Academic literature on the topic 'Children with mental disability – Education (Secondary)'
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Journal articles on the topic "Children with mental disability – Education (Secondary)"
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Wrana, Jan. "Forms of therapy of disabled children and role of architecture in this process." Budownictwo i Architektura 14, no. 1 (March 10, 2015): 135–43. http://dx.doi.org/10.35784/bud-arch.1679.
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The article presents the examples of the different forms of education in the period of building a civil society, and the deliberate creation of equal opportunities and development of the child, foster the construction of curriculum system: "To better developed skills supported the efforts in improving the function of a child with disabilities." Formed integration education and sports centres, primary and secondary s with all facilities where children are educated together in full working order and state disability after diagnosis (with no significant motor impairment), assisted activity of school and educational centres which preparing young people with mild mental retardation - to practical profession, allowing them to actively participate in social life. There has also been a specialist center - Special care for musically gifted children with varying degrees of disability (deaf, visually impaired, cerebral palsy, autism) which appear on stage as an equal alongside the winners of the competitions.
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Chan, Ko Ling, Camilla K. M. Lo, Frederick K. Ho, and Patrick Ip. "Disability-Specific Associations with Child Health and Functioning." International Journal of Environmental Research and Public Health 16, no. 6 (March 20, 2019): 1024. http://dx.doi.org/10.3390/ijerph16061024.
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This study examined the health profile of children with different types of disabilities and explored the disability-specific associations with various types of health and functioning using a large nonclinical sample of children. A cross-sectional school survey was conducted during 2016 and 2017. A total of 4114 children (aged 6–18 years) receiving primary or secondary education, or their proxy, in Hong Kong participated in the study. Disabilities were categorized as (a) physical disabilities; (b) learning and developmental disabilities; (c) intellectual disabilities; (d) internalizing disorders or mental illness; and (e) autism spectrum disorder. Health-related quality of life (QoL), sleep-related QoL, activities of daily living (ADL), emotional functioning, and social functioning were assessed and compared between children with disabilities and those without. The results showed that children with disabilities showed poorer physical functioning, health-related QoL, and emotional and social functioning than their counterparts without disabilities. Disability-specific associations with health were found: (a) physical disabilities and intellectual disabilities were associated with greater difficulties in ADL; (b) language impairment and Attention deficit/ hyperactivity disorder (ADHD) were negatively associated with sleep-related QoL; (c) all types of disabilities but hearing impairment were negatively associated with health-related QoL (HRQoL); and (d) language impairment, ADHD, internalizing disorder, as well as autism spectrum disorder were associated with greater abnormal behavioral difficulties. The findings warrant the development of tailor-made intervention programs and give insights to effective resource allocation for the children in need.
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Abdelfattah, Faisal, Ahmad Rababah, Ibrahim Alqaryouti, Zaidan Alsartawi, Dareen Khlaifat, and Abdullah Awamleh. "Exploring Feelings of Worry and Sources of Stress during COVID-19 Pandemic among Parents of Children with Disability: A Sample from Arab Countries." Education Sciences 11, no. 5 (May 4, 2021): 216. http://dx.doi.org/10.3390/educsci11050216.
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The study sought to explore feelings of worry and sources of stress-affected parents of children with disabilities, as well as describing the negative feelings and how resources helped them overcome stress due to the outbreak of the Coronavirus. Furthermore, we sought to assess the level of general satisfaction with the services they have obtained remotely. Methodology: A sample of 623 parents of children with disabilities filled out an electronic self-report questionnaire during the period June 4th to June 20th, 2020. Results: The parents reported a high level of worry regarding the possibility of their child getting infected. Parents continue to worry about losing their child’s care and treatment. Parents who hold a bachelor’s degree feel the sources of stress at a higher level compared to parents with lower than high school education. A proportion of 59% of parents reported not receiving services from special education centers during the pandemic, and 41% of parents were satisfied with the services provided by the center of special education. Parents with a bachelor’s degree or higher were less satisfied with the center’s services. Parents with a higher qualification than secondary school use several sources to overcome the pressure associated with educating a child with a disability. Conclusion: Mental health fears were associated with pandemic restrictions. The study recommends special education centers implement strategies that support parents with special education children.
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Shcherba, Nataliia S. "ВИКОРИСТАННЯ ЕЛЕКТРОННИХ ЗАСТОСУНКІВ У НАВЧАННІ ІНОЗЕМНОЇ МОВИ СТАРШОКЛАСНИКІВ З ДИТЯЧИМ ЦЕРЕБРАЛЬНИМ ПАРАЛІЧЕМ." Information Technologies and Learning Tools 70, no. 2 (April 27, 2019): 71. http://dx.doi.org/10.33407/itlt.v70i2.2557.
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The article is dedicated to a highly topical issue of raising the effectiveness of teaching upper secondary school students with cerebral palsy foreign languages by means of the selection and classification of web applications. According to the Law of Ukraine «On General Secondary Education», SEND (special educational needs and disabilities) students can study in mainstream schools (and namely, in special / inclusive classes or in distant / evening / extramural educational settings), and also in special schools (meant for children who need special education due to their physical impairments or mental disability), among which there are also education-and-rehabilitation centers (for children who need regular rehabilitation because of the complexity of their impairments). The implementation of the Social model of disability, started in Ukraine, presupposes the gradual transition from segregation to inclusion of SEND children. It can be implemented by means of numerous adjustments in mainstream educational settings so that all the barriers are removed, unless the modification of learning is viewed as the best choice. Some of the adjustments mentioned can be introduced by means of web-applications interpreted in this research as users’ computer programs that empower them to solve certain tasks. Pursuing the aim of the article the author classifies web applications by the following criteria: their location (on a special web platform or on a user's personal computer); the field of usage (whether they are supposed to be applied by general public or in a special field only). The latter include applications, designed for teaching foreign language. These are classified according to the competencies that they enable to develop (namely, language and speech ones). Finally, the web applications are grouped according to barriers and special educational needs typical for upper secondary school students with cerebral palsy. The results obtained are generalized in tables suggested.
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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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Karabanova, O. A., and N. N. Malofeev. "Education Development Strategy for Children with Disabilities: On the Way to Implementing a Cultural-Historical Approach." Cultural-Historical Psychology 15, no. 4 (2019): 89–99. http://dx.doi.org/10.17759/chp.2019150409.
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The relevance of developing a strategy for the development of education for children with disabilities and limited health is due to the need to create a developmental educational environment that meets the educational needs of this category of children in the context of modernization of general education and the implementation of inclusive/integrated education. The purpose of the article is to analyze the key provisions of the strategy, its scientific novelty and practical significance for the modernization of the education of children with disabilities. From the point of view of the cultural-historical approach (L.S. Vygotsky, A.R. Luria, D.B. Elkonin), the priority of early assistance to children at risk is substantiated in order to create conditions for ensuring the normative age development of children with developmental risk factors. The desired educational outcomes are presented as specific age-related psychological neoformations/higher mental functions for early, preschool, primary, secondary and high school age. The paper highlights the necessity of creating a new psychological and pedagogical typology that implements the principle of variety of developmental options for the same impairment while maintaining the nosological criterion. For early, preschool and primary school age, a psychological and pedagogical typology is proposed based on the characteristics of child development, risk factors, developmental disabilities and their genesis. Based on theoretical and empirical studies and psychological practices, it is proved that the target group of early assistance in education is a family raising a child with disabilities, with special educational needs. Monitoring the developmental interaction between the family and the child with disability is an important component of the psychological support as this interaction is essential to the correction and prevention of developmental disorders. Differentiating between the academic achievements and life competencies as the planned educational outcomes of programmes for children with disabilities would create the foundation for positive socialisation and social integration of the disabled children.
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Sariningsih, Ni Luh Putu, Ni Wayan Sariani Binawati, and Ferdinandus Nanduq. "PENERAPAN PENDIDIKAN AGAMA HINDU DI YAYASAN KUPU-KUPU KABUPATEN BANGLI." Jurnal Penelitian Agama Hindu 2, no. 1 (May 28, 2018): 141. http://dx.doi.org/10.25078/jpah.v2i1.460.
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<p><em>Any unique routine is done by Butterflies Foundation at Bangli Regancy which behind their deficency give the education, especialy the education aplication of Hinduism Religion feisible to hold the research. The Problem study : (1) The form of the aplication education of Hinduism Religion; (2) The obstacle on aplicating education of Hinduism Religion; and (3) </em><em>Resolve</em><em> the obstacle on education aplicating of Hinduism Religion. Commonly the research is to know the education aplication of Hinduism Religion at Butterflies Foundation as a place for disabilities children to study education </em><em>like</em><em> the aplication, obstacle and effort their resolve. </em><em>Problem analisys on this research is based on the theory that relevant with theory of structural fungsional, which it’s reviewing the education aplication of Hinduism Religion, theory of action reviewing the obstacle, and theory to motivate to analize and to resolve the obstacle. This reserach is belong to qualitative descrivtive research which the data source from primary and secondary data. The data is collected by using non partisipant obsevation technic, interview random ( structure and unstructure), literature reviewand documentation. Data analisis by reduction of present data and take the conclusion. </em><em></em></p><p><em>Based on that presentation can be concluded that form of the education aplication of Hinduism Religion at by Butterflies Foundation at Bangli Regancy is found on form (1) learning process, (2) Yoga exercise, (3) through the tirtayatra, and (4) on daily activity such as give something to someelse (ngejot) and ofer someting to the God (mebanten). The obstacle that block activity the education aplication of Hinduism Religion at by Butterflies Foundation commonly is coused by two factors, they are : (1) the members of Butterflies Foundation which is abnormal </em><em> (</em><em>disability</em><em>) (</em><em>physical disability</em><em>, mental</em><em> disability</em><em>, </em><em>and physical and mental disability</em><em>); </em><em>and</em><em>, (2) </em><em>The componen of facilities and infrastucturewhich not adequate such as there is not support book and another facilities and infrastructure</em><em>.</em><em> The effort to resolve the education aplication of Hinduism Religion at Butterflies Foundation Bangli Regancy is hold by any activity such as (1) give the briefing, guiding, and educate both teacher and staff to abnormal children when doing routine, and (2) Look for the donation both material and non material to menunjang the activity at Butterflies Foundation at Bangli Regancy.</em></p>
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Hagiwara, Mayumi, Karrie A. Shogren, and Leslie A. Shaw. "Examining the Impact of Respondent-Level Factors on Scores on the Supports Intensity Scale – Children's Version." American Journal on Intellectual and Developmental Disabilities 124, no. 4 (July 1, 2019): 309–23. http://dx.doi.org/10.1352/1944-7558-124.4.309.
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Abstract This secondary analysis examined the impact of respondent-level factors on scores on the Supports Intensity Scale–Children's Version (SIS-C) for children and youth with intellectual disability to determine if there were any significant differences in the SIS-C scores by different respondent pairs when considering children's age, intellectual functioning level, and adaptive behavior level. Results indicated whenever a pair of respondents included a teacher or a paraprofessional, the support needs scores were lower than when the pair included a family member. Moreover, there was a significant interaction effect across respondent pairing, child age, and child intellectual functioning levels as well as across respondent pairing, child age, and child adaptive behavior levels. Implications for administration and use of the SIS-C are provided.
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Smith, Alphonso, and Courtney Norris. "A-40 The Neurocognitive and Behavioral Profile of an Adolescent with in-Utero Exposure to Alcohol." Archives of Clinical Neuropsychology 36, no. 6 (August 30, 2021): 1081. http://dx.doi.org/10.1093/arclin/acab062.58.
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Abstract Objective Prenatal alcohol exposure can result in altered brain development that has detrimental effects on children and put them at increased risk for cognitive impairment, sensorimotor deficits, attention problems, behavioral issues, and social–emotional difficulties. Further, adolescents with neurodevelopmental disorders associated with in-utero exposure to alcohol require targeted academic and psychosocial support as they transition into adulthood which emphasizes the need for neuropsychological assessment. Method This case study presents on the neuropsychological profile of a 17-year-old male in the 11th grade who was exposed to alcohol in-utero and was diagnosed with fetal alcohol effects as a young child by his primary care physician. Results Neuropsychological testing revealed a broad range of impairments which included deficits in intellectual functioning (mild disability), adaptive functioning, language, academic achievement, attention, executive functioning, memory, fine/visuomotor skills, and social–emotional functioning. Conclusions Recommendations were made to modify his special education goals by targeting his functional academic skills, adaptive functioning, communication skills, and post-high school transition planning. Recommendations for behavioral interventions were given to his referring psychotherapist to aid in treatment planning. Information on vocational counseling and financial support for individuals with developmental disabilities were provided to the patient’s guardian as well. This case study illustrates the long-lasting neurocognitive and behavioral effects associated with in-utero alcohol exposure and the need for neuropsychological assessment during adolescence in order to reduce secondary issues (e.g., school problems, lack of mental health support, unemployment, and financial hardship) that can occur as these individuals move into adulthood.
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Aulia, Fitri. "Penyesuaian Diri Anak Luar Biasa (Studi Kasus Ade Irawan, Juara Pianis Tunanetra Indonesia)." MADRASAH 6, no. 2 (January 29, 2016): 24. http://dx.doi.org/10.18860/jt.v6i2.3315.
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<span><em>Adjustment is the ability of individuals to associate with them self and </em><span><em>environment. Children have experience growth and development in her </em><span><em>both physically and mentally, covers an area ofmotor/biological, cognitive, </em><span><em>and emotional development/affective/social. Growth in this area lasted</em><br /><span><em>three continuous and sustainable for the human growth process. During </em><span><em>the process, begin a familiar term exceptional children, because of different </em><span><em>developmental processes. In mental health, the children will remain</em><br /><span><em>outstanding face demand adjustment interact, work, education, married, </em><span><em>gave birth to off spring. The children are exceptional (1) Child mental </em><span><em>disorders, include a) children who have unusually high intellectual capacity </em><span><em>(intellectually superior), and b) the kids are slow to learn (Mentally retarded), </em><span><em>(2) sensory disorders, including children with a) damage to hearing </em><span><em>(auditory impairments), also known as hearing impairment, b) impaired </em><span><em>vision (visual impairments), also known as the blind, (3) communication</em><br /><span><em>disorders, a) learning disabilities (learning disability), b) in speech and </em><span><em>language disorders (speech and language impairments), (4) behavioral </em><span><em>disorders , including: a) emotional disorders, b) Incompatibility of social </em><span><em>behavior or tunalaras (social maladjustment), (5) tunagrahita or severe</em><br /><span><em>disability, covering a variety of disabilities such as CP combination with </em><span><em>mental retardation, visual impairments with mental retardation. Focus </em><span><em>questionsis What is the process through which the development of Ade </em><span><em>Irawan in life. Qualitative research methods, with secondary data from a </em><span><em>number of sites biography Ade Irawan, analyzing various body language, </em><span><em>personal statements subject, as well as the statements of parents, and </em><span><em>people nearby. Results showed that developments Ade Irawan is formed </em><span><em>as follows: (1) parental support, (2) high level of intelligence, (3) music</em><br /><span><em>talent, forming a positive self concept, (4) conversion of audio viasualisasi </em><span><em>dominant senses, (5) the character general visual impairment: high alert </em><span><em>attitude on the new people, brave and critical.</em><br /><span><strong>Keywords: </strong><span><em>Adaptation, Excellent child, Blind people</em></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span><br /><br class="Apple-interchange-newline" /></span></span>
Dissertations / Theses on the topic "Children with mental disability – Education (Secondary)"
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Makgato, Lephai Irene. "Perceptions of learners in selected rural secondary schools towards mental illness : the case of Ga-Dikgale Community, Limpopo Province." Thesis, University of Limpopo, 2020. http://hdl.handle.net/10386/3362.
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Thesis(M.A.( Psychology)) -- University of Limpopo, 2020The growing number of young people in schools presenting with mental illness is increasingly becoming a disconcerting issue locally and globally. This qualitative study sought to explore the perceptions of mental illness by learners drawn from four secondary schools in Ga-Dikgale rural community (Limpopo Province). Twenty-seven learners (males = 14; females = 13) were selected through purposive sampling and requested to participate in the study. Semi-structured individual interviews and focus group discussions (n = 2) were conducted. The following three themes emerged from the data: a) Knowledge of mental illness, its causes and symptoms b) Knowledge on the management and types of interventions needed for mental illness c) Challenges associated with mentally ill people. The themes and sub-themes emerging suggested deep seated Afrocentric cultural perceptions which tended to shape learners’ views and understanding of mental illness. Some paradoxical explanations with regard to mental illness also emerged. Based on the findings of the study, it is recommended that mental health literacy campaigns be conducted in schools
VLIR-UOS
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Lackay, Joaline Merle. "'n Beroepsgerigte opleidingsprogram vir adolessente leerders met intellektuele gestremdheid." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6495.
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Thesis (PhD)--University of Stellenbosch, 2011.ENGLISH ABSTRACT: The aim of this study is to develop a vocational training programme for the adolescent learner with an intellectual disability. There is a need for these learners to be trained for work in the open labour market. From the literature it is apparent that American legislation is in place for these learners to gain access to schools, colleges and universities. The literature also makes it clear that parent involvement and community involvement are essential for the planning and implementation of a vocational training programme. To answer the research question, a qualitative participatory action research study was conducted from an interpretive research paradigm. The researcher implemented multiple sources to generate data, namely semistructured interviews, a literature review, personal documents and field notes. In the course of the study a number of steps were taken to ensure the credibility of the data and to pay attention to the ethical aspects that emerged during the research. The literature review extends over two chapters: Firstly the American legislation on vocational training programmes for the adolescent with intellectual disabilities was studied, as well as the South African Educational legislation after 1994. Secondly the three national curriculum programmes are described, namely Outcomes-based Education, Curriculum 2005 and the National Curriculum Statement. The vocational training programme was developed in accordance with the principles of the National Curriculum Statement, learning area Life orientation, Learning outcome 5: the world of work. The development of the learning programmes,work schedules and the lesson plans were adapted to suit the needs of the learners with intellectual disabilities. The findings concluded that schools can train learners to prepare them for entering the open labour market. The teachers cannot do the vocational training in school alone; they need the support of the parents and the community.
AFRIKAANSE OPSOMMING: Die doel van die studie is om 'n beroepsgerigte opleidingsprogram vir die adolessente leerder met intellektuele gestremdheid te ontwikkel. Daar is 'n behoefte vir hierdie leerders om opgelei te word om toegang tot die ope arbeidsmark te verkry. Uit die literatuur is dit duidelik dat Amerikaanse wetgewing vir beroepsgerigte opleiding in plek is vir die genoemde leerders om tot skole, kolleges en universiteite toegang te verkry. Ouer- en gemeenskapsbetrokkenheid is belangrik in die beplanning en implementering van 'n beroepsgerigte opleidingsprogram. In antwoord op die navorsingsvraag is 'n kwalitatiewe deelnemendeaksie-navorsingstudie vanuit 'n interpretatiewe paradigma onderneem. Die navorser het van verskeie bronne gebruik gemaak om data te genereer, naamlik semigestruktureerde onderhoude, 'n literatuurondersoek, persoonlike dokumente en veldnotas. Tydens die studie is verskillende maatreëls toegepas om die geloofwaardigheid van die data te verseker. Die etiese aspekte het ook aandag geniet. Die literatuurstudie strek oor twee hoofstukke. Die eerste behels die Amerikaanse wetgewing op beroepsgerigte opleidingsprogramme, sowel as die Suid-Afrikaanse wetgewing ná 1994 op spesiale onderwys. Tweedens is die drie kurrikulumbenaderings ondersoek, naamlik Uitkomsgebaseerde Onderwys, Kurrikulum 2005 en die Nasionale Kurrikulumverklaring. Die beroepsgerigte opleidingsprogram is ontwikkel volgens die beginsels van die Nasionale Kurrikulumverklaring in die leerarea Lewensoriëntering, Leeruitkomste 5: Die wêreld van werk. Die ontwikkeling van die leerprogramme, werkskedules en lesplanne is aangepas volgens die behoeftes van leerders met intellektuele gestremdhede. Die bevindings het gelei tot die gevolgtrekking dat leerders op skool opgelei kan word om die ope arbeidsmark te betree. Die opvoeders kan nie die beroepsopleiding op skool alleen vermag nie; hulle benodig die ondersteuning van die ouers en die gemeenskap.
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Stephenson, J. R., of Western Sydney Nepean University, and Faculty of Education. "Acquisition of graphic symbol use by students with severe intellectual disability." THESIS_FE_XXX_Stephenson_J.xml, 1996. http://handle.uws.edu.au:8081/1959.7/180.
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Drawing from developmental and behaviourist perspectives, a theoretical base is described for designing intervention and assessment strategies to teach and monitor picto-graphic symbol use for augmentative and alternative communication (AAC). These strategies were investigated with students with severe intellectual disability. An intervention strategy was developed that presented symbol use, symbol discrimination and symbol-object relationships as a skill cluster in a functional context. The effects of the intervention were examined through a multiple baseline across settings research design. The study explored the problem of generalisation of symbol use by examining generalisation from use in choice-making to use in labeling, and to symbol comprehension. The results provide a limited validation of naturalistic intervention strategies to teach AAC use to this particular population. They suggest that naturalistic teaching strategies have potential to be used successfully with students from the population of interest to teach both functional use of a communication board displaying picto-graphic symbols and more generalised symbol skills.Doctor of Philosophy (PhD)
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Bleazard, Adele. "The experiences of two children with intellectual disability : a case study." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53632.
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Thesis (MEdPsych)--University of Stellenbosch, 2003.ENGLISH ABSTRACT: In the literature on research about children with disabilities, special education and inclusion, the voices of the children with disabilities are seldom heard. Historically research about disability and children has been framed within the medical or charity models of disability with prolific accounts of characteristics and treatment of disability, where professionals and caregivers respond on their behalf. In this case study the views are elicited of two ten-year old learners who are at a school for learners with special educational needs. They are invited to represent their experiences of both mainstream and special schooling, friendship, family and disability. The case study is a participatory research project, located within an interpretivist paradigm, influenced by the social model of disability and a feminist perspective. It makes use of a purposive sampling technique, interviews, observations and school documents and records. The interviews are mainly used to reflect the views of the learners on the life areas of schooling, friendship, family and disability. The learners are regarded as the insiders and seen as fit to represent their own meanings, and thereby make a contribution to the field of intellectual disability and childhood.
AFRIKAANSE OPSOMMING: In die literatuur wat handelaar gestremde kinders, spesiale onderwys en inklusiwiteit, word die stemme van die gestremde kinders self nie dikwels gehoor nie. In die verlede is navorsing oor gestremdheid en kinders binne die raamwerk van mediese of welsynsmadelle van gestremdheid geplaas, wat aanleiding gegee het tot baie verslae oor die eienskappe en behandeling van gestremdhede, met professionele persone en versorgers wat namens die kinders praat. In hierdie gevallestudie word die menings van twee tienjarige leerders gevra. Hulle woon 'n skool vir leerders met spesiale leerbehoeftes by. Hulle is uitgenooi om hulle ervarings van beide hoofstroom- en spesiale onderwys, vriendskap, familielewe en gestremdheid weer te gee. Die gevallestudie is 'n deelnemende navorsingsprojek wat binne die interpretiewe paradigma hanteer is en wat deur die sosiale model van gestremdheid en 'n feministiese perspektief beïnvloed is. Dit maak gebruik van 'n doelbewuste selekteringstegniek, onderhoude, waarnemings en skooldokumente en -rekords. Die onderhoude word hoofsaaklik gebruik om die leerders se idees oor skool, vriendskap, familie en gestremdheid te weerspieël. Die leerders word gesien as die kundiges wat bevoeg is om hulle eie menings weer te gee, om sodoende 'n bydrae te kan maak tot die veld van intellektuele gestremdheid en kindwees.
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Cohen, Gazith Karen. "Coping strategies of children with an intellectual disability in regular and special classrooms." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=42017.
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Adaptive coping behaviors of children with a mild to moderate intellectual disability educated in regular and special classrooms were examined using a comparative design incorporating both quantitative and qualitative analyses. Children's coping behaviors were examined using the Coping Inventory (Zeitlin, 1985) and their behavior was assessed using the Child Behavior Checklist (Achenbach, 1991). Children with an intellectual disability integrated in regular classrooms were found not to exhibit more adaptive coping behaviors than their counterparts in special classrooms. Descriptive analyses delineated several factors within both environments that influence children's coping efforts such as dependency on adults, external control, the quality of instruction, the social organization of the classroom, and the lack of direct instruction in developing children's adaptive coping efforts. Recommendations from the current study focus on the need for children with an intellectual disability to be provided with direct instruction of adaptive coping behaviors and facilitated opportunities to learn through trial and error in order to become more autonomous copers.
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Okech, John Baptist Olweny. "Special needs education in Uganda : a study of implementation of the policy on provision of education for children with 'mental retardation'." Thesis, Durham University, 1999. http://etheses.dur.ac.uk/1584/.
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Phillips, Madi E. "Identification of reading disabilities at the secondary level and its relevance to special education programming /." view abstract or download file of text, 2002. https://wwwlib.umi.com/cr/uoregon/fullcit?p3072602.
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Thesis (Ph. D.)--University of Oregon, 2002.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 112-119). Also available for download via the World Wide Web; free to University of Oregon users.
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Satterly, Roig Jamie Lee. "TEACHER EXPECTATIONS OF CHILDREN WITH MENTAL ILLNESS IN THE SCHOOLS." UKnowledge, 2011. http://uknowledge.uky.edu/gradschool_diss/176.
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Within an experimental vignette design, 224 certified teachers participated in this online study by completing a researcher created rating scale that assessed expectations for a child described in a randomly assigned vignette; a child without mental illness, a child identified with an emotional behavioral disorder, and a child identified as returning from acute psychiatric care. Results from the current study revealed reliable scales; learning, cooperation, self-control, and teacher self-efficacy. Findings indicated teachers reported significantly different expectations for children identified with mental illness in comparison to typical children in the areas of self-control and cooperation; specifically, teachers reported lower expectations for students to use self-control and cooperate if they have a history of the label Emotional Behavioral Disability (EBD). Further, teacher certification in the area of special education was a predictor for ratings of teacher self-efficacy to work with children labeled with EBD or a psychiatric hospitalization. In the whole sample, special education certification was a predictor variable for ratings of expectations for teacher self-efficacy. Years experience also predicted teacher self-efficacy. The results of the current study help support the argument for teachers to receive more training to assist children with mental illness and psychological problems, as participant responses clearly indicated a need for additional training and assistance when presented with challenging cases in the real world.
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Loebenstein, Harriet. "Support for learners with intellectual disabilities in the transition to secondary schools." Thesis, Link to the online version, 2005. http://hdl.handle.net/10019/1090.
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Vieitez, Doreen E. "Teaching toy play to developmentally disabled adolescents : acquisition, difficulty, and generality of toy function." Virtual Press, 1986. http://liblink.bsu.edu/uhtbin/catkey/474401.
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The purpose of this study was to investigate the effects of a behavioral training program on the simple toy play responses of three adolescents with severe and profound mental retardation. Also investigated were possible differences in the difficulty in initial acquisition and generality of the five toy functions chosen: direct push, build, pull, indirect electronic push, and wind. Two toys in each functional category were used. Using a multiple baseline across subjects design, each subject was scored on appropriate toy play during each session. Baseline sessions consisted simply of presenting the toy to the, subject and requesting him/her to play with it. During treatment sessions, the training sequence consisted of a verbal stimulus, a verbal instruction, modeling, shadowing, partial graduated guidance, and full graduated guidance. All subjects received positive reinforcement (i.e., verbal and physical praise with or without edibles) following every appropriate response. Because all subjects reached the prespecified mastery level of each of the 10 toys, it was concluded that the training sequence was an efficient technology in teaching toy play responses. In addition, the relative difficulty among and generality within functions was discussed.
Books on the topic "Children with mental disability – Education (Secondary)"
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Foreman, Phil. Education of students with an intellectual disability: Research and practice. Charlotte, NC: Information Age Pub., 2009.
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Education of students with an intellectual disability: Research and practice. Charlotte, NC: Information Age Pub., 2009.
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Foreman, Phil. Education of students with an intellectual disability: Research and practice. Charlotte, NC: Information Age Pub., 2009.
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Foreman, Phil. Education of students with an intellectual disability: Research and practice. Charlotte, NC: Information Age Pub., 2009.
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Cuadros, Josʹe Hermann. Parental perceptions of mental retardation as a disability: A case study of cali, Colombia. New York: L & A institute for education development and clinical research, 2004.
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Kokuritsu Tokushu Kyōiku Sōgō Kenkyūjo. Jōcho Shōgai Kyōiku Kenkyūbu. Zenkoku shō-chūgakkō jōcho shōgai tokushu gakkyū oyobi tsūkyū shidō kyōshitsu ni tsuite no jittai chōsa hōkokusho: Heisei 9-nendo shōgai no aru kodomo ni taisuru kyōiku shidō no kaizen ni kansuru chōsa fukyū jigyō. Yokosuka-shi: Kokuritsu Tokushu Kyōiku Sōgō Kenkyūjo Jōcho Shōgai Kyōiku Kenkyūbu, 1998.
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Successful inclusion strategies for secondary and middle school teachers: Keys to help struggling learners access the curriculum. Thousand Oaks, Calif: Corwin Press, 2004.
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Children with Down's syndrome: A guide for teachers and learning support assistants in mainstream primary and secondary schools. London: D. Fulton Publishers, 1998.
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Ungerleider, DeBettencourt Laurie, ed. Teaching students with mild disabilities at the secondary level. Upper Saddle River, N.J: Merrill, 1997.
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Burns, Matthew K. Implementing response-to-intervention in elementary and secondary schools: Procedures to assure scientific-based practices. 2nd ed. New York: Routledge, 2012.
Find full textBook chapters on the topic "Children with mental disability – Education (Secondary)"
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Mathew, Nisha Elizabeth, Amelia Walter, and Valsamma Eapen. "Mental Health Challenges in Children With Intellectual Disabilities." In Research Anthology on Mental Health Stigma, Education, and Treatment, 745–71. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-8544-3.ch044.
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There is limited evidence base regarding mental health issues in people with intellectual disability (ID), and hence, findings from the general population are often applied to ID groups. Available evidence suggests that individuals with ID experience higher rates of mental health disorders than the general population, although findings are mixed with regard to the determinants of this increased prevalence. Further, the consequences of this comorbidity for individuals, families, and the wider community are often overlooked including the multiple challenges in identifying and managing these concerns. Accurate diagnosis and effective intervention are currently hindered by factors including the applicability of standardized psychiatric classification systems, gaps in service delivery models and access to such services, as well as unmet training needs. It is critical that further research is carried out to examine the specific challenges facing individuals with ID along with facilitating appropriate mental health services to individuals with ID.
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Barr, Owen, and Bob Gates. "Accessing general health services." In Oxford Handbook of Learning and Intellectual Disability Nursing, 347–416. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198782872.003.0010.
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The knowledge of practical-focused and applied information within this chapter builds on the underpinning information in Chapter 5 relating to physical health and well-being. This provides essential information to nurses for people with intellectual disabilities, so that they can support people access general healthcare services. It explores the remit of general primary, secondary, and palliative care services and the roles of people who work within these services. It provides clear information on the role of all members of the primary care team and the key professionals with whom people with intellectual disabilities will often be in contact, including dentists, podiatrists, audiologists, dieticians, physiotherapists, occupational therapists, community mental health nurses, and practice nurses. It also gives clear practical information about how to support people with intellectual disabilities to access services in general hospital, children departments, emergency departments, dental departments, mental health, and maternity and palliative care.
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Jayachandran, Nandini, Mary Iype, Poovathinal Azhakan Suresh, and Divya Vinod. "Knowledge, Attitude, and Practices of Primary and Secondary School Teachers on Specific Learning Disorder." In Advances in Psychology, Mental Health, and Behavioral Studies, 39–71. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-4955-0.ch004.
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Early identification of Specific Learning Disorder (SLD) is essential not only for effective remediation of their problems but would also prevent the problems from aggravating. The role of general education teachers in early identification becomes crucial, as they are the ones who first identify the academic and behavioral issues of school children. The main aims of the study are to assess the knowledge, attitudes, and current practices pertaining to SLD, among pre-primary, primary, and secondary school teachers in public schools from Trivandrum, India, to find whether there exists any relation between years of teaching experience and awareness on SLD and to assess the effect of a short-term training program on the knowledge, attitude, and practices of school teachers. In conclusion, short-term training programs of a multi-disciplinary nature are found to be effective in bringing about improvements with both pre-primary and primary teacher's knowledge factor, but such training is maximally beneficial for improving attitude and practice of teachers in the primary level.
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Hart, Sue, and Eva Scarlett. "Decision Making in Learning Disability Nursing." In Nursing: Decision-Making Skills for Practice. Oxford University Press, 2013. http://dx.doi.org/10.1093/oso/9780199641420.003.0021.
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This chapter focuses on exploring decision making in the learning disability nursing field of practice. Previous chapters have covered the background about decision making, the principles, tools, and the use of evidence, as well as the way in which decision making fits in with the Nursing and Midwifery Council (NMC) Standards for Pre-Registration Nursing Education (NMC 2010) and competencies. The content of these early chapters and learning will help you to build your understanding of the issues when applied particularly to learning disability nursing skills in practice. This chapter also follows those addressing decision making in mental health nursing, children and young people’s nursing, and adult nursing. This ‘separating out’ of the fields of practice is helpful to give particular clarity and focus to issues relevant within them. It is, however, equally important to remind you that these apparently clear-cut distinctions between the disciplines are not necessarily reflected in practice, and that clients and patients do not always fit neatly into these artificial ‘boxes’. People with a learning disability have a right to equal treatment from registered nurses in adult and mental health settings, and children and young people with learning disabilities should expect the same standard of care as their typically developing peers. The NMC’s The Code: Standards of Conduct, Performance and Ethics for Nurses and Midwives (NMC 2008: 3) reminds us that ‘You must not discriminate in any way against those in your care’ and that ‘You must treat people as individuals and respect their dignity’. So, whatever your chosen future field of practice, please read on, because when people with learning disabilities require nursing, they are—and always will be—your responsibility too. Case study 12.1 has been chosen intentionally to highlight the partnership working and decision making that can go on between adult nurse specialists and learning disability nurses. The underpinning value base of decision making in learning disability nursing today is best understood with brief reference to the past. It is in recent memory for many service users that ‘home’ was a long-stay hospital ward or villa, which, despite the best efforts of nursing staff, would invariably be managed along quite regimented lines.
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Minow, Martha. "Making Waves: Schooling and Disability, Sexual Orientation, Religion, and Economic Class." In In Brown's Wake. Oxford University Press, 2010. http://dx.doi.org/10.1093/oso/9780195171525.003.0007.
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The historic treatment of students with disabilities in many ways resembles racial segregation in schools. Brown’s influence in this field is clear but complicated. Also complicated are debates over equal treatment of students who identify as gay, lesbian, bisexual, or transgendered. Religious students—and religious schools—elicit further variations on the educational equality debate with consequences for social integration and intergroup relations. Compulsory education laws in the United States for many years exempted students with mental and physical disabilities, and many school systems excluded such students or assigned them to separate institutions well into the 1970s. Before Brown, court challenges to this treatment of students with disabilities failed either on the assumption that the child’s impairments made schooling inappropriate or that the presence of the child with disabilities would harm the best interests of other children and the school. Even schools set up for students with disabilities could exclude a student by asserting that the child’s limitations would prevent educational progress. During the 1920s, communities established separate schools for students who were blind, deaf, or severely retarded, and many schools established separate classrooms for students who were considered to be slow learners. Misclassifications assigning students to separate classrooms or schools was not uncommon, and especially affected students who were immigrants or members of minority groups. This process of segregating persons with disabilities often relegated such persons to squalid residential institutions and imposed forced sterilization, justified in terms set by the eugenics movement. Those children with disabilities who did receive services did so largely in classrooms or schools removed from their peers. Parent advocacy organizations and civil rights activists challenged these practices, often with explicit references to Brown v. Board of Education. Parents and educators pressed for both more funding and experiments placing students with disabilities in regular educational settings. Integration, also called “mainstreaming” and “inclusion,” became a central goal through litigation, legislation, and advocacy for individual students, but for some children, advocates also pursued specialized instruction in separate settings. Intertwined with failures in the treatment of students with disabilities was the problem of racially discriminatory treatment.
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Jerome, Bickenbach, and Skempes Dimitrios. "Art.26 Habilitation and Rehabilitation." In The UN Convention on the Rights of Persons with Disabilities. Oxford University Press, 2018. http://dx.doi.org/10.1093/law/9780198810667.003.0027.
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This chapter examines Article 26 of the United Nations Convention on the Rights of Persons with Disabilities, which reaffirms the relevance of rehabilitation as a means for the full enjoyment of the right to the highest attainable standard of physical and mental health, the right to employment, the right to education, and the right to independent living of persons with disability. The focus of the article is on access to rehabilitation services and programmes. Article 26 addresses both rehabilitation and habilitation to mark the distinction between services and supports that return an individual to a situation of independence, ability, inclusion, and participation—such as would be experienced prior to an injury or the onset of a health condition—as well as services and supports that bring the individual to maximal independence—in the case of children born with congenital impairments.
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Johnson, Annette, Cassandra McKay-Jackson, and Giesela Grumbach. "Future Implications." In Critical Service Learning Toolkit. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190858728.003.0015.
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As presented in the case examples in Chapter 9, critical service learning (CSL) projects can be a tool for engaging young people in their school and neighborhood communities. Unfortunately, many US public schools may have limited resources (financial or personnel) to provide creative and innovative programming. (Spring, Grimm, & Dietz, 2008). However, a need still exists to ensure that all youth receive equal chances to succeed in school. According to Germain (2006), school mental health professionals such as school social workers should engage “the progressive forces in people and situational assets, and [effect] the removal of environmental obstacles to growth and adaptive functioning” (p. 30). Advocating against barriers that prevent equal access to resources is a cornerstone of social work practice, and CSL can be one vehicle by which equal opportunities are secured. As mentioned throughout this toolkit, CSL is appropriate for students at all tiers, including both regular education and students with disabilities. Many students who benefit from CSL projects and work with school- based social workers also receive special education support. Yet, even with targeted interventions, evaluative data from special education services continue to report poor outcomes for youth with emo¬tional and behavioral disorders (Lewis, Jones, Horner, & Sugai, 2010). Students who receive special education services may need additional supportive services to remain in and graduate from high school (Thurlow, Sinclair, & Johnson, 2002). According to 2010– 2011 data collected by the National Center for Education Statistics, more than 20% of students who received special education services dropped out of high school (US Department of Education, 2013). Approximately 20% of those students were diagnosed as emotionally disturbed, and 53% had a specific learning disability (US Department of Education, 2013). After controlling for gender, ethnicity, and socioeconomic status, youth with disabilities are still among those at greatest risk for dropping out of school. No single reason exists regarding why students disengage from school; the issue is multifaceted. Sinclair, Christenson, and Thurlow (2005) asserted that “practitioners and policymakers in search of empirically supported intervention strategies will need to rely on studies that examine secondary indica¬tors of dropout prevention, such as reduction in problem behavior through positive behavioral supports or increasing student’s affiliation with school through service learning programs” (p. 466).
Conference papers on the topic "Children with mental disability – Education (Secondary)"
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Hermawan, Hedi, Sugiharto Sugiharto, Hari Rachman, and Setya Rahayu. "Development Of Flag Matching Game To Improve Social Skill Of Mild Mentally Disabled Children In Special Elementary School For Mental Disability." In Proceedings of the 5th International Conference on Science, Education and Technology, ISET 2019, 29th June 2019, Semarang, Central Java, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.29-6-2019.2290274.
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Hamdan, Abeer, and Manar Abdel-Rahman. "Child Disciplinary Practices in relation to Household Head Education and beliefs in Five Middle East and North African (MENA) countries: Cross Sectional study-Further analysis of Multiple Indicator Cluster survey data." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0168.
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Introduction:Internationally, eight out of ten children are exposed to violent discipline by their caregivers. To reduce the prevalence of violent discipline against children, we should understand the social and economic factors that affect the choice of disciplinary methods. Despite the high prevalence of violent discipline in the Middle East and North African (MENA) region, only a few studies explored disciplinary methods in this region. Aim: This study aims to determine the prevalence of positive and violent disciplinary practices in five selected MENA countries and assess their association with household head education and beliefs of physical punishment. Methods: This is a cross-sectional study design based on available secondary data from the Multiple Indicator Cluster Survey on its fourth round (MICS-4). A child was selected randomly from the household, and the Parent-Child Conflict Scale (CTSPC) tool was used to report disciplinary methods the child encountered during the last month period preceding the survey. Univariate and multivariable logistic regression were used to investigate the association between disciplinary practices with household head education and respondent's beliefs of physical punishment. The analysis was conducted using pooled data from all selected surveys and also for individual countries. Result: The overall prevalence of positive discipline was only 15% (95% CI: 14.4-15.8), in the five countries, while the prevalence of violent discipline was 80% (95% CI: 79.0 -80.5). The prevalence of positive discipline was highest in Qatar (40%; 95% CI: 35.0-44.4) and lowest in Tunisia (5%; 95% CI: 4.3-5.9) while the prevalence of violent discipline was highest in Tunisia (93%; 95% CI: 92.1-94.1), and lowest in Qatar (50%; 95% CI: 44.7-55.0). Overall, the household head education was not significantly associated with either positive or violent discipline after adjusting for covariates. However, respondents believe of disciplinary methods was significantly associated with both positive and violent discipline (OR=5.88; 95% CI: 4.97-6.96) and (OR=6.27; 95% CI: 5.40-7.28), respectively. Conclusion: High rates of violent discipline in the MENA region might indicate an increase in mental, behavioral, and social problems and disorders in our future generation. Rapid action is needed to reduce the worsening of violent discipline, and it is consequences. There is a need for educational programs for caregivers to teach them alternative non-violent methods of discipline. Besides, these numbers should inform policymakers about the importance of the existence and the implementations of laws, policies, and regulations to protect children from all forms of violence to protect our future youths and ensure their health and wellbeing.
Reports on the topic "Children with mental disability – Education (Secondary)"
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Styugina, Anastasia. Internet game "Sign me up as an astronaut" for the formation of the social and psychological experience of younger adolescents with disabilities by means of game psychocorrection. Science and Innovation Center Publishing House, December 2020. http://dx.doi.org/10.12731/sign_me_up_as_an_astronaut.
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In the practice of a teacher-psychologist at the School of Distance Education, the game “Sign me up as an astronaut”, developed by the author, was tested, aimed at developing the skills of social and psychological interaction in younger adolescents with disabilities through the awareness and strengthening of personal resources by means of game psychocorrection. The specifics of the work of a psychologist at the School of Distance Education are determined by the following circumstances: - students have a severe disability and the corresponding psychophysical characteristics: instability of the emotional-volitional sphere, lack of motivation, severe physical and mental fatigue, low level of social skills, etc. - the use of distance educational technologies in psychocorrectional work; - lack of methodological recommendations for psychocorrectional work in conditions of distance technologies with school-age children. Such recommendations are available mainly for adults, they relate to the educational process, but they do not cover the correctional process. There is enough scientific and methodological literature on psychological and pedagogical correction, which is the basis for ensuring the work of a practicing psychologist, but there are difficulties in transferring these techniques, games, etc. - to the remote mode of correctional and developmental work, especially in the form of group work. During the game, various social and psychological situations are solved, which are selected strictly according to the characteristics of the social experience of the participants.