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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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Kristanti, Fransisca. "Dignifying Children through Inclusive Children�s Literature." Journal of Language and Literature 16, no. 1 (April 1, 2016): 63–69. http://dx.doi.org/10.24071/joll.v16i1.152.
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Children with disabilities are often considered less capable than those without disabilities. In Indonesian childrens literature, disability is under-represented and the need to start representing disability in Indonesian childrens literature is pressing. Inclusive books imposing on the development of empathy leads to actions in dignifying children of all types, with or without disabilities. Some inclusive childrens literature worldwide set good examples of dignifying children. This paper tries to elaborate the urgency of having accessible inclusive childrens literature in Indonesia by collecting and presenting examples of inclusive childrens literature around the world which represents disabilities as diversities in society.
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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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Agathi Stahopoulou and Kyriaki Siskou. "Enhancing mental health promotion of students with learning disabilities: The role of motivation and digital technologies." GSC Advanced Research and Reviews 16, no. 1 (July 30, 2023): 116–28. http://dx.doi.org/10.30574/gscarr.2023.16.1.0307.
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The present thesis is a literature review, whose aim is to examine the role of motivation both in children with learning disabilities and children without learning disabilities and establish whether motivation differs between children with and those without disabilities. The proposed questions concern the importance of motivation in children with and without learning disabilities, whether these children are able, through motivation, to improve their academic level, the possible differences in self-regulation and self-efficacy among students with and without learning disabilities and the value of intervention in promoting motivation. The present study established that motivation is one of the most important factors that encourage children to learn. Children without learning disabilities, seem to be more motivated than children with learning disabilities. Children with learning disabilities, due to more limited skills, have to face a great number of failed academic performances, a fact which discourages them from continuing their effort to achieve success. A targeted intervention to enhance motivation in children with learning disabilities, is therefore necessary for their academic development.
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Kinnear, Deborah, Ewelina Rydzewska, Kirsty Dunn, Laura Anne Hughes-McCormack, Craig Melville, Angela Henderson, and Sally-Ann Cooper. "Relative influence of intellectual disabilities and autism on mental and general health in Scotland: a cross-sectional study of a whole country of 5.3 million children and adults." BMJ Open 9, no. 8 (August 2019): e029040. http://dx.doi.org/10.1136/bmjopen-2019-029040.
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ObjectivesTo determine the relative extent that autism and intellectual disabilities are independently associated with poor mental and general health, in children and adults.DesignCross-sectional study. For Scotland’s population, logistic regressions investigated odds of intellectual disabilities and autism predicting mental health conditions, and poor general health, adjusted for age and gender.Participants1 548 819 children/youth aged 0-24 years, and 3 746 584 adults aged more than 25 years, of whom 9396/1 548 819 children/youth had intellectual disabilities (0.6%), 25 063/1 548 819 children/youth had autism (1.6%); and 16 953/3 746 584 adults had intellectual disabilities (0.5%), 6649/3 746 584 adults had autism (0.2%). These figures are based on self-report.Main outcome measuresSelf-reported general health status and mental health.ResultsIn children/youth, intellectual disabilities (OR 7.04, 95% CI 6.30 to 7.87) and autism (OR 25.08, 95% CI 23.08 to 27.32) both independently predicted mental health conditions. In adults, intellectual disabilities (OR 3.50, 95% CI 3.20 to 3.84) and autism (OR 5.30, 95% CI 4.80 to 5.85) both independently predicted mental health conditions. In children/youth, intellectual disabilities (OR 18.34, 95% CI 17.17 to 19.58) and autism (OR 8.40, 95% CI 8.02 to 8.80) both independently predicted poor general health. In adults, intellectual disabilities (OR 7.54, 95% CI 7.02 to 8.10) and autism (OR 4.46, 95% CI 4.06 to 4.89) both independently predicted poor general health.ConclusionsBoth intellectual disabilities and autism independently predict poor health, intellectual disabilities more so for general health and autism more so for mental health. Intellectual disabilities and autism are not uncommon, and due to their associated poor health, sufficient services/supports are needed. This is not just due to coexistence of these conditions or just to having intellectual disabilities, as the population with autism is independently associated with substantial health inequalities compared with the general population, across the entire life course.
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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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Lindley, Lisa C., Radion Svynarenko, and Lora Humphrey Beebe. "Mental health and developmental disabilities in US children admitted in hospice care." International Journal of Palliative Nursing 27, no. 3 (May 2, 2021): 124–30. http://dx.doi.org/10.12968/ijpn.2021.27.3.124.
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Background: Of the 40 000 children who die annually in the US, thousands are admitted to hospice care. Little is known about the mental health and developmental disabilities of these children. Aims: To describe the mental health and developmental disabilities of children who are admitted to hospice care and compare this across age groups. Methods: The 2011 to 2013 US Medicaid files were used. The sample included 6195 children with a diagnosis of a mental health and/or developmental disability. Comparisons were calculated using the Pearson chi-square test. Results: Mental health conditions, including anxiety (31.0%), depression (33.1%), behavioural disorders (33.9%) and affective disorders (34.8%), were highest among children aged between 15 and 20 years. Developmental delays were common in children under a year, while intellectual disabilities were highest in the 15 to 20 years age group. Conclusions: Nurses have an important role in understanding the mental health and developmental disabilities of children admitted to hospice care.
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Mamatova, Aziza. "Speech Development Problems For Students With Disabilities In Mental Development." American Journal of Social Science and Education Innovations 03, no. 04 (April 30, 2021): 441–46. http://dx.doi.org/10.37547/tajssei/volume03issue04-75.
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This article provides information on the features of the psychological and speech development of mentally retarded students, the importance of the level of speech development in mastering the child's curriculum, as well as the effectiveness of complex interventions in educational and correctional work with such children.
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Healy, Alfred. "Mental Retardation." Pediatrics In Review 9, no. 1 (July 1, 1987): 15–22. http://dx.doi.org/10.1542/pir.9.1.15.
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Rapid and significant changes in appropriate evaluation and care of infants and young children with mental retardation and other disabilities are substantively influencing the pediatrician's role. Pediatricians trained in models of development that emphasized biologic influences are now understanding the powerful influence of environmental forces on infant development and are beginning to recognize the landmarks of infant temperamental, emotional, and mental health development. Changes in the traditional American family and the resources available to the family are also exerting major influences on the developmental outcome of infants and children with and without disabilities. Pediatricians are becoming more aware of the value of joining in active interdisciplinary partnerships with parents and well-trained professionals as they evaluate, provide health care, and participate with others in coordinating services for infants with mental retardation.
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Kupriyanova, I. E., B. A. Dashieva, and I. S. Karaush. "Mental health of disabled children: a preventive aspect." Bulletin of Siberian Medicine 18, no. 4 (January 14, 2020): 72–84. http://dx.doi.org/10.20538/1682-0363-2019-4-72-84.
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The aim is to identify the priority directions for preventing mental disorders in disabled children following a comprehensive analysis of clinical, social, psychological, ethnic and cultural characteristics over 2009– 2017. Materials and methods. 2,204 people were included in the study: disabled children, students of remedial schools aged 7–18 years old (n = 834); parents of disabled children (n = 772); teachers working in various educational facilities (n = 217); respondents of the survey identifying people’s attitude towards children with disabilities (schoolchildren, students, adults, n = 381). Clinical, psychological and statistical methods were used in the study. To identify depression and anxiety in children, Children’s Depression Inventory (CDI), Childhood Myositis Assessment Scale (CMAS), PedsQL inventory, survey on coping strategies (E. Heim) and adapted questionnaires for suicidal risk and alexithymia were used. For adult participants, the Quality of Life Scale, Hamilton Anxiety Rating Scale, Hospital Anxiety and Depression Scale (HADS), and a questionnaire identifying the attitude towards children with disabilities were applied.Results. A high prevalence of mental disorders in children with disabilities (62.7–95.2%) was identified, and the levels of anxiety, suicidal risk, alexithymia were determined. Children’s families were characterized by impaired structure (50%), parenting styles resulting in pathologies (71.5%), low income level (60%), low qualifications of parents and unemployment (13%), alcohol abuse (17.6%), victimized attitudes and low satisfaction with the psychological criteria of quality of life, combined with low level of anxiety. For teachers, the levels of anxiety and depression and signs of burnout were revealed, and the features of their interaction with disabled children in the educational process were described. The attitude of different social groups to children with disabilities was studied. The methodological conditions for carrying out research and organizing medical and psychological care were formulated.Conclusion. Prevention of mental disorders in disabled children includes identification of early signs of anxiety, depression, suicidal risk and assessment of the quality of life and work. This is ensured by a reasonable choice of research methods, psychosocial rehabilitation with involvement of beloved people, and increase in the tolerance level towards children with disabilities in the society.
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DE LEON SIANTZ, MARY LOU, and BETTE R. KELTNER. "Mental Health and Disabilities: What We Know About Racial and Ethnic Minority Children." Annual Review of Nursing Research 22, no. 1 (January 2004): 265–81. http://dx.doi.org/10.1891/0739-6686.22.1.265.
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The recognition that children and adolescents suffer from mental health problems and disabilities is a recent phenomenon, not arising until the late 19th century. Because of the increasing numbers and importance of ethnic minority children and youth to the vitality of the United States, their mental health and disabilities can no longer be overlooked. Mental health is paramount for fostering social integration, unity, and inclusiveness within and between ethnic groups. Thus the significance of changing demographics and the disparity in mental health indicators make this a key issue for the future. Nursing research in this area has been limited, in spite of the fact that mental health problems and disabilities exert a disproportionate negative effect on racial and ethnic minority children (NIMH, 2001a). The purpose of this chapter is to critique the available nursing research on mental health and disabilities in racial and ethnic minority children, including how such research has been conceptualized, conducted, and interpreted.
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Brašić, James Robert, Jacqueline Y. Barnett, S. Kowalik, Margaret Owen Tsaltas, and Raheela Ahmad. "Neurobehavioral Assessment of Children and Adolescents Attending a Developmental Disabilities Clinic." Psychological Reports 95, no. 3_suppl (December 2004): 1079–86. http://dx.doi.org/10.2466/pr0.95.3f.1079-1086.
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Although the risk of the eventual development of tardive dyskinesia and other persistent adverse effects of neuroleptics is high, among adults with mental retardation and other developmental disabilities, neuroleptics may ameliorate dyskinesias, aggression, and inattention. The effects of traditional neuroleptics on a comparable population of children and adolescents with mental retardation and other developmental disabilities are unknown. The objective of this study was to develop an assessment battery to describe the effects of traditional neuroleptics on the behavior and movements of a small sample of children and adolescents with mental retardation and other developmental disabilities. 13 children and adolescents aged 6 to 16 years attending a developmental disabilities clinic were evaluated utilizing a Movement Assessment Battery to measure behavior and motions. Five subjects took traditional neuroleptic medications. Trained raters can reliably assess the movements and behaviors of children and adolescents with multiple handicaps. Children and adolescents with developmental disabilities may be vulnerable to experience functional impairment and akathisia, tics, and other dyskinesias when administered traditional neuroleptic medications.
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Bruhn, Christina M. "Children with Disabilities." Journal of Aggression, Maltreatment & Trauma 8, no. 1-2 (May 17, 2004): 173–203. http://dx.doi.org/10.1300/j146v08n01_07.
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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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Benyakorn, Songpoom, Catrina A. Calub, Steven J. Riley, Andrea Schneider, Ana-Maria Iosif, Marjorie Solomon, David Hessl, and Julie B. Schweitzer. "Computerized Cognitive Training in Children With Autism and Intellectual Disabilities: Feasibility and Satisfaction Study." JMIR Mental Health 5, no. 2 (May 25, 2018): e40. http://dx.doi.org/10.2196/mental.9564.
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Background Researchers are increasingly interested in testing and developing computerized cognitive training interventions for individuals with autism spectrum disorder due to the limited accessibility of treatments for this disorder. Understanding the feasibility of testing cognitive interventions for this population is critical, especially for individuals with ASD who have low to moderate intellectual ability. Objective The aim of the study was to evaluate the feasibility of computerized cognitive training as measured by attrition rate and a parent satisfaction survey. Methods A total of 26 participants aged 8-17 years with an autism spectrum disorder diagnosis and significant intellectual impairment were enrolled (mean age 11.1 years). They were instructed to complete 25 sessions of Cogmed Working Memory Training in 5 to 6 weeks with coach assistance. Attrition rate and parent satisfaction surveys were measured after the completion of training. Results Most participants (96%, 25/26) completed the training and indicated high satisfaction (>88%). However, among the participants who completed the training, 5 participants (19%) were unable to finish in 6 weeks, the recommended training period by Cogmed. Parents noted various positive (eg, voice-overs) and negative (eg, particular graphic and sounds associated with a stimulus) features of the game that they thought affected their child’s response. Conclusions Children with autism spectrum disorder and intellectual impairments can successfully participate in computerized cognitive training interventions but may require additional weeks to complete the training beyond the time needed for children without intellectual impairments. The overall completion rate, with extended time to complete the training, was high. Developers of cognitive training programs for this population should take into account potential issues regarding the noise level of stimuli and characteristics of the visual graphics.
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Rousselle, Laurence, and Marie-Pascale Noël. "Mental Arithmetic in Children With Mathematics Learning Disabilities." Journal of Learning Disabilities 41, no. 6 (April 28, 2008): 498–513. http://dx.doi.org/10.1177/0022219408315638.
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Klein, Benjamin. "Mental health problems in children with neuromotor disabilities." Paediatrics & Child Health 21, no. 2 (March 7, 2016): 93–96. http://dx.doi.org/10.1093/pch/21.2.93.
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Kelleher, Kelly J., Ruth E. K. Stein, and Kimberly Eaton Hoagwood. "Supplemental Security Income for Children With Mental Disabilities." Pediatrics 137, no. 3 (February 8, 2016): e20153342. http://dx.doi.org/10.1542/peds.2015-3342.
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Holttum, Sue. "School inclusion for children with mental health difficulties." Mental Health and Social Inclusion 19, no. 4 (November 9, 2015): 161–68. http://dx.doi.org/10.1108/mhsi-08-2015-0030.
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Purpose – The purpose of this paper is to highlight research on the exclusion from school of children with disabilities, and especially those identified as experiencing emotional disturbance. Two studies of schools that are inclusive are then described in order to examine how they achieve good results. Design/methodology/approach – Three papers are summarized. The first examines things that predict children with disabilities being excluded from school, including characteristics of children and of schools. The second is a qualitative study of four English schools involved in a national programme aimed at improving children’s mental health. The third is a case study of one American school identified for its high inclusivity and excellent educational results. Findings – In the first study, children with emotional disturbance, and African-American children were most likely to be excluded from school. The study of four English schools suggested that implementation of the national programme was variable but leadership and planning seemed vital, as well as whole-school commitment. The high-performing inclusive American school had whole-school commitment, high quality planning alongside flexibility, on-going further training for teachers, and close pupil tracking. Originality/value – The study of school exclusion was the first to examine children and schools together, as well as different disabilities and ethnicity. The study of English schools highlights the experiences of those directly involved in implementing a national programme to promote children’s mental health. The study of a high-performing inclusive school in America discovered much in common with inclusive high-performing schools in England, suggesting that some practices can be identified across the two cultures that aid successful inclusion of children with disabilities including mental health difficulties.
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Lisnawati, Devi, Rafa Tanya, Putri Pathia Salsabila, and Fitriyani Fitriyani. "Learning Styles of Students With Intellectual Disabilities." International Journal Of Education, Social Studies, And Management (IJESSM) 4, no. 1 (February 11, 2024): 55–61. http://dx.doi.org/10.52121/ijessm.v4i1.210.
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Mental retardation is a child with special needs who has below average intelligence, namely between 50-70. They experience obstacles in carrying out activities. anything, especially in learning (Sefni, 2014). Learning style is the preferred way of carrying out activities of thinking, processing and understanding information. The benefit o f this research is knowing the learning styles of mentally retarded children. Researchers conducted research with the aim of describing the learning styles of students with intellectual disability and knowing the difficulties of mentally retarded children in learning the material. The subjects of this research are mentally retarded children and teachers of mentally retarded children. The learning styles used by mentally retarded children are different. Some tend to be auditory and some tend to be visual depending on the type of mental retardation experienced. However, in determining the learning outcomes achieved by mentally retarded children through their learning styles, teachers experience a little difficulty. The intellectual abilities of mildly mentally retarded children are below average, making them experience learning difficulties and difficulties in receiving lessons, especially mathematics lessons. Teaching mathematics to children with mild mental retardation will be more successful if it uses something concrete, simple examples, language that is easy to understand, and is done in interesting and fun situations so that children with mild mental retardation do not get bored and are motivated to learn.
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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.
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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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Khetawat, Devanshi. "Cognitive, Behavioural and Emotional Benefits of Deinstitutionalisation for Children with Disabilities: A Comparative Study of the United Kingdom and India." Institutionalised Children Explorations and Beyond 7, no. 1 (March 2020): 83–88. http://dx.doi.org/10.1177/2349300319894865.
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Research states that institutionalisation often results in negative outcomes for children’s mental, physical and emotional health and behaviour. Alternatively, deinstitutionalisation can buffer this negative impact across countries and cultures. However, these results have been inadequately replicated with children having disabilities, who are at heightened risk of negative psychosocial outcomes of institutionalisation. Owing to the large number of children with disabilities in institutional care and this seems unrepresentative and undesirable. In the current article, the cognitive, emotional, mental health, and behavioural benefits of deinstitutionalisation for children with varied disabilities in India and UK are discused. For this, the researcher’s compilation of observational data and personal reflections from 4.5 years of practical work with deinstitutionalised children with disabilities is used. Further, interview extracts and reflections from children and their adoptive/foster carers post deinstitutionalisation are included. With this, an attempt is made to advance how and why deinstitutionalisation is beneficial for children with disabilities.
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Fehratović, Mirsen, Amela Dautbegović, and Marija Tiosavljević. "Protective Factors of Mental Health of The Parents of Children with Disabilities." Društvene i humanističke studije (Online) 6, no. 3(16) (July 27, 2021): 523–42. http://dx.doi.org/10.51558/2490-3647.2021.6.3.523.
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When it comes to providing support to children with disabilities, this role is primarily taken over by the family, and above all by the parents. The research was conducted to determine which protective factors of mental health for parents of children with disabilities facilitate their parenting role. The sample consisted of 17 participants, parents of children with various disabilities who filled out an online questionnaire designed for the needs of the research. The questionnaire was intended to assess the protective factors of the mental health of parents of children with disabilities. The results showed that parents experience moderate to high levels of stress when it comes to their parental role, while they emphasize child care as the main source of stress related to the parental role. They point out social support as one of the leading sources of support, much more often relying on informal sources (family members, friends, neighbors). In addition to social support, significant protective factors include faith in God and personality traits such as patience (calmness), perseverance, strength (resilience), optimism, and hope. Destigmatization also stands out as a significant protective factor, ie the parental role is facilitated by the complete acceptance of the child by the environment. Based on the findings, guidelines and recommendations can be formulated for planning and creating a program to provide support to parents of children with disabilities. In this context, various psychosocial support programs aimed at strengthening parental competencies and protective factors that play an important role in preserving the mental health of parents of children with disabilities would be significant.
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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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Howard, Judy. "Children with Disabilities." Journal of Developmental & Behavioral Pediatrics 19, no. 3 (June 1998): 212–13. http://dx.doi.org/10.1097/00004703-199806000-00012.
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Ushakova, Vladislava. "EMOTIONAL ATTITUDE OF A MOTHER FOR A CHILD WITH DISABLED HEALTH." Living psychology 7, no. 4 (January 30, 2021): 9–18. http://dx.doi.org/10.51233/2413-6522-2021-9-18.
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The article is devoted to the problem of the emotional attitude of mothers to children with disabilities. The study involved 247 mothers of children with disabilities - 67 mothers of children with mental retardation, 60 mothers of children with general speech underdevelopment, 60 mothers of children with mental retardation and 60 mothers of children with autism spectrum disorder, the average age of children is 7.4 years. The distinctive features of the emotional attitude of mothers to children with various nosologies were identified and analyzed according to criteria such as justifying expectations, optimal emotional contact, excessive concentration on the child (overprotection), and emotional distance from the child (hypocaution). The emotional involvement of the mother in the process of interaction with a child with disabilities was determined.
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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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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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Burke, Peter, and Sue Montgomery. "Siblings of Children with Disabilities." Journal of Learning Disabilities 4, no. 3 (September 2000): 227–36. http://dx.doi.org/10.1177/146900470000400305.
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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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Bogan, Vicki L., and Jose M. Fernandez. "How Children with Mental Disabilities Affect Household Investment Decisions." American Economic Review 107, no. 5 (May 1, 2017): 536–40. http://dx.doi.org/10.1257/aer.p20171145.
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We analyze how children with mental disabilities influence parental portfolio allocation. We find that risky asset holding decreases among households with special needs children. However, conditional on participating in financial markets, households with special needs children invest a larger portion of their wealth in risky assets. As risky asset holding is a key component of wealth building, these findings have important implications for both policy and household wealth inequality.
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Bakhshisamarin, F., S. Mirzaei, F. Ansarizangakani, L. Mousavi, and A. Sorifijini. "Prevalence of psychological disorders among caregivers of children with intellectual disabilities and motor disabilities in Shiraz." European Psychiatry 64, S1 (April 2021): S723. http://dx.doi.org/10.1192/j.eurpsy.2021.1915.
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IntroductionThe prevalence of mental disorders plays an important role in identifying the state of mental health of the community and estimate the required facilities at any time.ObjectivesTherefore, the purpose of this study was to investigate the prevalence of psychological disorders in caregivers of children with intellectual disabilities and motor disabilities in Shiraz.MethodsThe research was descriptive and cross-sectional survey. The statistical population consisted of all mothers of children with disabilities who were admitted to welfare centers and clinics of Shiraz in 2019. Of these families, 35 mothers with children with intellectual disability and 35 mothers with children with motor disability were selected as the sample group. SCL-90-R (1976) was used to collect of data. For analyze the data, MANOVA test was used.ResultsThe results of this study showed that the most common psychological disorders in caregivers of children with intellectual disability were aggression (hostility), hypersensitivity to interpersonal relationships, anxiety and depression, and in caregivers of children with motor disabilities were physical complaints, sensitivity to interpersonal relationships, paranoid thoughts and anxiety.ConclusionsAccording to the findings of this research, it can be concluded that caregivers of children with special needs in terms of mental health are not in a favorable situation, which is due to the lack of proper adaptation with the disability of their child and the failure to meet their needs.DisclosureNo significant relationships.
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Pandudinata, Reza, Sumarlam Sumarlam, and Kundharu Saddhono. "LANGUAGE ACQUISITION OF CHILDREN WITH MENTAL DISABILITIES IN PACITAN." Humanus 17, no. 1 (March 20, 2018): 26. http://dx.doi.org/10.24036/humanus.v17i1.8542.
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This research is a psycholinguistic research because it discusses about language acquisition. Focus of language acquisition will be discussed is language acquisition of child with severe mental disability, namely Angga, and a child with mild mental disability, namely Rafli. The purpose of this study is to explain the language acquisition of child with severe mental disability and a child with mild mental disability. This research is a qualitative research. The data of this research is basic vocabularies of child with severe mental disability and a child with mild mental disability. This research strategy is case study. This research was conducted at SLB YKK Pacitan. In this study, observation and questionnaires were used to collect the data. The results of this study were Angga, child with severe mental disability, understands 56 basic vocabularies of 200 basic vocabularies provided, while Rafli, a child with mild mental disability, was able to understand the 170 basic vocabularies. This is reasonable because the ability of child with severe mental disability and a child with mild mental disability has been very different. The child's "ability to understand" is reflected in the IQ of each child, if a child with mild mental disability rate ranges from 50-55 to 70, the child with severe mental disability ranges from 20-25 to 35-40, so the ability to understand this basic vocabularies is different.Keywords: psycholinguistic, language acquisition, children with mental disabilities PEMEROLEHAN BAHASA ANAK TUNAGRAHITA DI KABUPATEN PACITANAbstrakPenelitian ini merupakan penelitian psikolinguistik karena membahas salah satu objeknya, yaitu pemerolehan bahasa. Pemerolehan bahasa pada penelitian ini berfokus kepada pemerolehan bahasa anak tunagrahita berat, yaitu Angga, dan anak tunagrahita ringan, yaitu Rafli. Tujuan penelitian ini adalah memaparkan pemerolehan bahasa pada anak tunagrahita berat dan anak tunagrahita ringan. Penelitian ini merupakan penelitian kualitatif. Data yang diperoleh dari penelitian ini yaitu kosa kata dasar anak tunagrahita ringan dan anak tunagrahita berat. Strategi penelitian ini yaitu studi kasus. Penelitian ini dilaksanakan di SLB YKK Pacitan. Dalam penelitian ini, peneliti menggunakan metode observasi dan juga angket untuk mengumpulkan data. Hasil penelitian ini yaitu Angga, anak tunagrahita berat, mampu memahami 56 kosa kata dasar dari total 200 kosa kata dasar yang disediakan, sementara Rafli, anak tunagrahita ringan, mampu memahami 170 kosa kata dasar dari total 200 kosa kata dasar yang disediakan. Hal ini wajar karena memang kemampuan anak tunagrahita berat dan ringan tentu saja berbeda, khususnya di dalam berbahasa. “Kemampuan memahami” anak tergambar pada IQ masing-masing anak, jika IQ tunagrahita ringan berkisar antara 50-55 hingga 70, maka tunagrahita berat berkisar 20-25 hingga 35-40, sehingga kemampuan memahami kosa kata dasar ini Angga dan Rafli berbeda.Kata kunci: psikolinguistik, pemerolehan bahasa, anak tunagrahita
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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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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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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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Rozuan, Raja Mohd Aizat Akhmal Bin Raja Mohd, Kharizam Ismail, and Wan Rabiah Wan Omar. "Inclusive Playground for Children with Disabilities to Promote Social Sustainability." International Journal of Psychosocial Rehabilitation 24, no. 1 (January 20, 2020): 571–81. http://dx.doi.org/10.37200/ijpr/v24i1/pr200163.
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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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Fortin-Bédard, Noémie, Naomie-Jade Ladry, François Routhier, Josiane Lettre, David Bouchard, Béatrice Ouellet, Marie Grandisson, et al. "Being a Parent of Children with Disabilities during the COVID-19 Pandemic: Mixed Method Study of Health, Social Life, and Occupational Situation." International Journal of Environmental Research and Public Health 20, no. 4 (February 10, 2023): 3110. http://dx.doi.org/10.3390/ijerph20043110.
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Parents of children with disabilities face challenges in their daily lives, but little is known about their experience of the COVID-19 pandemic. The objective of the study was to explore the experiences of parents of children with disabilities during the COVID-19 pandemic in Quebec, Canada. Forty parents of children with disabilities from Quebec, Canada (mean [SD] age: 41.2 [6.7]; 93% women) were selected from the Ma Vie et la pandémie (MAVIPAN) study. All 40 parents completed the MAVIPAN online questionnaires including the Depression, Anxiety and Stress Scale (DASS-21), Warwick–Edinburgh Mental Wellbeing short 7-item scale (WEMWBS), Social Provisions Scale-10 item (SPS-10), and the UCLA Loneliness Scale (UCLA-LS). A multi-method analysis was used to summarize questionnaires and thematically explore parents’ experiences. Parents reported deterioration in their mental (50.0%) and physical (27.5%) health, with moderate levels of depression, stress, and anxiety, yet moderately positive well-being. Additional experiences included reduction in available supports (71.4%) and feelings of social isolation (51.4%). Our results highlighted reduced mental and physical health, limited and modified access to certain services, and reduction of social supports for some parents of children with disabilities. Health professionals, policymakers, and governments should be mindful of these challenges experienced by parents of children with disabilities.
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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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Westling, David L. "What Parents of Young Children with Mental Disabilities Want." Focus on Autism and Other Developmental Disabilities 12, no. 2 (May 1997): 67–78. http://dx.doi.org/10.1177/108835769701200202.
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Amina, Dr HOUARI. "SPEECH THERAPY LANGUAGE REHABILITATION FOR CHILDREN WITH MENTAL DISABILITIES." International Journal of Humanities and Educational Research 06, no. 01 (February 1, 2024): 83–105. http://dx.doi.org/10.47832/2757-5403.24.5.
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The objective of our communication is to present the different stages of speech therapy language rehabilitation for children with mental disabilities, which consists of doing work with the parents and other work with the child; working with parents consists of informing them about the specificities of mental disability and how to stimulate their child's language and also teaching them certain techniques todo at home to reinforce the work of the speech therapist and for work with the child ; the speech therapist firstly takes care of the orofacial syndrome through the application of different massages on the orofacial organs to strengthen the hypotonia of the face and speech organs and breathing exercises and exercises of sensory stimulation and language exercises, using specific Strategies
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Azatyan, Tereza. "BRAIN INTERHEMISPHERIC INTERACTION IN CHILDREN WITH MENTAL DISABILITIES WITH SPATIAL ORIENTATION DISORDERS." Armenian Journal of Special Education 5, no. 1 (February 28, 2022): 103–13. http://dx.doi.org/10.24234/se.v5i1.281.
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Children with intellectual disabilities can freely orientate in everyday situations only if their orientation is properly developed. They can orient aided by their peers and the environment. However, the slightest change or complication of the route from one familiar place to another cause’s confusion and sometimes helplessness in the actions of children. Unlike their normally developing peers, children with intellectual disabilities cannot mentally imagine the location of the kindergarten and combine all its premises in one space.
Neurophysiological mechanisms for children with mental development disorders defined as functional insufficiency of the left or right hemispheres and the features of intra - and interhemispheric interaction in the developments of mental functions.
Children with intellectual disabilities or mental development disorders can freely circumnavigate in everyday situations only if this task is carried out in a situation which is known and familiar for them. However, the slightest change or complication of the route from one familiar place or space to another cause’s confusion and sometimes helplessness in the actions of children.
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Masterson, Julie J., Lea Helen Evans, and Mark Aloia. "Verbal Analogical Reasoning in Children With Language-Learning Disabilities." Journal of Speech, Language, and Hearing Research 36, no. 1 (February 1993): 76–82. http://dx.doi.org/10.1044/jshr.3601.76.
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This study was designed to explore the influences of both cognitive and linguistic abilities on verbal analogy completion. School-age children classified as language-learning disabled were administered five types of verbal analogies: synonyms, antonyms, linear order, category membership, and functional relationship. The performance of the children with language-learning disabilities was compared with one group of normally developing children matched for mental age and another group matched for language age. Results indicated that the group matched for mental age performed better than the other two groups on all types of analogies. Although they had significantly higher mental ages, the children with language-learning disabilities did no better than the language-matched group on any analogy type except antonyms.
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Screws, Doris Pogue, and Paul R. Surburg. "Motor Performance of Children with Mild Mental Disabilities after Using Mental Imagery." Adapted Physical Activity Quarterly 14, no. 2 (April 1997): 119–30. http://dx.doi.org/10.1123/apaq.14.2.119.
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In order to improve motor performance, mental imagery procedures have evolved over the years with nondisabled subjects. Studies researching the concept of using mental imagery with special populations (Surburg, & Stumpner, 1987; Surburg, 1991; Surburg, Porretta, & Sutlive, 1995) are very few in number. This study examined the efficacy of using mental imagery in developing skill on a motorically oriented task (pursuit rotor) and a cognitively oriented task (peg board) on middle school students with mild mental disabilities (MMD). Thirty subjects were assigned randomly to a physical, imagery, or no-practice control group to perform either a peg board or pursuit rotor task. For each motor task, there was a pretest followed by appropriate treatment regime and a posttest session. The dependent variables were the number of pegs placed in appropriate order for the peg board task and time on target for the pursuit rotor task. Results were that imagery practice enhanced the motor performance of children with MMD on both the peg board (cognitively oriented task) and pursuit rotor (motorically oriented task).
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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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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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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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Fitriyati, Yusida, and Muhammad Zuhdi. "RIGHTS AND OBLIGATIONS OF THE GUARDIANS TO THE INHERITANCE OF MENTAL DISABLED CHILDREN." Nurani: Jurnal Kajian Syari'ah dan Masyarakat 20, no. 2 (December 31, 2020): 179–86. http://dx.doi.org/10.19109/nurani.v20i2.6635.
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The law protects the interests of individuals under all circumstances, including children with mental disabilities in term of incapacity due to legal incompetence. Law Number 8 of 2016 concerning Persons with Disabilities. Article 5 states that the Unitary State of the Republic of Indonesia guarantees the survival of every citizen, including persons with disabilities, in this case persons with disabilities who are Muslims have a legal position and have the same human rights as Indonesian citizens and as an inseparable part of the Indonesian citizens and society. is a mandate and a gift from God Almighty, to live progressively and develop fairly and with dignity including obtaining justice and legal protection. Therefore, as a legal subject, people with mental disabilities are represented by their guardians in all their life activities. It is included in the control of the use of inheritance that is obtained. For this reason, this paper is made with a focus on the study of how the rights and obligations of guardians to the inheritance of mentally disabled children in Indonesia and global cultural relativism?
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Starostina, L. D. "comparative analysis of the effectiveness of isotherapy in the rehabilitation of children with intellectual disabilities." Vestnik of North-Eastern Federal University. Pedagogics. Psychology. Philosophy, no. 3 (October 4, 2023): 72–83. http://dx.doi.org/10.25587/2587-5604-2023-3-72-83.
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Art therapy technologies are widely used in educational, rehabilitation and social institutions. It is believed that the use of various methods of art therapy helps children and adolescents with disabilities to integrate into educational and rehabilitation processes. In the special and psychological-pedagogical literature, a wealth of material has been accumulated about the adaptive, corrective and therapeutic effects of art-therapeutic technologies, where the creative nature of the process of interaction between the psychologist and the wards serves as the basis. One of the most common and available methods of art therapy can be called isotherapy. The special literature emphasizes the effectiveness of isotherapy in the correction of the perceptual and emotional-volitional sphere, promotes the development of higher mental functions. This article presents the experience of monitoring the dynamics of mental activity of children with varying degrees of intellectual disability during rehabilitation, where one of the psychological and pedagogical influences was isotherapy. Research methods: observation maps for children with disabilities during isotherapy classes. The questions of the observation map are compiled on the basis of a three-level rehabilitation program using the method of isotherapy. To identify the links between the indicators of mental activity of the subjects, the r-Pearson correlation coefficient was used. In order to determine the effectiveness of isotherapy, Wilcoxon’s W-test is used. Results of the study a comparative analysis of the effectiveness of isotherapy in three different groups of children with disabilities is presented. The most noticeable positive changes are observed in the samples of children with moderate and mild mental retardation. For a group of children with severe intellectual and psychophysical disabilities, isotherapy classes help to pull some children up to an average level. The lack of positive dynamics in children of this group lies in the peculiarities of sensorimotor activity disorders, weak or almost absent differentiation of mental processes. Imagination deserves special attention in isotherapy classes, the study of which in children with intellectual disabilities is relevant in modern correctional psychology.