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1
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
Reference:
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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.
Full textAbstract:
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.
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Vaughn, Sharon, Ae-Hwa Kim, Claire V. Morris Sloan, Marie Tejero Hughes, Batya Elbaum, and Dheepa Sridhar. "Social Skills Interventions for Young Children with Disabilities." Remedial and Special Education 24, no. 1 (January 2003): 2–15. http://dx.doi.org/10.1177/074193250302400101.
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Stone, Wendy L., and Annette M. La Greca. "The Social Status of Children with Learning Disabilities." Journal of Learning Disabilities 23, no. 1 (January 1990): 32–37. http://dx.doi.org/10.1177/002221949002300109.
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Vu Duy, Chinh. "Social behavior mapping: a new approach to adaptive behavior education for children with intellectual disabilities." Journal of Science Educational Science 65, no. 9 (September 2020): 121–33. http://dx.doi.org/10.18173/2354-1075.2020-0099.
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The research was conducted based on the theoretical orientation of social behavior mapping a new approach to adaptive behavior education for children with intellectual disabilities. It clearly identifies the expected and unexpected behaviors, which are listed social behavior mapping detail in combination with the various social behavior mapping in an implementation process that can help children identify and adjust their own behaviors, increase expected behaviors, and gradually reduce unexpected behaviors. Practical studies on accessing social behavior mapping have proven the effectiveness of this method in the education of children with disabilities in general and children with disabilities in particular. Social behavior mapping is a new and feasible approach if applied in adaptive behavior to educate children with intellectual disabilities in Vietnam.
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Voitas, S. A., I. V. Ribelka, Y. V. Brazhnik, A. A. Miller, and O. I. Leonova. "Building an Innovation Model of Rehabilitation and Educational Space for Students with Special Educational Needs: Recommendations for Specialists." Вестник практической психологии образования 18, no. 4 (2021): 97–127. http://dx.doi.org/10.17759/bppe.2021180410.
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The paper proposes a description of the structure and functions of the Internet resource model of the rehabilitation and educational space for children with disabilities to present the best practices of rehabilitation and education. Topical issues of building a rehabilitation and educational environment for children with disabilities and disabilities that contribute to the activation of personal resources and overcoming social deprivation through the organization of children's and adult communities are dis-cussed. The problems of introducing children with disabilities to join activities in the educational and social environment, activating personal resources, overcoming the psychological isolation of families with children with disabilities by moving from working with a child’s “defect” to working with its social consequences, increasing social inclusion of families with children with disabilities in education and employment, expansion of rehabilitation services for children with disabilities are considered. Ac-counting for these problems is also a necessary condition for improving the professionalism of spe-cialists in rehabilitation and education institutions in the field of organizing a rehabilitation and educa-tional environment for children with disabilities.
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Rahmat, Nur Ezan, Muhammad Fikri Othman, Norazlina Abdul Aziz, and Sasipin Sukbunpant. "Malaysian Special Education Law: Integrating the Medical and Social Models of Disability." Environment-Behaviour Proceedings Journal 7, no. 22 (November 30, 2022): 87–91. http://dx.doi.org/10.21834/ebpj.v7i22.4047.
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The educational rights of children with disabilities in Malaysia are not sufficiently and effectively protected. There should be a specific law relating to special education for children with disabilities that integrates the Medical and Social Models of Disability to cover their educational rights better. This paper examines the effectiveness of law relating to special education in Malaysia. It proposes integrating the Medical and Social Model of Disabilities in formulating a special education law for children with disabilities in Malaysia. This research employs a library-based approach by analysing the related laws through legislation, journal articles and textbooks. Keywords: Special Education Law; Educational Rights; Children with Disabilities; Models of Disability eISSN: 2398-4287 © 2022. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open-access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under the responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians/Africans/Arabians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/ebpj.v7i22.4047
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Mohamed Eltantawy, Mahmoud. "The Effectiveness of a Recreational Program in Decreasing the Level of Anxiety at COVID-19 and Improving the Social Interaction of Children with Intellectual Disability." International Journal of Special Education (IJSE) 37, no. 2 (November 11, 2022): 180–91. http://dx.doi.org/10.52291/ijse.2022.37.51.
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The COVID-19 crisis has affected different life aspects; its greatest impact was perceived on the weakest social categories, including people with intellectual disabilities, as precautionary measures have imposed more restrictions upon them. This study, thus, aims at decreasing the anxiety level at COVID-19 as well as improving the social interaction of children with mild intellectual disabilities. The sample of the study consists of 10 intermediate children with intellectual disabilities, enrolled in the 1st to the 3rd intermediate stages in intellectual disability programs in Riyadh, ranging from 12 to 15 years old, with an age average of 13.8. The study relied on the quasi-experimental method where the recreational program is the independent variable whereas anxiety and social interaction skills are the dependent ones. As such, the study depends on several tools that are prepared by the researcher, the COVID-19 anxiety scale, the social interaction scale of children with intellectual disabilities during the COVID-19 period, and the recreational program. The findings of the study disclosed the effectiveness of the program in decreasing the anxiety level and improving the social interaction level of children with intellectual disabilities. The study recommends carrying out more research about using recreational programs in decreasing some issues from which children with intellectual disabilities suffer due to COVID-19 as well as stressing the importance of practicing recreational and entertaining activities for children with mental disabilities in and outdoors, while following the precautionary measures, or virtually if this is not possible.
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Karagyozov, Ivan. "An Applied Model’s Capability of Suppervision for Social-Pedagigical Experts in the Field of Social Serveces and Education." Педагогически форум 8, no. 3 (2020): 35–48. http://dx.doi.org/10.15547/pf.2020.021.
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The effectiveness of supervision for professionals from helping professions is indisputable. In our country, the activities for children and youth with disabilities are undertaken by professionals employed in two main areas - education and social services. The last one, participates in supervision partly, for the others there is no such activity. Regarding the interventions related to children and youth with disabilities, there is professional differentiation outside of Bulgaria. A clinical aspect of supervision emerges. These circumstances raise the question of whether a general approach to supervision affects these professionals equally and in the same extent. The answer reveals the significant circumstances and points out the aspects and influence of supervision to the specialists from the fields - education and social services, who work with children and youth people with disabilities.
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Schmidt, Majda, and Ivan Brown. "Education of Children with Intellectual Disabilities in Slovenia." Journal of Policy and Practice in Intellectual Disabilities 12, no. 2 (April 28, 2015): 90–99. http://dx.doi.org/10.1111/jppi.12119.
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Evtushenko, A. I., I. V. Evtushenko, and D. I. Evtushenko. "PEDAGOGICAL CONDITIONS OF SOCIAL INCLUSION OF DISABILITIES CHILDREN WITH ADDITIONAL EDUCATION." Международный журнал экспериментального образования (International Journal of Experimental Education), no. 4 2020 (2020): 53–57. http://dx.doi.org/10.17513/mjeo.11978.
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Asim qızı Yolçiyeva, Zülfiyyə. "Organization of inclusive physical education classes for persons with disabilities." SCIENTIFIC WORK 67, no. 06 (June 21, 2021): 54–57. http://dx.doi.org/10.36719/2663-4619/67/54-57.
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As we know, there are many fields of pedagogical science. One of the most important areas is special pedagogy. Special pedagogy studies the issues of education and upbringing of children with physical and mental disabilities. People with disabilities are those who are relatively disabled in terms of any part of the body or the brain. In our country, special attention is paid to the education of people with disabilities. Inclusive education creates conditions for the protection of social equality, education and other special needs of children with disabilities. According to the teaching methodology, inclusive education prevents discrimination against children, allows people with various diseases to get a perfect education and succeed. Its main task is to create an environment for vocational training of people with disabilities. In modern times, people with disabilities should not be seen as sick, but as people with disabilities. This shapes the social approach to disability. The social model allows these children to exercise their rights to develop their skills. The purpose of inclusive physical education is to teach students to move together, which promotes the improvement and development of human psychophysical abilities. Different exercises should be chosen for each lesson and combined in such a way as to have a comprehensive effect on the body and ensure that each student can perform. It is necessary to ensure the general requirements and their specificity when arranging lessons. Sports have a great impact on the development of the personality of children with disabilities as normal children. Sport is one of the most important conditions for everyone and is acceptable for any age group. All these procedures are more effective when performed in unison. Let's protect our child's life together for a healthy life and step into a healthy future Key words: Inclusion, inclusive education, inclusive physical education, a person with disabilities, special education
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Shubochkina, Evgenyia I., and Evgenyia M. Ibragimova. "Actual medical and social problems of education and vocational training for children with intellectual disorders." Hygiene and sanitation 101, no. 11 (November 30, 2022): 1379–85. http://dx.doi.org/10.47470/0016-9900-2022-101-11-1379-1385.
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The Fifty-eighth World Health Assembly, having considered the report on disability, provides for “the need to invest in health and rehabilitation services necessary to ensure equality of opportunity and a good quality of life for people with disabilities.” The Convention on the Rights of the Child and the Law on Education of the Russian Federation include the possibility of obtaining education, vocational guidance and vocational training for persons with disabilities. Objective is to assess the medical and social problems of adaptation of children with intellectual disabilities in educational institutions, vocational guidance for choosing the appropriate profession, training and employment. Review of current data on the problems of education and health care of children with mental retardation, their professional orientation, vocational training. Assessment of the modern regulatory framework for teaching children and adolescents with disabilities. The search for information was carried out using the eLibrary information portals.RU, PUBMED, Web of Science and Scopus. It is shown that there are problems of attracting adolescents with mental retardation in the management of vocational education, where the number of students remains minimal. New regulatory documents are presented, which define the conditions and training loads for persons with disabilities in educational institutions. The necessity of improving the quality of medical, psychological and pedagogical support of students with disabilities with the involvement of doctors of the appropriate profile has been established. The development of the material and technical base for the upbringing, training and rehabilitation of children with mental retardation is shown. The problems with the readiness of teachers to work with children with disabilities in the implementation of the State program “Accessible Environment” are noted. The “Concept of the development of education of children with disabilities”, developed by teachers-defectologists, is considered. The modern regulatory framework for vocational training and employment of persons with disabilities is presented. Conclusion. The results of the review are aimed at identifying problems with professional orientation and training of adolescents with mental retardation. They can be useful for specialists dealing with such children and adolescents.
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Tahirova, Esmira, Sevinj Guliyeva, and Arkinaz Rasulzada. "Social Significance and Requirements of Inclusive Education." WSEAS TRANSACTIONS ON ADVANCES in ENGINEERING EDUCATION 18 (September 24, 2021): 156–59. http://dx.doi.org/10.37394/232010.2021.18.15.
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The aim of our research is to explore the ways to ensure the active participation of every child in the educational process, regardless of inclusive learning abilities and educational needs. In order to achieve the set goal, the following tasks are planned to be performed: Analysis of gaps in educational opportunities of the children with disabilities and identification of the ways of solution; Investigation of the ways of provision of support by healthy students to the learning process by working together with the students with disabilities; In our research, we will try to find answers to the following questions. What steps are needed to be made for making learning accessible and comfortable and most importantly to formalize social and life skills? How important is it to change teaching methods for all children to develop and master the material effectively? What will help students to learn better and be more successful in their interactions in education?
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Sleeter, Christine E. "Learning Disabilities: The Social Construction of a Special Education Category." Exceptional Children 53, no. 1 (September 1986): 46–54. http://dx.doi.org/10.1177/001440298605300105.
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This article reinterprets the history of learning disabilities, situating it in the context of the movement to reform education after Sputnik. After Sputnik, standards for reading achievement were raised and students were tested more rigorously and grouped for instruction based on achievement level. Students unable to keep up with raised standards were placed into one of five categories. Four of the categories were used primarily to explain the failures of lower class and minority children; learning disabilities was created to explain the failures of white middle class children in a way that gave them some protection from the stigma of failure. Events during the late 1960s and early 1970s prompted a shift in the use of a category of learning disabilities, and subsequently in the category's membership. Implications of this reinterpretation for today's education reform movement are suggested.
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Majoko, Tawanda. "Inclusion of Children With Disabilities in Physical Education in Zimbabwean Primary Schools." SAGE Open 9, no. 1 (January 2019): 215824401882038. http://dx.doi.org/10.1177/2158244018820387.
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Since Zimbabwe adopted inclusion in 1994 in alignment with the world, the number of children with disabilities educated in regular schools has significantly increased. Teachers experience diverse challenges when including children with disabilities in physical education (PE) in regular classrooms. This qualitative study carried out individual interviews, document analysis and nonparticipant observations with 24 Zimbabwean primary school teachers to explore pedagogical practices for including children with disabilities in PE in regular classrooms. A comparative approach of organizing individual interviews, document analysis and observation data with continual adjustment was used throughout the analysis. Although participants had individual and institutional concerns, including inadequate preparation and resources, about the inclusion of children with disabilities in PE in regular classrooms, they had positive dispositions toward it. Knowing individual children, having positive social relationships with children, fostering positive social relationships among children, supporting collaborative structures and cultures, and utilizing adapted instruction facilitated the inclusion of children with disabilities in PE in regular classrooms. Individual and institutional capacity building, including comprehensive preservice and in-service teacher training and the passage and enforcement of specific policies and legislation on inclusion, could enhance the inclusion of children with disabilities in PE in regular classrooms. This study serves as a baseline for future studies on the subject.
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Miguel, Stephanie K. San, Steven R. Forness, and Kenneth A. Kavale. "Social Skills Deficits in Learning Disabilities: The Psychiatric Comorbidity Hypothesis." Learning Disability Quarterly 19, no. 4 (November 1996): 252–61. http://dx.doi.org/10.2307/1511211.
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The hypothesis that social skills deficits in learning disabilities may reflect the comorbidity of learning disabilities with psychiatric diagnoses is partially supported by prevalence rates of learning disabilities within samples of individuals with attention deficit hyperactivity disorder (ADHD) and depressive or dysthymic disorder. The maladaptive social skills patterns of children with specific subtypes of learning disabilities appear to mimic the symptom patterns of children with ADHD, depression or dysthymia, thus providing additional support for the psychiatric comorbidity hypothesis. This article includes a discussion of the implications of a psychiatric comorbidity hypothesis for increased special education support, further delineation of subtypes of learning disabilities, therapeutic, psychological or psychopharmacologic treatment, and collaborative efforts between professionals in mental health and learning disabilities.
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Aderemi, Toyin Janet, Patricia Rea Ángeles, Esther Benjamin, and Citlalli A. González H. "Leadership for education." Regions and Cohesion 12, no. 2 (June 1, 2022): 48–78. http://dx.doi.org/10.3167/reco.2022.120205.
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Leaving no one behind in education: A focus on children with disabilities (p.48) Toyin Janet AderemiBarriers to education exist at multiple levels for children with disabilities, especially in developing or middle-income countries: stigma and discrimination in families, communities and in schools; households living in poverty; lack of assistive devices; lack of teachers’ training and preparation; and inaccessible transportation. Inclusive education is a system that includes all learners, welcomes and supports them, irrespective of their identities and abilities. Inclusive education entails not only accessibility of the school but also teachers’ preparation, adapted curricula, and participation of the learner to achieve his or her potentials. Furthermore, inclusive education fosters inclusive societies and equity. Children with disabilities have the right to education. This article addresses inclusive education in school, communities, and policy contexts, contending that there is huge need for a multi-sectoral approach.Inclusive and community education for children with disabilities: Tools to combat discrimination and social inequality (p.55) Patricia Rea ÁngelesThis scientific article addresses the issue of children with disabilities and their inclusion in formal and community education. For many years, children with disabilities have been excluded from educational systems on the grounds of their fragility, creating a spiral of discrimination and social inequality. This article is an attentive call to governments, public policy makers, social leaders, civil society organizations, and other strategic actors to generate models of inclusive education inside and outside the classroom, attached to international law, with a multisectoral and intercultural perspective of gender, community engagement, and generation of an education for life that promotes social cohesion, community participation, and successful and meaningful educational experiences for all children.Leadership, education, and global social impact (p.64) Esther BenjaminTraditional development often focuses on the economic and social development of nations and their peoples, the implementation of international aid, and development assistance. Conversely, global engagement is focused on equity and rights, as we strive to uphold fairness and justice in our work and actions. Global engagement is about creating opportunities for one another. It is about inclusion. This article, proposes global social impact as “development 2.0.” It identifies global engagement and holistic thinking as the basis for establishing new approaches to development that start with the individual, before addressing the interconnectedness of people, organizations, sectors, and programmatic areas.Pensamiento de diseño para la complejidad socioecosistémica (p.71) Citlalli A. González H.El enfoque de pensamiento de diseño, con una perspectiva centrada en las personas, puede ser una herramienta útil para contribuir a soluciones innovadoras en el marco del compromiso global para el desarrollo y la sustentabilidad. A partir de una lectura reflexiva y critica del enfoque, se identifican algunos retos y oportunidades que permitan un abordaje comprehensivo de las problemáticas sociecológicas. Se sugiere la necesidad de aportar a un cuerpo de conocimientos más robusto, con sustentos teórico-metodológicos y filosófi cos que eviten aplicaciones reduccionistas del pensamiento de diseño. Asimismo, se requiere fortalecer las capacidades en sectores, como la sociedad civil, para adaptar los modelos y herramientas de innovación en contextos diversos y múltiples escalas. La innovación para la sustentabilidad y la equidad requiere de colaboraciones, alianzas y sinergias mejoradas y más amplias, entre actores y campos de conocimiento.
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Drasgow, Erik, and James W. Halle. "Teaching Social Communication to Young Children with Severe Disabilities." Topics in Early Childhood Special Education 15, no. 2 (April 1995): 164–86. http://dx.doi.org/10.1177/027112149501500203.
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Spafford, Carol Sullivan, and George S. Grosser. "The Social Misperception Syndrome in Children with Learning Disabilities." Journal of Learning Disabilities 26, no. 3 (March 1993): 178–89. http://dx.doi.org/10.1177/002221949302600305.
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Hepler, Juanita B. "Evaluating a Social Skills Program for Children with Learning Disabilities." Social Work With Groups 20, no. 3 (December 12, 1997): 21–36. http://dx.doi.org/10.1300/j009v20n03_03.
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Fang, Yuqiong. "The Advantages and Disadvantages of Inclusive Education." Learning & Education 10, no. 7 (June 7, 2022): 70. http://dx.doi.org/10.18282/l-e.v10i7.2953.
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This paper illustrates the positive impact of inclusive education in protecting the basic rights of children with disabilities,
alleviating marginalization and mental health, and critically discusses the challenges children with disabilities face in inclusive education regarding violence, self-perception, and educational resources. Access to education as a fundamental right for people with
disabilities can effectively be the only way to break down further “ableist” bias and alleviate the marginalization of people with
disabilities in today’s social environment. However, the medical model and the “ableist” stereotype in people’s minds are challenging to eliminate; the lack of educational resources has become one of the biggest obstacles to universal inclusive education.
To solve the above problems, firstly, the diversity of the social environment for people with disabilities should be respected and
accommodated from a conceptual point of view. Secondly, schools and the government should continue implementing inclusive
education policies and increasing investment in education to alleviate the current situation of insufficient educational resources
and teacher training. Meanwhile, mainstream media should be more objective in depicting facts rather than their traumas to break
traditional prejudices and promote a more equal and diverse social environment.
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Almakanin, Hisham, Ali Olaimat, Omayya Al-Hassan, Ali Alodat, and Ayoub Al-Rousan. "Emotional Security and Social Competence among Syrian Refugee Children with Learning Disabilities." Universal Journal of Educational Research 9, no. 1 (January 2021): 231–40. http://dx.doi.org/10.13189/ujer.2021.090125.
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Peele, Muchinka Mbewe, Cindy Gill, and Sarah Wainscott. "Progress in Education of Children With Disabilities in Zambia." Perspectives of the ASHA Special Interest Groups 5, no. 6 (December 17, 2020): 1820–27. http://dx.doi.org/10.1044/2020_persp-20-00034.
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Purpose The purpose of this review article is to review the progress made in the treatment and education of persons with disabilities in Zambia, to identify barriers that have hindered change and initiatives that have facilitated positive changes in Zambia, and to highlight the initial steps toward the establishment of the profession of speech-language pathology in Zambia. Conclusions There have been remarkable strides in the education of children with disabilities and the establishment of support for persons with disabilities since the Republic of Zambia became an independent nation in 1964. Zambia's limited resources, understanding of disabilities, and cultural and social barriers have hampered efforts to provide special services to children. Despite these challenges, many policies have been adopted and laws passed to protect the rights of those with disabilities, including access to quality equitable and inclusive education programs. Though implementation of the stated ideals has been difficult, and poverty continues in many areas, preparation of special education teachers and inclusion practices has improved. One vital service for children with disabilities, speech/language therapy, remains outside the new provisions. Speech therapy is not currently provided in the schools and is rarely available elsewhere. Though there are currently no Zambian college or university preparation programs for speech therapists, plans to bring speech pathology to Zambia are underway.
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Rafferty, Yvonne, Vincenza Piscitelli, and Caroline Boettcher. "The Impact of Inclusion on Language Development and Social Competerne among Preschoolers with Disabilities." Exceptional Children 69, no. 4 (July 2003): 467–79. http://dx.doi.org/10.1177/001440290306900405.
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This article describes progress in language development and social competence among 96 preschoolers with disabilities in inclusive and segregated classes. Pretest ability was the strongest predictor of progress. Other child, parent, and family characteristics were not associated with pretest developmental abilities or with progress. Degree of disability did not moderate the impact of placement type on developmental outcomes, controlling for pretest ability. Effect sizes, however, indicated thatposttest scores were comparable in both settings for children with “not severe” disabilities, but not for children with “severe” disabilities. Children with severe disabilities in inclusive classes had higher posttest scores in language development and social skills than their peers in segregated classes, but problem behaviors were lower for children in segregated classes.
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Hundert, Joel, and Anne Houghton. "Promoting Social Interaction of Children with Disabilities in Integrated Preschools: A Failure to Generalize." Exceptional Children 58, no. 4 (February 1992): 311–20. http://dx.doi.org/10.1177/001440299205800404.
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In this study, the Classwide Social Skills Program (CSSP) was introduced for all children in four integrated preschool classes, and generalization of effects was measured across settings and over time for 14 children with disabilities between the ages of 3 and 5 years. Results indicated that the CSSP increased the positive play of children with disabilities to levels comparable to classmates without disabilities. Levels of teacher reinforcement toward the children with disabilities increased as well. These increases in teacher and child behaviors, however, did not generalize to 3- or 6-month follow-up periods nor to another play session in the day. Implications for promoting social interaction in integrated preschool settings are discussed.
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Nowak, Anna. "The rights of children with disabilities in Poland." Problemy Opiekuńczo-Wychowawcze 588, no. 3 (March 31, 2020): 3–15. http://dx.doi.org/10.5604/01.3001.0013.9121.
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The article draws attention to the legal situation (regarding legal capacity as well as determining the disability status of a child up to 16 years of age, and the degree of disability in children aged 16–18) as well as the social situation of children with disabilities. The most important international legal acts, from the perspective of the rights of children with disabilities, were overviewed. These acts recognize children with disabilities as a special risk group, persons who encounter many barriers in their functioning, who are marginalized and threatened with exclusion. The most important goal set out in the human rights and children's rights acts, regarding children with disabilities, is to involve them in social life/participation, and to care for their best interests and wellbeing in accordance with the principles of individualization, non-discrimination and equal opportunities. Children with disabilities should be treated as subjects of upbringing, care and educational activities, their rights should be recognized, their dignity and individuality should be respected, and they should have a possibility of using a responsible representative, who cares for their best interests, i.e. a parent or guardian. The Polish legislation on the rights of children with disabilities, including the right to education of these children, have been enumerated. Selected issues concerning the education of children with disabilities have been analysed. The article lists the actions that the Ombudsman for Children took in 2017 to protect the rights of children with disabilities, in particular their right to life and health protection, the right to being raised in a family, the right to decent social conditions, the right to education, and the right to protection against violence, cruelty, exploitation, demoralization, neglect and other ill-treatment. The tasks of the Government Plenipotentiary for Equal Treatment and the Ombudsman concerning the protection of the rights of children with disabilities have been presented.
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Chernova, Elena A. "Factors of social success formation among adolescents with disabilities." Psychological-Pedagogical Journal GAUDEAMUS, no. 50 (2021): 31–38. http://dx.doi.org/10.20310/1810-231x-2021-20-4(50)-31-38.
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We consider current and insufficiently developed issue of social success of a special group of adolescent children with disabilities. Due to literature analysis, social success of adolescents with disabilities is an integrative personality quality, considering the psychological and pedagogical features of the development of this adolescents category, reflecting the purposeful achievement of their goals and the ability to use the achieved result for further development, contributing to successful socialization in society based on productive interaction with others. The factors contributing to the formation of social success of adolescents with disabilities that influence this process are: objective and subjective factors. The presented research results have scientific novelty and allow expanding the conceptual field of the theory of social education by clarifying the factors contributing to the formation of social success of adolescents with disabilities in the process of practicing applied activities. We determine the practical significance of the research and its results by the opportunities that open up for teachers of additional education in working with adolescents with disabilities and parents of this category of children, considering reasonable objective and subjective factors of social success formation among adolescents with disabilities in organizations of additional education.
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Roberts, Clare, and Stephen Zubrick. "Factors Influencing the Social Status of Children with Mild Academic Disabilities in Regular Classrooms." Exceptional Children 59, no. 3 (December 1992): 192–202. http://dx.doi.org/10.1177/001440299305900303.
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This article discusses the development and evaluation of a model of social status which has implications for students both with and without mild academic disabilities in integrated classrooms. Behavioral data relating to peer social status were collected from peers, teachers, and independent observers for 97 students with disabilities and 97 without disabilities from the same regular elementary school classes. Path analysis indicated that teachers' attitudes toward integration were not related to the social status of the students with disabilities. However, teacher perceptions of academic behavior, peer perceptions of academic behavior, and peer perceptions of disruptive behavior were found to be related to social status for both groups of students.
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Mokros, Hartmut B., Elva O. Poznanski, and William A. Merrick. "Depression and Learning Disabilities in Children." Journal of Learning Disabilities 22, no. 4 (April 1989): 230–33. http://dx.doi.org/10.1177/002221948902200406.
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Buysse, Virginia, Barbara Davis Goldman, and Martie L. Skinner. "Setting Effects on Friendship Formation among Young Children with and without Disabilities." Exceptional Children 68, no. 4 (July 2002): 503–17. http://dx.doi.org/10.1177/001440290206800406.
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This study examined the effects of social setting on the friendship formation of 333 preschool children (120 children with disabilities and 213 typically developing children) enrolled in inclusive early childhood programs. The study found that typically developing children in specialized classrooms had significantly more friends than did children with disabilities in those same settings. In child care settings, however, the difference between the reported number of friendships for typically developing children and their peers with disabilities did not reach statistical significance. Implications are presented for considering how the social ecology of the early childhood classroom setting may influence social outcomes for young children enrolled in inclusive programs.
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Ahmad, Shakeel, and Abida Bano. "Rehabilitation of Children with Intellectual Disability: Challenges in Social Skills Training in Khyber Pakhtunkhwa, Pakistan." Liberal Arts and Social Sciences International Journal (LASSIJ) 4, no. 1 (November 20, 2020): 171–88. http://dx.doi.org/10.47264/idea.lassij/4.1.16.
Full textAbstract:
Intellectual disability among children is on the rise with no proper social skills training facilities around the province – Khyber Pakhtunkhwa. Special education institutions have been established to rehabilitate differently abled children; however, their focus is more on children's literacy with a physical disability. Resultantly, children with intellectual disabilities constitute a 'minority group' within the province's differently abled population. Consequently, children with intellectual disabilities remain excluded. The qualitative study aims to examine the quality of the state-sponsored special education institutions, emphasizing on social/life skill training services for children with intellectual disabilities. Based on a total of 25 individual interviews and observations from five selected districts, it is argued that despite the growing number of children with intellectual disabilities, the services are limited to physiotherapy services only. Speech therapies and social skills training are almost non-existent in the public sector special education institutes. Lack of a clear government policy and sufficient funding results in scarce resources, including trained staff, coupled with poor social welfare and special education services, which intensifies the problem. Engaging empowerment theory of Julian Rappaport (1977), the study recommends providing all essential services to children with ID for enabling and living an empowered life.
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Klymenko, Yuliya. "Рецензія на колективну монографію «SOCIAL AND EDUCATIONAL SERVICES FOR CHILDREN WITH DISABILITIES: HISTORY, THEORY AND PRACTICE» (2021)." Social work and social education, no. 1 (8) (May 27, 2022): 276–78. http://dx.doi.org/10.31499/2618-0715.1(8).2022.262732.
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Among the wide range of state support for people with disabilities, social and educational services are important, which contribute to their active life as full members of society. The monograph examines the historical experience of social support and education for children with disabilities, socio-psychological support of inclusive education, provides examples of social services for people with disabilities in communities. Practical experience of socio-cultural support for people with disabilities at the community level was presented by the Department of Labor and Social Protection of Uman City Council, National Dendrological Park "Sofiyivka", National Academy of Sciences of Ukraine.
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Et al., Alimova Shakhnoza Khamidovna. "Mechanisms of Developing Inclusive Education for Children with Disabilities in Uzbekistan." Psychology and Education Journal 58, no. 2 (February 1, 2021): 1406–10. http://dx.doi.org/10.17762/pae.v58i2.2289.
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The article describes the reforms being carried out in Uzbekistan to bring up mentally retarded people with a broad outlook, especially in the education of children in need of social protection, a part of our society, the issues of education of children with disabilities provided by the Law "On Education" given.Also, some problems and suggestions on the problems of socio-psychological adaptation of children with disabilities in the process of education and ways to overcome them, the introduction of inclusive education for children with disabilities in Uzbekistan, its advantages, main stages, further improvement of inclusive education.
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Dinnesen, Megan Schneider, and Stephen D. Kroeger. "Toward Active Partnership: Notice of Procedural Safeguards Designed for Parent Use." Journal of Disability Policy Studies 29, no. 1 (January 24, 2018): 54–64. http://dx.doi.org/10.1177/1044207317751674.
Full textAbstract:
Procedural safeguards have been in place for years with the intention of protecting the rights of parents and their children with disabilities. Despite the promises of the Individuals With Disabilities Education Act, parents have not mastered the tools they need to be active participants in their child’s special education. Educators must inform parents of children with disabilities of their rights and responsibilities in documents that clearly communicate the expectation that parents can and will advocate for their children. Review of the documents currently used to inform parents of their rights, as well as relevant literature on the topic, indicated that parents are not empowered to give informed consent. This study sought to talk directly with parents of children with disabilities to explore whether a redesigned notice of procedural safeguards document is warranted and could support parents’ engagement in their child’s special education. Interview data collected demonstrated that parents of children with disabilities see a need for revised documents and need functional information from the schools. The implementation of rights notices that authentically inform parents could bring about a shift in the culture of special education and include all parents as active participants in their child’s special education.
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Ishartiwi, Ishartiwi, Rendy Roos Handoyo, Aini Mahabbati, and Edi Purwanta. "Strategies for teaching moral values to children with intellectual disability." Cypriot Journal of Educational Sciences 17, no. 4 (April 30, 2022): 1288–300. http://dx.doi.org/10.18844/cjes.v17i4.7170.
Full textAbstract:
Moral values constitute abstract concepts, and for students with intellectual disabilities, learning moral values requires methods appropriate for their conditions and social norms. This study was carried out in order to describe the different types and strategies for teaching moral values to students with intellectual disabilities. Questionnaires were used and responses were cross-checked through focus group conversations with teachers who have exemplified best practices. The quantitative descriptive analysis was conducted by categorising the data according to the students' grade levels. The findings indicate that teachers teach moral values using a range of strategies, including the conventional stage emphasising interpersonal harmony orientation and authoritative and societal orientation, and learning contents relevant to local norms. Teachers typically employ this strategy through real-world activities, practice and repetition. In conclusion, the types and strategies for teaching moral values to students with intellectual disabilities are typified by concrete knowledge and adjustments are made according to the students’ environment.
Keywords: Moral values, teaching strategies, intellectual disabilities
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Kett, Maria, and Marcella Deluca. "Transport and Access to Inclusive Education in Mashonaland West Province, Zimbabwe." Social Inclusion 4, no. 3 (June 7, 2016): 61–71. http://dx.doi.org/10.17645/si.v4i3.502.
Full textAbstract:
Lack of accessible transportation is considered a major barrier to education for children with disabilities—children already far less likely to attend school. While millions of children face challenges with getting to school, including long distances, poor roads, lack of transport and safety issues, these can be compounded for children with disabilities. Yet there is little data from low and middle-income countries on the nature and extent of this exclusion, or on attempted solutions. This paper explores some practical options for improving transport as part of providing inclusive education for children with disabilities in low income countries, as well applying concepts of transport-related social exclusion in such contexts. The paper reviews a project designed to improve sustainable transportation to school for children with disabilities in four districts in Mashonaland West Province, Zimbabwe. The most common solution was three wheel motorbikes (tricycles) with trailers. Whilst not been unproblematic, teachers, parents and the wider communities overwhelmingly agree that they have supported children with disabilities to attend school. Obviously tricycles are not the only component needed for an inclusive education system, but they are a start. The paper also highlights some crucial gaps in current approaches, key among which is the fact the most government departments work in silos. Whilst inclusive education is strongly supported by the Zimbabwean Government, there is a lack of joined up thinking between transport and education ministries. Without stronger collaboration across ministries children with disabilities will continue to experience avoidable barriers and transport-related social exclusion.
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Kovalenko, Viktoriia. "Theoretical Fundamentals of Children with Intellectual Disorders’ Extracurricular Education Practice in Ukraine." Bulletin of Luhansk Taras Shevchenko National University 2, no. 1 (339) (2021): 200–207. http://dx.doi.org/10.12958/2227-2844-2021-1(339)-2-200-207.
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The article examines the problem of theoretical foundations of people with intellectual disabilities’ out-of-school education, its special significance as a social institution, one of the main factors of socio-cultural, professional mobility of the individual, which are deprived in socio-economic terms in society. It is established that the specifics of the activities of out-of-school education as an element of society, designed to fulfil the state order for the socialization of children and to promote social protection of the individual, its social formation and development. It is established that the effective socio-pedagogical activity of out-of-school educational institutions is due to the content, technological and organizational-pedagogical components that allow for an individualized approach to the child in the process of socialization (given the peculiarities of its habilitation due to the type and severity of intellectual disability); to reveal and develop the adaptive potential of a child with intellectual disabilities in the process of collective creative work in the natural environment of peers; implement mechanisms for coordinated interaction of social partners. It is determined that the leading role in the organization of extracurricular educational institutions for children with intellectual disabilities is assigned to methodological work aimed at developing and updating the extracurricular education content and methods of various areas. The article focuses on the development of individual programs of group work to socialize schoolchildren with intellectual disabilities.
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Kowalik-Olubinska, Malgorzata. "Education of Children with Learning Disabilities from the Social and Cultural Perspective." Procedia - Social and Behavioral Sciences 55 (October 2012): 1243–49. http://dx.doi.org/10.1016/j.sbspro.2012.09.621.
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Balázs-Földi, Emese. "Social protection of children with disabilities before the change of regime and at present." Journal of Childhood, Education & Society 3, no. 3 (November 19, 2022): 233–48. http://dx.doi.org/10.37291/2717638x.202233206.
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The integration of people with disabilities and the normalisation of their living conditions appear to be a key goal in today’s social approach. However, it is not enough to change the social approach alone in order to achieve integration, we need instruments which are able to support the social participation, self-determination and normalisation of people with disabilities. Such instruments can be defined as follows: a wide range of social welfare support and social services ensured by the state. It is indispensable to help, support and strengthen families which raise a child with disabilities, consequently social policy instruments should be extended to families as well. The present study aims at providing an overview of how children with disabilities and their families were supported during the socialist regime and in the subsequent period. We used a qualitative case study, for the preparation of which secondary research and document analysis were conducted. Our analysis focused on the research question whether following the change of regime there was a change of attitude in the fields of social policy which could promote the improvement of the quality of life of children with disabilities and their families. On the other hand, do the benefits and services provided by the social care system support the integration, normalisation and self-determination of children with disabilities, as well as their upbringing in a family environment? The results of our analysis show that following the change of regime a slow change guided by the modern approach to disability began, which by continuously adding an element at a time attempts to help children with disabilities and their families. A Hungarian disability strategy which would thoroughly define a social policy adapted to the needs of those concerned is badly needed.
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Kim, Jieun, and Sunyoung Kim. "Positioning of Korean Immigrant Mothers of Children with Disabilities." International Journal of Multicultural Education 19, no. 3 (October 31, 2017): 41. http://dx.doi.org/10.18251/ijme.v19i3.1362.
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This study examines the ways in which Korean immigrant mothers take up roles to position themselves while they engage in their children’s education across a wide range of settings—academic, social, and linguistic. Data sources included interviews with four Korean mothers, home and community observations, and field notes. Positioning theory is a research approach that provides a useful analytic means for understanding positioning of Korean immigrant mothers as being parents of children with disabilities attending American schools. The results demonstrate that Korean immigrant mothers seek to learn how to be supportive mothers of children with disabilities by negotiating and facilitating contextual affordances and limitations between home, school, and community in order to obtain valuable potential resources for their children’s linguistic repertories and social skill development and their future success.
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Järvelin, Marjo-Riitta, Esa Läärä, Paula Rantakallio, Irma Moilanen, and Matti Isohanni. "Juvenile Delinquency, Education, and Mental Disability." Exceptional Children 61, no. 3 (December 1994): 230–41. http://dx.doi.org/10.1177/001440299506100303.
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The study examined the association of education and mental disability with delinquency among males in the Northern Finland birth cohort of 1966. Six percent subsequently acquired a criminal record between 15 and 22 years. Those with an IQ between 71 and 84 or attending special schools had a higher incidence of delinquency (15%). Eleven percent of the youngsters with a tested IQ between 50 and 70 had a criminal record, but none with an IQ of less than 50. A higher than average delinquency rate was found among those with lower socioeconomic status, especially when combined with low intelligence. Poor school performance in general was seen as one predictor of later social problems and delinquency. The social problems of the families with youngsters with disabilities seemed to have a greater predisposing effect for delinquent behavior than did mental disability.