Relevant bibliographies by topics / Disabled children

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Disabled children'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 July 2024

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Journal articles on the topic "Disabled children"

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Dr. Sharmista, Dr Sharmista. "Concept development in learning disabled children." International Journal of Scientific Research 2, no. 8 (June 1, 2012): 117–19. http://dx.doi.org/10.15373/22778179/aug2013/39.

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Klochko, E. Y. "Life without Barriers: Prospects and Changes in the Situation of Children with Disabilities and Lifelong Disabled Persons." Психологическая наука и образование 21, no. 1 (2016): 94–107. http://dx.doi.org/10.17759/pse.2016210108.

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The article shows the role of Russian ratification of the UN Convention on the Rights of Persons with Disabilities. Problem analysis of kind of services for chil- dren with disabilities and lifelong disabled persons is performed using a schema “Alternative living models for a lifelong disabled person in Russia”. The article demonstrates the main content of early intervention programs and the role and place of a multidisciplinary team of program experts. We discuss the main aspects of the problems related to education for disabled children, the features of linkage between social services and social support for children with disabilities and families raising them. Attention is paid to the development and widespread implementation of hospital- substituting technologies. The article presents con- cept of a pilot project of the Foundation for children in difficult life situation to facilitate the social adaptation of disabled persons. Author made a conclusions on increasing authorities’ attention to disable person’s needs, the need for change in the current legislation according to UN Convention, and annexations to federal legislation governing the rights of disabled children and lifelong disabled persons, the need to develop public policies using all available resources and the experience of socially oriented NGOs primarily.
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Cevik Guner, Umran, Dondu Batkin Erturk, and Medine Koc. "Violence Sensitivity and Violent Discipline Use of Parents With Disabled and Non-Disabled Children." Eurasian Journal of Family Medicine 11, no. 3 (September 30, 2022): 163–71. http://dx.doi.org/10.33880/ejfm.2022110304.

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Aim: Children with disabilities are more vulnerable than non-disabled children. The family is the key point in preventing and starting violence against children. However, data on the violence sensitivity and violent discipline used by parents with disabled children are quite insufficient. This study aimed to determine violence sensitivity and violent discipline used by parents with disabled and non-disabled children. Methods: One hundred and fifty-five parents (with 60 disabled and 95 non-disabled children) completed the Violence Sensitivity Towards Children Scale with sociodemographic and disciplinary practices information form. Results: In this study, it was determined that the Violence Sensitivity Towards Children Scale’s mean score of the parents with disabled children (41.66±5.30) was lower than that of the parents with non-disabled children (44.18±4.94), and the difference between them was statistically significant. It was also found that the percentages of discipline used by the parents with disabled children and of the parents with non-disabled children were 96.7% and 84.2%, respectively, and using verbal violence most frequently. A statistically significant difference was found between the two groups only in terms of verbal and physical violence. Conclusion: The study concludes that parents with disabled children are less sensitive to violence against their children and they resort to violent discipline more than parents with non-disabled children. Keywords: disabled children, parents, violence
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Stalker, Kirsten, and Clare Connors. "Communicating with Disabled Children." Adoption & Fostering 27, no. 1 (April 2003): 26–35. http://dx.doi.org/10.1177/030857590302700105.

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Kirsten Stalker and Clare Connors discuss the methods used in a study seeking disabled children's accounts of their everyday lives. The research is set in the context of policy and practice initiatives promoting communication with disabled children and other recent research, which suggests that not all practitioners and policy makers are meeting their responsibilities in this area. In this study of 26 disabled children's lives, different interview schedules were used with younger and older children, along with a number of visual aids and activities. The design and effectiveness of these is discussed in detail. Various methods were used to obtain the views of children with communication impairments. The authors conclude that communicating with most disabled children is little different from communicating with any child. Some basic skills are not hard to learn, and attitudes are all important. The methods described here could well be adapted and expanded for use in the field of adoption and fostering.
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Broome, Ellen. "Equality for disabled children." Early Years Educator 16, no. 5 (September 2, 2014): 6. http://dx.doi.org/10.12968/eyed.2014.16.5.6.

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Priestley, M. "LISTENING TO DISABLED CHILDREN." British Journal of Social Work 28, no. 6 (December 1, 1998): 969–73. http://dx.doi.org/10.1093/oxfordjournals.bjsw.a011411.

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Stathopolou, E., and AG Thomas. "Nutrition in disabled children." Acta Paediatrica 86, no. 6 (June 1997): 670. http://dx.doi.org/10.1111/j.1651-2227.1997.tb08955.x.

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James, Astrid. "Abuse of disabled children." Lancet 341, no. 8844 (February 1993): 553–54. http://dx.doi.org/10.1016/0140-6736(93)90310-d.

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Sloper, Tricia, and Bryony Beresford. "Families with disabled children." BMJ 333, no. 7575 (November 2, 2006): 928–29. http://dx.doi.org/10.1136/bmj.39017.633310.be.

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Bradshaw, Jonathan, and Dorothy Lawton. "75,000 SEVERELY DISABLED CHILDREN." Developmental Medicine & Child Neurology 27, no. 1 (November 12, 2008): 25–32. http://dx.doi.org/10.1111/j.1469-8749.1985.tb04521.x.

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Dissertations / Theses on the topic "Disabled children"

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Felini-Smith, Linda. "A Parent Questionnaire Examining Learning Disabled and Non-Learning Disabled Children's Spatial Skills." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc500569/.

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Investigations of children's spatial ability have typically looked at performance on laboratory tasks, and none have examined differences between learning disabled and non-learning disabled children. The present study surveyed sixty-seven parents of third and sixth grade children about the types of spatial activities children engage in everyday. Parents of learning disabled and non-learning disabled children were included. Results provided information about the types of spatial activities children engage in and the relationships between participation and performance. Major findings included differences between learning disabled and non-learning disabled children in navigational ability and in the strategies employed in difficult or ambiguous spatial situations. Findings were discussed in terms of the influence learning disabled children's negative self evaluations have on their performance.
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Bunt, Sarah. "The adoption of disabled children." Thesis, University of Plymouth, 2013. http://hdl.handle.net/10026.1/2854.

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The research has set out to examine the motives that contribute towards the decision to adopt a disabled child. Increased knowledge about placing disabled children for adoption is particularly important as they are regarded as the category hardest to place (Adoption Register 2009). Despite the wide gaps in knowledge, the negativity associated with the social construction of disability has been seen as a cause of disabled children’s disadvantage (Cousins 2009). Synthesising a Critical Realist framework with Grounded Theory methods; to examine both the efforts of local authorities to place a disabled child for adoption, as well as the narratives of those adopters who take on disabled child. The findings reveal that social workers often take a tentative approach to placing a disabled child, which impacts upon adoption outcomes, both in the way they represent disabled children and in the way they recruit and assess adopters. The Rationalistic Habitus is a concept used to reflect the way social workers reason their way through particular issues before arriving at a practice judgement. The study, also examines the narratives of adopters and their journey through the process of adopting a child with a significant impairment. Instances where adopters embark on adopting a disabled child are significant because they are making a decision in opposition to a prevailing discourse where disabled children are conceptualised as a burden to their families (Jordan and Sales 2007). An examination of these adopter’s motives requires one to think more deeply about how motives are processed. By focusing on the Habitus and reflexivity this research has attempted to bring new insights into how people process the prospect of becoming a parent to a disabled child. However, while the decision to adopt a disabled child might appear unconventional it is not so abnormal that we cannot make sense of their motives. The lifelong nature of the adoption role demonstrates that commitment is at the heart of these adoptions. The notion of a Commitment Habitus is reflected when adopters express an innate drive to nurture. In effect, this research contends that the motive to adopt a disabled child is wrapped in an orientation to invest in social relationships.
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Byron, Katie. "Disabled parents living without their children." Thesis, University of Hull, 2013. http://hydra.hull.ac.uk/resources/hull:7374.

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This portfolio has three parts: a systematic literature review, an empirical paper and appendices. Part one is a systematic literature review in which the empirical literature relating to factors influencing decision making within the child protection context is reviewed. A systematic search of eight databases identified fourteen relevant studies. The findings suggest decisions within child protection are influenced by a range of factors. These factors cluster around the case, the decision-maker, the organisation and society. The implications of the findings emphasise the importance of reflective decision making practices. Future research is urgently needed in this area to increase understanding and facilitate better decisions that help children and their families. Part two is an empirical paper, which explores the experiences of parents with intellectual disabilities following their children entering the looked-after system. Semi-structured interviews were conducted with six parents and their experiences analysed using interpretative phenomenological analysis. Five super-ordinate themes emerged. The results highlight the need for the development of a different protocol for removing children and supporting parents with intellectual disabilities. Areas for future research are also discussed. Part three comprises the appendices which support the first two parts of this portfolio. This section also includes a reflective statement of the research process.
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Carter, Elizabeth A. "Phonetic Ambiguity Perception in Reading Disabled and Non-disabled Children and Adolescents." VCU Scholars Compass, 1986. http://scholarscompass.vcu.edu/etd/4400.

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There are speculations that disabled readers may fail to correctly decode written words because they are insensitive to language's phonetic form. This insensitivity is presumed by some to be due to a speech perceptual deficit. The purpose of the current study was to assess differences between disabled and non-disabled adolescents and elementary school students in their perceptual accuracy in decoding phonetically ambiguous speech. The effects of two processing factors derived from previous research, priming and word form (e.g., Spencer & Carter, 1982), were also examined to assess how perceptual processes may differ between groups. Clinical evidence of some verbal problems persisting in adolescent disabled populations and evidence of compensatory differences between elementary and adolescent readers on earlier phonetic coding tasks prompted the inclusion of alI four age group by reading group combinations. Results reveal no reading group differences of either age grouping. The results are discussed in terms of design considerations, previous pertinent speech perception research, and similarity of responses to those of normal subjects in Spencer and Carter (1982) and Carter and Zoller (1983). With an examination of two dependent measures and a qualitative analysis of errors, no reading group differences were found. Therefore, it Is suggested that explanations involving speech perception may not appropriately address the problems of disabled readers with problems in word decoding.
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Hannah, C. Lynne (Cornelia Lynne). "Metacognition in learning-disabled gifted students." Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=74634.

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In recent years, research with students identified as academically gifted has focused on what processes enable these students to perform at high levels of ability. The present study was carried out in the context of exploring the role of metacognition in giftedness. A specific focus of the study was whether learning-disabled gifted students performed more similarly to their gifted or nongifted peers (i.e., learning-disabled or average-achieving) on measures of metacognition. An interview was used to assess metacognitive knowledge in reading, and the error-detection paradigm was paired with the think-aloud method of data collection to investigate metacognitive skills in monitoring comprehension while reading a text. The dependent variables were an index of metacognitive knowledge, the percentage of metacognitive statements made, the number of errors detected, and a comprehension score. A measure of prior knowledge was used as a covariate.
The subjects were 48 boys, drawn equally from both the elementary and high school grade levels, who had been identified by their respective school systems as being gifted, learning-disabled gifted, average-achieving, or learning-disabled. The design incorporated two levels of giftedness (gifted or not gifted) and two levels of learning disability (learning-disabled or not learning-disabled) at two grade levels (elementary and high school). Results of the multivariate analysis of covariance revealed a main effect for giftedness, indicating that the subjects identified as gifted performed significantly better than did the nongifted subjects. This result, coupled with the lack of gifted-by-learning disabilities interaction, showed that the learning-disabled gifted subjects performed more like their gifted than their nongifted peers on the four dependent variables. There was also a main effect for grade, with the subjects at the high school level performing better on the dependent variables than the subjects in the elementary grade level. Finally, a grade-by-gifted interaction was revealed, which an examination of the univariate analyses of variance indicated was most likely due to a ceiling effect on the measures of metacognitive knowledge and comprehension.
These results support the hypotheses that giftedness is related to the use of metacognitive skills in a comprehension-monitoring task, and that the learning-disabled gifted subjects perform characteristically like their gifted peers with respect to their use of metacognitive knowledge and skills.
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Nicholson, Maureen Elizabeth. "Inferential comprehension by language-learning disabled children." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/30170.

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This study evaluated the comprehension of inference statements by language-learning disabled (LLD) children and children with normal language development (NL) under two conditions: uncontextualized and contextualized. The contextualized condition was designed to encourage retrieval of information from the subject's general knowledge — a procedure proposed to encourage elaborative inference-making. Two text passages were analyzed according to a model developed by Trabasso and presented by Trabasso, van den Broek & Suh (1989), which yielded a set of bridging causal connections across clause units. Sets of three true and three false causal inference statements were developed to represent bridging inferences for each story. In addition, three true and three premise statements were obtained directly from each story, yielding a total of twelve statements for each text. Subjects were ten language-learning disabled students (7 boys, 3 girls) and ten children with normal language development (5 boys, 5 girls) aged 9 to 11 years old. Mean age for children in both groups was 10 years, 4 months. Children were selected for the LLD group on the basis of the following criteria: (1) enrollment in a learning assistance or learning resource program for learning-disabled students, preferably for remediation of Language Arts; (2) history of speech-language intervention in preschool or early primary grades; (3) normal nonverbal cognitive skills; (4) lexical and syntactic comprehension within normal abilities (as determined by standardized language tests for the LLD group); (5) native English speaker and (6) normal hearing ability. Every subject received both stories and conditions. Story presentation and condition were counterbalanced across 8 of the 10 subjects in each group; condition only was counterbalanced across the remaining two subjects in each group. Inference and premise statements were randomized; each random set was randomly presented to each subject. Items were scored correct or incorrect. Subjects were also asked to answer open-ended wh-questions. Responses were compared and analyzed using a nonparametric statistical method appropriate for small sample sizes. Results indicated significant differences between the LLD and the NL groups on the number of correct responses to inference and premise items. Both groups scored significantly worse on inference than premise items. Analysis did not indicate that the LLD group scored significantly worse on inference items than the NL group did. Results also suggested that a contextualization effect operated for both groups, which affected the retention of premise items but acted to improve scores on inference items. This effect was seen most notably for the LLD group.
Medicine, Faculty of
Audiology and Speech Sciences, School of
Graduate
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Roe, Diana, and n/a. "Siblings of disabled children : and investigative study." University of Canberra. Education, 1986. http://erl.canberra.edu.au./public/adt-AUC20061107.154253.

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Research on the families of the disabled suggest that the advent of a child with a disability will cause a far-reaching effect on the mother, father, siblings and the family's relationship with the outside world. Researchers have differed on the extent and causes of difficulties faced by the siblings, with many inconsistencies and contradictions shown. Some studies have found behavioural problems and lowered self-esteem, and others suggest an increase in altruism and compassion. An investigative study was implemented, with siblings from 29 families with a disabled child, matched with siblings from 29 families with no identified disabled sibling. Patterns of family outings, the use of support services and perceptions of difficulties faced by the family were examined. The matched siblings were compared on the Coopersmith Self-Esteem Inventory, measures of altruism, and behaviour as seen by both teachers and parents. The children also were questioned on their perception of family cohesion and their involvement with other family members. Major findings of the study were a pattern of social isolation for the families, and perception of isolation within and outside the family for both the parents and the siblings. The siblings scored significantly lower on the Coopersmith Inventory, and parents perceived them as having more behavioural difficulties than the controls' parents. No significant difference in altruism was found between the two groups of siblings. The finding that some siblings are coping well, whilst others are showing severe difficulties is ilustrated by four case studies. A number of limitation s of the study are discussed. particularly the wide range of variables investigated, and difficulties with some instruments. Further areas of research are suggested, including exploring the relationships and interactions within the family. It is concluded that for both the siblings and the whole family, the development of strong support networks and help in reframing perceptions and expectations may help to overcome the feelings of intra-family and extra-family isolation.
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Lee, Carolyn Patricia. "Taxonomic and frequency associations in memory in learning-disabled and non-disabled children." Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/186061.

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This study addressed the semantic memory processes of learning disabled (LD) and non-disabled children. The semantic memory deficits of LD students are familiar to most educators; however, the nature of these difficulties is not understood precisely. Some researchers propose that an early form of memory organization is association of items by frequency. These associative relations may be the precursors to taxonomic memory organization, thus may be weak in LD children. This study examined second and sixth grade children's free recall organization of two types of 3 word lists: one in which items were associated by frequency and one in which items were related taxonomically; within each word list, half of the items were primary category members or frequency associates and half were secondary category members or frequency associates. It was hypothesized that younger, non-disabled children would rely more on frequency associations and that older, unimpaired subjects would tend to organize the material categorically. Learning disabled subjects were predicted to show impairments in the ability to form both frequency associations and categories during recall, particularly for the secondary items. These results were not found. Younger, non-disabled subjects organized words categorically as proficiently as their older peers, and LD children's categorization abilities were comparable to non-disabled subjects'. The only item type for which LD subjects showed significantly less clustering than non-disabled subjects was secondary frequency associates, which were viewed as representing the periphery of the knowledge base. The principal difference between this study and previous, similar research was the use of individual, child-generated word lists. Because all words were highly familiar and meaningful to the children, relationships between most of the items were probably quite salient, more so than in other studies using adult-generated words as stimuli. Thus, this study indicates that LD children are not impaired in their ability to recognize and utilize semantic structure to facilitate learning if material is highly meaningful and familiar to them.
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Walker, Alexis Philbin. "Parenting Stress: A Comparison of Mothers and Fathers of Disabled and Non-Disabled Children." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2686/.

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This study compared perceived levels of parenting stress between mothers and fathers of children with Attention-Deficit Hyperactivity Disorder (ADHD), children with developmental disabilities, and normally developing children. The relationship of certain demographic variables, such as Socio-economic Status (SES), number of children, years married, parent age, and child age, as well as social support with parenting stress was also examined for mothers and fathers of these three groups. Identification of factors related to parenting stress in fathers was of particular importance for this study, as fathers are often an underrepresented group within parenting research. Identifying effective methods for predicting high levels of parenting stress is important, as stress has been linked to psychological well-being, potential for abuse, and a greater likelihood of poor adjustment for both parent and child. Results from the present study comparing reported stress levels between groups of parents were supportive of previous studies indicating that parents of children with ADHD and developmentally disabilities experience significantly greater parenting stress, specifically with respect to child characteristics. Significant gender differences were also found between mothers and fathers in terms of parent characteristics related to stress. Fathers reported greater stress in the areas of attachment, while mothers reported more parent role restrictions. Additionally, significant negative relationships were found between parents' perceived helpfulness of informal social support and parenting stress scores in both mothers and fathers, affirming positive effects of social support on stress. Helpfulness of informal social support was also significantly predictive of parenting stress in both mothers and fathers across both the child and parent domains of the PSI, although, it had more predictive power with regard to parent related contributors to parenting stress. Family demographic factors, including age of the child and SES demonstrated some predictive power of parenting stress in mothers. Mothers with younger children and lower SES were more likely to report greater parenting stress. Implications of these results and future directions for research are also discussed.
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Bigley, Ambrea. "Use of MMPI-A to differentiate emotionally disabled from non-disabled individuals and those considered to be socially maladjusted." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002bigleya.pdf.

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Books on the topic "Disabled children"

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Ball, Mog. Disabled children. London: Department of Health, 1998.

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McLaughlin, Janice, Dan Goodley, Emma Clavering, and Pamela Fisher. Families Raising Disabled Children. London: Palgrave Macmillan UK, 2008. http://dx.doi.org/10.1057/9780230583511.

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Zinkin, Pam. Disabled children & developing countries. [London]: MacKeith Press, 1995.

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Zinkin, Pam. Disabled children & developing countries. [London]: MacKeith Press, 1995.

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Pam, Zinkin, and McConachie Helen, eds. Disabled children & developing countries. London: Mac Keith Press, 1995.

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Deregulation, Great Britain Parliament House of Lords Select Committee on Delegated Powers and. Carers and Disabled Children Bill. London: Stationery Office, 2000.

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Great, Britain Parliament. Carers and Disabled Children Bill. London: Stationery Office, 1999.

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Hosler, Virginia N. Learning disabled children who succeed. Springfield, Ill., U.S.A: Thomas, 1989.

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Great Britain. Parliament. House of Lords. Carers and Disabled Children Bill. London: Stationery Office, 2000.

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1934-, Fadely Jack L., ed. Learning disabled children who succeed. Springfield, Ill., U.S.A: Thomas, 1989.

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Book chapters on the topic "Disabled children"

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Kneedler, Rebecca Dailey, and Ruth Lyn Meese. "Learning-Disabled Children." In Handbook of Behavior Therapy in Education, 601–29. Boston, MA: Springer US, 1988. http://dx.doi.org/10.1007/978-1-4613-0905-5_23.

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Scully, Jackie Leach. "Being Disabled and Contemplating Disabled Children." In The Disability Bioethics Reader, 116–24. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003289487-16.

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McLaughlin, Janice, and Dan Goodley. "Unmaking Children." In Families Raising Disabled Children, 53–77. London: Palgrave Macmillan UK, 2008. http://dx.doi.org/10.1057/9780230583511_4.

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Haraldsdóttir, Freyja. "Simply Children." In Disabled Children's Childhood Studies, 13–21. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137008220_3.

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Marchant, Ruth. "Working with Disabled Children." In Children in Society, 215–23. London: Macmillan Education UK, 2001. http://dx.doi.org/10.1007/978-1-137-24714-8_23.

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Quicke, John. "Children and Disabled Adults." In Disability in Modern Children's Fiction, 122–34. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003480433-8.

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Goodley, Dan, and Janice McLaughlin. "Theorising Parents, Professionals and Disabled Babies." In Families Raising Disabled Children, 1–20. London: Palgrave Macmillan UK, 2008. http://dx.doi.org/10.1057/9780230583511_1.

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Goodley, Dan, Janice McLaughlin, Emma Clavering, and Pamela Fisher. "Methodology." In Families Raising Disabled Children, 21–35. London: Palgrave Macmillan UK, 2008. http://dx.doi.org/10.1057/9780230583511_2.

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Goodley, Dan, Janice McLaughlin, Emma Clavering, and Pamela Fisher. "Research Encounters." In Families Raising Disabled Children, 36–52. London: Palgrave Macmillan UK, 2008. http://dx.doi.org/10.1057/9780230583511_3.

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Goodley, Dan, and Janice McLaughlin. "Productive Parental Alliances." In Families Raising Disabled Children, 78–104. London: Palgrave Macmillan UK, 2008. http://dx.doi.org/10.1057/9780230583511_5.

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Conference papers on the topic "Disabled children"

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Seals, R. C. "Speech encourager for speech impaired children." In IEE Colloquium on `Mechatronic Aids for the Disabled'. IEE, 1995. http://dx.doi.org/10.1049/ic:19950693.

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Marti, Patrizia, Alessandro Pollini, Alessia Rullo, Leonardo Giusti, and Erik Grönvall. "Creative interactive play for disabled children." In the 8th International Conference. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1551788.1551871.

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Garzotto, Franca, Mirko Gelsomini, Francesco Clasadonte, Daniele Montesano, and Daniele Occhiuto. "Wearable Immersive Storytelling for Disabled Children." In AVI '16: International Working Conference on Advanced Visual Interfaces. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2909132.2909256.

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Picart, Jonathan, Joey Stoll, Katie Hess, Terence McKeever, Mary Tacy, and Jacqueline Nagel. "Wheelchair for disabled children in Haiti." In 2015 Systems and Information Engineering Design Symposium. IEEE, 2015. http://dx.doi.org/10.1109/sieds.2015.7116984.

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Ayu Wahyuti, Sri, and Mr Siswantoyo. "Ergocycle Test for The Disabled Children." In Proceedings of the 2nd Yogyakarta International Seminar on Health, Physical Education, and Sport Science (YISHPESS 2018) and 1st Conference on Interdisciplinary Approach in Sports (CoIS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/yishpess-cois-18.2018.158.

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Cahkus, Ece, Hatice Kose, and Gokhan Ince. "Kinect interacted drum game for disabled children." In 2014 22nd Signal Processing and Communications Applications Conference (SIU). IEEE, 2014. http://dx.doi.org/10.1109/siu.2014.6830334.

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Brulé, Emeline, Oussama Metatla, Katta Spiel, Ahmed Kharrufa, and Charlotte Robinson. "Evaluating Technologies with and for Disabled Children." In CHI '19: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3290607.3311757.

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CIRLIGEANU, Margareta. "Communication Skill Formation at Mentally Disabled Children." In 15th Edition of the International Conference on Sciences of Education, Studies and Current Trends in Science of Education, ICSED 2017, 9-10 June 2017, Suceava (Romania). LUMEN Publishing House, 2018. http://dx.doi.org/10.18662/lumproc.icsed2017.12.

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Putri, Ni Luh. "Makeup Learning Model for Mentally Disabled Children." In Proceedings of the 2nd International Conference on Education Innovation (ICEI 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icei-18.2018.103.

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Kadakal, Yasin, Hasan Kivrak, and Hatice Kose. "Kinect based interactive music application for disabled children." In 2014 22nd Signal Processing and Communications Applications Conference (SIU). IEEE, 2014. http://dx.doi.org/10.1109/siu.2014.6830263.

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Reports on the topic "Disabled children"

1

Wickenden, Mary. Disabled Children and Work: An Overview of a Neglected Topic with a Specific Focus on Ghana. Institute of Development Studies (IDS), February 2021. http://dx.doi.org/10.19088/acha.2021.002.

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This paper provides an overview of issues related to disabled children and work. This is a very unexplored topic and the literature is scant, so the paper first provides an overview of some key relevant background information on: disability globally and in Ghana, disability and employment, disabled children and relevant human rights approaches – the UNCRC and UNCRPD. Next examples of research on disabled children and work are presented and lastly some suggested hypotheses and possible research questions are proposed.
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Pezzin, Liliana, Robert Pollak, and Barbara Schone. Long-Term Care of the Disabled Elderly: Do Children Increase Caregiving by Spouses? Cambridge, MA: National Bureau of Economic Research, September 2008. http://dx.doi.org/10.3386/w14328.

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McCausland, Kathleen. A comparative study of the short-term auditory memory span and sequence of language/learning disabled children and normal children. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2849.

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Tedla, Jaya Shanker, Faisal Asiri, Devika Rani Sangadala, Debjani Mukherjee, Ravi Shankar Reddy, and Kumar Gular. Quality of life among family caregivers of children with disabilities in the Kingdom of Saudi Arabia. A Systematic Review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, March 2023. http://dx.doi.org/10.37766/inplasy2023.3.0052.

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Review question / Objective: The purpose of this systematic review is to find the quality of life among family caregivers of children with disabilities in the Kingdom of Saudi Arabia. Condition being studied: Quality of life is a broad-ranging concept affected in a complex way by the person’s physical health, psychological state, level of independence, social relationships, personal beliefs, and their relationship to salient features of their environment. A family caregiver is an unpaid individual who assists in caring for disabled children in activities of daily living, transfers, etc., and also aids in regular follow ups with doctors and rehabilitation professionals. These type of efforts affects the physical health, psychological state, and social relationships of caregivers, thereby reducing the quality of life of the family caregivers. Families in Saudi Arabia are family oriented, committed to family commitments, and respect family values; therefore, family members involve in caring for disabled children.
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Kihara, Jane. The performance of reading disabled 3rd to 6th graders on the Token test for children. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5578.

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Pezzin, Liliana, Robert Pollak, and Barbara Schone. Efficiency in Family Bargaining: Living Arrangements and Caregiving Decisions of Adult Children and Disabled Elderly Parents. Cambridge, MA: National Bureau of Economic Research, July 2006. http://dx.doi.org/10.3386/w12358.

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