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Journal articles on the topic 'Disabled children'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 July 2024

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Fleming, Juanita W. "Benefits for Disabled Children." MCN, The American Journal of Maternal/Child Nursing 16, no. 2 (March 1991): 65. http://dx.doi.org/10.1097/00005721-199103000-00001.

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12

Friedrich, M. J. "Disabled Children at Risk." JAMA 308, no. 7 (August 15, 2012): 662. http://dx.doi.org/10.1001/jama.2012.9974.

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13

Breslau, Naomi. "Siblings of Disabled Children." Archives of General Psychiatry 44, no. 12 (December 1, 1987): 1040. http://dx.doi.org/10.1001/archpsyc.1987.01800240014003.

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14

Ge, Zhuo Chen, Ren Jun Liu, Ran Hao Lu, Cheng Fan Lin, Run Jing Zhang, and Zi Yi Pan. "A Portable Mind Wave Monitor Headband Applied in Intellectual Disabled Children." Applied Mechanics and Materials 336-338 (July 2013): 1563–69. http://dx.doi.org/10.4028/www.scientific.net/amm.336-338.1563.

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A portable mind wave monitor which is a special made headband for intellectual disabled children is proposed. The headband could make the children easier to be understood by the teachers and researchers. The EEG (electroencephalogram-graph) sensor, live camera, microphone and a series of sensors is consisted in the headband. With the Wi-Fi or 3G network, the headband could connect to server though the internet at any time. The teachers and researchers can access on the website or apps on smartphone to manage the children daily testing data. Intellectual disable children always have low self-control ability, limited language ability and self-associated complications, and this system meets the special needs for the teachers and researchers. This headband enable teachers and parents have the same perspective as the intellectual disabled children.

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15

Sibanyoni, Ephraim Kevin, and Nondumiso Ndlovu. "A plight of physically disabled children in Eastern Cape, South Africa." International Journal of Research in Business and Social Science (2147- 4478) 12, no. 1 (February 13, 2023): 254–66. http://dx.doi.org/10.20525/ijrbs.v12i1.2239.

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This paper focuses on physically disabled children as violence victims in the Eastern Cape's rural areas. The research sample comprised 100 physically disabled children from special needs schools in Eastern Cape. These respondents were chosen according to their knowledge of the research content and experience in the context studied. The researchers used purposive sampling for selecting physically disabled respondents. The questionnaires were used to collect data and the collected data were analyzed by using SPSS Version 22 and thematically. Findings: physically disabled children are victimized due to their disability. Their disability conditions make them vulnerable to victimization. The study also finds that these physically disabled children succumbed to severe long-term effects because of their victimization. Most of the abuse/crimes committed against these children are not reported to the police. Recommendation: future research should be conducted on the victimization of physically disabled children by other physically disabled children (bullism).

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16

Arzeen, Naeema, Erum Irshad, Saima Arzeen, and Syed Mubashar Shah. "STRESS, DEPRESSION, ANXIETY, AND COPING STRATEGIES OF PARENTS OF INTELLECTUALLY DISABLED AND NON-DISABLED CHILDREN." Journal of Medical Sciences 28, no. 4 (December 31, 2020): 380–83. http://dx.doi.org/10.52764/jms.20.28.4.17.

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Objectives: The current study investigated the differences on stress, depression, anxiety, and coping strategies of parents of intellectually disabled and non-disabled children. Material and Methods: Sample consisted of parents (N=300) that was further divided into two groups (parents of intellectually disabled children; n=150 and parents of non-disabled children; n=150). Data was collected from Peshawar, Islamabad, Rawalpindi, and Wah Cantt; for this purpose consent form, demographic information sheet, along with two standardized scales Depression Anxiety Stress Scale (DASS-42) and Brief COPE were given to the parents of disabled children and non-disabled children. Results: The study shows that significant mean differences were observed on DASS; intellectually disabled children’s parents reported higher stress, depression, and anxiety than non-disabled children’s parents. Non-significant mean differences were observed in subscale of Brief COPE, except on self-blame in which parents of intellectually disabled children scores were higher as compared to the parents of non-disabled children. Conclusion: The findings depicted that disability raises extra burden on the parents which promoted stress, depression, and anxiety. After developing these psychopathologies parents became over sensitive and got emotional and used emotion based coping patterns. They easily blame themselves for the disability and all the problems which are directly linked with it.

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17

Smith, Peter. "Disabled children and the Children Act 1989." Journal of Children's Services 5, no. 3 (September 27, 2010): 61–68. http://dx.doi.org/10.5042/jcs.2010.0551.

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18

Patel, Pratima. "Children First: Disabled Children and Their Families." Child Family Social Work 10, no. 3 (August 2005): 252–53. http://dx.doi.org/10.1111/j.1365-2206.2005.00382_5.x.

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19

Chen, Guozhi, Weiwei Tan, Yu Shi, Ming Chen, Qin Huang, Yingying Lin, Jinsheng Jiang, Wen-Lung Chang, and Yanzhi Huang. "On Gesell Evaluation System for Disabled Children in Minority Areas." Journal of Healthcare Engineering 2022 (January 25, 2022): 1–7. http://dx.doi.org/10.1155/2022/4210116.

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This paper takes 105 disabled children from the Disabled Rehabilitation Research Center of the South China minority autonomous region as the survey objects. Based on the Gesell scale, it collects health data such as exercise ability and health status of disabled children, analyzes the data in accordance with SPSS software, and constructs comprehensive disease analysis model of 105 disabled children. Moreover, according to five indicator data collected and tested for disabled children (adaptability, big movements, fine movements, language, and personal-social) in Gesell scale, comprehensive disease indicators of the disabled children are calculated and statistically analyzed together with age and gender information. This study analyzed comprehensive diseases and the correlation among various indicators, concluding that most disabled children aged 3–7 are diagnosed with moderate and severe developmental retardation, and retardation level is in obvious normal distribution. At the same time, there is a significant correlation between indicators of ability test interval and measurement indicators with age. This study suggests that targeted treatment and rehabilitation plans should be implemented for disabled children of different ages according to different indicators of ability test interval, which has reference value and significance for improving the treatment level of disabled children and realizing targeted rehabilitation.

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20

Hernon, J., M. Brandon, J. Cossar, and T. Shakespeare. "Recognising and responding to the maltreatment of disabled children: A children’s rights approach." Social Work and Social Sciences Review 17, no. 3 (June 19, 2015): 61–77. http://dx.doi.org/10.1921/swssr.v17i3.799.

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Research has established that disabled young people are at greater risk of experiencing all forms of maltreatment, especially neglect (Jones et al, 2012). Despite increasing awareness of their heightened vulnerability, the maltreatment of disabled children remains under-recognised and is under-reported. Disabled children have the same rights as all children to be protected from maltreatment; to have their concerns listened to; to participate fully in decisions made about them; and to receive help to recover from maltreatment. In this paper Cossar et al’s (2013) framework for understanding the processes of recognition, telling and receiving help following maltreatment from the child’s perspective, is applied to disabled children. The particular barriers that disabled children and those working with them face in recognising and responding to maltreatment are analysed by reviewing what is known about child protection practice with disabled children, mainly in the UK. Suggestions are made about how practice with disabled children could be improved.

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21

Boldina, Marina A., Elena V. Deeva, and Oleg G. Shadsky. "Modern approaches to social and pedagogical support of disabled children and their families." Tambov University Review. Series: Humanities, no. 188 (2020): 87–96. http://dx.doi.org/10.20310/1810-0201-2020-25-188-87-96.

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We discuss modern approaches to social and pedagogical support of disabled children and their families. Based on modern statistical data and an analysis of its dynamics in recent years, the deterioration of the situation with child disability in the Russian Federation is indicated, which inevitably actualizes the state social policy in this area. The legal framework for recognizing a child as a disabled person and his subsequent social protection is analyzed. A reasonable conclu-sion is made about the insufficiency of an exclusively legislative approach to social support of a disabled child. It is determined that disabled children are children with various mental or physical abnormalities that cause developmental disorders that prevent children from living a full life. Dis-abled children as a social category need social protection, help, support. The leading position in the upbringing, socialization, meeting needs, education, career guidance of a child with develop-mental problems is held by the family. Problems, features, functions of the family of a disabled child are identified. Activities to assist parents in raising a disabled child are one of the most im-portant areas of social and pedagogical support. The concepts of social support, social and peda-gogical support of disabled children are analyzed. We give definition of social and pedagogical support, considered as a set of measures aimed at: social and communicative development of children; development of cognitive mental processes in disabled children; physical development of disabled children and emotional-volitional development. It is concluded that properly organized social and pedagogical support effectively helps disabled children acquire the qualities necessary for their functioning in society, develop social communication, receive education.

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22

Goh, David S., and Joy M. Hanson Wood. "Development of Conservation and Academic Achievement in Learning Disabled Children." Psychological Reports 60, no. 1 (February 1987): 71–77. http://dx.doi.org/10.2466/pr0.1987.60.1.71.

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To investigate learning disabled children's development of conservation concepts and its relationship with academic achievement 24 normal and 23 learning disabled children were individually administered the Concept Assessment Kit-Conservation, the Peabody Individual Achievement Test, and the Peabody Picture Vocabulary Test. Analysis indicated that learning disabled children showed slower development in acquisition of conservation concepts than their normal peers. Age affected conservation development of learning disabled children. Correlations were moderate to high for conservation concepts with reading and mathematics achievement in learning disabled children. Educational implications of the findings were discussed.

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23

M, R. J. "Life Insurance for Disabled Children." Pediatrics 78, no. 2 (August 1, 1986): 378. http://dx.doi.org/10.1542/peds.78.2.378.

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In Reply.— Dr Vince's letter was submitted to an insurance consultant, who verified that Dr Vince's scheme would work in the United States as well as in Canada. He also stated the following with regard to the issue of dissemination of information in the second paragraph of Dr Vince's letter: The life insurance industry many years ago created the Medical Information Bureau. All data submitted to any participating insurer is transmitted in code form to the Bureau, where it is filed. It is accessible only to participating insurers and certainly never to prospective employers.

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24

VINCE, DENNIS J. "Life Insurance for Disabled Children." Pediatrics 78, no. 2 (August 1, 1986): 377. http://dx.doi.org/10.1542/peds.78.2.377.

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To the Editor.— Most parents consider the achievement of financial and psychologic independence as a desirable goal for their children. In our increasingly complex society, these goals are becoming difficult to achieve. To finance self-employment opportunities or to purchase a home, disabled adults usually require life insurance. Because of this, many parents of disabled children apply for life insurance for their child so that these options will be available to them as adults. The life insurance company usually will then request that the child's physician comment on the medical condition and prognosis.

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25

Egai, Larisa. "Libraries work with disabled children." Infolib 26, no. 2 (June 30, 2021): 58–63. http://dx.doi.org/10.47267/2181-8207/2021/2-063.

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26

Guralnick, Michael J. "Disabled Children and Developing Countries." American Journal on Mental Retardation 102, no. 2 (1997): 202. http://dx.doi.org/10.1352/0895-8017(1997)102<0202:b>2.0.co;2.

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27

Islam, Saad, and Saba Islam. "Dealing with Intellectually Disabled Children." Northern International Medical College Journal 7, no. 1 (November 16, 2015): 91–93. http://dx.doi.org/10.3329/nimcj.v7i1.25700.

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28

Silver, L. "Therapies for Learning-Disabled Children." Nurse Practitioner 12, no. 10 (October 1987): 48. http://dx.doi.org/10.1097/00006205-198710000-00014.

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29

O'Brien, Gregory. "Behavioural Problems in Disabled Children." Journal of the Royal Society of Medicine 89, no. 1 (January 1996): 57P—58P. http://dx.doi.org/10.1177/014107689608900118.

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30

Jacobsen, Barbara, Barbara Lowery, and Joseph DuCette. "Attributions of learning disabled children." Journal of Educational Psychology 78, no. 1 (1986): 59–64. http://dx.doi.org/10.1037/0022-0663.78.1.59.

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31

Callery, Peter. "Disabled Children: Challenging Social Exclusion." Nurse Education Today 20, no. 2 (February 2000): 172–73. http://dx.doi.org/10.1054/nedt.1999.0402.

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32

Kelly, Greg. "Motivation in Learning Disabled Children." British Journal of Occupational Therapy 48, no. 11 (November 1985): 340–42. http://dx.doi.org/10.1177/030802268504801111.

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33

Dawson, E., S. Hollins, M. Mukongolwa, and A. Witchalls. "Including disabled children in Africa." Journal of Intellectual Disability Research 47, no. 3 (March 2003): 153–54. http://dx.doi.org/10.1046/j.1365-2788.2003.00472.x.

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34

Kelly, Berni. "Disabled Children as Active Citizens." Child Care in Practice 8, no. 3 (July 2002): 220–22. http://dx.doi.org/10.1080/1357527022000048941.

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35

Ow, Rosaleen. "Families with Intellectually Disabled Children." Asia Pacific Journal of Social Work and Development 4, no. 1 (January 1994): 46–61. http://dx.doi.org/10.1080/21650993.1994.9755660.

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36

Cullen, Kairen. "Disabled children. A legal handbook." Educational Psychology in Practice 33, no. 2 (April 3, 2017): 224–25. http://dx.doi.org/10.1080/02667363.2017.1283903.

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37

Howe, D. "Disabled Children, Maltreatment and Attachment." British Journal of Social Work 36, no. 5 (February 20, 2006): 743–60. http://dx.doi.org/10.1093/bjsw/bch419.

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38

Davis, Denise L. "Disabled Children and Developing Countries." American Journal of Physical Medicine & Rehabilitation 75, no. 5 (September 1996): 331. http://dx.doi.org/10.1097/00002060-199609000-00004.

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39

Rossiter, Rowena J. "Disabled Children and the Law." Journal of Applied Research in Intellectual Disabilities 16, no. 1 (March 2003): 90–91. http://dx.doi.org/10.1046/j.1468-3148.2003.01252.x.

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40

Jarvis, Alison. "Disabled children and housing needs." Housing, Care and Support 11, no. 2 (August 2008): 9–12. http://dx.doi.org/10.1108/14608790200800011.

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41

Singer, Georg, Helmut Wegmann, Sebastian Tschauner, Martin Svehlik, Gerhard Steinwender, Erich Sorantin, and Tanja Kraus. "Injuries in Physically Disabled Children." Seminars in Musculoskeletal Radiology 18, no. 05 (October 28, 2014): 513–22. http://dx.doi.org/10.1055/s-0034-1389269.

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42

Andrew, Morag J., and Peter B. Sullivan. "Feeding difficulties in disabled children." Paediatrics and Child Health 20, no. 7 (July 2010): 321–26. http://dx.doi.org/10.1016/j.paed.2010.02.005.

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43

Chase, Joan B. "Assessment of Developmentally Disabled Children." School Psychology Review 14, no. 2 (June 1, 1985): 150–54. http://dx.doi.org/10.1080/02796015.1985.12085155.

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44

Runswick-Cole, Katherine, and Sara Ryan. "Liminal still? Unmothering disabled children." Disability & Society 34, no. 7-8 (May 6, 2019): 1125–39. http://dx.doi.org/10.1080/09687599.2019.1602509.

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45

Bush, Chris. "Inclusive Services for Disabled Children." Practice 17, no. 2 (June 2005): 127–30. http://dx.doi.org/10.1080/09503150500148222.

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46

Meazza, Cristina, Elisabetta Schiavello, Veronica Biassoni, Marta Podda, Chiara Barteselli, Francesco Barretta, Giovanna Gattuso, et al. "Cancer treatment in disabled children." European Journal of Pediatrics 179, no. 9 (March 5, 2020): 1353–60. http://dx.doi.org/10.1007/s00431-020-03607-6.

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47

Sullivan, Peter B., and Emma McIntyre. "Gastrointestinal problems in disabled children." Current Paediatrics 15, no. 4 (August 2005): 347–53. http://dx.doi.org/10.1016/j.cupe.2005.04.014.

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48

Narayan, Sumit. "DISABLED CHILDREN IN DISASTER MANAGEMENT." International Journal of Engineering Applied Sciences and Technology 7, no. 5 (September 1, 2022): 45–48. http://dx.doi.org/10.33564/ijeast.2022.v07i05.008.

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Disabled children on the one hand have a wide range of impairments that translate into functional limitations but at the same time they possess various talents and capacities. These are manifested into the dynamics of society and the environment that they interact with. This article discusses disaster management with disabled children as a focus group. Disaster, disability and its management is discussed in the context of international practices in general and suited to India in particular. The research follows a review of the recommendations of the United States National Commission on Children and Disaster. In addition to this Disaster Medicine as one approach to Disaster Management concerning disabled children has been explored. The research concludes that the understanding of particular issues of Children with disabilities as one stakeholder, their capacity to engage and a shift in mindset and power relations in which they can contribute to disability inclusive disaster management are fundamental to disability-inclusive DRR.

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49

Brainard, Richene Bevilaqua, Donald J. Viglione, and Jared R. D. Wilke. "A Comparison of Learning-Disabled Children and Non-Learning-Disabled Children on the Rorschach." Rorschachiana 35, no. 1 (January 2014): 66–91. http://dx.doi.org/10.1027/1192-5604/a000049.

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The purpose of this study was to examine the differences between learning-disabled (LD) and non-learning-disabled (non-LD) students on the Rorschach inkblot test to help determine how differently the two groups process information. Using the cognitive triad in Exner’s Comprehensive System (CS), the variables consistent with past research and most representative of each of the three stages of the cognitive triad were investigated. The sample consisted of 62 schoolchildren in the age range of 7–12 years in the US state of California. Thirty-one children were identified as LD and were matched on age, gender, and ethnicity with a student who was identified as non-LD. The groups’ responses were compared using a one-way Analysis of Variance (ANOVA) to determine whether differences existed between the groups for each of the Rorschach variables F%, W+, XA%, and WSum6. This study concluded that LD children are unable to perceive, interpret, and synthesize information from their environment in a clear and realistic way when compared with their non-LD peers.

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50

Franklin, Anita, Geraldine Brady, and Louise Bradley. "The medicalisation of disabled children and young people in child sexual abuse: Impacts on prevention, identification, response and recovery in the United Kingdom." Global Studies of Childhood 10, no. 1 (February 28, 2020): 64–77. http://dx.doi.org/10.1177/2043610619897278.

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Understandings of disability are situated within social, political and economic circumstances. Internationally, medical conceptualisations of disability prevail, influencing policy and practice, creating a discourse which encourages categorisation, diagnosis and prescribed ways of understanding behaviour. This body of knowledge has a profound influence, providing powerful explanatory models of disability. Such discourse excludes other ways of knowing, with little attention paid to competences and the construction of worlds especially from the perspectives of disabled children themselves. This article draws upon a small number of UK qualitative studies which have examined disabled child abuse and included the experiences of disabled children. These studies have highlighted how medicalised notions of disability have led to both medicalised and psychiatrised responses to abuse, which have ill-served disabled children. It could be argued that medicalisation has led to disabled children being labelled as either ‘too disabled’ to be abused or ‘not disabled enough’ to receive an appropriate response which meets their needs; they are also sometimes regarded as showing signs of mental ill health when such signs are more likely to be an understandable manifestation of the trauma of abuse. Evidence collected indicate that much can be learnt from understanding the construction of disabled childhoods and how our current limited exploration of this affects how society prevents, identifies and responds to disabled child abuse and associated trauma. Drawing upon disabled children’s recommendations to ‘see me, hear me and understand me’, this article will argue that in order to protect disabled children and support them to recover from abuse, we need to move away from a tick-box culture of medicalising, categorising, psychiatrising and ‘othering’ to a greater understanding of disabled children’s worlds, and to a rights-based model of disabled child protection whereby we challenge the increased barriers to support faced by disabled children who have experienced abuse.

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