Academic literature on the topic 'Children with social disabilities – Education – Finland'
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Journal articles on the topic "Children with social disabilities – Education – Finland"
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Mikelsteins, Zaiga, and Thomas G. Ryan. "Increasing Inclusion and Reducing the Stigma of Special Needs in Latvia: What Can We Learn from Other Countries?" International Journal of Educational Reform 27, no. 4 (September 2018): 379–95. http://dx.doi.org/10.1177/105678791802700404.
Full textAbstract:
Latvia regained its independence in 1991 and has been slowly transforming the education system to meet the standards of the European Union (EU) and the Western world. Since regaining independence Latvia has started to integrate children with special education needs into regular schools and society; yet the process is quite restrained and measured, causing many to suggest that there must be a way and means to accelerate this process. If only Latvians could access and use practices found (Alberta) Canada or another inclusive country (Finland), that has successfully integrated students and adults with disabilities into school and society, to diminish Latvian problems such as life long dependency, poverty and social exclusion that adds to an already existing stigma of intellectual disability according to the European Union Monitoring and Advocacy Program (EUMAP, 2005). Stigma is the one issue that keeps surfacing as the key challenge for people with special needs in Latvia (Fine-Davis & Faas, 2014). Latvian society at present has minimal exposure and experience with children and adults with special needs, resulting in unawareness, avoidance, and a general misunderstanding of this population.
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Aziz, Abdul, Martini Jamaris, and Tjipto Sumadi. "Development of a learning disabilities test: a case study at elementary school." COUNS-EDU: The International Journal of Counseling and Education 6, no. 4 (December 21, 2021): 129–34. http://dx.doi.org/10.23916/0020210638540.
Full textAbstract:
This study aims to determine the procedure and to assess the quality of the development of test instruments in measuring the learning disabilities of elementary school students. Learning disabilities are formulated as disorders that occur in learning activities such as dyslexia, dysgraphia, dyscalculia. The type of the research is research and development by using Martini Jamaris’s Model. The subjects were 90 students of elementary school in Jakarta. The number of items was 75 items consisting of 19 items (dyslexia), 29 items (dysgraphia), and 27 items (dyscalculia). The results obtained in the validity test were declared valid were only 54 of the 75 items. Reliability of the test was stated to be reliable with very high interpretation in all dimensions. The results of the analysis of learning disabilities using a learning disabilities test that have been developed were obtained 90% of students experience learning disabilities.Abdurrahman, Mulyono. 2012. Anak Berkesulitan Belajar: Teori, Diagnosis, Dan Remediasinya. Jakarta: Rineka Cipta.Aiken, Lewis R., and Gary Groth-Marnat. 2005. Psychological Testing and Assessment. 12th ed. New Delhi: Pearson.Allen, K. Eileen, and Ilene S. Schwartz. 2001. The Exeptional Child Inclusion in Early Childhood Education. New York: Delmar.Aro, TuijaAhonen, Timo. 2011. Assessment of Learning Disabilities: Cooperation Beetween Teacher, Psychologists, and Parent. African ed. Finland: Suomen Yliopistopaino Oy – Uniprint.Aziz, Abdul. n.d. “Dataset Development of A Learning Disabilities Test: A Case Study at Elementary School.”Chodijah, Medina. 2014. “Model Bimbingan Kolaboratif Untuk Meningkatkan Kemampuan Akademik Anak Yang Mengalami Kesulitan Belajar (Learning Disabilities) Di Sekolah Dasar Inklusif.” Universitas Pendidikan Indonesia.Deiner, Penny L. 2013. Inclusive Early Childhood Education Development, Resources and Practice. 6th ed. USA: Wadsworth Cengage Learning.Dick, Walter, Lou Carey, and James O. Carey. 2015. The Systematic Design of Instructional. 8th ed. New York: Pearson Education Inc.Essa, Eva L. 2014. Introduction to Early Childhood Education. 7th ed. Canada: Thomson Learning Inc.Gall, Meredith D., Joyce P. Gall, and Walter R. Borg. 2003. “Educational Research: An Introduction.” Educational Research: An Introduction 683.Gephart, Harlan R. 2019. “Learning Problems in Children and Adolescents.” Pp. 9–15 in ADHD Complex.Gooch, Deanna L. 2012. “Research, Development, and Validation of A School Leader’s Resource Guide for The Facilitation of Social Media Use by School Staff.” Kansas State University.Harwell, Joan M., and rebecca W. Jackson. 2008. The Complete Learning Disabilities Handbook: Ready-to Use Strategies and Activities for Teaching Students with Learning Disabilities. 3rd ed. San Francisco: jossey-Bass.Heward, William L., Sheila R. Alber-Morgan, and Moira Konrad. 2017. Exceptional Children An Introduction to Special Education. 11th ed. New York: Pearson.Ifdil, Ifdil, Rima P. Fadli, Nilma Zola, Elfi Churnia, Yola Eka Putri, and Berru Amalianita. 2020. “The Effectiveness of Ifdil Perceptual Light Technique in Reducing Ophidiophobia.” Addictive Disorders & Their Treatment 19(4):247–51.Jamaris, Martini. 2014. Kesulitan Belajar: Perspektif, Asesmen, Dan Penanggulangannya Bagi Anak Usia Dini Dan Usia Sekolah. Jakarta: Ghalia Indonesia.Jamaris, Martini, and Edwita. 2014. “Formal Multiple Intelligences Assessment Instruments for 4-6 Years Old Children.” American Journal of Educational Research 2(12):1164–74.Juntorn, Sutinun, Sarinya Sriphetcharawut, and Peeraya Munkhetvit. 2017. “Effectiveness of Information Processing Strategy Training on Academic Task Performance in Children With Learning Disabilities: A Pilot Study.” Occupational Therapy International.Kirk, Samuel, James J. Gallagher, Mary R. Coleman, and Nick Anastasiow. 2009. Educating Exceptional Children. 12th ed. Boston: Houghton Mifflin Harcourt Publishing Company.Klein, M. Diane, Ruth E. Cook, and Anne M. Richardson-Gibson. 2001. Strategies for Including Children With Special Needs in Early Childhood Settings. New York: Delmar.Leong, Han Ming, Mark Carter, and Jennifer R. Stephenson. 2015. “Meta-Analysis of Research on Sensory Integration Therapy for Individuals with Developmental and Learning Disabilities.” Journal of Developmental and Physical Disabilities 27(2):183–206.Maehler, Claudia, and Kirsten Schuchardt. 2016. “The Importance of Working Memory for School Achievement in Primary School Children with Intellectual or Learning Disabilities.” Research in Developmental Disabilities 58:1–8.Mangunsong, Frieda. 2014. Psikologi Dan Pendidikan Anak Berkebutuhan Khusus. 1st ed. Depok: LPSP3 UI. Mora, JNC; Silva, FB; Lopez, RR; Cortez, REC. 2016. “Design, Adaptation and Content Validity Process of a Questionnaire: A Case Study.” International Journal of Management 7(7):204–16.Mulyatiningsih, Endang. 2011. “Riset Terapan Bidang Pendidikan Dan Teknik.” 1–254.N Young, Sonia, and Karen Furgal. 2016. “Effectiveness and Implication of Sensory Integration Therapy on School Performance of Children with Learning Disabilities.” International Journal of Neurorehabilitation 03(01):17–18.Pesova, Biljana, Despina Sivevska, and Jadranka Runceva. 2014. “Early Intervention and Prevention of Students With Specific Learning Disabilities.” Procedia - Social and Behavioral Sciences 149:701–8.Post, Marcel W. 2016. “What to Do with ‘Moderate’ Reliability and Validity Coefficients?” Archives of Physical Medicine and Rehabilitation 97(7):1051–52.Sidiarto, Lily D. 2007. Perkembangan Otak Dan Kesulitan Belajar Pada Anak. Jakarta: UI Press.Smith, Catherine M. 1997. “Development of A Learning Disabilities Screening TesT for Adults.” University of Toronto.Smith, Tom E. C., Edward A. Polloway, Jamews R. Patton, and Carol A. Dowdy. 2008. Teaching Students with Special Needs in Inclusive Setting. 5th ed. New York: Pearson Educational Inc.Taherdoost, Hamed. 2016. “Validity and Reliability of the Research Instrument; How to Test the Validation of aQuestionnaire/Survey in a Research.” International Journal of Academic Research in Management 5(3):28–36.
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Nivala, Elina, and Päivikki Rapo. "Insights into social pedagogical research and discussion in Northern Europe – Report from NERA2018 Congress in Oslo." Papers of Social Pedagogy 9, no. 2 (September 4, 2018): 58–63. http://dx.doi.org/10.5604/01.3001.0012.4388.
Full textAbstract:
The 46th NERA Congress was held on March 8th to 10th 2018 at the University of Oslo. NERA is the Nordic Educational Research Association that brings together researchers in the field of educational sciences in the Nordic countries. An essential part of the association and of the congress are NERA’s 24 networks that are organised around different subject areas in educational sciences like early childhood research, youth research etc.. There is a network also for social pedagogy. Its aim is to develop and strengthen the cooperation between researchers and professional groups, engaged or interested in the field of social pedagogy, in the Nordic countries and even wider in Northern Europe like in Poland and Germany. It is currently coordinated by six researchers from five different countries: Denmark, Finland, Iceland, Norway, Poland and Sweden. The theme for NERA2018 congress was Educational Research: Boundaries, Breaches and Bridges. The Social pedagogy network had organized altogether four sessions during the congress dealing with topical issues in the field of social pedagogical research. These sessions included two roundtable discussions, the first one dealing with sensitive research and the second one on social pedagogy at schools. In addition to the roundtables there was one symposium considering research in the area of asylum seekers and refugees, and one session was for traditional paper presentations. The countries that were represented in network sessions were Denmark, Sweden, Norway, Iceland, Finland, and Poland. The sessions awakened animated conversations between participants. One common topic of the discussed issues related to the role and transformation of social pedagogy in changing societies. The sessions of the social pedagogy network were opened up by the roundtable discussion on sensitive research. The leading question for the short presentations of the roundtable participants was: how to research in cooperation with extremely vulnerable people. We heard two interesting presentations by Irena Dychawy Rosner from Malmö University and by Aneta Ostaszewska from the University of Warsaw that giuded us to a discussion about how to support the participation in social pedagogical research of e.g. women working in prostitution so that not just their anonymity and well-being during the research process are secured but also their autonomy and agency could be supported. The research examples shown in the presentations were so fascinating that the discussion around them filled up all the time of the roundtable although we had planned to have four presentations instead of two but there had been two cancellations. The second session following the roundtable was a traditional paper presentation session. Even this session had one last minute cancellation – we assumed it was because of the flue season – so we had two presentations by Jan Arvid Haugan from the Norwegian University of Science and Technology and Vilborg Jóhannsdóttir from the University of Iceland. Jan Arvid’s presentation was on ’Coping strategies and resilience in upper secondary school’. He shared with us some social pedagogically interesting findings about the background factors behind school drop-out. He himself told us that he was not familiar with the social pedagogical discussion but he had thought that his research findings could be of use in our field when we are trying to find out ways how to support the integration of young people. And he certainly had right. Vilborg’s presentation on the other hand was very interesting for another reason: it was about Icelandic social pedagogy, which differs quite a lot from the understandings of social pedagogy in other Nordic countries. In Iceland, the social pedagogical practice concerns almost only work with people with disabilities. The professional education, role and perspectives of social pedagogy have developed in line with the paradigm change rooted in the CRPD (Convention on the Rights of Persons with Disabilities), which has replaced the medical understanding of disability by the social relational understanding of disability. For example in Finland, the social pedagogical discussion and practice have focused very little on people with disabilities. The second roundtable was on social pedagogy at schools. There were four short presentations leading to a common discussion about the role that social pedagogy and social pedagogues have and could have at schools in different Nordic countries. Vilborg Jóhannsdóttir shared us more thoughts on social pedagogy in Iceland concentrating now on the work that the social pedagogues are doing in inclusive schools. Their role seems to be very essential in supporting the education of disabled children and young people in ’normal’ schools but it is at the same time quite controversal. Amela Pacuka from the Oslo Metropolitan University asked us in her presentation: What social pedagogy is for? She had a very critical perspective towards social pedagogy as it is practiced in Norway at schools: trying to find a balance between measurement, quality assurance, testing and relations work. Margareta Fehland and Mikael Boregren from Malmö University presented a project that they have been working on developing a new way of listening to kids in school. Their presentation roused a lively discussion about empathy and about the possiblity to teach empathy in social pedagogical studies. Interestingy, discussion about empathy and about teaching empathy has just recently awaken in the Finnish social pedagogical discussion. Eija Raatikainen, Leigh Anne Rauhala and Seija Mäenpää from Metropolia University of Applied Sciences have published an article about professional empathy called ’Qualified Empathy: A key element for an empowerment professional’ in the Finnish journal of social pedagogy. It is available online in English (Raatikainen, Rauhala, Mäenpää 2017). The last peresentation in the roundtable was about social pedagogical thinking at schools in Finland, presented by Elina Nivala from the University of Eastern Finland. It described social pedagogy as an approach rather than a profession meaning that different professionals at school can have a social pedagogical orientation in their work: A teacher, a special education teacher, a school social worker and even a school nurse can have a social pedagogical mindset in their work e.g. when building pedagogical relations and working holistically with the pupils, supporting their participation and finding ways to strengthen the school community and well-being of everybody at schools. All of them can be considered social pedagogues at schools if they want to develop their work based on social pedagogical thinking. The last session organised by the Social pedagogy network was the symposium called ’How to research in the area of asylum seekers and refugees’. It included originally six presentations: two from Finland and four from Denmark but two of those from Denmark were cancelled. The two presentations from Finland were ’Acts of citizenship in reception centre’ by Päivikki Rapo, and ’Life on hold? – A research project on agency and belonging of asylum seekers’ by Elina Nivala, both of them from the University of Eastern Finland. The Danish presentations were ’How do asylum-seekers experience a sense of meaningfulness in their everyday life in asylum-centres’ Anna Ørnemose, Lene Løkkegård and Lis Leleur, and ’Creating a sense of meaning in connection to school attendance of unaccompanied asylum seeking children’ by Nadia Klarsgaard & Kasper Drevsholt, all of them from the University College of Northern Denmark (UCN). The symposium had a wonderful opportunity to provide an arena for comparative discussion about social pedagogigal asylum research, which is a relatively new field in both countries. Discussions were animated but there could have been more time for comparative perspectives. This shows the need for more research and discussions on this field between different countries. One of the discussed topics concerned asylum seeker women and their possibilities to participation. According to observations of Danish researchers in an asylum center in Denmark, asylum seeker women were denied to get their own spaces. This was argumented with ideas of gender equality in Danish society. In Finland, the challenges on physical spaces of reception centres have also been discussed. Rapo (2018) made an ethnographic research in a Finnish reception centre for her master's thesis. In the observed reception centre, women's fragile position was understood and it was taken into account but even then some restrictions of spaces were noticed only later. It will be interesting to follow how practicies related to gender will transform in reception centres, as questions concerning gender, religion, culture and participation in Western societies are challenging. It is obvious that knowledge on participation and agency of asylum seeker and refugee women is much needed, and social pedagogical research could provide valuable perspectives and tools to produce it. All in all, the presentations and discussions during the sessions showed us very clearly that there is a lot of interesting research and work done in the field of social pedagogy in the Nordic countries. They also illustrated explicitly that the traditions in social pedagogical discussion and practice do differ quite a lot between different Nordic countries. Due to this, there should be more discussion about how social pedagogical practicies have developed historically in different societies and how they are defined theoretically. It is important to discuss critically how social pedagogical work is in practice but it would be of utmost importance to discuss as well how the practices are understood and represented in theory: what is it that makes something social pedagogical, how can it be conceptualised and what makes it different from other fields of practice. And the same goes to research: are there some elements that make research social pedagogical. We hope that the next NERA congress in Uppsala, Sweden on March 6th to 8th will provide an as lively arena for discussions than the previous one did and even more opportunities for critical reflection and shared moments of new understanding. We welcome all new researchers interested in social pedagogy to join us there.
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Ndari, Susianty selaras, Chandrawaty Chandrawaty, Imam Mujtaba, and Mafaza Conita Ananto. "Children's Outdoor Activities and Parenting Style in Children's Social Skill." JPUD - Jurnal Pendidikan Usia Dini 13, no. 2 (November 30, 2019): 217–31. http://dx.doi.org/10.21009/jpud.132.02.
Full textAbstract:
Physical activity is very important for early childhood, especially outdoor activities that add a lot of new experiences. This study aims to check the relationship of children's outdoor activities and parenting styles and children's social skills. The participants are 125 parents of early childhood who attend kindergarten. The research method is a descriptive study using the relational screening model. The results showed that there was a relationship between outside play and parenting style on the social skills of children in their childhood. Democratic parenting styles are found to promote children's social skills, while authoritative parenting styles have a negative correlation with interpersonal skills, the ability to express verbally, self-control, listening skills, emotional management and adaptation to change. In the sub-dimensions of anger management and adaptation to changing skills is a significant difference between authoritative parenting styles and not permissive parenting with children's social skills.
Keywords: Early Childhood Social skills, Outdoor Activities, Parenting Styles
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Coleman, J. Michael, and Ann M. Minnett. "Learning Disabilities and Social Competence: A Social Ecological Perspective." Exceptional Children 59, no. 3 (December 1992): 234–46. http://dx.doi.org/10.1177/001440299305900307.
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To explore the relationship between learning disabilities (LD) and social competence, various indexes of social and academic competence were collected from a sample of students with LD, as well as a matched sample of children without disabilities, in Grades 3–6. Measures included academic grades, teacher perceptions, peer perceptions, self-perceptions, social network outside of school, and direct observation of social interactions. Results suggest that children with LD differ from children without disabilities on virtually all indexes of academic competence, regardless of social status. In the social domain, children with LD had higher self-concept scores than did children without disabilities. Most social differences were linked to the child's peer status, independent of disability.
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Arzhanykh, E. V., and O. А. Gurkina. ""Disabilities" of Additional Education for Children." Psychological-Educational Studies 7, no. 3 (2015): 51–60. http://dx.doi.org/10.17759/psyedu.2015070306.
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One of the most significant aspects of social integration of children with special needs is the availability of additional education, which is often the only way to socialize these children. Based on our studies (focus group discussions and a questionnaire survey of 1078 parents of children with special needs) we analyzed the limitations of additional education availability for these children according to various criteria (organizational, financial, informational, etc.). Evaluation of the number of children covered by the additional education program leads to the conclusion that the older children are, the harder they get the educational service. The most deprived group are children with intellectual disabilities.
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Ahmadova, Mehpara. "«Social model» in the education of children with disabilities." Bulletin of Postgraduate Education (Series «Educational sciences»), no. 20(49) (2022): 10–21. http://dx.doi.org/10.32405/2218-7650-2022-20(49)-10-21.
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Oliva, Audrey Hill, and Annette M. La Greca. "Children With Learning Disabilities." Journal of Learning Disabilities 21, no. 5 (May 1988): 301–6. http://dx.doi.org/10.1177/002221948802100513.
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Potishchuk, Olga, and Tamara Rudenko. "Inclusive education as a component of social work." Social work and social education, no. 1(6) (April 15, 2021): 43–51. http://dx.doi.org/10.31499/2618-0715.1(6).2021.234128.
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The article considers inclusive education as one of the areas of development of children with disabilities. Modern society makes demands on the field of education, which is a main part of society. Nowadays, education is available at the state level. Inclusive education is based on a social model of equal rights and freedoms for people with disabilities. The experience of European countries has shaped the treatment of people with disabilities internationally, bridging the gap between people with disabilities and society. An inclusive educational environment in Ukraine requires innovative support. The problem of inclusive education in Ukraine is insufficiently developed, which increased the relevance of the study. There is a need for highly qualified social educators and social workers.
The role and features of inclusive education, which provides comfortable and humanistic development, integration of children with disabilities, are studied. The experience of inclusive education of foreign countries in the United States of America and Israel has been considered. The international and Ukrainian legal framework is analyzed. It is determined that new approaches, methods for revealing abilities, creative potential, education of harmonious personality, etc. arise and are formed within the framework of inclusive education. The social policy of states is aimed at inclusive education development as the main component of social work.
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Matros, Olga. "Legal environment of social integration of children with disabilities." Social work and social education, no. 1(6) (April 15, 2021): 14–23. http://dx.doi.org/10.31499/2618-0715.1(6).2021.234108.
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The protection of childhood, especially children with disabilities is one of the main and promising areas of public policy.
Legal support for the social integration of children with disabilities is a call of the time and a responsibility of the welfare state, which has undertaken as a member of the United Nations several obligations towards children with disabilities.
To this end, the legislation seeks to adhere to clear algorithm of public administration of social protection of persons with disabilities. It focuses public policy on persons with disabilities according to their needs, creating an educational environment that meets the needs and abilities of each child, regardless of its special needs of social protection systems in Ukraine.
The purpose of the study is to highlight and analyze international and Ukrainian legal documents,
identification and characterization of the main problems in the social and legal support of the integration of children with disabilities into society. Methodology. Due to the use method of analysis, synthesis and generalization of legal acts and documents, problems in the social and legal support of the integration of children with disabilities into society have been identified. Results and practical significance. It has been found that in Ukraine there is a lack of elaboration of the legislation in the part that concerns the integration of children with disabilities into public life, in particular, their right to receive equal opportunities for education with others.
Inclusive education has been considered as one of the most important institutions for the inclusion of children with different levels of mental and physical development.
Dissertations / Theses on the topic "Children with social disabilities – Education – Finland"
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Kilpi, Elina A. "The education of children of immigrants in Finland." Thesis, University of Oxford, 2010. http://ora.ox.ac.uk/objects/uuid:9ae6dfc5-bda6-4d6f-8780-c97abab350e9.
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This thesis considers the education of children of immigrants in Finland, focusing on attainment and transitions around the age of 16. It is the first detailed representative study on the topic in Finland. Compared to international research it is amongst the ones to most fully explore the different aspects of education around this age. For the most part, it is limited to studying structural explanations for differences between students and ethnic groups. The majority of the analyses in the thesis are done using register data. Statistical modelling of this data is done using multivariate regression analyses. The results are supplemented with evidence from interviews with both majority students and children of immigrants. With regards to school achievement at the end of comprehensive school, many immigrant-origin groups are seen to have lower average grades than the majority. However, this is explained by lower parental resources. After controlling for parental resources, very few disadvantages remain. On the other hand, the gender gap evident amongst the majority is not found amongst many immigrant-origin groups. Looking at continuation to upper secondary education compared to dropping out, most children of immigrants are seen to have a higher probability of dropping out than the majority. This is explained by their lower school achievement and higher parental non-employment. Nevertheless, the difference between children of immigrants and the majority remains evident at the very low end of the achievement scale. Considering the choice of upper secondary school type, children of immigrants can be seen to be more likely than the majority to continue to vocational school. Yet, after controlling for prior school achievement and parental resources, almost all immigrant-origin groups are more likely than the majority to continue to general rather than vocational school. Interviews suggest that when considering their school choices, majority students tend to be driven by their interests and see their decision making as being independent of others. On the other hand, children of immigrants tend to have more specific future plans and to take the wishes of their parents more into consideration.
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Wong, Fung-ying, and 王鳳英. "Self concept of physically handicapped students: effects of personal and social education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956853.
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Wong, Fung-ying. "Self concept of physically handicapped students : effects of personal and social education /." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13671571.
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Terra, Amy Ann. "Connections: Social media and parents raising children with profound multiple disabilities." Scholarly Commons, 2020. https://scholarlycommons.pacific.edu/uop_etds/3665.
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Parenting plays an important role in many adult lives. Parenting a child with profound multiple disabilities results in a distinct parenting experience. This qualitative phenomenological study examined the role of social media in the lives of parents raising children with profound multiple disabilities. Five parents raising children with profound multiple disabilities were interviewed, and resulting themes were identified.
Consistent with previous research, parents described the initial adaptation to their child’s disability-related needs as the most challenging period of their parenting to date. Adaptation was followed by an acclimation to a new normal of their parenting experience. Parents described moving from medical crises, feelings of isolation, and unfamiliarity with resource systems to becoming empowered through interactions with other parents raising children with profound multiple disabilities, both in-person and through social media. Parents focused on three areas with their social media efforts: their own social needs, their child’s social needs, and their child’s disability-related needs. To address disability-related needs, parents used a social media bricolage approach to create a composite of social media group memberships that reflected their child’s complex medical, disability and intervention profiles.
Parents described social media use as daily and essential to their functioning both personally and within their parenting. However, parents prioritized in-person social connections and utilized social media to make and maintain relationships both online and in-person. Parents expressed awareness and deliberate use of privacy settings in using social media. Parents described common pitfalls to social media use and described engaging in disability awareness through social media.
Parents described social media as providing a sense of community through which they became empowered in their parenting. They also networked through in-person and virtual social interactions. Social media provided these parents with a networked community empowerment experience as they parented their child with profound multiple disabilities.
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Hagar, John. "Social capital : differences between families of children with and without disabilities /." free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9904844.
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Clark, Karin. "The social worker as facilitator in inclusive education." Thesis, Link to the online version, 2007. http://hdl.handle.net/10019/376.
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Herbranson, Marcheta. "Activities to increase the social awareness of learning handicapped children in kindergarten." CSUSB ScholarWorks, 1985. https://scholarworks.lib.csusb.edu/etd-project/158.
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Kim, Won-Kyung. "Schooling for educationally disadvantaged children." Scholarly Commons, 1989. https://scholarlycommons.pacific.edu/uop_etds/2191.
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This research is aimed educationally disadvantaged at examining children and the characteristics of providing some helpful proposals for them. I am particularly interested in how tracking affects their self-concept and behavior, covertly as well as overtly, and what teachers can do to help enhance their self-esteem in the classroom. My basic argument is that by building the students' self-concept, teachers will help students become motivated to succeed not only in school, but also in their daily lives.
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Chan, Yuk-king Sally. "Play and social interaction of children with disabilities in an inclusive child care centre." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35325690.
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Strong, Elizabeth Joyce. "Parents' Perceptions of Transition and Postsecondary Services for Their Children with Disabilities." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5268.
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Students with intellectual and other disabilities who age out of transition programs or graduate from high school may experience marginalization as young adults. There exists scant literature on the perceptions of parents about access to employment and services for their adult children with disabilities. The purpose of this qualitative study was to explore how parents perceived educational services, financial burdens, social isolation, and lack of access to employment for their children with intellectual and other disabilities. Critical disability theory and transformational theory constituted the study's conceptual framework. The research questions concerned how parents perceived access to services related to financial assistance, postsecondary education, employment, and vocational consultation. The design was a case study with a purposefully selected sample consisting of 5 parents from a Western U.S. state. Data sources included field notes, interviews, and artifacts. A field log, newspaper articles, and interview transcriptions were gathered, sorted, and categorized into themes. Results of the study revealed that employment gaps for adults with disabilities decreased with better knowledge about disability strengths, social capital, employer and employee diversity training, and competitive employment opportunities. A position paper was developed based on study findings, which was targeted to employers and included information on the reasons for a business to embrace diversity in the workplace. Business leaders' promotion of social enterprises that enable community inclusion and financial independence for people with disabilities may result in a positive paradigm shift towards equitable employment as a positive social change outcome.
Books on the topic "Children with social disabilities – Education – Finland"
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Patil, Mangla D. Education amongst slum children. Jaipur: Printwell Publishers Distributors, 2000.
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Lana, Collet-Klingenberg, ed. Education. Thousand Oaks, Calif: Sage Publications, 2011.
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lecturer, Milner Judith senior, and Campling Jo, eds. Social work with children: The educational perspective. London: Longman, 1997.
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Sengar, S. R. Singh. Children education in India. New Delhi: Radha Publications, 1992.
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Mittler, Peter J. Working towards inclusive education: Social contexts. London: D. Fulton Publishers, 2000.
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Md, Ibrahim, and UNESCO Dhaka, eds. An assessment of inclusive education in Bangladesh. Dhaka: UNESCO Dhaka, 2002.
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Education, disability and social policy. Bristol: Policy Press, 2011.
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S, Schwartz Ilene, ed. Building blocks for teaching preschoolers with special needs. 2nd ed. Baltimore, Md: Brookes Pub. Co., 2008.
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Marion, Molteno, Save the Children Fund (Great Britain), and Great Britain. Dept. for International Development., eds. Towards responsive schools: Supporting better schooling for disadvantaged children : case studies from Save the Children. London: Dept. for International Development, 2007.
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Privileged thinking in today's schools: The implications for social justice. Lanham, Md: Rowman & Littlefield Education, 2010.
Find full textBook chapters on the topic "Children with social disabilities – Education – Finland"
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Frønes, Tove Stjern, Andreas Pettersen, Jelena Radišić, and Nils Buchholtz. "Equity, Equality and Diversity in the Nordic Model of Education—Contributions from Large-Scale Studies." In Equity, Equality and Diversity in the Nordic Model of Education, 1–10. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61648-9_1.
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AbstractIn education, the ‘Nordic model’ refers to the similarities and shared aims of the education systems developed in the five Nordic countries—Denmark, Finland, Iceland, Sweden and Norway—after World War II. Traditionally, there have always been many similarities and links between the Nordic countries through their historical connections and geographical proximity. The common experience of solidarity and political oppression during World War II also created the basis for a common political orientation in the postwar period, which was also reflected in the education systems during the development of the countries’ economies and their establishment of welfare states. At the same time, this very process has been strongly supported by social-democratic governance in these countries in the 1960s and 1970s (Blossing, Imsen, & Moos, 2014). The model is based on a concept ofEducation for All, where equity, equal opportunities and inclusion are consistently cited as the goal of schooling and orientation (Blossing et al., 2014; Telhaug, Mediås, & Aasen, 2006). This corresponds to the egalitarian idea of a classless society, which is characterised by individual democratic participation, solidarity and mutual respect and appreciation for all. This idea was manifested in, for example, major reallocations of economic resources through the tax systems and free schooling for all, which arose out of the principle that parents’ lack of economic resources should not prevent children from obtaining a good quality education. The equalisation of structural inequalities and creation of equity was—and still is—the task of the education system in the Nordic countries. Worldwide, especially within the Nordic countries, the view is being shared that the education system should be fair and provide access and opportunities for further education, regardless of where someone lives, the status of the parental home, where someone comes from, what ethnic background someone has, what age or gender someone is, what skills one has or whether someone has physical disabilities (Blossing et al., 2014; Quaiser-Pohl, 2013). Some special features of the Nordic system are therefore deeply embedded in the school culture in the countries, for example, through the fact that access to free and public local schools and adapted education is statutory, which is in contrast to many other countries, even other European ones (further developed and discussed in Chap.10.1007/978-3-030-61648-9_2). The Nordic model is widely considered a good example of educational systems that provide equal learning opportunities for all students. Achieving equity, here meaning the creation of fairness, is expressed concretely in political measures to distribute resources equally and strengthen the equality of marginalised groups by removing the barriers to seize educational opportunities, for example, when mixed-ability comprehensive schools are created or the educational system is made inclusive regarding students with special needs (UNESCO, 1994; Wiborg, 2009). Equality is roughly connoted with ‘sameness in treatment’ (Espinoza, 2007), while equity takes further in consideration also the question of how well the requirements of individual needs are met. Thus, the goal of equity is always linked to the concept of justice, provided that an equality of opportunities is created. If, however, one looks at individual educational policy decisions on the creation of educational justice in isolation, one must weigh which concept of equity or equality is present in each case. For example, it is not enough to formally grant equal rights in the education system to disadvantaged groups, but something must also be done actively to ensure that marginalised groups can use and realise this equality. The complexity of the terms becomes even greater when one considers that to achieve equality, measures can be taken that presuppose an unequal distribution of resources or unequal treatment and, therefore, are not fair e.g., when resources are bundled especially for disadvantaged groups and these are given preferential treatment (will be further developed and discussed in Chap.10.1007/978-3-030-61648-9_2). Thus, equality and equity rely on each other and are in a field of tension comprising multiple ideas (Espinoza, 2007).
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Stanton-Chapman, Tina L., and Eric L. Schmidt. "Promoting social competence in young children with disabilities." In Healthy development in young children: Evidence-based interventions for early education., 251–74. Washington: American Psychological Association, 2020. http://dx.doi.org/10.1037/0000197-013.
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Gea, Miguel, Xavier Alaman, and Pilar Rodriguez. "Transmedia Storytelling for Social Integration of Children with Cognitive Disabilities." In Smart Education and e-Learning 2016, 463–71. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39690-3_41.
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Potashova, Irina I., Andrey N. Ioffe, Anna A. Danilina, Liudmila V. Bychkova, and Valeriya K. Markova. "Experimental Study of the Social and Emotional Development of Elementary School Children with Disabilities." In Education of Children with Special Needs, 273–81. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-13646-7_28.
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Moodley, Selvarani. "Children with Disabilities in South Africa: Policies for Early Identification and Education." In Social Justice and Education in the 21st Century, 95–112. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65417-7_6.
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Williams-Brown, Zeta, and Alan Hodkinson. "Development of Inclusive Education in England: Impact on Children with Special Educational Needs and Disabilities." In Handbook on Promoting Social Justice in Education, 1–23. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-74078-2_151-1.
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Williams-Brown, Zeta, and Alan Hodkinson. "Development of Inclusive Education in England: Impact on Children with Special Educational Needs and Disabilities." In Handbook on Promoting Social Justice in Education, 1561–83. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-14625-2_151.
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Egusa, Ryohei, Takahiro Nakadai, Tomohiro Nakayama, Fusako Kusunoki, Miki Namatame, Hiroshi Mizoguchi, and Shigenori Inagaki. "A Full-Body Interaction Game for Children with Hearing Disabilities to Gain the Immersive Experience in a Puppet Show." In Social Computing in Digital Education, 29–38. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39672-9_3.
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Helander, Hanna, Pigga Keskitalo, and Tuija Turunen. "Saami Language Online Education Outside the Saami Homeland—New Pathways to Social Justice." In Finland’s Famous Education System, 303–18. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-8241-5_19.
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AbstractSaami languages are spoken across wide areas, from Mid-Scandinavia to Kola Peninsula, Russia, but they are all threatened Indigenous languages. Altogether, there are 10 Saami languages, of which three are represented in Finland: Northern, Inari and Skolt Saami. After centuries of assimilation policies, through broader inclusive thinking from the 1980s and the 1990s onwards, the teaching of Saami languages has begun to receive governmental support. In Finland, until the 1970s, the Finnish language was the main medium of instruction for Saami children. This has led to a language shift and assimilation over many generations. Currently, the main education task is to avoid continuing the loss of language. This chapter showcases how Saami languages are retaking their status via maintenance and revitalisation measures and displays Saami online language education as a solution for those children and young people living outside the Saami homeland. This solution is especially important because most Saami people now live outside this area. We therefore urge a swift decision on Saami education, as stipulated in the Basic Education Act about the availability of Saami language classes and support for pedagogical development in the endangered language situation. Starting to recognise Saami language education as an opportunity and a resource rather than a problem would be a key shift in language attitudes to build a path for comprehensive education based on social justice for Saami children and young people in Finland.
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Seppänen, Piia, Terhi Pasu, and Sonja Kosunen. "Pupil Selection and Enrolment in Comprehensive Schools in Urban Finland." In Finland’s Famous Education System, 193–210. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-8241-5_12.
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AbstractThere is a pervasive myth that education policy for comprehensive schooling in Finland is non-selective, meaning that all children attend similar schools (peruskoulu) catering for the children who live nearby. Following from this is the idea that the Finnish education system must be relatively uniform and fair, since there is no obvious ability-grouping by tracks or streams for pupils under the age of 15. In this chapter we challenge these claims by analysing the ways in which public comprehensive schools select and track their pupils through different admission criteria for different teaching classes within schools. We argue that schools’ selection of pupils and the enrolment policies of cities vary nationally in a way that raises questions about the opportunities of attending ‘one school for all’. Our results indicate that selection processes for admission to emphasised teaching classes are fierce with schools not just evaluating pupil’s aptitudes for certain subjects but applying numerous criteria when enrolling pupils to emphasised teaching. Ways of testing, and the means by which they include and exclude pupils, may include aspects which reproduce existing social and economic inequalities in comprehensive schools.
Conference papers on the topic "Children with social disabilities – Education – Finland"
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Butabayeva, Laura, and Ewa Maria Kulesza. "CHILDREN WITH DISABILITIES AS SOCIAL PARTNERS IN THE PERCEPTION OF KAZAKH PARENTS AND THEIR CHILDREN." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.1657.
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Tumanovskaya, Ekaterina Olegovna. "FEATURES OF PHYSICAL EDUCATION OF CHILDREN WITH DISABILITIES." In Russian science: actual researches and developments. Samara State University of Economics, 2020. http://dx.doi.org/10.46554/russian.science-2020.03-1-587/590.
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The article considers the relationship of physical education of children with disabilities to the degree of socialization in social processes, describes the features of adaptive physical education, describes the game method as the most used in the physical education of children with disabilities
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Sari, Lily Eka. "Literature Study on Building a Model Support for Children with Learning Disabilities in Indonesia." In Borneo International Conference On Education And Social. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0009020603240327.
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"Medico-social Aspects of a Psychodiagnostic Technique in Stomatologic Education of Children with Disabilities." In Congress on mental health meeting the needs of the XXI century. Gorodets, 2016. http://dx.doi.org/10.22343/mental-health-congress-compendium267-268.
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Abdulkin, Viacheslav V. "SOCIAL TOLERANCE TOWARDS CHILDREN WITH DISABILITIES IN THE SCHOOL COMMUNITY (RESULTS OF THE SURVEY)." In SGEM 2014 Scientific Conference on PSYCHOLOGY AND PSYCHIATRY, SOCIOLOGY AND HEALTHCARE, EDUCATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b11/s3.114.
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Husadani, Rizki, Nunuk Suryani, and Munawir Yusuf. "Social Skills Analysis of Children With Learning Disabilities at an Inclusive Elementary Schools in Surakarta." In ICLIQE 2020: The 4th International Conference on Learning Innovation and Quality Education. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3452144.3453768.
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Kasyanenko, A. А. "Тhe problem of social attitudes of teachers working with children with disabilities." In XXV REGIONAL SCIENTIFIC CONFERENCE STUDENTS, APPLICANTS AND YOUNG RESEARCHERS. Знание-М, 2020. http://dx.doi.org/10.38006/907345-63-8.2020.22.33.
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The introduction of inclusive education is faced not only with the difficulties of organizing the so-called “barrier-free environment”, but also with the obstacles of social properties — common social attitudes, expressed in the unwillingness Идеи, гипотезы, поиск… –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– 23 or refusal of teachers to accept this form of education. Teachers need specialized comprehensive assistance that will provide understanding and implementation of approaches to individualization of education for children with special educational needs.
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Anastasia, Alevriadou, Rachanioti Eleni, and Giaouri Stergiani. "The relationship of Inhibitory Processes and Working Memory to Intelligence and Reading Skills in Children with Mild Intellectual Disabilities and Borderline Intelligence." In International Conference on Social science, Humanities and Education. Acavent, 2018. http://dx.doi.org/10.33422/icshe.2018.12.72.
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Hanyecz-Debelka, Maria, and Ildiko Szanto. "Personalized Social Services Provided to Children Living with Disabilities: A Case Study in the North-West Region of Romania." In WLC 2016 World LUMEN Congress. Logos Universality Mentality Education. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.09.59.
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Kiseleva, Tatyana G., and Natalya A. Kuznetsova. "Model of socialization of students with intellectual disabilities in individual education." In Специальное образование: методология, практика, исследования. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-532-0-2021-156-164.
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The article reveals the mechanism of socialization and social adaptation of students with intellectual disabilities through the inclusion of normotypical peers in the environment, since inclusive education is considered as one of the conditions for the implementation of GEF education of children with intellectual disabilities. Children with severe disabilities who study at home require special attention. For the socialization of such children, the authors developed and theoretically substantiated a model for the inclusion of schoolchildren with disabilities in individual education in the environment of normotypical peers. This model is represented by three clusters that describe goals, objectives, approaches, principles, forms, conditions of implementation, as well as criteria and methods for evaluating results.
Reports on the topic "Children with social disabilities – Education – Finland"
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Schelzig, Karin, and Kirsty Newman. Promoting Inclusive Education in Mongolia. Asian Development Bank, November 2020. http://dx.doi.org/10.22617/wps200305-2.
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Children with disabilities suffer disproportionately from the learning crisis. Although they represent only about 1.5% to 5% of the child population, they comprise more than half of out-of-school children globally. Inspired by a commitment that every child has the right to quality education, a growing global drive for inclusive education promotes an education system where children with disabilities receive an appropriate and high-quality education that is delivered alongside their peers. The global commitment to inclusive education is captured in the Sustainable Development Goal 4—ensuring inclusive and equitable education and promoting lifelong learning opportunities for all. This paper explores inclusive education for children with disabilities in Mongolia’s mainstream education system, based on a 2019 survey of more than 5,000 households; interviews with teachers, school administrators, education ministry officials, and social workers; and visits to schools and kindergartens in four provinces and one district of the capital city. Mongolia has developed a strong legal and policy framework for inclusive education aligned with international best practice, but implementation and capacity are lagging. This is illustrated using four indicators of inclusive education: inclusive culture, inclusive policies, inclusive practices, and inclusive physical environments. The conclusion presents a matrix of recommendations for government and education sector development partners.
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Whelan, Adele, Adele Bergin, Anne Devlin, Abian Garcia Rodriguez, Seamus McGuinness, Ivan Privalko, and Helen Russell. Measuring childhood disability and AIM programme provision in Ireland. ESRI, December 2021. http://dx.doi.org/10.26504/rs127.
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The social inclusion of children with disabilities, and in particular their inclusion in early learning and care settings, is key to maximising their wellbeing, care and future education. It is therefore vital that children with disabilities have equal access to early learning and school age care and education. Joint research, published by the ESRI and Pobal explores a number of existing challenges experienced by children with disabilities in this area.
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Idris, Iffat. Increasing Birth Registration for Children of Marginalised Groups in Pakistan. Institute of Development Studies (IDS), July 2021. http://dx.doi.org/10.19088/k4d.2021.102.
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This review looks at approaches to promote birth registration among marginalised groups, in order to inform programming in Pakistan. It draws on a mixture of academic and grey literature, in particular reports by international development organizations. While there is extensive literature on rates of birth registration and the barriers to this, and consensus on approaches to promote registration, the review found less evidence of measures specifically aimed at marginalised groups. Gender issues are addressed to some extent, particularly in understanding barriers to registration, but the literature was largely disability-blind. The literature notes that birth registration is considered as a fundamental human right, allowing access to services such as healthcare and education; it is the basis for obtaining other identity documents, e.g. driving licenses and passports; it protects children, e.g. from child marriage; and it enables production of vital statistics to support government planning and resource allocation. Registration rates are generally lower than average for vulnerable children, e.g. from minority groups, migrants, refugees, children with disabilities. Discriminatory policies against minorities, restrictions on movement, lack of resources, and lack of trust in government are among the ‘additional’ barriers affecting the most marginalised. Women, especially unmarried women, also face greater challenges in getting births registered. General approaches to promoting birth registration include legal and policy reform, awareness-raising activities, capacity building of registration offices, integration of birth registration with health services/education/social safety nets, and the use of digital technology to increase efficiency and accessibility.
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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.
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Rohwerder, Brigitte, and Carolina Szyp. The Risks and Outcomes of Getting Help for Marginalised People: Navigating Access to Social Assistance in Crises. Institute of Development Studies (IDS), February 2022. http://dx.doi.org/10.19088/basic.2022.007.
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Crises exacerbate existing inequalities and vulnerabilities for marginalised people, including women and girls, children and youth, older people, people with disabilities, ethnic and religious minorities, and sexual and gender minorities. Many of them face multiple and intersecting inequalities, especially people who are forcibly displaced. Social assistance seeks to alleviate crisis impacts by protecting vulnerable people and averting them from deprivation, but the same structures and systems that make some people more exposed (and excluded) generally can exclude them from social assistance in crises and further undermine their situation. There is substantial literature that already discusses the benefits and opportunities of social assistance generally. The added value of this paper is in examining the risks of navigating access to social assistance in crises for these marginalised people, and the positive and negative outcomes of accessing or not accessing this assistance. The existing evidence suggests that social assistance can improve marginalised people’s food security, help households meet their basic needs, reduce stress and household tensions, reduce gender-based violence, improve health, education, and wellbeing, and reduce negative coping mechanisms. However, it can also disrupt their social support mechanisms and expose them to violence and further risks. Such risks – some of which also apply to those who are excluded from social assistance, and which do not apply to all marginalised people all the time similarly – include neglect, discrimination, sexual exploitation and abuse, increased household and community tensions, gender-based violence, stigma, theft, and accessibility issues.
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Hall, Sarah, Mark Vincent Aranas, and Amber Parkes. Making Care Count: An Overview of the Women’s Economic Empowerment and Care Initiative. Oxfam, November 2020. http://dx.doi.org/10.21201/2020.6881.
Full textAbstract:
Across the globe, unpaid care and domestic work (UCDW) sustains communities and economies, provides essential care for children, sick and elderly people and those living with disabilities, and keeps households clean and families fed. Without unpaid care, the global economy as we know it would grind to a halt. Yet this work falls disproportionately on women and girls, limiting their opportunities to participate in decent paid employment, education, leisure and political life. Heavy and unequal UCDW traps women and girls in cycles of poverty and stops them from being part of solutions. To help address this, Oxfam, together with a number of partners, has been working in over 25 countries to deliver the Women’s Economic Empowerment and Care (WE-Care) programme since 2013. WE-Care aims to reignite progress on gender equality by addressing heavy and unequal UCDW. By recognizing, reducing and redistributing UCDW, WE-Care is promoting a just and inclusive society where women and girls have more choice at every stage of their lives, more opportunities to take part in economic, social and political activities, and where carers’ voices are heard in decision making about policies and budgets at all levels. This overview document aims to highlight the approaches taken and lessons learned on unpaid care that Oxfam has implemented in collaboration with partners in sub-Saharan Africa and Asia.