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Journal articles on the topic 'Children with special needs'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 August 2024

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1

Lito D. Mallillin, Leovigildo. "SPECIAL NEEDS CHILDREN." Isagoge - Journal of Humanities and Social Sciences 1, no. 1 (May 22, 2021): 97–119. http://dx.doi.org/10.59079/isagoge.v1i1.12.

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The study aims to know the profile of the respondents in terms of age, gender, educational attainment, and monthly family average income of parents and to identify how the support is extended by the parents on their special need children toward their studies along the area of becoming a strong advocate, getting acquainted with school regulation, learning to access additional services, developing relationship with children module tutors, and future of special need children. The descriptive quantitative research design is employed in the study. The subjects of the study are the parents of the special needs children who are enrolled in the different Higher Education Institutions (HEI) both in private and government entities in the GCC country. Twenty (20) parents are topped in the utilization of the study. A non-probability sampling technique is utilized in the study which is purposive sampling because it is appropriate in the development of the study. The results show that there is no significant relationship between the profile of the respondents and how support is extended by the parents of the special need children toward their studies

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2

Kumar, Dr Subodh. "Emotional Intelligence for Children with Special Needs." International Journal of Scientific Research 2, no. 4 (June 1, 2012): 63–64. http://dx.doi.org/10.15373/22778179/apr2013/24.

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3

O’ktamovna, Abdullayeva Nargiza. "SPECIAL EDUCATIONAL NEEDS CHILDREN WITH HEARING IMPAIRMENTS." American Journal of Social Science and Education Innovations 04, no. 09 (September 1, 2022): 23–26. http://dx.doi.org/10.37547/tajssei/volume04issue09-04.

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A child with a hearing impairment is a child who, along with the educational needs common to all children, has special educational needs that can only be met through special education. Such training requires a special organization of space and time to achieve those educational goals that, under the conditions of the norm, are achieved by traditional methods.

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4

Osabutey, Emmanuel Kwaku, and Ba-Etilayoo Atinga. "Dermatoglyphic Patterns of Children with Special Educational Needs." International Journal of Anatomy and Research 9, no. 2.2 (May 11, 2021): 7976–83. http://dx.doi.org/10.16965/ijar.2021.118.

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Background: The present study aimed at finding the finger and palmar dermatoglyphic patterns of students in special school and to discover whether significant dermatoglyphic features exist in students in special school. Materials and methods: Finger and palm prints were taken from 100 students from Garden City Special School which served as the study group and 100 students from “In Him is Life School” which served as the control group. Analysis of quantitative and qualitative traits of dermatoglyphs (Total Finger Ridge Count, atd angle, pattern type, symmetry of palmprint and type of PIC) were performed. Descriptive statistics were used to determine the differences among the groups. Results: Central pocket loop whorl (CPLW) which is an indicator in people with better academic performance was significantly lower (P<0.0001) in individuals in the special school (SS). The atd angle was significantly higher (P<0.0001) in both hands in SS than in CG. The current study revealed that the prevalence of symmetrical PIC was significantly lower (P=0.012) in the SS (39%) compared to CG (67%). Conclusion: Students in special school have unique dermatoglyphic pattern. There were significant differences in certain types of dermatoglyphic pattern observed in students in special school compared to students in normal school. Further study is required to have a baseline data which can serve as a diagnostic tool for early detection of people who need special attention. KEY WORDS: Dermatoglyphics, Patterns, Special, Educational, Needs.

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5

Maritska, Ziske, Bintang Arroyantri Prananjaya, and Nita Parisa. "SPECIAL MONTH FOR SPECIAL NEEDS CHILDREN." International Journal of Islamic and Complementary Medicine 3, no. 1 (May 10, 2022): 9–12. http://dx.doi.org/10.55116/ijicm.v3i1.32.

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Down Syndrome is one of the most commonly found genetic conditions, a chromosomal abnormality that is. It is caused by an extra chromosome 21 in their body. The extra chromosome itself can be a total chromosome 21, or just part of it. Whatever the form is, it leads to distinct physical features along with associated medical conditions. One of the symptoms of people with Down Syndrome is the cognitive problem where all of them would have various levels of intelligence, making the learning and comprehension process challenging. For Muslims all around the world, Ramadhan is the one special month of the year where everyone would fast. Learning about Ramadhan and conducting fasting during Ramadhan could be challenging for children with Down Syndrome. There is no known absolute contraindication for them to fast, but several comorbidities related to the condition might hinder them from doing fasting.

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6

Valentine, Deborah P. "Children with Special Needs:." Journal of Social Work & Human Sexuality 8, no. 2 (May 20, 1993): 107–21. http://dx.doi.org/10.1300/j291v08n02_06.

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7

Abidova, Nilufar. "Inclusive Education Of Children With Special Educational Needs." American Journal of Social Science and Education Innovations 03, no. 03 (March 31, 2021): 476–80. http://dx.doi.org/10.37547/tajssei/volume03issue03-74.

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8

Nurmukhamedova, Laylo Sh. "LABOR EDUCATION OF CHILDREN WITH SPECIAL EDUCATION NEEDS." American Journal of Social Science and Education Innovations 6, no. 6 (June 1, 2024): 42–46. http://dx.doi.org/10.37547/tajssei/volume06issue06-08.

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A number of laws and decisions of our state have included the measures related to the full education of children with special needs, the support of the society, their integration into the society along with the healthy ones, and adaptation in social life.

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9

Buzzelli, Cary A., and Nancy File. "The special needs of teachers of special needs children." Day Care & Early Education 16, no. 4 (June 1989): 9–13. http://dx.doi.org/10.1007/bf01619371.

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10

Fauzan, Norsiah. "Neurotechnology for Special Needs Children." European Journal of Social Sciences Education and Research 5, no. 1 (December 30, 2015): 319. http://dx.doi.org/10.26417/ejser.v5i1.p319-324.

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This paper highlights the use of neurotechnology to improve the brain dysregulation of special needs children giving an example of a case study on autistic children. Neurofeedback Training (NFT) was preceded by objective assessment of brain activity using Quantitative electroencephalogram (qEEG) to identify the abnormalities of the childrens’ brain waves. Neurofeedback training were conducted based on relevant EEG findings in relation to the children’s medical history and symptoms. Analysis indicate excessive presence of delta wave at the Frontal lobes and posterior regions. NFT were conducted within three months for more than 25 sessions for each protocol starting with Beta training followed by Delta and Alpha protocols. The observations and assessment showed improvement in terms of social interaction and communication and increased Alpha-beta activity in some parts of the brain suggesting improvement in brain regulation.

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11

Hegde, Amitha M., Aiswarya Ann Babu, Anshad Mohammed, Anu John, Kanwardeep Singh, Preethi V. C., and Swathi Shetty. "SPECIAL NEEDS OF SPECIAL CHILDREN-PARENTAL VIEW." Journal of Health and Allied Sciences NU 05, no. 02 (June 2015): 038–44. http://dx.doi.org/10.1055/s-0040-1703887.

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AbstractIndividuals with special health care needs experience poor oral hygiene and periodontal status and are more likely to have unmet dental needs than any other medical needs. The study was conducted to assess the views, attitudes and perceptions of oral health and treatment needs among the parents of 250 children with disabilities at 3 special schools in Mangalore based on questionnaire method. Data collected were subjected to statistical analysis.The educational status of the parents were assessed and it was seen that more than 50% of the parents had school education of class 10 and below. 52% of the parents felt that dental treatment is not as important medical treatment and 69 % of the parent's preferred general dentist and only 12.3% had consulted Pedodontist for any dental needs of their children. Only 11% followed a regular dental check-up and 57% of the parents interviewed visited dentist only when required. 30% of the parents reported lack of awareness as the greatest barrier faced by them in rendering dental care for their children.There was a generalised lack of information regarding oral health and treatment needs seen among the parents of the children with special health care needs. The level of knowledge appeared to be low and the parents were not aware of the unique problems faced by these children.

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12

Hare, Betty. "Young Children with Special Needs." Topics in Early Childhood Special Education 7, no. 4 (January 1988): 102–4. http://dx.doi.org/10.1177/027112148800700410.

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13

GARRALDA, ELENA. "Needs of special groups: children." International Review of Psychiatry 10, no. 2 (January 1998): 134–35. http://dx.doi.org/10.1080/09540269874934.

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14

Caicedo, Carmen. "Families With Special Needs Children." Journal of the American Psychiatric Nurses Association 20, no. 6 (November 2014): 398–407. http://dx.doi.org/10.1177/1078390314561326.

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15

Ranum, O. J., and A. Gerhold. "Nutrition and Special Needs Children." Journal of the American Dietetic Association 99, no. 9 (September 1999): A102. http://dx.doi.org/10.1016/s0002-8223(99)00758-0.

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16

Bull, Marilyn J., Karen Bruner Stroup, and Judith P. Doll. "Transporting Children With Special Needs." Orthopaedic Nursing 10, no. 3 (May 1991): 70. http://dx.doi.org/10.1097/00006416-199105000-00016.

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17

Price, Sue. "The special needs of children." Journal of Advanced Nursing 20, no. 2 (August 1994): 227–32. http://dx.doi.org/10.1046/j.1365-2648.1994.20020227.x.

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18

Nikaitani, Julie. "Raising Children With Special Needs." Archives of Pediatrics & Adolescent Medicine 162, no. 5 (May 1, 2008): 401. http://dx.doi.org/10.1001/archpedi.162.5.401.

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19

Indra Prastianing Zahro, Helis Ira Setiawati, Rima Widya Wulandari, Qurroti A’yun, and Imaniar Purbasari. "Community Perceptions Around Special Need Schools in Purwosari Village Against Children with Special Needs." JOINME (Journal of Insan Mulia Education) 1, no. 1 (April 30, 2023): 18–24. http://dx.doi.org/10.59923/joinme.v1i1.8.

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Children with special needs are social beings who cannot be separated from social interaction. Some people still underestimate children with special needs because of their limitations and deficiencies. Community perceptions cannot be separated from the interactions that children with special needs have with their surroundings. This study aims to determine the perceptions and interactions that occur between the community and children with special needs. In order to achieve these objectives, the researcher uses qualitative methods with a case study approach. The data collection techniques used are observation, interviews, and documentation. The results of this study indicate that the community's perceptions around the Purwosari State Special School are well addressed by the positive response given by the community to children with special needs.

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20

Akheel, Mohammad. "Special oral health care needs for special children." International Journal of Students� Research 3, no. 1 (2013): 16. http://dx.doi.org/10.4103/2230-7095.113817.

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21

Luz, Roberta de Oliveira, Greice Machado Pieszak, Andrea Moreira Arrué, Giovana Calcagno Gomes, Eliane Tatsch Neves, and Andressa Peripolli Rodrigues. "Therapeutic itinerary of families of children with special health needs." Revista da Rede de Enfermagem do Nordeste 20 (March 20, 2019): e33937. http://dx.doi.org/10.15253/2175-6783.20192033937.

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22

Siahaan, Mander Kristian. "Education For Children With Special Needs." Explora 8, no. 2 (August 30, 2022): 14–27. http://dx.doi.org/10.51622/explora.v8i2.642.

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Children have the right to experience an educational system. Education is a fundamental right for children, whether the child is healthy or has a health problem. When the medical problem of the child impairs him to learn in a normal school, it is necessary to find alternative forms of study. The fundamental children’s right for education is offered to children with special needs by special schools.This article aims to explain the importance of inclusive education for children with special needs. This statement is based on the fact that children with special needs do not receive proper education like other normal children. This paper opens an understanding and insight into the rights of every citizen, especially children with special needs, to obtain a proper education. To achieve this goal, the author uses a literature study. The literature study in question is that the author reads and records the results of the study of this topic from various library sources such as books, journals, and other key reports. The results of the study show that many parents and the community think that the implementation of inclusive education is too urgent for children with special needs. Therefore, children with special needs often get less attention and do not get the same education rights as normal children.

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23

Kuchmanych, Iryna, and Lіudmyla Opanasenko. "The Issue on Classification of Needs of Families Raising Children with Special Needs (Systematic Approach)." Collection of Research Papers "Problems of Modern Psychology", no. 56 (May 30, 2022): 85–107. http://dx.doi.org/10.32626/2227-6246.2022-56.85-107.

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Families raising children with special needs differ from other families in the large number and variability of needs. Scientific studies highlight the issue of the specific needs of the family, but for the most part their generalized totality is described. Therefore, the purpose of the article is to explore and highlight the needs in such families and describe them in the context of the individual, marital, paren-tal and sibling subsystems of the family system. To achieve the goal the following methods were used: theoretical – analy-sis, systematization, classification and generalization; empirical – observation, conversation, interview and method of expert assessments. research results. A total of 18 family needs were identified and distributed in accordance with family subsystems – individual, marital, parental and sibling. In the context of the individual subsystem the following needs are identified: the need for emotional response to negative emotions, the need for personal space, the need for support, the need for care in relation to one’s own self. For the marital subsystem common needs for both partners are defined (in love, sup-port, guardianship, closeness of the partner, material and sexual needs). In the parental subsystem specific needs are characterized: for truthful information, adaptation and acceptance of the role of “parents of a special child”, in finding the meaning of interaction in the “parentsspecial child” system; in society’s ac-ceptance of a special child, the need to confirm the changes/dynamics of the child’s development. The needs of brothers and/or sisters in the sibling subsys-tem are formulated: in attention and love from parents, informing about the somatopsychological characteristics of a special child, distribution of responsi-bilities according to the age of siblings. conclusions.Identifying the needs of the family and determining the de-gree of their severity is of practical importance for the implementation of ef-fective sociopsychological support. Frustration of unconscious needs leads to increased tension and deterioration of the family microclimate. At the same time awareness of the needs of family members will be the impetus for finding the necessary resources and finding the best ways to meet them.

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24

Honeyman, Lola. "Play for children with special needs." Paediatric Nursing 6, no. 3 (April 1994): 18–19. http://dx.doi.org/10.7748/paed.6.3.18.s14.

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25

Robb, Betty. "Attachment with children with special needs." Ata: Journal of Psychotherapy Aotearoa New Zealand 5, no. 1 (July 30, 1999): 39–54. http://dx.doi.org/10.9791/ajpanz.1999.07.

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The paper, initiated by personal experience, looks at the fear of attachment to children with conditions which put them at risk, the experiencing of grief at the loss of the 'fantasy baby' and the acceptance by the parents which enables the attachment to proceed. Reference is made to attachment issues in the case of adoption, styles of attachment, and some notions of reconstruction in therapy with 'special needs' survivors where attachment has been insecure or the process attenuated by length of risk.

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26

McKenzie, Judith K. "Adoption of Children with Special Needs." Future of Children 3, no. 1 (1993): 62. http://dx.doi.org/10.2307/1602402.

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27

Anonymous. "Summer Camps for Special Needs Children." Journal of Psychosocial Nursing and Mental Health Services 36, no. 5 (May 1998): 40. http://dx.doi.org/10.3928/0279-3695-19980501-16.

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28

Suhono, Kwee Andreas Setiawan. "Game for Children with Special Needs." SISFORMA 1, no. 2 (November 19, 2014): 18. http://dx.doi.org/10.24167/sisforma.v1i2.400.

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In this paper, the writer discussed how to use media game which can cure someone affected with autism. Autism itself is a disorder that affects the brain, so that patients have a difficulty to communicate and relate to others. There are several factors that cause the emergence of diseases such as autism, that is, genetic factors, psychological factors, as well as food poisoning during pregnancy. In this case, the writer interviewed one of the teachers at the center of therapist in order to find out how to cure autism by using media game. The writer expected that by using the media game, people can recover from autism.

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29

Poh, Lee Swee, Mohd Mahzan Awang, and Shahlan Surat. "COMMUNITY PERSPECTIVES ON SPECIAL NEEDS CHILDREN." Journal of Sustainable Development Education and Research 1, no. 1 (June 20, 2017): 61. http://dx.doi.org/10.17509/jsder.v1i1.6245.

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This paper discusses about the perspectives of the local community, family, school and peers on special needs children (or disabled children) schooling under the Special Education Integrated Programme in Bintulu District Education Office, Sarawak, Malaysia. This discussion is done based on the resources of past research conducted in Malaysia as well as overseas such as in the United States, Britain, Italy, and India. Labeling theory and theories of perception are reviewed engaging the social conflicts. Totally 88 respondents from Chinese community had been taken to answer the questionnaire. In general, there is a handful optimistic views that special needs children have their own talent, they are the special gift from God, they can distinguish good or bad things, have influences and roles to play. In addition, community feels sympathy with them, the community likes mingling with them and believe they can make hands activities very well. Due to the environmental impact on the development of individual and social skills of special needs child, the study suggested that Malaysians continue to hold to the principles to provide safe and quality education to special needs children. Efforts need to continue to foster a healthier community awareness and positive support on special needs children so that a gap of discrimination can be reduced because every individual has the right to obtain social development and quality of education.

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30

Jay, Christopher. "Science for children with special needs." Journal of the British Institute of Mental Handicap (APEX) 11, no. 4 (August 26, 2009): 163. http://dx.doi.org/10.1111/j.1468-3156.1983.tb00169.x.

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31

Janson, Kristen, and Mary Law. "Siblings of Children with Special Needs." Physical & Occupational Therapy In Pediatrics 22, no. 1 (January 2002): 73–78. http://dx.doi.org/10.1080/j006v22n01_06.

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32

Taylor-Cookson, Judith, and Justine Mitchell. "Cutlery for children with special needs." British Journal of Therapy and Rehabilitation 8, no. 11 (November 2001): 426–30. http://dx.doi.org/10.12968/bjtr.2001.8.11.13814.

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33

Grant, Roy. "The Special Needs of Homeless Children." Topics in Early Childhood Special Education 10, no. 4 (January 1991): 76–91. http://dx.doi.org/10.1177/027112149101000407.

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34

Cowling, Estelle. "All children have special educational needs." Education 3-13 14, no. 1 (March 1986): 35–37. http://dx.doi.org/10.1080/03004278685200081.

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35

Smith, Annatjie. "Feeding of children with special needs." South African Journal of Clinical Nutrition 20, no. 1 (January 2007): 4–5. http://dx.doi.org/10.1080/16070658.2007.11734116.

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36

Gruskin, Alan B. "Children With Special Healthcare Needs: Introduction." Pediatric Annals 26, no. 11 (November 1, 1997): 653–54. http://dx.doi.org/10.3928/0090-4481-19971101-06.

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37

No authorship indicated. "Review of Children With Special Needs." Contemporary Psychology: A Journal of Reviews 34, no. 2 (February 1989): 201. http://dx.doi.org/10.1037/027722.

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38

Evans, Theora, and Ann Garwick. "Children with Special Health Care Needs." Journal of Social Work in Disability & Rehabilitation 1, no. 2 (March 22, 2002): 7–24. http://dx.doi.org/10.1300/j198v01n02_02.

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39

Versage, Pam. "Adaptive Play for Special Needs Children." Pediatric Physical Therapy 9, no. 1 (1997): 42. http://dx.doi.org/10.1097/00001577-199700910-00017.

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40

March, Karen, and Rosemary J. Avery. "Adoption Policy and Special Needs Children." Journal of Marriage and the Family 60, no. 2 (May 1998): 540. http://dx.doi.org/10.2307/353870.

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41

Ayoob, Keith-Thomas. "Children With Special Health Care Needs." TOPICS IN CLINICAL NUTRITION 13, no. 4 (October 1998): 88–89. http://dx.doi.org/10.1097/00008486-199809000-00019.

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42

Rabinowicz, Jack. "Children, Special Needs and the Courts." British Journal of Special Education 19, no. 4 (June 8, 2007): 131–33. http://dx.doi.org/10.1111/j.1467-8578.1992.tb01384.x.

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43

Unruh, Anita M. "Siblings of Children with Special Needs." Canadian Journal of Occupational Therapy 59, no. 3 (August 1992): 151–58. http://dx.doi.org/10.1177/000841749205900305.

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Siblings of children with special needs have received little attention in the occupational therapy literature. However, siblings play an important role in the development of children with special needs. Siblings are also at risk for problems of emotional adjustment that have an impact on their own well-being as well as the well-being of the family. The research on siblings of special needs children is reviewed and followed by a description of the Ottawa Children's Treatment Centre sibling programme.

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44

Szanton, Eleanor Stokes. "Services for Children with Special Needs." Prevention in Human Services 9, no. 1 (February 21, 1991): 87–97. http://dx.doi.org/10.1300/j293v09n01_05.

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45

Udwin, O. "Screening for children with special needs." Behaviour Research and Therapy 23, no. 5 (1985): 616. http://dx.doi.org/10.1016/0005-7967(85)90118-4.

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46

Gowdy, E. Alana. "Assessing young children with special needs,." Evaluation Practice 14, no. 1 (February 1993): 91–92. http://dx.doi.org/10.1016/0886-1633(93)90045-q.

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47

Tychsen, Lawrence. "Refractive Surgery for Special Needs Children." Archives of Ophthalmology 127, no. 6 (June 8, 2009): 810. http://dx.doi.org/10.1001/archophthalmol.2009.72.

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48

Molinari, Deana L., and Donna Freeborn. "Social Support Needs of Families Adopting Special Needs Children." Journal of Psychosocial Nursing and Mental Health Services 44, no. 4 (April 1, 2006): 28–34. http://dx.doi.org/10.3928/02793695-20060401-07.

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49

Kaur, Sukhwinder. "Fostering Barrier Free Access for Children with Special Needs in India." Issues and Ideas in Education 1, no. 2 (July 2, 2013): 199–209. http://dx.doi.org/10.15415/iie.2013.12015.

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50

Rejeki, Dewi Sri, Mahardika Supratiwi, Herry Widyastono, Gunarhadi Gunarhadi, Hermawan Hermawan, and Joko Yuwono. "Individual Independence of Children with Special Needs in Inclusive Education (Teacher And Students With Special Needs)." Multicultural and Diversity 1, no. 1 (September 19, 2022): 17–24. http://dx.doi.org/10.57142/md.v1i1.14.

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The aims of this study are: a) to find out teachers' understanding of inclusive education, b) to describe the individual independence of children with special needs in inclusive schools. This research was conducted in an inclusive junior high school in Surakarta, with the subjects of teachers and children with special needs in inclusive schools. The data collection method used closed and open questionnaires and interviews with children with special needs. The data analysis technique used descriptive quantitative and qualitative descriptive. The results showed that: a) 48% of children with special needs experienced individual independence problems in socializing, b) children with special needs experienced individual independence problems in adjusting to the first year of inclusion in inclusive schools, c) 38% of children with special needs experienced individual independence problems in overcoming problem. The results of this study are expected that all parties pay attention to the problem of the independence of children with special needs in continuing to junior high school.

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