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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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Täljedal, Torun, Mats Granlund, Lena Almqvist, Fatumo Osman, Eva Norén Selinus, and Karin Fängström. "Patterns of mental health problems and well-being in children with disabilities in Sweden: A cross-sectional survey and cluster analysis." PLOS ONE 18, no. 7 (July 18, 2023): e0288815. http://dx.doi.org/10.1371/journal.pone.0288815.
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Background Children with disabilities have an increased risk of mental health problems. Patterns of mental health problems and well-being may vary. Aims To identify patterns of mental health problems and well-being in children with disabilities in Sweden, and investigate the influence of parental background (migration, education), and child cognitive level. Method In this cross-sectional study, cluster analysis was used to analyse parents’ ratings of conduct problems, emotional symptoms, and prosocial behaviour on the Strengths and Difficulties Questionnaire (SDQ) in children with disabilities (n = 136). The influence of parental background (migration, education) and child cognitive level on cluster membership was explored through multinomial logistic regression. Results Five clusters of mental health patterns emerged. Three clusters had mean ratings near or past clinical cut-off for one each of the SDQ-subscales. One cluster had difficulties on all three subscales. Greater child cognitive difficulties increased the likelihood of low prosocial behaviour (OR 2.501, p < .001) and of difficulties on all three subscales (OR 2.155, p = .006). Parental background did not influence cluster membership. Conclusion Children with disabilities display varying mental health patterns. Awareness of the complexity of mental health patterns among children with disabilities is important. Screening and support for emotional symptoms and prosocial behaviour deficits should be considered for children with conduct problems.
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Wolman, Clara. "Sensitivity to Causal Cohesion in Stories by Children with Mild Mental Retardation, Children with Learning Disabilities, and Children without Disabilities." Journal of Special Education 25, no. 2 (July 1991): 135–54. http://dx.doi.org/10.1177/002246699102500202.
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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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RAHARDJO, HANIF. "PEMENUHAN HAK UNTUK MENDAPATKAN PENDIDIKAN BAGI ANAK PENYANDANG DISABILITAS." Santhet (Jurnal Sejarah Pendidikan Dan Humaniora) 8, no. 1 (December 26, 2023): 238–46. http://dx.doi.org/10.36526/santhet.v8i1.3356.
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Disability means that the individual has sensory, mental, intellectual and physical limitations. People with disabilities have disadvantages in the social sector, based on this, local communities must protect people with disabilities through a social approach. The local community's view of people with disabilities is that they are mentally ill, so they are unable to do various kinds of work that are generally done by local people. The aim is to analyze the fulfillment of the right to education for children with disabilities. The research method uses qualitative research with a literature review approach. The results obtained are that children with disabilities generally have limitations in terms of sensory, mental, intellectual and physical aspects. For people with disabilities, of course they have difficulties or obstacles in fulfilling interactions with the environment. The conclusion drawn is that children with disabilities receive legal protection and fulfill their rights related to the education system in Indonesia. This legal basis is stated in the 1945 Constitution of the Republic of Indonesia, Article 31. The education obtained by individuals is of course to prepare themselves to obtain decent work in the future, as well as children with disabilities who have the right to obtain work. This is stated in the 1945 Constitution of the Republic of Indonesia, Article 27.
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N.S., Livak, Portnyagin A.M., and Tihonov E.A. "INCLUSIVE EDUCATION OF EDUCATORS OF EDUCATIONAL INSTITUTIONS." “Educational bulletin “Consciousness” 24, no. 12 (November 30, 2022): 11–16. http://dx.doi.org/10.26787/nydha-2686-6846-2022-24-12-11-16.
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The modern education system puts forward new requirements for the education and upbringing of children with special health opportunities. Inclusion provides an opportunity for children with HIA to receive education, involves a rethinking of society's attitude towards children with HIA, recognition of their rights equal to other children. Also, inclusion is the full development and self-realization of children with disabilities and the development of social skills. To solve the tasks set by the government and society, there is a need for psychological and pedagogical education of inclusive education both at the level of schools and educational institutions, and in the general public. The main role in the education of children with disabilities is given to teachers who need to be competently included in the process of training and upbringing of all participants in the process, as well as to ensure a high-quality educational process organized taking into account the individual capabilities of everyone. In addition, the teacher should know the specifics of the development of children with disabilities, their motives and needs, to draw up a competent adapted educational program, which will be the basis for the educational process of children. In addition to the teacher, the process of education and education includes specialists in the support of the educational process, namely: a teacher-psychologist, a defectologist and a speech therapist, the purpose of which is to accompany children with disabilities, their socialization, correction and development of deficits. They, including the teacher-psychologist, need to build correctional and developmental work with children based on their knowledge and experience, as well as on the experience of other psychologists and scientists working in this area.
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Hilliard, Asa G. "The Pitfalls and Promises of Special Education Practice." Exceptional Children 59, no. 2 (October 1992): 168–72. http://dx.doi.org/10.1177/001440299205900210.
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It is imperative that special education enable children with disabilities to achieve at high levels. Problems of equity and pedagogical validity have hindered our efforts thus far, and many children of minority cultures are far overrepresented in classrooms for students with learning disabilities and mild mental retardation. Studies have shown the importance of culturally and linguistically inclusive programs and of heterogenous groupings, as well as more effective diagnostic, remedial, and assessment practices. This article discusses a model and basic principles for such techniques to ensure that the educational outcomes of all children are improved.
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Rani, Poonam. "A STUDY OF POLICIES AND PROGRAMMES OF DISABLED CHILDREN IN INDIA." SCHOLARLY RESEARCH JOURNAL FOR INTERDISCIPLINARY STUDIES 8, no. 65 (July 1, 2021): 14869–74. http://dx.doi.org/10.21922/srjis.v8i65.1328.
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The Constitution of India (1950), Article 41, states the ‘Right to Education and Work’ and Article 45 on ‘Free Compulsory Education for All Children up to the Age of 14 Years’, both Articles are inclusive of children with mental retardation. The Education Commission, 1964-66 directed to move education for persons with disabilities from that of the charity mode to one of the rights mode, hoping that at least 5 per cent of the persons with mental retardation should have received education by 1986. It lay emphasis on making persons with disabilities as useful citizens in their adult lives. The Commission further recommended that both special schools and schools in the integrated school system should include persons with disabilities. The present paper focused on the study of various policies and program of disabled children in India with the prime objectives are (i) To understand the concept of disabled children (ii) To understand the policies of disabled children in India. (iii) To discuss the programs of disabled children in India.
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Zholtayeva, Gulnar, Assel Stambekova, Anara Alipbayeva, and Gulnur Yerzhanova. "INCLUSIVE EDUCATION IN KAZAKHSTAN: SELECTED ISSUES." CBU International Conference Proceedings 1 (June 30, 2013): 196–204. http://dx.doi.org/10.12955/cbup.v1.34.
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Currently government of the Republic of Kazakhstan considers education of children with disabilities as one of the main priorities of education and society development in a whole. Thus, the most efficient means of achieving the ultimate goal for it is to reveal the most efficient ways of training of children with mental retardation. Inclusive or integrated education is becoming a powerful tool in this case if the range of educational institutions creates atmosphere which allows receiving high-quality education, correctional help and professional training. Every child and family is valued equally and deserves the same opportunities and experiences in meaningful ways. Inclusive education enables children with disabilities entering the society as full-fledged citizens who are capable of productive and independent life, building relationships and memberships with people around. As for Kazakhstan society the statistics shows: special educational services for the children with mental retardation are provided in 37 special kindergartens and 101 correctional schools, 240 special groups and 1098 special classes in compulsory schools.Moreover, nearly 10 thousand children are involved in home learning within individual study program.Since 2004 work on elaboration and publishing of Kazakhstani textbooks and educational-methodical complexes for special correctional educational organizations of 8 major kinds and types has been carried out. At the present time there are 56 medical-psychological-pedagogical rooms in the country. These institutions render medical-psychological-pedagogical support and social help to population how to diagnose and consult the children with disabilities
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Kozub, Francis M. "Expectations, Task Persistence, and Attributions in Children with Mental Retardation During Integrated Physical Education." Adapted Physical Activity Quarterly 19, no. 3 (July 2002): 334–49. http://dx.doi.org/10.1123/apaq.19.3.334.
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The purpose was to study expectations, persistence, and posttask attributions in 33 children (ages 9 to 15 years) with mental retardation (MR) and 40 children (ages 10 to 13 years) without disabilities during integrated physical education classes. Each of the participants (34 male and 39 females) viewed a video of another child successfully completing a game, responded to a question about expectations, and engaged in this same game alongside a peer. Results indicated that expectations did not differ between children with and without MR, χ2(1) = .35, p > .05. Following each child’s request to stop playing, a video of individual performance was displayed and an interview was conducted to determine posttask attributions. Learners with MR were less persistent than peers without disabilities, F(1, 68) = 4.60, p < .5, η2 = .06. Although less persistent, children with MR did not differ on posttask attributions from peers without disabilities, χ2(2) = 3.64, p > .05; χ2(2) = 1.74, p > .05.
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Druzhinina, Lilia A., Larisa B. Osipova, Vitaly S. Tsilitsky, Lyubov M. Lapshina, Victoria S. Vasilieva, and Maria S. Korobintseva. "Correctional orientation of aesthetic education of children preschool age with disabilities." Perspectives of Science and Education 53, no. 5 (November 1, 2021): 430–45. http://dx.doi.org/10.32744/pse.2021.5.30.
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Introduction. The state policy in relation to children with disabilities (hereinafter referred to as children with disabilities) is aimed at updating the content of correctional and pedagogical assistance, one of the leading tasks of which is aesthetic development and upbringing. The specificity of the defect in children with disabilities is expressed in the difficulties of the formation of aesthetic culture and aesthetic perception of the world around them, which is one of the factors that negatively affect personality development, manifested in the inability to sociocultural adaptation and requires new approaches to solving this problem in the theory and practice of correctional pedagogy. Aim of the study: determination of the correctional orientation of aesthetic education of children with disabilities in the context of the basic component of aesthetics - the aesthetics of everyday life. Materials and methods. In the course of the study, the formation of knowledge about beauty, etiquette when receiving guests, eating meals was studied; the ability to evaluate serving and table behavior from the point of view of aesthetics; the ability to independently set the table, behave in accordance with the requirements of etiquette. The study involved 348 preschool children with visual impairments of varying severity (EG – 1, 116 people) and mental retardation (EG – 2, 122 people), with normal psychophysical development (EG – 3, 110 people). Results. As a result of the study, differences were established in the formation of the mechanism of aesthetic development in children of experimental EG-1 – CG (temp = -2.977; p≤0.003) EG-2 – CG (temp = -2.23; p≤0.027) in comparison with control group (CG). As a result, the features of the components of aesthetic development in children with mental retardation (PD) and children with visual impairments were revealed. So the worst formed is the cognitive component in children with CRD, 11%, in comparison with children with visual impairments (28%). The estimated component in children with visual impairments corresponds to 17% and 14% in children with CRD. The behavioral component is worse formed in children with visual impairments (14%); in children with mental retardation, the indicator of formation corresponds to 21%. Conclusions. The data obtained made it possible to prove the advisability of choosing the aesthetics of everyday life as the fundamental social competence necessary for the successful development of a child with disabilities and his entry into society. The peculiarities of the aesthetic development of children with mental retardation and visual impairment revealed in the course of the study became the leading factor for determining the corrective orientation of aesthetic education, which involves solving special (correctional) tasks in accordance with various components of the mechanism of aesthetic development of a child with disabilities (in the context of everyday aesthetics).
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Haletska, Yuliya. "The research of the formation of eating and personal hygiene skills among children with moderate and severe mental disability." SPECIALUSIS UGDYMAS / SPECIAL EDUCATION 1, no. 44 (2022): 127–54. http://dx.doi.org/10.15388/se.2022.v1i44.14.
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The article analyzes the results of the study of the formation of eating and personal hygiene skills among children with moderate and severe intellectual disabilities. The main directions of correctional work on the formation of self-care skills among children with intellectual disabilities have been described: eating skills; personal hygiene skills; dressing and undressing skills, etc. It has been established that the success of the formation of domestic independence among children with moderate and severe intellectual disabilities is determined by compliance with such conditions, in particular, determining the actual level of the child’s needs, improving the content of work with children, using a variety of visual aids, forming of a positive attitude to household activities, the gradual weakening of control in order to increase the independence and activity of the child.
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Burlakova, Sofia. "FUNDAMENTALS OF CORRECTIONAL WORK WITH SCHOOL-AGED CHILDREN WITH MENTAL DISABILITIES." Child in a Digital World 1, no. 1 (2023): 77. http://dx.doi.org/10.61365/forum.2023.060.
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The scientifi c work describes the main theoretical provisions that were used in the study and provision of psychological and pedagogical assistance to children with intellectual disabilities. The main stages of building effective interaction with children with intellectual disabilities in the process of learning and development are highlighted. The continuous care of children with special developmental needs plays the most important role in the system of special education. The relevance of the chosen topic consists in that nowadays it is necessary to organize special conditions of socio-pedagogical support for children of school age. This will provide optimal conditions for training and education of children with disabilities in school educational institutions. Corrective work with children with disabilities should be carried out on the basis of diagnostics of the child’s condition, as well as the adopted individual program of their development. The corrective orientation of the educational process consists in the pedagogical impact of special methods and techniques that stimulate compensatory processes in cognitive development of the child. Diagnostics of children with intellectual disabilities is connected with considerable diffi culties and is caused by individual-personal features. The purpose of the work is to explore the possibilities of psychological- corrective work with school-age children who have psychological problems. The theoretical chapter of the work examines the state of the problem under study in defectology, speech therapy, psychology and medicine. The research methods include observation, comparison, experiment, and interview. In conclusion, it is worth noting the need for remedial work with children who have mental disorders. They need a special individual program that will promote the development of the child, create conditions for the realization of their inner potential, help to overcome and compensate for obstacles to development.
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Dunganova, Dzhamilya E. "Readiness of teachers in rural schools to implement inclusive education: the experience of Kyrgyzstan." Pedagogy Of Rural School 2, no. 12 (2022): 87–99. http://dx.doi.org/10.20323/2686-8652-2022-2-12-87-99.
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The introduction of inclusive education in the post-Soviet countries takes place unevenly within the framework of the historical approach to the development of special education for children with disabilities. A long way has been done in the Kyrgyz Republic over the past 20 years, but the formation of an inclusive education system is at the very beginning. This is due to many objective reasons; however, one of the most important is the training of qualified personnel, psychological, pedagogical, methodological and moral readiness of educational specialists to work with children with developmental disabilities. This article is devoted to the study of the readiness of teachers of rural secondary schools for inclusive education. The main focus of the study was on identifying the level of personal and motivational readiness, which includes the level of effective empathy, social and pedagogical tolerance, the level of readiness to interact and accept the educational characteristics of children with disabilities and developmental disabilities, especially with mental disabilities. And it was especially important to identify how ready teachers working in rural remote schools are. In the course of the study, such methods as questionnaires and surveys of primary school teachers were used, as well as the focus group method was used. The results of the study showed a difference in the preparation of teachers for the implementation of inclusive education in cities and villages of the Kyrgyz Republic.Recommendations are given on the need to improve (strengthen) the content of professional development programs for teachers living at a distance from special education centers with practice-oriented modules for preparing for inclusive education and interacting with children with developmental disabilities, including disabilities and/or mental disorders.
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Asim qızı Yolçiyeva, Zülfiyyə. "Organization of inclusive physical education classes for persons with disabilities." SCIENTIFIC WORK 67, no. 06 (June 21, 2021): 54–57. http://dx.doi.org/10.36719/2663-4619/67/54-57.
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As we know, there are many fields of pedagogical science. One of the most important areas is special pedagogy. Special pedagogy studies the issues of education and upbringing of children with physical and mental disabilities. People with disabilities are those who are relatively disabled in terms of any part of the body or the brain. In our country, special attention is paid to the education of people with disabilities. Inclusive education creates conditions for the protection of social equality, education and other special needs of children with disabilities. According to the teaching methodology, inclusive education prevents discrimination against children, allows people with various diseases to get a perfect education and succeed. Its main task is to create an environment for vocational training of people with disabilities. In modern times, people with disabilities should not be seen as sick, but as people with disabilities. This shapes the social approach to disability. The social model allows these children to exercise their rights to develop their skills. The purpose of inclusive physical education is to teach students to move together, which promotes the improvement and development of human psychophysical abilities. Different exercises should be chosen for each lesson and combined in such a way as to have a comprehensive effect on the body and ensure that each student can perform. It is necessary to ensure the general requirements and their specificity when arranging lessons. Sports have a great impact on the development of the personality of children with disabilities as normal children. Sport is one of the most important conditions for everyone and is acceptable for any age group. All these procedures are more effective when performed in unison. Let's protect our child's life together for a healthy life and step into a healthy future Key words: Inclusion, inclusive education, inclusive physical education, a person with disabilities, special education
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Suwal, Sarana Shrestha. "Child Rights of Children with Disabilities." April-May 2024, no. 43 (May 6, 2024): 23–33. http://dx.doi.org/10.55529/jls.43.23.33.
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Approximately 16% of the global population have some type of disability. The Convention on the Rights of Persons with Disabilities defines disability as having a long-term physical, mental, intellectual or sensory impairment that interacts with the environment hinders one participation in society on an equal basis with others. Despite their privilege to equal rights and opportunities, children with disabilities often face discrimination and barriers to expressing themselves fully. The study aims to assess the existing knowledge regarding the right of children with disabilities among stakeholders. A total of 72 stakeholders involved in childhood disability were surveyed using a cross-sectional, exploratory research design. Individual interviews with semi-structured questionnaires were conducted. The findings revealed that 56% of respondents had limited or no awareness of the rights outlined for children with disabilities by the United Nations. Only 24% of stakeholders were familiar with existing educational policies aimed at facilitating the education of children with disabilities. The study highlights the urgent need for increased awareness and education among stakeholders regarding the guiding principles of UN child rights to promote the equitable treatment and inclusion of children with disabilities in society.
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Susi Saswita, Cory Octavia, Ahamad Pauzan Hermandi, and Opi Andriani. "Penggolongan Anak Berkebutuhan Khusus Berdasarkan Mental Emosional Dan Akademik." Morfologi: Jurnal Ilmu Pendidikan, Bahasa, Sastra dan Budaya 2, no. 1 (January 7, 2024): 105–12. http://dx.doi.org/10.61132/morfologi.v2i1.295.
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Children with special needs are children who require special treatment because of developmental disorders and abnormalities experienced by children. Children with special needs have differences that occur in several ways, such as the process of growth and development that experiences abnormalities or deviations both physically, mentally, intellectually, socially and emotionally. In the context of special education in Indonesia, children with special needs are categorized in terms of blind children, deaf children, children with intellectual disabilities, children with motor disabilities, children with social emotional disorders, and children with intelligent and special talents. Every child with special needs has different characteristics from one to another. In addition, every child with special needs also needs special services that are tailored to their abilities and characteristics. It is important to carry out identification and assessment activities to identify their characteristics and needs. It is considered important to get the right service according to the characteristics, needs and capabilities.
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Bespalko, Margaryta, Tetiana Kochubey, and Nataliia Koliada. "GENERAL PRINCIPLES OF ACCESSIBILITY AND ADAPTATION OF CHILDREN WITH DISABILITIES UNDER THE CONDITIONS OF INCLUSIVE EDUCATION AT GENERAL SECONDARY EDUCATION INSTITUTIONS." Social work and social education, no. 2(7) (September 29, 2021): 5–12. http://dx.doi.org/10.31499/2618-0715.2(7).2021.244050.
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The article is devoted to the issue of adaptation under the conditions of inclusive education of children with disabilities in a unified educational space, which is an irreversible process at the present stage of the development of society and its humanistic values. It is established that the realization of these conditions requires breaking down some stereotypes and mastering new forms of work by all participants of the educational process.
It is revealed that the education of children with disabilities in the conditions of mass secondary educational institutions is an acute problem for the Ukrainian state, which is experiencing the stage of becoming an insufficient perception of pedagogical innovation not only by parents but also by the teachers themselves. The education of children with needs of physical and mental development correction is based on the principles of balanced pedagogy, focused on the needs of children, which requires a certain level of staffing of specialists of a special profile, means, and conditions for providing psychological and pedagogical assistance.
It is emphasized that inclusive education is useful for children with special educational needs (with disabilities) as well as for children with typical development, family members and society as a whole. It is established that the practice of "involving" children with disabilities should be an integral part of national plans to achieve education for all without restrictions, and the organization of conditions for the adaptation of children with disabilities – an integral part of the pedagogical strategy and, undoubtedly, a new social and economic policy. It is argued that this requires a pivotal reform of secondary schools.
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Fang, Yuqiong. "The Advantages and Disadvantages of Inclusive Education." Learning & Education 10, no. 7 (June 7, 2022): 70. http://dx.doi.org/10.18282/l-e.v10i7.2953.
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This paper illustrates the positive impact of inclusive education in protecting the basic rights of children with disabilities,
alleviating marginalization and mental health, and critically discusses the challenges children with disabilities face in inclusive education regarding violence, self-perception, and educational resources. Access to education as a fundamental right for people with
disabilities can effectively be the only way to break down further “ableist” bias and alleviate the marginalization of people with
disabilities in today’s social environment. However, the medical model and the “ableist” stereotype in people’s minds are challenging to eliminate; the lack of educational resources has become one of the biggest obstacles to universal inclusive education.
To solve the above problems, firstly, the diversity of the social environment for people with disabilities should be respected and
accommodated from a conceptual point of view. Secondly, schools and the government should continue implementing inclusive
education policies and increasing investment in education to alleviate the current situation of insufficient educational resources
and teacher training. Meanwhile, mainstream media should be more objective in depicting facts rather than their traumas to break
traditional prejudices and promote a more equal and diverse social environment.
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Соловьев, Я., Ya Solov'ev, Л. Сысуева, and L. Sysueva. "Designing a Lesson in Primary School in Terms of Inclusion." Primary Education 7, no. 2 (April 25, 2019): 20–25. http://dx.doi.org/10.12737/article_5caef35fc17f77.69363824.
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The article discusses the idea of integrating children with disabilities into traditional education classes. The main mechanisms for designing a lesson in an inclusive education are considered. Concrete methodological developments of inclusive lessons of mathematics, the Russian language, and the World-Around-Us lessons for pupils of first, second and third grades are given that meet the requirements of the Federal State Educational Standard of Primary General Education for Students with Disabilities. Recommendations are given to teachers working with children who have a mental retardation.
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Соловьев, Я., Ya Solov'ev, Л. Сысуева, and L. Sysueva. "Designing a Lesson in Primary School in Terms of Inclusion." Primary Education 7, no. 3 (July 1, 2019): 19–24. http://dx.doi.org/10.12737/article_5d0c7dc974ba56.09196365.
Full textAbstract:
The article discusses the idea of integrating children with disabilities into traditional education classes. The main mechanisms for designing a lesson in an inclusive education are considered. Concrete methodological developments of inclusive lessons of mathematics, the Russian language, and the World-Around-Us lessons for pupils of first, second and third grades are given that meet the requirements of the Federal State Educational Standard of Primary General Education for Students with Disabilities. Recommendations are given to teachers working with children who have a mental retardation.
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Bagaradnikova, E. V. "The development of the educational pathway for children with ASD or mental disabilities." Autism and Developmental Disorders 14, no. 1 (2016): 65–69. http://dx.doi.org/10.17759/autdd.2016140108.
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Currently in Russia, professionals and parents are actively involved in solving the issues of organization of complex help, including education, for children with mental disorders and autistic disorders. According to the data from the Federal target program for development of education for 2011—2015, during the last 3 years the number of children with disabilities and restricted vital functions, who are receiving inclusive education increased by 15,5%.
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Shikako, Keiko, Raphael Lencucha, Matthew Hunt, Sébastien Jodoin-Pilon, Ananya Chandra, Anna Katalifos, Miriam Gonzalez, et al. "Children with Disabilities in Canada during the COVID-19 Pandemic: An Analysis of COVID-19 Policies through a Disability Rights Lens." Children 10, no. 6 (May 26, 2023): 942. http://dx.doi.org/10.3390/children10060942.
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Children with disabilities were especially vulnerable during the COVID-19 pandemic, and policies designed to mitigate its effects were limited in addressing their needs. We analyzed Canadian policies related to children with disabilities and their families during the COVID-19 pandemic to identify the extent to which these policies aligned with the United Nations Convention on the Rights of Persons with Disabilities (UN CRPD) and responded to their mental health needs by conducting a systematic collection of Canadian provincial/territorial policies produced during the pandemic, building a categorization dictionary based on the UN CRPD, using text mining, and thematic analysis to identify policies’ alignment with the UN CRPD and mental health supports. Mental health was addressed as a factor of importance in many policy documents, but specific interventions to promote or treat mental health were scarce. Most public health policies and recommendations are related to educational settings, demonstrating how public health for children with disabilities relies on education and community that may be out of the healthcare system and unavailable during extended periods of the pandemic. Policies often acknowledged the challenges faced by children with disabilities and their families but offered few mitigation strategies with limited considerations for human rights protection.
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Mohamed Eltantawy, Mahmoud. "The Effectiveness of a Recreational Program in Decreasing the Level of Anxiety at COVID-19 and Improving the Social Interaction of Children with Intellectual Disability." International Journal of Special Education (IJSE) 37, no. 2 (November 11, 2022): 180–91. http://dx.doi.org/10.52291/ijse.2022.37.51.
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The COVID-19 crisis has affected different life aspects; its greatest impact was perceived on the weakest social categories, including people with intellectual disabilities, as precautionary measures have imposed more restrictions upon them. This study, thus, aims at decreasing the anxiety level at COVID-19 as well as improving the social interaction of children with mild intellectual disabilities. The sample of the study consists of 10 intermediate children with intellectual disabilities, enrolled in the 1st to the 3rd intermediate stages in intellectual disability programs in Riyadh, ranging from 12 to 15 years old, with an age average of 13.8. The study relied on the quasi-experimental method where the recreational program is the independent variable whereas anxiety and social interaction skills are the dependent ones. As such, the study depends on several tools that are prepared by the researcher, the COVID-19 anxiety scale, the social interaction scale of children with intellectual disabilities during the COVID-19 period, and the recreational program. The findings of the study disclosed the effectiveness of the program in decreasing the anxiety level and improving the social interaction level of children with intellectual disabilities. The study recommends carrying out more research about using recreational programs in decreasing some issues from which children with intellectual disabilities suffer due to COVID-19 as well as stressing the importance of practicing recreational and entertaining activities for children with mental disabilities in and outdoors, while following the precautionary measures, or virtually if this is not possible.
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Zhou, Xudong. "Mathematics Curriculum Adjustment for Students with Mental Retardation." International Journal of Education and Humanities 15, no. 1 (July 7, 2024): 207–9. http://dx.doi.org/10.54097/npvnqc05.
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Integrated education has had a certain impact worldwide. In China, compulsory education from primary to middle school is aimed at all eligible children, including disabled children. In China, integrated education specifically refers to enabling disabled students to receive regular and mass education, thus receiving certain policy support and promotion for integrated education. Students with intellectual disabilities account for a certain proportion of integrated students, but due to the difficulties they face in course learning, it is urgent to adjust the curriculum for students with intellectual disabilities. This paper wants to make some targeted suggestions on the adjustment of primary school mathematics curriculum for students with mental retardation through objective analysis of students with mental retardation. In this paper, by adjusting with other similar courses, comprehensively considering the needs of students with mental retardation and combining with the relevant core literacy requirements mentioned in the Mathematics Curriculum Standard for Compulsory Education, the teaching of the unit class with the length of the first volume in the second grade of primary school is adjusted. Finally, the complete teaching link and teaching design of this course, as well as some possible situations and suggestions are obtained. At the same time, suggestions were put forward for the teaching of integrated education students.
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Hidayatun, Lian. "Parental Care in Forming Non-Academic Outstanding Children with Mental Disabilities at SLBN Banjarnegara." International Proceedings of Nusantara Raya 1, no. 1 (October 20, 2022): 69–76. http://dx.doi.org/10.24090/nuraicon.v1i1.105.
Full textAbstract:
Parenting is a process that parents must carry out in directing, supporting, and guiding children in a real, social, and mental manner. Parents must guide children, one of which is in terms of education. Tunagrahitaan is a person with special needs with intellectual, physical, social, emotional, and social retardation who requires special attention to develop maximum potential. Achievement is a real ability obtained from an interaction of various factors that influence both from within and outside the individual in learning. Achievements are achieved through work tenacity, where each individual pursues achievements according to their respective fields and abilities. Getting achievements is what all students want both in academic achievement and non-academic achievement, including for children with special needs with mental disabilities. In SLBN Banjarnegara, there are several children with mental disabilities who excel in non-academic fields, parenting in shaping children is a necessary and important thing in developing the potential of children with mental disabilities at SLBN Banjarnegara. This study aims to find out how the care carried out by parents in shaping children with mental disabilities with non-academic achievements. This research uses a type of case study research, with a qualitative descriptive approach by conducting research at SLBN Banjarnegara, research sources in the form of primary and secondary data sources, and the process of collecting research data through interviews, observations, and documentation. the care provided by the parents of children with mental disabilities forming non-academically outstanding children has provided care from each parent, starting from providing care, meeting needs, and motivating children to develop their potential and excel. The parenting style carried out by each subject or parent in using the parenting style or type, including using supportive and permissive.
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Wolman, Clara, Paul van den Broek, and Robert F. Lorch. "Effects of Causal Structure on Immediate and Delayed Story Recall by Children with Mild Mental Retardation, Children with Learning Disabilities, and Children without Disabilities." Journal of Special Education 30, no. 4 (January 1997): 439–55. http://dx.doi.org/10.1177/002246699703000405.
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Zeng, Qijia, and Kai Ping. "Investigation on the Status of Children with Mental Disorders." Frontiers in Science and Engineering 3, no. 2 (February 20, 2023): 56–59. http://dx.doi.org/10.54691/fse.v3i2.4101.
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Children with mental disabilities are one of the large special groups in China, which has been concerned by all walks of life. This paper combined with literature research and field investigation, found that the current rehabilitation methods of children with mental disorders, but the systematic research is less, and put forward children with mental disorders face "slow mental development, emotional sensitivity, lack of social ability, limited family support", with "accompanying education, professional training, return to normal life" and other requirements.
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Козырева, Ольга, Ol'ga Kozyreva, Наталья Дьякова, Natalya Dyakova, О. Васильева, O. Vasil'eva, Е. Голосова, et al. "Overview of Inclusive Educational Technologies." Standards and Monitoring in Education 7, no. 4 (August 7, 2019): 9–14. http://dx.doi.org/10.12737/article_5d2daec39fd794.29373747.
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With the introduction of inclusive education, children with disabilities of various nosological groups (hereinafter referred to as HIA), with absolutely different states of intelligence, are active participants in the educational process. Federal state educational standards of primary general education for students with mental retardation (intellectual disabilities) and children with disabilities are being successfully implemented. Along with others, these regulatory documents guarantee and implement the right of these categories of students for education. And determine whether it will qualify or not. Competent selection and implementation of educational technology teacher for students with disabilities is of paramount importance. It is obvious that at the present stage of development of education it is not enough to form in this category of students only the volume of life competencies. It is necessary to work on a certain amount of the academic component, regardless of the state and depth of the student’s intellectual disability. At the moment, an increase in the requirements for primary general education is recorded. Special Federal state educational standards are developed for primary general education. A number of psychological and pedagogical problems that are associated with the preparation of children with disabilities for further education in the middle level of secondary schools are becoming topical. This problem can be solved by inclusive educational technologies.
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Miguel, Stephanie K. San, Steven R. Forness, and Kenneth A. Kavale. "Social Skills Deficits in Learning Disabilities: The Psychiatric Comorbidity Hypothesis." Learning Disability Quarterly 19, no. 4 (November 1996): 252–61. http://dx.doi.org/10.2307/1511211.
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The hypothesis that social skills deficits in learning disabilities may reflect the comorbidity of learning disabilities with psychiatric diagnoses is partially supported by prevalence rates of learning disabilities within samples of individuals with attention deficit hyperactivity disorder (ADHD) and depressive or dysthymic disorder. The maladaptive social skills patterns of children with specific subtypes of learning disabilities appear to mimic the symptom patterns of children with ADHD, depression or dysthymia, thus providing additional support for the psychiatric comorbidity hypothesis. This article includes a discussion of the implications of a psychiatric comorbidity hypothesis for increased special education support, further delineation of subtypes of learning disabilities, therapeutic, psychological or psychopharmacologic treatment, and collaborative efforts between professionals in mental health and learning disabilities.
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Fedotova, Irina, Irina Tamozhnikova, and Arsen Babashev. "Predictors of maladjustment of bodies of children with mental pathology during adaptive physical education classes." SCIENCE AND SPORT: current trends 7, no. 3 (September 2019): 88–93. http://dx.doi.org/10.36028/2308-8826-2019-7-3-88-93.
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The relevance of the study is associated with the prospect of using diagnostic and correctional techniques in the system of comprehensive rehabilitation and socialization of children with disabilities. Objective: to explicate predictors of maladjustment of children with mental pathology during adaptive physical education classes. Materials and methods of research. 52 people with disabilities aged 6-12 (29 boys and 23 girls) took part in the study. We used pedagogical technologies based on traditional (trampolines, benches, gymnastic logs of small height) and non-traditional means of influence (BOSU simulators, balancing boards, hammocks for yoga). A special author's questionnaire was developed to explicate the components of the health status of children with disabilities. Research results and discussion. During the screening, a statistically significant decrease in the frequency of occurrence of the negative adaptation component in the second half of the monitoring was revealed, in comparison with the primary one. The results will provide an opportunity to choose a rehabilitation program that meets the needs of a particular child, and therefore to maximize individualization of the correction process. Conclusion. The author's method of sociological research is an auxiliary controller of the effectiveness of the process of adaptive physical education, which allows making timely adjustments to the content of remedial activities.
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Vuong Thuy, Duong, and Huong Nguyen Thi Cam. "Applying Finger Math method in activities to get acquainted with some elementary concepts of math according to the approach of STEAM education in inclusive preschool for children with intellectual disabilities." Journal of Science Educational Science 67, no. 5A (December 2022): 123–31. http://dx.doi.org/10.18173/2354-1075.2022-0126.
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STEAM education is now very focused in schools, including inclusive preschools for children with intellectual disabilities. Mathematics is one of the core contents of STEAM education. The use of Finger Math, one mental math method in activities to get acquainted with some elementary concepts of math has many advantages in realizing the goals of forming symbols for preschool children and children with intellectual disabilities in inclusive settings. When organizing these activities, teachers can apply the Finger Math method according to the STEAM approach by enhancing the exploitation of image features symbols, practice associated with real situations, experiential practice, enhance children's initiative and cooperation.
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Banik, Arun A., and Aninda Duti Banik. "A study of the status of access facilities available for children with disabilities studying in BMC school at Mumbai." IP Journal of Otorhinolaryngology and Allied Science 4, no. 2 (August 15, 2021): 54–63. http://dx.doi.org/10.18231/j.ijoas.2021.012.
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The present study title “A study of the status of access facilities available for children with disabilities studying in BMC school”, a descriptive survey designed was made with the aim to study the status of access facility available for the children with disabilities viz. hearing impairment, mental retardation, physically handicapped (Locomotors Disability), visually handicapped in BMC recognized schools. Further to give recommendation in order to promote the access needs for children with disabilities in school. Looking into the prospective of the study it also aim to create an awareness on the issue of barrier free environment for children with disabilities. As a part of tool of the study, self-made questionnaire was developed and validated by a group of professionals. 10 BMC recognized schools were selected in and around Mumbai and the questionnaire was administered by the researcher and taken information from the school principal.Mean average and percentage was calculated from the obtained data. On an average, overall 14.38% schools or centers with disabilities were having access facilities for students with disabilities. With respect to schools or centers related to Locomotors Disabilities, Hearing Disabilities, Mental Retardation, and Visually Handicapped study findings were 14.4%, 14.3%, 13.7% and 15.1% respectively, having access facilities for the children with disabilities in BMC schools. Where the data was subjected to statistical analysis and it was found that there was no significant difference (p>0.05) in terms of access facilities between the schools or centers for disabilities. Results indicated that there were very insufficient as well as inadequate access facilities across all children with disabilities in the BMC recognized schools. The results has shown an impact in the education of the disabled students as they need full accessible educational support to undertake their successful study. Hence, Government and all other educational authorities are suggested to take up this issue in a positive manner to improve the quality of education as there is a much needed access facilities in all the schools.
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Niu, Xuefei, and Huizi Gong. "An Exploratory Study of Play Therapy to Improve Social Interaction Ability of Children with Mental Disabilities." Yixin Publisher 1, no. 6 (December 31, 2023): 1–12. http://dx.doi.org/10.59825/jet.2023.1.6.1.
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This research is an exploration and attempt to apply play therapy to the daily curriculum of special education schools by using the professional methods of social work groups from the perspective of social learning theory. In the research process, the research methods of participatory observation, semi-structured interview and questionnaire survey were used to compare before and after intervention, and it was found that the combination of play therapy and group work method could be integrated into the special education teaching curriculum and had a significant effect on improving the social interaction ability of children with intellectual disabilities. The improvement of social interaction ability of children with mental disabilities is specifically reflected in the project: improving the ability to abide by game discipline, improving game cognition, strengthening game performance and overall ability improvement, but for individuals with relatively severe mental disabilities, further casework methods are needed to achieve obvious results. The research can provide reference for social work to intervene in the mentally disabled groups in special education schools.
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Sormanti, Mary, and Michelle S. Ballan. "Strengthening grief support for children with developmental disabilities." School Psychology International 32, no. 2 (April 2011): 179–93. http://dx.doi.org/10.1177/0143034311400831.
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Although a sizable literature investigates and describes children’s grief, the majority of information focuses on typically developing children. Far less has been published about the loss and grief of children with developmental disabilities (DD), even though this population experiences significant and multiple losses, increasing their vulnerability to negative outcomes. Addressing this gap in scholarship, this article explicates common losses and important grief-related challenges experienced by children with DD. An overview of practice guidelines is provided to enhance the efforts of school-based mental health professionals in supporting this vulnerable population.
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Shylina, Nataliia. "The problem of training children with special educational needs in both family and educational institutions." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky, no. 3 (128) (October 31, 2019): 42–49. http://dx.doi.org/10.24195/2617-6688-2019-3-6.
Full textAbstract:
The article is devoted to the problem of inclusive education, namely, education and upbringing in both family and preschool institutions. The author analyzes the domestic and foreign experience of working with children with special educational needs. The following approaches are described: expanding access to education (its main goal is to expand educational opportunities for people with mental and physical disabilities, ethnic minorities, and people from disadvantaged sections of society), mainstreaming (this approach implies that children with disabilities communicate with their peers on holidays, during their leisure time), integration (means bringing the needs of children with mental and physical disorders into line with the habitual traditional education system), and inclusiveness (it is such an educational activity when people with limitations and needs can be trained together with people without any disabilities). The program for helping children with attention deficit hyperactivity disorder, which is used in educational institutions in Norway, is considered; it includes the following: technology for the dissemination of knowledge among parents and professionals, inclusive education technology for children with different developmental abnormalities (ADHD, Turrett syndrome, Asperger syndrome, mental retardation) in the system of general education, technology for diagnosing ADHD varieties and comorbid disorders. The term “tutoring: has been defined and the importance of education in the system of inclusive education has been revealed. The main ideas of Russian scientists about inclusive education have been characterized: the ideas represented by S. V. Alyohina, O. R. Yarskaya-Smirnova, V. P. Hudonis, T. O. Dobrovolskaya, M. M. Malofeev. The main researches of Ukrainian scientists (M. Malofeyev, V. Sinov, M. Sheremet, L. Andrushko, V. Bondar, A. Kolupayev, T. Yevtukhova, V. Lyashenko, I. Ivanov, O. Savchenko, M. Svarnyk, O. Stolyarenko, A. Shevchuk and others) have been analyzed. A survey aimed at revealing parents’ attitude towards the problem of raising children with special needs has been conducted. The urgency of family education of children with special educational needs has been substantiated. A number of socio-pedagogical problems related to the functioning of families with special children in society have been determined. Keywords: inclusive education, education of children with special educational needs, tutor, family education, extended access to education, mainstreaming, integration, inclusion.
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Tuğrulhan, Sam Cemil, Durak Eren, Yilmaz Hasan Hüseyin, and Demirel Nurcan. "The Effect of Hippotherapy on Balance and Coordination in Mentally Disabled Children." Pakistan Journal of Medical and Health Sciences 15, no. 10 (October 30, 2021): 3253–56. http://dx.doi.org/10.53350/pjmhs2115103253.
Full textAbstract:
Objective: The development of psychomotor skills in individuals with mental disabilities progresses more slowly than their healthy peers. Therefore, it is very important for individuals with mental disabilities to do activities for the development of psychomotor skills. This study aims to examine the effects of hippotherapy training on balance and coordination skills in children with moderate and severe mental disabilities. Materials and Methods: 40 students with moderate and severe mental disabilities, between the ages of 14-20, who continue their education in Erzurum Special Education Practice School, 3rd Grade, participated in the study. The participants were divided into two groups of 20 people as the hippotherapy group (HG) and the control group (CG). Before starting the study, the height and age of all students were recorded, and their body weights were measured with digital scales. Flamingo balance test to measure balance skills, balance board test, touch test to measure coordination skills, T agility test, and Illinois agility test and sit-and-reach test for flexibility skills were applied as a pre-test to the individuals. After the pre-tests were completed, 20 subjects in the hippotherapy group participated in the 20-minute hippotherapy training twice a week for 8 weeks at Atatürk University Hippotherapy and Olympic Equestrian Facilities. The control group did not participate in any application. The final tests of the subjects were carried out in the week after the hippotherapy training was completed. Results: After eight weeks of hippotherapy, there was no significant change in the body composition of the subjects in moderate and severe levels in the hippotherapy group, yet positive significant changes were determined in balance, coordination, and flexibility skills. No significant changes occurred in the subjects in the control group. Conclusion: As a result of the study, it was determined that hippotherapy positively affected balance, coordination, and flexibility skills in individuals with moderate and severe mental disabilities. Keywords: Mental disability, hippotherapy, balance, coordination, flexibility
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Maria Geroula. "Intellectual disabilities and the role of digital technologies." World Journal of Biology Pharmacy and Health Sciences 15, no. 1 (July 30, 2023): 088–97. http://dx.doi.org/10.30574/wjbphs.2023.15.1.0311.
Full textAbstract:
This article focus on definition, causes and classification of children with intellectual disabilities. Then, are mentioned the educational programs and methods for children with light and medium intellectual disability. More specifically, in order to successfully tackle with the problems of children with mental disabilities, many modifications have to be made on the analytic programs and on educational methods, with the emphasis to the needs of students in everyday life. In this way, children can use their full potential. The use of the appropriate educational materials, the sensitivity and education of the teaching staff as well as constant evaluation of students should be considered necessary factors for porgress. More specifically, teaching should be based on principles of individuality, simplification, modification of teaching work, hypermathisis and diversity. The education of intellectual disabled children should aim at real life and at their satisfaction.
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Ilkim, Mehmet, Bariş Mergan, Haci Karadag, and Kerim Ruzgar. "Investıgatıon Of Attıtudes Of Pre-Servıce Teachers Of Exercıse And Sports Educatıon For Dısabılıtıes Towards Chıldren Wıth Mental Dısabılıtıes." Pakistan Journal of Medical and Health Sciences 15, no. 9 (September 30, 2021): 2641–45. http://dx.doi.org/10.53350/pjmhs211592641.
Full textAbstract:
Background: Aim: This study aimed to determine the attitudes of pre-service teachers who study at Inonu University, Faculty of Sport Sciences, Department of Exercise and Sports Education for the Disabilities, towards mentally disabled children. Methods: “The Attitudes of Physical Education and Sports Teacher Candidates Towards Mentally Handicapped Children” scale was used to collect the research data. The universe of the study consists of 200 students studying at the sports science faculty of Inonu University, in the department of exercise and sports education for the disabilities. The sample of the study consists of 136 students randomly selected from the given universe. Results: According to the findings of the study, no statistically significant difference was found between the attitudes of physical education teachers according to the gender, age, class variable, and the status of having a disabled person attitudes towards mentally disabled children. Conclusions: Keywords: Exercise, attitude, individuals with mental disability.
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Matros, Olga. "Legal environment of social integration of children with disabilities." Social work and social education, no. 1(6) (April 15, 2021): 14–23. http://dx.doi.org/10.31499/2618-0715.1(6).2021.234108.
Full textAbstract:
The protection of childhood, especially children with disabilities is one of the main and promising areas of public policy.
Legal support for the social integration of children with disabilities is a call of the time and a responsibility of the welfare state, which has undertaken as a member of the United Nations several obligations towards children with disabilities.
To this end, the legislation seeks to adhere to clear algorithm of public administration of social protection of persons with disabilities. It focuses public policy on persons with disabilities according to their needs, creating an educational environment that meets the needs and abilities of each child, regardless of its special needs of social protection systems in Ukraine.
The purpose of the study is to highlight and analyze international and Ukrainian legal documents,
identification and characterization of the main problems in the social and legal support of the integration of children with disabilities into society. Methodology. Due to the use method of analysis, synthesis and generalization of legal acts and documents, problems in the social and legal support of the integration of children with disabilities into society have been identified. Results and practical significance. It has been found that in Ukraine there is a lack of elaboration of the legislation in the part that concerns the integration of children with disabilities into public life, in particular, their right to receive equal opportunities for education with others.
Inclusive education has been considered as one of the most important institutions for the inclusion of children with different levels of mental and physical development.
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Farooq, Humera Omer, Rabea Saeed Hassan, and Farrukh Hammad Rasool. "Promoting Inclusive Education for Children with Disabilities in Pakistan." Global Social Sciences Review VIII, no. II (June 30, 2023): 427–34. http://dx.doi.org/10.31703/gssr.2023(viii-ii).39.
Full textAbstract:
As part of the study, researchers asked both teachers of general education and teachers of special education what they thought about inclusive education. The main goal of this study was to learn more about how Pakistani educators feel about education for all. There were a total of 39 questions in the poll. The validity and reliability of the instrument were determined by trying it with pilot groups and talking to experts in the field. We found the Cronbach alpha, which is a measure of internal stability, by using SPSS. The correlation value was 0.80 as a whole. A t-test and mean values were used to look at the data. A meticulous analysis of the data shows that all teachers are right about how effective inclusive education is and that all teachers support the method. It was also shown that both regular and special-needs teachers feel the same way about inclusive education.