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Journal articles on the topic 'Handicapped children'

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Published: 4 June 2021
Last updated: 28 July 2024

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1

Sheridan, Mary D. "Mentally Handicapped Children." Developmental Medicine & Child Neurology 4, no. 1 (November 12, 2008): 71–76. http://dx.doi.org/10.1111/j.1469-8749.1962.tb03100.x.

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2

Jarvis, Anthony. "Multiply Handicapped Children." Disability, Handicap & Society 2, no. 1 (January 1987): 109–10. http://dx.doi.org/10.1080/02674648766780121.

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3

Parish, Thomas S., and Hope G. Morgan. "Ascriptions by Handicapped and Nonhandicapped Children to Themselves, Normal Children, and Handicapped Children." Journal of Genetic Psychology 146, no. 2 (June 1985): 279–80. http://dx.doi.org/10.1080/00221325.1985.9914456.

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4

Parker, J. L., and Jenny Burrows. "The social integration of mainstreamed handicapped high school children." Queensland Journal of Guidance and Counselling 1 (October 1987): 25–32. http://dx.doi.org/10.1017/s1030316200000352.

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The social integration (sociometric status) of 22 mainstreamed handicapped high school children was compared with that of their non-handicapped peers. Results indicated that in friendship and work oriented situations the handicapped were less socially accepted than their nonhandicapped peers, more frequently identified as stars, and female handicapped students were more popular and accepted than the male handicapped. A limitation of the study was its small sample size.
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5

Bishop, V. E. "Making Choices in Functional Vision Evaluations: “Noodles, Needles, and Haystacks”." Journal of Visual Impairment & Blindness 82, no. 3 (March 1988): 94–99. http://dx.doi.org/10.1177/0145482x8808200308.

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Functional vision evaluations are appropriate components of the special assessments for visually handicapped children and youth. The best procedures are sometimes difficult to select, however, because of the wide range in age, ability, and visual status of the subjects. This paper offers an organized approach to performing functional vision evaluations by clarifying the types of data collection and by suggesting protocols for three broad categories of subjects: “normal” visually handicapped students of school age, “normal” preschool visually handicapped children, and multiply handicapped/visually handicapped pupils. Infants with visual impairments are classified with multiply handicapped children, since the procedures for evaluation are similar.
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6

Gilfoyle, Elnora M., and Jeffrey A. Gliner. "Attitudes Toward Handicapped Children:." Physical & Occupational Therapy In Pediatrics 5, no. 4 (January 1985): 27–41. http://dx.doi.org/10.1080/j006v05n04_03.

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7

&NA;, &NA;. "Technology for Handicapped Children." Nurse Practitioner 11, no. 4 (April 1986): 74–75. http://dx.doi.org/10.1097/00006205-198604000-00010.

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8

Hardy, John, Ann Laszowska, Kath Bell, Chris Spencer, Rosie Hindle, Liz Dodson, and Terry Jones. "Professional Fostering: Handicapped Children." Adoption & Fostering 10, no. 2 (July 1986): 19–21. http://dx.doi.org/10.1177/030857598601000207.

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9

Gilfoyle, Elnora, and Jeffrey Gliner. "Attitudes Toward Handicapped Children:." Physical & Occupational Therapy In Pediatrics 5, no. 4 (January 11, 1985): 27–41. http://dx.doi.org/10.1300/j006v05n04_03.

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10

Wackerhagen, Mary, and James D. Reynolds. "Screening Preschool Handicapped Children." American Orthoptic Journal 42, no. 1 (January 1992): 155–58. http://dx.doi.org/10.1080/0065955x.1992.11981912.

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11

Redl, G. "Anaesthesia in handicapped children." Anaesthesia 53, S2 (May 1998): 78–80. http://dx.doi.org/10.1111/j.1365-2044.1998.tb15168.x.

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12

Atkins, Susan P. "Siblings of handicapped children." Child & Adolescent Social Work Journal 6, no. 4 (1989): 271–82. http://dx.doi.org/10.1007/bf00755221.

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13

Bland, R., N. J. Smith, and M. Hollingworth. "Handicapped Parents and Disadvantaged Children?" Children Australia 17, no. 2 (1992): 12–16. http://dx.doi.org/10.1017/s1035077200007938.

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The ABS surveys of 1981 and 1988 show that within the total population of handicapped persons a number of families with dependents have one or both parents who are handicapped. Also included within this group are lone handicapped parents and families who have in addition some other non-dependent handicapped person living with them. Besides the usual socio-economic problems surrounding disabling conditions this group are also faced with the difficulties associated with the everyday tasks of parenting. Yet, judging by the professional and research literature, they have received scant attention here in Australia or elsewhere.This paper reports the results of a small qualitative pilot study of 19 families in which one of the parents had some physical handicap and which examined the everyday parenting tasks faced by them. It reports on some of the difficulties they experienced and also the affirmative action they took to overcome those difficulties.
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14

Sebba, Judy. "SOCIAL INTERACTIONS AMONG PRESCHOOL HANDICAPPED AND NON-HANDICAPPED CHILDREN." Journal of Intellectual Disability Research 27, no. 2 (June 28, 2008): 115–24. http://dx.doi.org/10.1111/j.1365-2788.1983.tb00284.x.

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15

Sherrill, Claudine. "Fostering Creativity in Handicapped Children." Adapted Physical Activity Quarterly 3, no. 3 (July 1986): 236–49. http://dx.doi.org/10.1123/apaq.3.3.236.

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The purpose of this paper is to increase awareness of creativity as a goal of adapted physical education, to describe assessment techniques, and to suggest instructional approaches for developing creativity in the movement setting. Creative behaviors that can be developed in handicapped children and youth include fluency, flexibility, originality, elaboration, risk-taking, courage, curiosity, and imagination. Research on creativity and handicapped children is identified and cited. Assessment instruments reviewed are Torrance Tests of Creative Thinking, Wyrick Test of Motor Creativity, Torrance Test of Thinking Creatively in Action and Movement, TWU Motor Creativity Rating Scale, and Brennan Test of Creative Motor Performance. Instructional approaches described are dance and movement education, games analysis intervention, and shared decision-making versus teacher decision-making. Also discussed are modeling and the influence of specific teaching behaviors on handicapped children’s classroom responses.
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16

Hapsari, Iriani Indri, and Herdiyan Maulana. "PERBEDAAN PENERIMAAN DIRI ORANG TUA YANG MEMILIKI ABK BERDASARKAN KEIKUTSERTAAN DALAM KEGIATAN SUPPORT GROUP." Perspektif Ilmu Pendidikan 23, no. XIV (April 29, 2011): 52–57. http://dx.doi.org/10.21009/pip.231.4.

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The aim of this research was to analyse the differences between the self acceptence of parents with handicapped children based on their involvment in the support group compared to those without any involvement. In this research, 64 parents with handicapped children were selected using nonprobability sampling with incidental sampling type. The samples comprised of 32 parents with involvement in support group and the remaining were without any involvement. Adapted Berger Self Acceptance Scale was used for the measurement of the research. Independent sample T-Test was the statistical analysis method used for the research. The result showed that t = 0, 267 with df = 62 ; t < t able (2) and p = 0,79 ; p > 0,05, meaning Ho was accepted and H1 was rejected. The result showed that there is no significance different between self acceptence of parents with handicaped children who join the support group with those who have not joined the group. Discussion of this research concluded there are several factors influencing this finding, such as family, cultural problems, and religious view, beside social and economic status.
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17

Hamid Salehian, Mir. "The predictive role of psychological toughness and adaptability on the actual well-being of mothers with handicapped children." African Health Sciences 22, no. 1 (April 29, 2022): 611–8. http://dx.doi.org/10.4314/ahs.v22i1.71.

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Background and Aim: Handicapped children cause psychological problems for mothers. As mothers' actual well-being is so important in the family and society, the aim of this research was to predict the role of psychological toughness and adaptability on the actual well-being of mothers with handicapped children. Materials and Methods: The research was descriptive correlational study with volunteer mothers of handicapped children (n=150). Data collection tools were: Ahwaz Kiamarsi et al. (1998) psychological toughness questionnaire, Connor and Davidson adaptability scale (2003), Lyubomerisky and Leper actual well-being scale (1999) and Diener life satisfaction scale (2009). Pearson correlation coefficient and multiple linear regression analysis were used to analyze the data using SPSS 21 version. Results: The results showed that psychological toughness and its components (commitment, control, struggle) have a significant positive relationship with the actual well-being of mothers with handicapped children and its dimensions (actual well-being and life satisfaction) and is able to predict their well-being. Discussion: Therefore, it can be said that by promoting adaptability, mothers with handicapped children can resist and overcome stressors as well as factors that cause many psychological problems. By reducing psycho-emotional problems in mothers, mental well-being and life satisfaction are improved. Conclusion: The actual well-being of mothers with handicapped children can be predicted by their psychological toughness and adaptability. Keywords: Psychological toughness; adaptability; actual well-being; handicapped children.
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18

Amosun, Seyi L., Benson A. Ikuesan, and Lyabo J. Oloyede. "Rehabilitation of the handicapped child - Who cares for the caregiver?" South African Journal of Physiotherapy 52, no. 3 (August 31, 1996): 56–59. http://dx.doi.org/10.4102/sajp.v52i3.627.

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The mental health of caregivers of handicapped children (n=68), and of caregivers of children with minor ailments (n=40), was assessed using the General Health Questionnaire (GHQ). In the cross-sectional study, the caregivers of handicapped children had a significantly higher mean score which was above the threshold score. This suggests that the task of caring for disabled children may have a stressful impact on the caregivers which may contribute to psychiatric morbidity. There is a need to periodically assess the mental health of the caregiver, even as the rehabilitation of the handicapped child progresses. Addressing the psychological disturbances in the caregiver should form part of the treatment of the handicapped child.
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19

Erin, J., W. Daugherty, K. Dignan, and N. Pearson. "Teachers of Visually Handicapped Students with Multiple Disabilities: Perceptions of Adequacy." Journal of Visual Impairment & Blindness 84, no. 1 (January 1990): 16–20. http://dx.doi.org/10.1177/0145482x9008400103.

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Partial results of a national survey of teachers of visually handicapped students on their service delivery to severely multiply handicapped children are presented. Responses in two of the three areas examined, respondent information and teacher preparation, are based on returns from 134 teachers in 41 states, as are frequencies for teacher variables. Relationships between teacher perception of adequacy of preparation and experience, level of degree, type of certification, setting, and year certified were evaluated through a chi-square test. Significant relationships were found between perception of adequacy and level of degree and additional certification in mental retardation, physically handicapped, and multiply handicapped. Survey results support a need for better preparation of teachers of visually handicapped children who work with severely multiply handicapped students.
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20

Weber, Mark C. "The End of Responsible Relative Liability." Exceptional Children 54, no. 2 (October 1987): 171–75. http://dx.doi.org/10.1177/001440298705400211.

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Responsible relative liability laws exist to shift some of the cost of care of residentially placed handicapped children from the state to the children's parents. Because residential placement of handicapped children, particularly developmentally disabled children, would not be undertaken but for the need to teach these children life skills, the Education for the Handicapped Act would dictate that these placements be free of cost to parents. Recently, the courts have resolved the tension between the preexisting state-responsible relative laws and the Education for the Handicapped Act. Ruling in favor of the parents, they have invalidated the responsible relative charges. This article describes the conflict, its resolution in the recent case Parks v. Pavkovic, and some of the implications of that decision.
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21

Blaylock Johnson, Catherine, and Jean Crosetto Deitz. "Activity Patterns of Mothers of Handicapped and Non-Handicapped Children." Physical & Occupational Therapy In Pediatrics 5, no. 1 (January 1985): 17–26. http://dx.doi.org/10.1080/j006v05n01_02.

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22

Johnson, Catherine Blaylock, and Jean Crosetto Deitz. "Activity Patterns of Mothers of Handicapped and Non-Handicapped Children." Physical & Occupational Therapy In Pediatrics 5, no. 1 (June 3, 1985): 17–26. http://dx.doi.org/10.1300/j006v05n01_02.

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23

Mesuda, Y. "Dysphagia in Severely Handicapped Children." Nihon Kikan Shokudoka Gakkai Kaiho 58, no. 2 (2007): 168. http://dx.doi.org/10.2468/jbes.58.168.

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24

ATTWOOD, TONY. "COUNSELLING PARENTS OF HANDICAPPED CHILDREN." Journal of the Institute of Mental Subnormality (APEX) 9, no. 2 (August 26, 2009): 48–49. http://dx.doi.org/10.1111/j.1468-3156.1981.tb00597.x.

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25

Klausmeier, Robert L. "Logo, Computers, and Handicapped Children." Kappa Delta Pi Record 25, no. 4 (July 1989): 104–6. http://dx.doi.org/10.1080/00228958.1989.10518557.

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26

Nakamura, Naoyuki, Yutaka Inaba, Shinya Kato, Takako Momose, Shunsuke Yamada, Yoko Matsuda, Jiro Machida, Yoichi Aota, and Tomoyuki Saito. "Scoliosis surgery for handicapped children." Spine Surgery and Related Research 1, no. 4 (2017): 185–90. http://dx.doi.org/10.22603/ssrr.1.2017-0025.

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27

Williams, Cyril E. "Behaviour Disorders in Handicapped Children." Developmental Medicine & Child Neurology 10, no. 6 (November 12, 2008): 736–40. http://dx.doi.org/10.1111/j.1469-8749.1968.tb02971.x.

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28

Carr, Janet. "HANDICAPPED CHILDREN-COUNSELLING THE PARENTS." Developmental Medicine & Child Neurology 12, no. 2 (November 12, 2008): 230–31. http://dx.doi.org/10.1111/j.1469-8749.1970.tb01897.x.

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29

Barnet, Ann B. "Evoked Potentials in Handicapped Children." Developmental Medicine & Child Neurology 13, no. 3 (November 12, 2008): 313–20. http://dx.doi.org/10.1111/j.1469-8749.1971.tb03268.x.

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30

Palmeri, Saro. "Public Laws and Handicapped Children." Journal of Developmental & Behavioral Pediatrics 10, no. 4 (August 1989): 205???206. http://dx.doi.org/10.1097/00004703-198908000-00009.

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31

&NA;. "The Handicapped Children??s Game." Journal of Developmental & Behavioral Pediatrics 13, no. 3 (June 1992): 220???221. http://dx.doi.org/10.1097/00004703-199206000-00012.

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32

Milne, Jenny. "Bathing Aids for Handicapped Children." British Journal of Occupational Therapy 51, no. 6 (June 1988): 207–9. http://dx.doi.org/10.1177/030802268805100612.

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An evaluation of bathing aids for handicapped children was carried out in the East Anglian Region between January 1986 and July 1987. This article offers a brief outline of the project which was sponsored under the DHSS Disability Equipment Assessment Programme. The full report is available from DHSS Publications.
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33

Shaughnessy, Michael F. "Working with Multiply Handicapped Children." Educational Forum 61, no. 1 (March 31, 1997): 63–66. http://dx.doi.org/10.1080/00131729609335226.

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34

Nicoud, J. D. "Technical aids for handicapped children." Education and Computing 2, no. 1-2 (1986): 107–11. http://dx.doi.org/10.1016/s0167-9287(86)91163-5.

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35

Ishida, Chikako, Masafumi Fujita, Hidehiko Umemoto, Mitsuaki Taneda, Nobutaka Sanae, and Takumi Tazaki. "Respiratory function in handicapped children." Brain and Development 12, no. 4 (January 1990): 372–75. http://dx.doi.org/10.1016/s0387-7604(12)80067-2.

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36

Lehner, E., D. M. Resch, and M. Haidvogl. "Homœopathic treatment of handicapped children." British Homeopathic Journal 82, no. 04 (October 1993): 227–36. http://dx.doi.org/10.1016/s0007-0785(05)80654-4.

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Abstract40 children attending a nursery and school for the handicapped were seen in a total of 55 consultations. Following detailed case taking from parents and school staff, medicines were selected by computer repertorization and verified against the child's constitutional type. Outcome was assessed with reference to preselected target symptoms.18 of the 40 children responded well in all target symptoms, 11 showed improvement in some but not all target symptoms; 7 children did not respond to treatment, and in 4 outcome could not be assessed. Children with organic brain damage, autism and definite syndromes generally responded well; those whose handicap was due to social deprivation generally failed to respond. Major responses were increased drive and improvement in hyperactive and aggressive behaviour, which enabled the children to benefit more from their education. Physical symptoms and problems such as stammering and enuresis also improved.
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37

IARSKAIA-SMIRNOVA, ELENA R., and INARGINA I. LOSHAKOVA. "Inclusive Education of Handicapped Children." Russian Education & Society 46, no. 12 (December 2004): 63–74. http://dx.doi.org/10.1080/10609393.2004.11056858.

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38

Lang, Raymond. "Horseback Riding Helps Handicapped Children." Physician and Sportsmedicine 14, no. 5 (May 1986): 221–24. http://dx.doi.org/10.1080/00913847.1986.11709083.

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39

Martin, Harold P. "PARENTAL RESPONSE TO HANDICAPPED CHILDREN." Developmental Medicine & Child Neurology 17, no. 2 (November 12, 2008): 251–52. http://dx.doi.org/10.1111/j.1469-8749.1975.tb03480.x.

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40

Bender, Bruce G. "Are asthmatic children educationally handicapped?" School Psychology Quarterly 10, no. 4 (1995): 274–91. http://dx.doi.org/10.1037/h0088309.

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41

SELIGMAN, MILTON. "Handicapped Children and Their Families." Journal of Counseling & Development 64, no. 4 (December 1985): 274–77. http://dx.doi.org/10.1002/j.1556-6676.1985.tb01100.x.

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42

CHADDA, DR RAKESH, DR S. MALHOTRA, and DR RAKESH CHADDA. "PROBLEMS OF DEVELOPMENTALLY HANDICAPPED CHILDREN." Nursing Journal of India LXXVIII, no. 09 (1987): 245. http://dx.doi.org/10.48029/nji.1987.lxxviii904.

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43

Goldstein, Howard, and Dianne Raeke Ferrell. "Augmenting Communicative Interaction Between Handicapped and Nonhandicapped Preschool Children." Journal of Speech and Hearing Disorders 52, no. 3 (August 1987): 200–211. http://dx.doi.org/10.1044/jshd.5203.200.

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A peer-mediated intervention designed to promote communicative interaction by 3 handicapped children with behavioral, social, and communicative deficits in an integrated preschool was evaluated. All 6 normally developing preschoolers in the class were taught facilitative strategies. A multiple baseline design across subjects was used in combination with withdrawal designs for 2 of the subjects. Significant increases in communicative interaction occurred when the peers were prompted to use the strategies with the 3 handicapped classmates. In particular, increases in the handicapped children's response rates were demonstrated during free play observations. In addition, fewer initiations by the handicapped children during the peer intervention was shown to be attributable to reductions in teacher prompting. Generalization to other settings was demonstrated by 1 subject. Although most strategy use by peers was prompted during the initial intervention phases, prompting dropped gradually while peer strategy use was maintained by the end of the study. Results of this study have implications for refining our ability to tailor interventions individually to improve treatment effectiveness based upon the characteristics of handicapped children.
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44

Parmenter, Trevor R., and Rieke Nash. "Attitudes of Teachers and Parents in the Australian Capital Territory (A.C.T.) Towards the Integration of Moderately Intellectually Handicapped Children." Australasian Journal of Special Education 11, no. 2 (November 1987): 26–31. http://dx.doi.org/10.1017/s1030011200021783.

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This paper is a partial report of an investigation into the integration program at two A.C.T. special schools catering for moderately and severely intellectually handicapped children. Teachers and parents of the children at the special schools completed questionnaires concerning the conduct and outcomes of the program. The opinions of teachers at the regular schools were obtained by personal interview.Overall there were positive attitudes expressed towards the program. Areas of concern include the level of support required for the regular class teacher, the level of preparation the handicapped children required before integration commenced, a worry of parents that handicapped children may be exposed to unnecessary pressures in the regular school system, and the fact that mere exposure of a handicapped child to a regular school environment may not lead to effective integration in the larger community.
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45

Keogh, Barbara K., and Nancy D. Burstein. "Relationship of Temperament to Preschoolers' Interactions with Peers and Teachers." Exceptional Children 54, no. 5 (February 1988): 456–61. http://dx.doi.org/10.1177/001440298805400509.

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Two groups of preschool children (9 handicapped, 9 nonhandicapped) were observed, with the focus on frequency of interactions with teachers and peers. Teachers rated temperaments of each child, using a derivation of the Thomas and Chess Teacher Temperament Scale, producing scores on task orientation, personal-social flexibility, and reactivity. Teachers rated handicapped children (compared with nonhandicapped) as low in task orientation and flexibility, and as underreactive or overreactive. For both groups of children, positive temperament patterns were related to frequency of interactions with peers—and for nonhandicapped children, to frequency of child-teacher interactions. Teachers interacted more with those handicapped children with negative than with positive temperament profiles.
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46

Senapati, Roshni, and Alan Hayes. "Sibling Relationships of Handicapped Children: A Review of Conceptual and Methodological Issues." International Journal of Behavioral Development 11, no. 1 (March 1988): 89–115. http://dx.doi.org/10.1177/016502548801100106.

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This paper reviews the literature in two areas of research on the social development of siblings. Specifically it compares and contrasts studies of sibling relationships of handicapped children with the wider literature on non-handicapped siblings. The focus is on the methodological and conceptual features which characterise research in each area, with a particular emphasis on identifying the unique contributions each can make to the advance of knowledge in developmental psychology. For the purpose of clarity in this review, the term "siblings" will refer to the non-handicapped brothers and sisters of a handicapped child, unless otherwise specified.
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47

Miederhoff, Jennifer Wingo, and Judy W. Wood. "Adapting Test Construction for Mainstreamed Mathematics Students." Mathematics Teacher 81, no. 5 (May 1988): 388–92. http://dx.doi.org/10.5951/mt.81.5.0388.

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Recognizing the need for making adaptations for special students in regular classes, Project Train at Virginia Commonwealth University has developed a model for adapting the curriculum for mildly handicapped children (Wood 1985). The model is generic to all academic subjects and grades K-12. This article focuses on adapting the construction of teacher made mathematics tests for mildly handicapped children, that is, the educable mentally retarded, the emotionally handicapped, and the learning disabled, in the mainstream.
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48

Beail, Nigel. "A Comparative Observational Study of the care provided in Hospital with the care provided at Home for Profoundly Multiply Handicapped Children." Behavioural and Cognitive Psychotherapy 16, no. 4 (October 1988): 285–95. http://dx.doi.org/10.1017/s0141347300014142.

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Considerable concern has been expressed about the quality of care provided for mentally handicapped children living in hospitals. Current policies aim to relocate these children in community settings, giving them a lifestyle as near as possible to that in an ordinary home. Studies of mentally handicapped children living in hospital have all shown that the quality of care is poor, but comparative studies of the quality of care provided for mentally handicapped children living at home have not been carried out. This paper reports a comparative observational study of the quality of care provided for profoundly mentally handicapped children living in a long-stay hospital with a match group who live at home. The rate and content of naturally occurring interaction patterns between nursing staff or family members and the children were observed during the hour after arrival home from school. The results show major differences between the two settings in terms of the types of behaviour exhibited by the children, the frequency and nature of attention given to the children and the quality of the interactions between the children and their carers. In all areas the children living at home fair better. The implications of these findings are discussed.
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49

Al Khakim, Abwatie, Donni Prakosha, and Dwi Aries Himawanto. "Aksesibilitas bagi Anak Berkebutuhan Khusus dalam Lingkup Pendidikan Sekolah Inklusi di Karisidenan Surakarta." IJDS Indonesian Journal of Disability Studies 4, no. 1 (June 9, 2017): 16–18. http://dx.doi.org/10.21776/ub.ijds.2017.4.1.3.

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This research aims to identify condition of inclusive school in Solo especially for handicapped children. This is a qualitative research. Focuses of this research are first, the accessibility of inclusive school and second, identifying ideal inclusive school for handicapped children. it is located in two schools namely at Al Firdaus High School of Sukoharjo and Brumantakan Elementary School Solo. Method to collect data is observation, interview, and documentation. Conclusion drawn from this research is accessibility of inclusive school for handicapped children is not fulfilled completely. There is still barrier in completing condition of good and proper accessibility in inclusive school.
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50

Archie, Valerie Williams, and Claudine Sherrill. "Attitudes toward Handicapped Peers of Mainstreamed and Nonmainstreamed Children in Physical Education." Perceptual and Motor Skills 69, no. 1 (August 1989): 319–22. http://dx.doi.org/10.2466/pms.1989.69.1.319.

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The influence of contact (mainstreamed and nonmainstreamed) and sex on attitudes of fifth- and sixth-grade students toward handicapped children was examined. 143 mainstreamed students attended an integrated school, whereas 86 nonmainstreamed students had no handicapped children in their school. Mean responses to the Children's Attitudes Toward Handicapped Scale were subjected to a 2 × 2 analysis of variance which indicated no significant differences by contact or sex. χ2 analysis of individual items indicated some significant differences, favoring contact, on items “are fun” and “are interesting.”
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You might also be interested in the bibliographies on the topic 'Handicapped children' for other source types:
Dissertations / Theses Books
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