal and professional self-determination of adolescents without a burdened medical history, having only a mild degree of mental retardation in the structure of the defect, is formed at a sufficient level. The self-awareness of such children is able to produce an image of the future, built on personal life experience, they are aware of their capabilities and are able to choose a profession on their own or with a small, recommendatory help from vocational guidance specialists.
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Dissertations / Theses on the topic "Children with mental disabilities Education Victoria History"

1

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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Books on the topic "Children with mental disabilities Education Victoria History"

1

Buraḳ, Śarah. Ḥariguyot ṿe-deʼot ḳedumot: Toldot ha-ḥinukh ha-meyuḥad ba-ʻolam. Tel-Aviv: Yaron Golan, 2007.

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Tomioka, Tatsuo. Tōkyō no chinō chitaiji kyōikushi (senzen hen) josetsu. Abiko-shi: Taiyōsha, 1994.

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Tomioka, Tatsuo. Tōkyō no chinō chitaiji kyōikushi (senzen hen) josetsu. Abiko-shi: Taiyōsha, 1994.

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From "backwardness" to "at-risk": Childhood learning difficulties and the contradictions of school reform. Albany: State University of New York Press, 1994.

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The girls and boys of Belchertown: A social history of the Belchertown State School for the feeble-minded. Amherst: University of Massachusetts Press, 2012.

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Shin tokubetsu gakkyūshi kenkyū: Tokubetsu gakkyū no seiritsu tenkai katei to sono jittai. Tōkyō: Taga Shuppan, 2000.

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1936-, Tsumagari Yūji, ed. Takinogawa Gakuen hyaku-nijūnenshi: Chiteki shōgaisha kyōiku, fukushi no ayumi = 120 years of the Takinogawa Gakuen : history of education and welfare for the person with intellectually disabled. Tōkyō: Ōzorasha, 2011.

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Babini, Valeria Paola. La questione dei frenastenici: Alle origini della psicologia scientifica in Italia : 1870-1910. Milano: FrancoAngeli, 1996.

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Tsumagari, Yūji. Joshi kyōiku kara chiteki shōgaisha kyōiku e. Tōkyō-to Kita-ku: Ōzorasha, 2012.

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Thümmel, Ingeborg. Sozial- und Ideengeschichte der Schule für Geistigbehinderte im 20. Jahrhundert: Zentrale Entwicklungslinien zwischen Ausgrenzung und Partizipation. Weinheim: Beltz, 2003.

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Book chapters on the topic "Children with mental disabilities Education Victoria History"

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Reyniers, Nele. "Sound as an Archival Source in the History of Education for Children with Mental Disabilities." In Folds of Past, Present and Future, 433–48. De Gruyter, 2021. http://dx.doi.org/10.1515/9783110623451-022.

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