Journal articles: '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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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) Resolve 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 like the aplication, obstacle and effort their resolve. 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. 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 (disability) (physical disability, mental disability, and physical and mental disability); and, (2) The componen of facilities and infrastucturewhich not adequate such as there is not support book and another facilities and infrastructure. 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.

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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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Adjustment is the ability of individuals to associate with them self and environment. Children have experience growth and development in her both physically and mentally, covers an area ofmotor/biological, cognitive, and emotional development/affective/social. Growth in this area lasted three continuous and sustainable for the human growth process. During the process, begin a familiar term exceptional children, because of different developmental processes. In mental health, the children will remain outstanding face demand adjustment interact, work, education, married, gave birth to off spring. The children are exceptional (1) Child mental disorders, include a) children who have unusually high intellectual capacity (intellectually superior), and b) the kids are slow to learn (Mentally retarded), (2) sensory disorders, including children with a) damage to hearing (auditory impairments), also known as hearing impairment, b) impaired vision (visual impairments), also known as the blind, (3) communication disorders, a) learning disabilities (learning disability), b) in speech and language disorders (speech and language impairments), (4) behavioral disorders , including: a) emotional disorders, b) Incompatibility of social behavior or tunalaras (social maladjustment), (5) tunagrahita or severe disability, covering a variety of disabilities such as CP combination with mental retardation, visual impairments with mental retardation. Focus questionsis What is the process through which the development of Ade Irawan in life. Qualitative research methods, with secondary data from a number of sites biography Ade Irawan, analyzing various body language, personal statements subject, as well as the statements of parents, and people nearby. Results showed that developments Ade Irawan is formed as follows: (1) parental support, (2) high level of intelligence, (3) music talent, forming a positive self concept, (4) conversion of audio viasualisasi dominant senses, (5) the character general visual impairment: high alert attitude on the new people, brave and critical. Keywords: Adaptation, Excellent child, Blind people

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Topping, Keith. "Primary–secondary transition: Differences between teachers’ and children’s perceptions." Improving Schools 14, no. 3 (November 2011): 268–85. http://dx.doi.org/10.1177/1365480211419587.

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Transition from primary to secondary school is an important but neglected topic. For this review, 88 studies were selected from 325 possible studies, as including substantive data related to transition. The teacher’s perspective and the child’s perspective were very different, the former principally concerned with attainment and the latter principally concerned with socio-emotional issues. Children were concerned with peer relations and bullying, self-esteem and external support networks. Teachers were concerned with the attainment dip on entry to secondary school, curriculum problems, school strategies to ameliorate these, special groups and children with disability. The secondary school was a problem for all children at first, but after a term many children adjusted, though 40 percent still struggled after a year. The difficulty was greater for children from homes in poverty or ethnic minorities, particularly where parental encouragement was lacking. The quality of the evidence was critiqued and evidence-based implications for practice and policy and future research were outlined.

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Rathnakumar, D. "Play Therapy and Children with Intellectual Disability." Shanlax International Journal of Education 8, no. 2 (March 1, 2020): 35–42. http://dx.doi.org/10.34293/education.v8i2.2299.

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We are witnessing tremendous changes day by day in the educational field, and new avenues of knowledge are opened up almost daily. Innovations in behavioral psychology and educational technology would certainly balance the disparity in learning that arises due to physical, economic, and social factors. There is an ability within every child, and the potential for the education of the disabled children should be realized and recognized. The ability to play is one of the principal criteria for mental health. The teaching and learning processes have been dramatically altered by the convergence of varieties of technological, instructional, and pedagogical developments in recent times.

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Thompson, James R., and Virginia L. Walker. "Introduction to the Special Issue: Educating People With Intellectual Disability and Related Developmental Disability." Intellectual and Developmental Disabilities 56, no. 6 (December 1, 2018): 393–95. http://dx.doi.org/10.1352/1934-9556-56.6.393.

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Abstract This special issue on educating children and adults with intellectual disability and related developmental disabilities (IDD) highlights critical developments in theory, research, and practice related to teaching, learning, and schooling. The six articles in this issue focus on (a) how social-ecological understanding of disability and the supports paradigm can be applied in educational settings and activities; (b) core practices, dispositions, and orientations needed by educators of students with extensive support needs; (c) the roles and responsibilities of professionals from different disciplines in educating secondary-age students with complex health care needs in general education classrooms; (d) experimental findings related to the efficacy of an approach to teaching academic skills that are simultaneously aligned with standards from the general education curriculum as well as functional skills; (e) predictors of inclusive course enrollments at institutions of higher education that offer programs for students with intellectual disability (ID); and (f) international perspectives on the challenges and benefits associated with establishing inclusive school communities.

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Ludwig, Jan Ole, Neil M. Davies, Jacob Bor, and Jan-Walter De Neve. "Causal effect of children’s secondary education on parental health outcomes: findings from a natural experiment in Botswana." BMJ Open 11, no. 1 (January 2021): e043247. http://dx.doi.org/10.1136/bmjopen-2020-043247.

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ObjectivesA growing literature highlights the intergenerational transmission of human capital from parents to children. However, far less is known about ‘upward transmission’ from children to parents. In this study, we use a 1996 Botswana education policy reform as a natural experiment to identify the causal effect of children’s secondary schooling on their parents’ health.SettingBotswana’s decennial census (2001 and 2011). Data were obtained through the Integrated Public Use Microdata Series and are 10% random samples of the complete population in each of these census years.ParticipantsSurvey respondents who were citizens born in Botswana, at least 18 years old at the time of the census and born in or after 1975 (n=89 721).Primary and secondary outcome measuresParental survival and disability at the time of the census, separately for mothers and fathers.ResultsThe 1996 reform caused a large increase in grade 10 enrolment, inducing an additional 0.4 years of schooling for the first cohorts affected (95% CI 0.3 to 0.5, p<0.001). The reform, however, had no effect on parental survival and disability by the time exposed child cohorts reach age 30. Results were robust to a wide array of sensitivity analyses.ConclusionsThis study found little evidence that parents’ survival and disability were affected by their offspring’s educational attainment in Botswana. Parents’ health may not be necessarily affected by increasing their offspring’s educational attainment.

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Agiati, Enkeu, and Enung Huripah. "Burnout of Parent Who Have Children with Cerebral Palsy Disability in Bandung City." Asian Social Work Journal 4, no. 2 (March 19, 2019): 35–43. http://dx.doi.org/10.47405/aswj.v4i2.88.

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Burnout refers to feelings of physical, emotional and mental exhaustion of parents who have children with cerebral palsy disabilities. The purpose of the research was to examine: 1) Characteristics of the subject, 2) Feelings of physical fatigue, 3) Feelings of emotional fatigue, and 4) Feelings of mental fatigue. The method used was descriptive qualitative method. The data sources used are primary and secondary data sources. The technique of determining the informants used was purposive. Data collection techniques used were in-depth interviews, participatory observation, and documentation study. The criteria for checking data validity used credibility test, transferability test, dependability test, conformbility test with the technique of extending participation, observation persistence, and triangulation. Data analysis techniques used qualitative data analysis techniques. The results showed that parents who have cerebral palsy children experience burnout characterized by feelings of physical, emotional and mental fatigue. However, feelings of physical and emotional exhaustion can still be overcome properly, only the feeling of mental fatigue cannot be overcome.

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Miranda, C., L. Santos, C. S. Paula, W. Ribeiro, and T. Florencio. "Association between mental health problems of stunted children and common mental disorders of their mothers in Brazil: A case control study." European Psychiatry 33, S1 (March 2016): S176. http://dx.doi.org/10.1016/j.eurpsy.2016.01.374.

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IntroductionIn deprived environments, mental health problems for both the mother and her stunted child may be related.ObjectiveTo verify possible association between a child's nutritional and mental health status with common maternal mental disorders (and associated impairment).AimsTo contribute to management of malnutrition and mental health in low-income populations.MethodsCase-control study in which 48 malnourished children (aged 48 to 72 months) were compared with 50 eutrophic children. The child's nutritional status, the children's mental health, the maternal mental health, and the associated disability were evaluated by using the WHO criteria, the “Strengths and Difficulties Questionnaire” (SDQ), the “Self-Report Questionnaire”-20 (SRQ-20), and the “Sheehan Disability Scale” (SDS), respectively. In addition, selected socio-economic aspects were considered.ResultsVariables with significant odds ratio (OR) in the univariate analysis were: maternal education (OR: 2.96, 95% CI: 1.30–6.75), number of residents in the household (OR: 0.32, 95% CI: 0.14–0.74), number of children in the household (OR: 0.25, 95% CI: 0.10–0.61), and social class (OR: 2.30, 95% CI: 1.02–5.18). The only SDQ dimension that tended to be associated with malnutrition was conduct problems (P = 0.08). The disability associated with probable common maternal mental disorders (CMD) also showed statistically significant association (P = 0.02). In the logistic regression, child malnutrition remained associated with child conduct problems and disability associated with probable CMD.ConclusionsConduct problems in stunted children are positively associated with CMD and related disability. Longitudinal studies are necessary to confirm these hypotheses.Disclosure of interestThe authors have not supplied their declaration of competing interest.

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Russell, Paul Swamidhas Sudhakar, Jacob Kochukaleekal John, Jeyaseelan Lakshmanan, Sushila Russell, and Kavitha Manoharreddy Lakshmidevi. "Family intervention and acquisition of adaptive behaviour among intellectually disabled children." Journal of Learning Disabilities 8, no. 4 (December 2004): 383–95. http://dx.doi.org/10.1177/1469004704047506.

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A trial was designed to evaluate the role of enhanced parental attitude towards management of intellectual disability in the acquisition of adaptive behaviour. Fifty-seven children with intellectual disability and their parents were randomly assigned to 12 weeks of either multimodal adaptive behaviour training plus interactive group psycho-education (intervention group); or multimodal adaptive behaviour training plus didactic lectures (control group). Blinded raters were involved. Completers’ and intention-to-treat analyses were conducted. In the intention-to-treat sample, 22 of 29 children in the intervention group compared with four of 28 children in the control group showed a significant improvement in the acquisition of adaptive behaviour. The minimum additive efficacy provided by the enhanced parental attitude was 80 percent. Meaningful clinical benefits on various measures were found for the intervention group after training. Parental attitude intervention should be included in adaptive behaviour training for children with intellectual disability, as enhanced parental attitude has short-term positive effects.

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Forness, Steven R., Sharon L. Ramey, Craig T. Ramey, Chuanchieh Hsu, Carl M. Brezausek, Donald L. Macmillan, Kenneth A. Kavale, and Bonnie T. Zima. "Head Start Children Finishing First Grade: Preliminary Data on School Identification of Children at Risk for Special Education." Behavioral Disorders 23, no. 2 (February 1998): 111–24. http://dx.doi.org/10.1177/019874299802300202.

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Although Head Start has a mandate to serve children with disabilities as at least 10% of its population, few systematic data are available on identification of children in various disability categories in the years immediately following their preschool experience. In the study reported here, two cohorts of 4,161 children across 30 sites were followed through first grade as part of a larger study on transition assistance. At-risk status was assessed at the beginning of kindergarten by developing research diagnostic criteria (RDC) for four major special education categories using clinical cut-off points on language, achievement, and social skills measures and indicators of speech or mental health problems on parent interviews. The school identification of study participants in each RDC was determined by a search of school archival records in the spring of first grade. Only 26% of the children meeting RDC in the four major categories were identified by the schools, and little concordance was observed among categories. Findings are discussed in relation to disability categories, with particular reference to assumptions about underidentification of children with emotional or behavioral disorders.

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Shengalts, E. V. "Institutionalization of inclusive school education in the Russian Federation." POWER AND ADMINISTRATION IN THE EAST OF RUSSIA 92, no. 3 (2020): 202–11. http://dx.doi.org/10.22394/1818-4049-2020-92-3-202-211.

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The article considers the institutional aspects of inclusive education as a social institution, describes its basic concepts, features and characteristics. Entering inclusive education in the Russian Federation is revealed through an analysis of the normative legal framework and it is concluded that a sufficient legal framework has been created for the integration of children with disabilities and disabilities into the field of education. Based on the analysis of statistical information and secondary analysis of sociological data, the author notes: the tendency to increase the number of children with HIA and disability in the total number of students in general education institutions of the Russian Federation, including in the federal districts; The tendency of positive dynamics of tolerance towards these social groups of children on the part of society and, in particular, young people.

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Danforth, Scot, Laura Slocum, and Jennifer Dunkle. "Turning the Educability Narrative: Samuel A. Kirk at the Intersection of Learning Disability and “Mental Retardation”." Intellectual and Developmental Disabilities 48, no. 3 (June 1, 2010): 180–94. http://dx.doi.org/10.1352/1944-7558-48.3.180.

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Abstract It is often assumed that current disability constructs exist in conceptual isolation from one another. This article explores the tangled historical relationship between “mental retardation” and learning disability in the writings and speeches of special education pioneer Samuel A. Kirk. Beginning in the 1950s, Kirk repeatedly told an educability narrative that described children with low IQ scores as capable students worthy of instruction. However, when he tried to clearly distinguish between the new learning disability construct and the older mental retardation, Kirk altered his standard tale. True intellectual potential then shifted to the learning disability, leaving mental retardation doubly stigmatized as the disorder of educational infertility.

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Brown, A. Lisa, and Kathleen M. Saura. "Vocational Rehabilitation Needs of Individuals Dually Diagnosed with Substance Abuse and Chronic Mental Illness." Journal of Applied Rehabilitation Counseling 27, no. 3 (September 1, 1996): 3–10. http://dx.doi.org/10.1891/0047-2220.27.3.3.

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Individuals who have a dual diagnosis of substance abuse and chronic mental illness pose unique challenges in the delivery of vocational rehabilitation services. Barriers to service provision include an underestimation of prevalence; agency classifications that require a separation of disability conditions into primary and secondary disability; a lack of counselors’ awareness of the unique needs of this population; and the impact of negative attitudes and stigma on vocational success. Although individuals with dual diagnosis can benefit from rehabilitation services and stable employment, changes in the traditional service delivery system are recommended. To address the unique needs of this population, rehabilitation practitioners are encouraged to seek specialized training and continuing education through regional training programs and interagency consultation.

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Akister, Jane, Hannah Guest, and Sarah Burch. "Can Activity Projects Improve Children’s Wellbeing during the Transition to Secondary Education?" International Education Studies 9, no. 12 (November 28, 2016): 1. http://dx.doi.org/10.5539/ies.v9n12p1.

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Promoting child mental wellbeing is an important part of UK early intervention policy. Children with poor physical or mental health have significantly lower educational attainment and lower social status as adults. ‘Activity’ projects are one form of early intervention used to try and help vulnerable children. Evidence relating to the effectiveness of activity programmes is limited and there is little to say which children benefit most.This paper reports on a summer activity project for children identified as vulnerable in the transition from primary to secondary school and is a repeat measures, longitudinal design. Reasons that children were referred to the transition project included concerns about their behaviour, school attendance, self-confidence and self-esteem. Pre-project Strengths and Difficulties Questionnaires show that most of these children have borderline or high Overall Stress scores, suggesting teachers are right to be concerned about them. The most significant improvement following the project was for children with high scores for emotional distress. There were no improvements for children referred for behavioural concerns.

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Kozakova, Zdenka. "THE LIFE QUALITY OF FAMILIES WITH A MEMBER WITH A MENTAL DISABILITY." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 3 (July 24, 2015): 55. http://dx.doi.org/10.17770/sie2014vol3.704.

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This paper focuses on the quality of life of a family taking care of a mentally disabled member. In order to be able to provide families taking care of a disabled member with high-quality special-education care and support, it is at first necessary to learn about their needs in as complex a way as possible. This paper presents a selected summary of the results of a survey carried out by means of a questionnaire and a standardized questionnaire SEIQoL, in order to compare the quality of life of parents taking care of a mentally disabled child/children and the quality of life of parents taking care of a child/children without mental disability, and thus to ascertain those areas that would be desirable for further focus in the future.

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Hamid, Mohamed, and Nagwa Ibrahim A. Mohamed. "Empirical investigation into teachers’ attitudes towards inclusive education: A study of future faculty of Qatari schools." Cypriot Journal of Educational Sciences 16, no. 2 (April 30, 2021): 580–93. http://dx.doi.org/10.18844/cjes.v16i2.5636.

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Disabled students are capable of learning and growing equally to normal students, therefore the educational infrastructure of many developed countries is inclined towards an inclusive educational system. However, such students, unfortunately, are not treated well in developing countries where teachers’ attitudes are a key hindrance to an inclusive education system. This study assesses future faculty attitudes towards inclusive education in Qatari independent schools. A mixed population from Arabic studies, Islamic studies, English language, social studies, mathematics, and science sections of both primary and secondary programmes are selected from the College of Education at Qatar University. The Questionnaire of Attitudes towards Inclusion (QAI) is designed for populations of all genders and sections. Data are analysed statistically initially using the t-test and, later with descriptive statistics in SPSS software. The research findings suggests that future faculty show a positive attitude concerning with inclusive education. However, this attitude toward teaching special children varies which depends on the severity of disability and the nature. Further, teachers prefer to teach mild special children for instance those with learning disabilities. Additionally, the findings reveal no substantial differences in future faculty attitudes to special children in inclusive education with respect to gender or specialization. The study emphasizes the importance of academic and psychological preparation of teachers in Qatari independent schools to understand the nature of disability and motivate them to enhance their acceptance of children with disabilities. Keywords: Disabled students, inclusive education, Qatari independent schools, special education, teaching attitude

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Sit, Cindy H. P., Koenraad J. Lindner, and Claudine Sherrill. "Sport Participation of Hong Kong Chinese Children with Disabilities in Special Schools." Adapted Physical Activity Quarterly 19, no. 4 (October 2002): 453–71. http://dx.doi.org/10.1123/apaq.19.4.453.

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The purpose was to examine sport participation (excluding physical education classes) of school-aged Chinese children with disabilities attending special schools in Hong Kong. A sample of 237 children, ages 9 to 19, attending 10 special schools in Hong Kong, responded to a sport participation questionnaire in individual interviews. Data were analyzed by gender, two school levels, and five disability types. Results relating to participation frequency and extent indicated that girls were significantly less active than boys. Children with physical disability, visual impairment, and mental disability were less active than children with hearing impairment and maladjustment. Children with different types of disabilities varied in their participation patterns and choices of physical activities as well as their motives for sport participation, nonparticipation, and withdrawal. We concluded that disability type is more related to children’s participation behaviors in sport and physical activities than to gender and school level.

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Blake, Jamilia J., Danielle M. Smith, Asha Unni, Miner P. Marchbanks, Steve Wood, and John M. Eason. "Behind the Eight Ball: The Effects of Race and Number of Infractions on the Severity of Exclusionary Discipline Sanctions Issued in Secondary School." Journal of Emotional and Behavioral Disorders 28, no. 3 (July 8, 2020): 131–43. http://dx.doi.org/10.1177/1063426620937698.

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African American and Hispanic students receive more punitive school discipline than White students even when students of color commit similar infractions as Whites. Similarly, students with a disability status are more likely to experience harsher discipline in schools compared to their counterparts without a disability label. This study examines whether these discrepancies are a result of a difference in the number of infractions students of different racial/ethnic groups and disability categories commit. Using secondary educational data from a state educational agency in the United States, we demonstrate that African American and Hispanic students and students with an emotional behavioral disorder status receive more severe sanctions than White students and students without a disability label at their first discipline encounter. This racial disparity in discipline severity continues through six sanctions and is eliminated at the 13th sanction. The disability disparity in discipline severity dissipates after 10 sanctions for students with emotional behavioral disorder and intellectual disability. Implications for school personnel and future directions are discussed.

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Woods, Adrienne D., Frederick J. Morrison, and Annemarie S. Palincsar. "Perceptions of Communication Practices Among Stakeholders in Special Education." Journal of Emotional and Behavioral Disorders 26, no. 4 (November 1, 2017): 209–24. http://dx.doi.org/10.1177/1063426617733716.

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Especially important to the successful education of children with disabilities are stakeholder (parents and educators) perceptions of home–school relationships across grade levels and diagnoses. However, research on these communication patterns often excludes the perspectives of multiple stakeholders and downplays differences across disabilities. The present study investigated perceived patterns of communication among special education stakeholders through 17 qualitative, semistructured interviews. Notable results indicate that educators at younger grades are more proactive with home contact; parents who have more frequent communication with schools tend to be more satisfied with schools, but their children may also have more common or noncomorbid disabilities; most stakeholders rely on elementary-level educators to identify students with exceptionalities; and administrators are still challenged by perceptions that general and special education are two separate systems. These results are framed by disability type and comorbidity, and substantively add to the conversation regarding how to improve home–school relationships regardless of disability.

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Ahmadian, M., and L. Fata. "The Effect of Life Skills Education on Mild Intellectual and Developmental Disability." European Psychiatry 24, S1 (January 2009): 1. http://dx.doi.org/10.1016/s0924-9338(09)71084-3.

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Introduction and aim:This study examines the effect of life skills education on mild intellectual and developmental disabled students.Life skills education program is widely used in other disabilities but rarely utilized with children who have intellectual disabilities, possibly on the assumption that the cognitive skills on which it capitalizes are less likely to be available. The primary goal of education for this group is to increase self-sufficiency by teaching functional skills needed in everyday life across home, community, work, and leisure domains.Method:A total of 30 participants took part in this study (20 male, 10 femal). The IQ level of these participants were assessed by WISC_R. we also assessed intervention effects on three skills targeted by classroom teachers. The three target skills were self-knowledge, social and interpersonal relationships, and anger-management.Cronbach alpha reliability coefficient and factor analyses were used to examine the reliability and validity of the LSEQ in this special students sample.Results:The alpha coefficient reliability of the total scale of the LSEQ was 0.76. The total effect of Life skills education program showed positive effects ( T=-7.136 df=29, p< .001 ), Self-knowledge ( T=-5.882 df=29, p< .001 ), interpersonal relationship ( T=-7.430 df=29, p< .001 ), anger-management ( T=-4.762 df=29, p< .001 ).Cunclusion:Overall, results showed positive effects of the intervention on participants" skills. Further research on the effects of various systematic instructional strategies on the social- skills of individuals with various disabilities in multiple settings is recommended.

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Yewchuk, Carolyn R. "Identification of Gifted/Learning Disabled Children." School Psychology International 7, no. 1 (January 1986): 61–68. http://dx.doi.org/10.1177/014303438600700108.

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Until very recently, little attention has been focused on children who are both gifted and learning disabled. Because of their contradictory characteristics, these children are usually undetected by teachers or school psychologists. Close analysis of WISC-R responses and profiles in the context of a very broad clinical assessment for learning disability can assist the school psychologist in identifying these children so that they can be placed in educational programmes appropriate to their unique needs.

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Kimura, Miyako, and Yoshihiko Yamazaki. "Physical Punishment, Mental Health and Sense of Coherence Among Parents of Children with Intellectual Disability in Japan." Journal of Applied Research in Intellectual Disabilities 29, no. 5 (May 25, 2015): 455–67. http://dx.doi.org/10.1111/jar.12198.

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Wong, S. Y., Alice C. Lai, Ida Martinson, and Thomas K. S. Wong. "Effects of an education programme on family participation in the rehabilitation of children with developmental disability." Journal of Intellectual Disabilities 10, no. 2 (June 2006): 165–89. http://dx.doi.org/10.1177/1744629506064012.

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Mantey, Efua Esaaba. "Beyond the Politics of Inclusion: The Policy Environment and the Fate of Children with Disability in the Ghanaian Educational System." Mediterranean Journal of Social Sciences 10, no. 5 (September 1, 2019): 54–61. http://dx.doi.org/10.2478/mjss-2019-0066.

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Abstract The 1992 constitution of Ghana and other national legislative instruments guarantee and promote free compulsory universal basic education for all Ghanaian children irrespective of their background. This has been the practice for many years. Even though these policies have chalked some successes, especially regarding school attendance and gender parity, there still remains some level of uncertainty as to whether all Ghanaian children, especially those with disabilities, benefit from these policies. Using secondary information available, the paper provides an overview of the existing legislative instruments that seek to promote the adoption of inclusive education policy in Ghana. Evidence from the literature reveals that there are restrictions within the current policy provisions which make inclusive education not possible for children living with disabilities. The paper concludes and recommends that there should be some modifications or new developments of inclusive education to enable the system to accommodate the diverse educational needs of children with disabilities.

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Romero, Maria G., and Irmo Marini. "Obesity as a Disability: Medical, Psychosocial and Vocational Implications." Journal of Applied Rehabilitation Counseling 37, no. 1 (March 1, 2006): 21–29. http://dx.doi.org/10.1891/0047-2220.37.1.21.

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Obesity has become the second leading cause of death following smoking in the United States and is considered to have reached epidemic proportions over the past decade. It is estimated that almost two thirds of the U.S. population are overweight or obese. Obesity is also a contributor to a number of secondary disabling conditions such as coronary heart disease, type 2 diabetes, respiratory dysfunction, and musculoskeletal disorders. The psychosocial, medical and vocational implications for persons who are obese are becoming an increasing important area for rehabilitation counselors. Discrimination in employment, social situations, education, and the medical community is well documented. These issues in addition to mental health and vocational counseling strategies are discussed in this article.

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Khoshali, Afsaneh Khajevand. ""Motivational Correlates of Emotional Intelligence of Secondary Teacher Trainees "." Artha - Journal of Social Sciences 7, no. 1 (January 1, 2008): 58. http://dx.doi.org/10.12724/ajss.12.5.

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The present study attempts to show the difference in preference and use of toys, play material and/or game equipments in children with mental retardation. This varies according to child variables (such as, age, gender, presence/absence of problem behaviours, associated conditions and severity of mental retardation), family variables (such as, type of family, socio economic status, maternal age and education) respectively.It was studied on a sample of 140 children with mild and moderate mental retardation between chronological ages of 6-18 years and mental ages of 3-12 years. The sample included 71 boys and 69 girls. The results indicate that the toy preferences of children with mental retardation appear to be restricted to very few items, such as, ball, cycle, doll, wooden blocks, colour pencils, toy car, play ring, marbles, etc.

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Baslerova, Pavlina, Michal Ruzicka, and Jan Michalik. "THE ATTITUDES AND OPINIONS OF THE TEACHING STAFF CONCERNING INCLUSION IN THE CZECH REPUBLIC: READINESS FOR CHILDREN WITH VARIOUS TYPES OF IMPAIRMENT." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 25, 2018): 37–44. http://dx.doi.org/10.17770/sie2018vol1.3151.

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The paper focuses on a part of an extensive research study of the attitudes of teachers in kindergartens, elementary and secondary schools in the Czech Republic to the amendment to the Education Act effective from 1 September 2016, which introduced a new model of assessment of special educational needs.According to the amendment, children with SEN are no longer assessed by the type of disability (health, social), but rather by the impact of the disability on their educational needs. These are newly classified into five degrees of ‘support measures’.The amendment and related regulations also significantly limited the activities of schools specially designed for children with mild intellectual disability. By means of a measure issued by the Minister of Education, the curriculum specially formulated for these schools, which forms an annex to the Framework educational programme, was cancelled.These measures caused an unprecedented social discussion, which was often marked by strong anti-inclusion attitudes of the general public. Therefore, in May 2017 the research team of the Faculty of Education, Palacký University in Olomouc carried out an extensive measurement (2xxx respondents), which brought a real picture of teachers’ attitudes to the ongoing changes.The paper presents the attitudes of two groups of respondents: teachers in mainstream schools and teachers in special schools. The results showed statistically significant differences in the attitudes and assessments between these two groups of concerning the issue of inclusive or joint education.

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Ford, T., C. Parker, J. Salim, R. Goodman, S. Logan, and W. Henley. "The relationship between exclusion from school and mental health: a secondary analysis of the British Child and Adolescent Mental Health Surveys 2004 and 2007." Psychological Medicine 48, no. 4 (August 25, 2017): 629–41. http://dx.doi.org/10.1017/s003329171700215x.

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BackgroundChildren with poor mental health often struggle at school. The relationship between childhood psychiatric disorder and exclusion from school has not been frequently studied, but both are associated with poor adult outcomes. We undertook a secondary analysis of the British Child and Adolescent Mental Health Surveys from 2004 and its follow-up in 2007 to explore the relationship between exclusion from school and psychopathology. We predicted poorer mental health among those excluded.MethodPsychopathology was measured using the Strengths and Difficulties Questionnaire, while psychiatric disorder was assessed using the Development and Well-Being Assessment and applying Diagnostic and Statistical Manual of Mental Disorders Fourth Edition (DSM IV) criteria. Exclusion from school and socio-demographic characteristics were reported by parents. Multi-variable regression models were used to examine the impact of individual factors on exclusion from school or psychological distress.ResultsExclusion from school was commoner among boys, secondary school pupils and those living in socio-economically deprived circumstances. Poor general health and learning disability among children and poor parental mental health were also associated with exclusion. There were consistently high levels of psychological distress among those who had experienced exclusion at baseline and follow-up.ConclusionsWe detected a bi-directional association between psychological distress and exclusion. Efforts to identify and support children who struggle with school may therefore prevent both future exclusion and future psychiatric disorder.

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Shah, Noor Jung. "Children affected by AIDS as challenged learner in Nepal." Journal of Training and Development 1 (July 31, 2015): 62–66. http://dx.doi.org/10.3126/jtd.v1i0.13092.

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Nepal government and non-governmental organization are working in the field of education and focusing to ensure the quality of education with total enrolment of children in school. However, there is lacking to address the children affected by AIDS (CABA) to ensure the education rights and CABA compel to drop out from education. HIV issues are existing since 1998 but government of Nepal developed the policy on education to CABA in 2011; therefore we can analyze the status of government concentration on education to children affected by AIDS. The article is based on field experiences and secondary sources because I have been involving in this field since 1995 and focusing in children affected by AIDS. Stigma and discrimination is the main cause to drop the school by children affected by AIDS and there are no specific strategies to intervene to continue the education of children affected by AIDS. Government of Nepal has program to other children like children with disability or scheduled caste or geographical based but do not have the program to support the children affected by AIDS. Children affected by AIDS have always challenges to face the stigma and discrimination at schools and society which directly affect on their education.DOI: http://dx.doi.org/10.3126/jtd.v1i0.13092 Journal of Training and Development Vol.1 2015: 62-66

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Sabater, Albert, and Elspeth Graham. "The Role of Children’s Education for the Mental Health of Aging Migrants in Europe." GeroPsych 29, no. 2 (June 2016): 81–92. http://dx.doi.org/10.1024/1662-9647/a000145.

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Abstract. In this study, using SHARE data we examined whether the education of adult children is associated with depressive symptoms (EURO-D caseness) for older immigrants and nonimmigrants in Europe. After controlling for possible confounders, we found that the education of adult children has independent effects on the mental health of their parents, and that having children with upper secondary or tertiary levels of education significantly lessen the odds of immigrants experiencing depressive symptoms. Furthermore, regular contact between parents and their adult children exerts a positive influence as well as amplifying the relationship between children’s education and mental health. Taken together, the results demonstrate that, were it not for family social capital, older immigrants might experience much worse mental health outcomes.

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Timko, C., R. C. Cronkite, R. Swindle, R. L. Robinson, P. Turrubiartes, and R. H. Moos. "Functioning status of adult children of depressed parents: a 23-year follow-up." Psychological Medicine 38, no. 3 (November 8, 2007): 343–53. http://dx.doi.org/10.1017/s0033291707002073.

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BackgroundWe compared adult offspring of depressed or control parents who were followed for 23 years. Comparisons were on depression symptoms, physical functioning and disability, social functioning, and utilization of help and coping. Also examined was whether the parent's course of depression (stably remitted, partially remitted, non-remitted) was associated with offspring functioning.MethodDepressed parents successfully followed at 23 years (n=248, 82%) identified 215 adult offspring; 67% returned questionnaires. Matched control parents successfully followed (n=235, 79%) identified 261 adult offspring; 68% completed questionnaires.ResultsAdult offspring of depressed parents were more impaired than adult offspring of controls (with gender and education controlled) in the domains of depression and disability, and obtained more help for mental health problems. They also reported more severe recent stressors and relied more on active cognitive coping and seeking alternative rewards to cope. Adult offspring of depressed and control parents were comparable in a number of domains: psychiatric and behavioral problems other than depression, physical functioning and pain, social functioning, and hospitalizations and medication use for depression. Adult offspring of parents with a non-remitted course of depression were the most likely to show impaired functioning compared with controls.ConclusionsHaving a parent with depression is associated with more depression and disability in adulthood, but does not have debilitating effects in other life domains. Nonetheless, it may be important for offspring of depressed parents, particularly offspring of parents with a non-remitting depression course, to recognize their elevated risk of depression and potential need for help.

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Duda, Marlena. "Secondary health conditions in individuals with acquired long-term disabilities." Hrvatska revija za rehabilitacijska istraživanja 57, no. 1 (June 24, 2021): 158–71. http://dx.doi.org/10.31299/hrri.57.1.9.

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The aim of this study is to advance our understanding of the secondary health conditions (SHCs) experienced by individuals with acquired long-term disabilities. This review is based on published literature and addresses the nature and perspectives associated with the phenomenon of disability, as well as the terminology used to describe it. The current understanding of SHCs limits and explains the range of information on somatic and mental illness with respect to the following criteria: SHCs are secondary to the primary disorder, they are preventable and modifiable, they manifest in different ways and for different durations of time, and that they exacerbate the severity of the primary condition. This review attempts to describe particular aspects associated with functioning in the context of acquired physical disabilities, practical implications of research on this subject, and perspectives for the future.

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Lapshina, Natalia, and Shannon L. Stewart. "Examining service complexity in children with intellectual disability and mental health problems who receive inpatient or outpatient services." Journal of Intellectual & Developmental Disability 44, no. 4 (April 25, 2018): 464–73. http://dx.doi.org/10.3109/13668250.2018.1440878.

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ZAPOROZHTSEV, Evgeniy Viktorovich, and Tatyana Anatolevna SELITRENIKOVA. "PHYSIOLOGICAL ASPECTS OF PHYSICAL EDUCATION CLASSES WITH FIRST GRADERS WHO HAVE CARDIOVASCULAR SYSTEM DISEASE." Tambov University Review. Series: Humanities, no. 174 (2018): 91–98. http://dx.doi.org/10.20310/1810-0201-2018-23-174-91-98.

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The analysis of the physiological aspects of conducting physical education classes with first graders who have cardiovascular disease is given. The research urgency is caused by the fact that recently the rate of child disability in Russia has doubled. Prevalent disabilities associated with cardiovascular diseases and their manifestations. The data analysis of morbidity and disability of children in Voronezh Region over the past five years is given, one could argue about the increase in the number of first-graders, divided in consequence to the special medical group and their reduction to the core. According to the Health Department of the Voronezh Region the highest prevalence of pathologies of the cardiovascular system in children of 7–8 years are cardiomyopathy and myocarditis various, as well as dysregulation of vascular tone, occurring in the form of neuro-circulatory dystonia. On average, pupils in the first grades of secondary institutions observed pathology of the cardiovascular system at 23.4 % of cases.We have developed a technique of physical training of correctional orientation for first graders having pathology of the cardiovascular system, including developing, gymnastic and breathing exercises that are adapted to individualisierung and dosing of the training load. The developed program allows to improve the process of physical education at physical culture lessons with first graders who have cardiovascular system disease.

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Rillotta, Fiona, Jillian Arthur, Claire Hutchinson, and Parimala Raghavendra. "Inclusive university experience in Australia: Perspectives of students with intellectual disability and their mentors." Journal of Intellectual Disabilities 24, no. 1 (April 23, 2018): 102–17. http://dx.doi.org/10.1177/1744629518769421.

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Inclusive post-secondary education (PSE) delivers positive personal, social and academic outcomes. However, there is limited support for students with intellectual disability (ID) to participate in higher education, particularly in Australia. This study investigated the expectations and experiences of students with ID in an inclusive individual support PSE programme. Semi-structured interviews were conducted with students ( n = 4) and peer mentors ( n = 6) at the beginning and end of one academic semester. Participants were asked about inclusive practices, goal attainment, mentoring experiences and skill development. Thematic analysis was used to analyse data. Four major themes and several subthemes were identified: self-determination (e.g. self-confidence), social development (e.g. social networks), intellectual development (e.g. subject knowledge) and inclusive practices. The results emphasized the value of inclusive PSE for students with ID. Recommendations regarding future practices of inclusive PSE for people with ID are provided.

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Illum, Niels Ove, Mette Bonderup, and Kim Oren Gradel. "Parents’ Expressions of Concerns and Hopes for the Future and Their Concomitant Assessments of Disability in Their Children." Clinical Medicine Insights: Pediatrics 12 (January 1, 2018): 117955651878494. http://dx.doi.org/10.1177/1179556518784948.

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Aim: To assess parents’ ability to express their concerns and hopes for the future in their children with disability and assess their children’s disability as well as to analyse these data for consistency. Method: Parents of 162 children with spina bifida, spinal muscular atrophy, muscular disorders, cerebral palsy, visual impairment, hearing impairment, mental disability, or disability following brain tumours were asked to freely express their concerns and hopes for the future and to assess disability in their own children by employing a set of 26 International Classification of Functioning, Disability and Health, Children and Youth Version (ICF-CY) body function (b) codes and activity and participation (d) codes. A grounded theory approach was employed to systematize parents’ expressions of concerns and hopes; then, parents scored qualifiers on a 5-step qualitative Likert scale. Parents assessed their children’s disability in the same way using the ICF-CY 5-step qualifier scale. Results: Altogether, 119 parents freely expressed their concerns and hopes, and 101 of them also assessed their children’s disability using the 26 ICF-CY codes. A total of 475 expressions of concern and hopes (issues) were expressed and categorized into 34 areas of concern and hopes (subsections). The most frequently mentioned issues were education; understanding, goodwill, and communication between parents; and community support. Qualitative data on both 5-step qualifier scales showed good reliability. Rasch analysis maps on concerns and hopes for children as well as on the ICF-CY assessment demonstrated good alignment and a clinically relevant progression from the least to the most disabled children. Conclusion: Parents can express valid and reliable data on their concerns and hopes for the future and can reliably assess disability in their own children.

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Rozen, Barbara. "Kształtowanie tożsamości dziecka z niepełnosprawnością intelektualną w procesie dydaktyczno-wychowawczym (część 2)." Studia Warmińskie 48 (December 31, 2011): 179–96. http://dx.doi.org/10.31648/sw.294.

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The formation of the identity of child with the mental disability in the educational process is the second part of the paper, which purpose is the approximation of the fundamental truth about the person with mental disability. The realization of this truth is the task of the education. The task of the educator is to help to every child to discover and experience its dignity and to recognise its identity. The man experiences and develops himself through the relations with people and existential situations. The child with the mental disability can grow up like another children but it needs proper stimulations and good conditions to the comprehensive activity during the whole educational process. There is a very important thing to overcome the hindrances and difficulties in the educational process. The necessity of the overcoming is included in the nature of the man. The realization of this need has the influence on the proper mental activity of child. The children with the mental disability have the same psychological stages like another children. After childhood and adolescent period the child becomes adult. It is necessary to help to him in selecting of proper dress, behaviour, playing and activity in this age. The growing of independence is a very important process for the future identity. The fundamental role plays the family. If the participation in the social life completes the proper educational influence of the family, the child will experience abundance of its personality, value of life and happiness of its being.

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Siemionow, Justyna. "New media in the education of children with and without disabilities from the perspective of the knowledge and actions of their parents." Problemy Wczesnej Edukacji 40, no. 1 (May 25, 2018): 85–94. http://dx.doi.org/10.26881/pwe.2018.40.08.

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The aim of the text is to draw attention to the need to undertake planned and targeted preventive actions in the family environment as well as to domesticate effectively the so-called new technologies that are already present in our social reality, in the process of the education of pupils, with special attention paid to children with disability degree certificates. The article also presents the results of a study conducted on parents of children aged 7–12. The respondents were divided into two groups, parents of children with special educational needs due to various mental disorders, and parents of those with no such certificate. The two groups of interlocutors differed in terms of the extent to which they perceived Internet threats. A larger picture of this phenomenon emerges from the narrative of adults raising children with disability degree certificates, which points to the need to equalize opportunities and to keep pace with able peers, but creates many difficulties, including the already difficult process of educating children with developmental disorders.

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Becht, Kathleen, Carley Blades, Rumi Agarwal, and Shanna Burke. "Academic Access and Progress for Students With Intellectual Disability in Inclusive Postsecondary Education: A Systematic Review of Research." Inclusion 8, no. 2 (June 1, 2020): 90–104. http://dx.doi.org/10.1352/2326-6988-8.2.90.

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Abstract The passage of the Higher Education Opportunity Act in 2008 extended the expectation of previous legislation (the Education for All Handicapped Children Act and Individuals With Disabilities Education Act) regarding general education academic access for students with intellectual disability, from elementary to secondary and now through to postsecondary education. In light of this extension of academic access, the authors conducted a systematic research review of the studies that explored access to and progress in college academics for students with intellectual disability (ID) enrolled in inclusive postsecondary education (PSE) programs. Of the 43 studies that met criteria, between 1987 and 2017, less than half provided sufficient contextual information to confirm academically inclusive course attendance or participation. Findings and implications, regarding the lack of research exploring access to and progress in academically inclusive college course content for students with ID are discussed. Authors also discuss the need for consensus on academic expectations of students with ID enrolled in college courses and the timely use of compensatory technologies and strategies.

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Hashim, NT, B. Gobara, and I. Ghandour. "Periodontal Health Status of A Group of (Non-Institutionalized) Mentally Disabled Children in Khartoum State." Journal of Oral Health and Community Dentistry 6, no. 1 (January 2012): 10–13. http://dx.doi.org/10.5005/johcd-6-1-10.

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ABSTRACT Aim The aim of this study is to assess the periodontal health status and its determinants among a group of mentally disabled children in Khartoum State and to compare it with a control group of children of normal intelligence. Methods Thirty seven mentally disabled children aged 8-10 years were examined at five centres of mentally disabled children in Khartoum State. A control group with normal intelligence quotient of a similar age and socioeconomic status was selected from schools nearby the centres visited. Both mentally disabled children and the children in the control group were examined for their plaque index, gingival index and periodontal pocket depth. A comparison was made between the mentally disabled children and the healthy children as well as between the subgroups of the mentally disabled children (mild, moderate, and severe). Questionnaires concerning the degree of mental disability, level of parent education, role of parents toward child oral health, were also used. Results The results revealed that the mentally disabled children showed higher scores of plaque and gingival index (1.9, 1.7 respectively) when compared with the plaque and gingival index of the control group (0.6, 0.6 respectively). No increase in gingival sulcus depth in both study and control group was found. According to the degree of mental disability there was statistically significant difference in plaque and gingival index among the mild, moderate and severe subgroups (P=0.001), the plaque and gingival index tend to increase with the severity of mental retardation. Conclusion. Mentally disabled children showed more plaque when compared with healthy controls. Periodontal disease was more prevalent among mentally disabled children as presented in the form of gingivitis and the degree of severity depends on the degree of mental disability.

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Rice, Frances, Terry Ng-Knight, Lucy Riglin, Victoria Powell, Graham F. Moore, I. Chris McManus, Katherine H. Shelton, and Norah Frederickson. "Pupil Mental Health, Concerns and Expectations About Secondary School as Predictors of Adjustment Across the Transition to Secondary School: A Longitudinal Multi-informant Study." School Mental Health 13, no. 2 (March 22, 2021): 279–98. http://dx.doi.org/10.1007/s12310-021-09415-z.

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AbstractThe transition from primary to secondary schooling is challenging and involves a degree of apprehension. The extent to which pre-existing mental health difficulties, as well as pupil, parent, and teacher concerns and expectations about secondary school predict adaptation to secondary school, is unclear. In a three-wave, prospective longitudinal study, we examined associations between pre-transition concerns and expectations about moving to secondary school with mental health difficulties and demographic factors. We then evaluated whether these constructs predicted multiple indicators of adaptive pupil functioning at the end of the first year of secondary school (academic attainment, classmate behaviour rating, school liking and loneliness at school). We found children’s concerns reduced across the transition period. Concurrent associations were identified between both concerns about secondary school and lower parent and teacher expectations that children would settle in well at secondary school, with mental health difficulties and special educational needs. Investigating associations with multiple indicators of adaptive functioning at secondary school, multivariable regression analyses controlling for a range of baseline factors (e.g. special educational needs), found children’s concerns about secondary school to be specifically associated with loneliness. In contrast, children’s mental health difficulties and both parent and teacher expectations of how well children would settle into secondary school were associated with a wider range of indicators of adaptive functioning at secondary school. When examining all predictors simultaneously, primary school teacher expectations showed longitudinal association with a wide range of indicators of successful transition. These findings suggest that assessing primary school teacher expectations may be useful for monitoring and supporting pupils through this transition period and could usefully inform school-based interventions to support transition and mental health.

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Kamran Ahmadova, Mehpara. "Theoretical review of the emergence history and development of education for children with disabilities." SCIENTIFIC WORK 58, no. 9 (October 10, 2020): 67–71. http://dx.doi.org/10.36719/2663-4619/58/67-71.

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The article discusses the history and development of education for children with disabilities. Ways to involve people with disabilities in inclusive education are explored, their integration into society, programs adopted by the state in this area and the identification of future steps to create a barrier-free environment for them are announced. It is stated that every child should take advantage of the opportunity for inclusive education and become an active member of society without being separated from the society that surrounds them, and no child should be excluded from education and society due to disability. In conclusion, it is argued that there are many problems faced by people with disabilities that pose serious challenges to the development of an inclusive society and to the development of an educated population in general. One of the main problems in our country is the lack of an inclusive education system. It is noted that one of the main factors that can lead to significant improvements in the lives of children with disabilities is the creation of accessible infrastructure. Thus, in the absence of accessible infrastructure, education-related programs cannot have any serious effect. Key words: Inclusive education, children with disabilities, special schools, education, secondary schools

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Journal articles on the topic 'Children with mental disability – Education (Secondary)'

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