Journal articles on the topic 'Parents of children with disabilities Australia Attitudes'
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Tomić, Ivana, and Milena Nikolić. "Attitudes of parents of typically developing children towards the inclusion of children with disabilities." Specijalna edukacija i rehabilitacija 20, no. 2 (2021): 65–78. http://dx.doi.org/10.5937/specedreh20-31843.
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Introduction. Successful implementation of inclusive education, among other things, depends on the attitudes of the participants in the process itself. Although teachers are considered a key factor in the implementation of inclusion, the role of parents should not be neglected. Objective. The main goal of the paper was to examine the attitudes of parents of typically developing children towards the inclusion of children with disabilities, and to examine the impact of gender, level of education, place of residence, and age of the child on parents' attitudes. Parents' opinions on the impact of the type of developmental disabilities on their children's education were also examined. Methods. The research sample consisted of 293 parents of typically developing children from the territory of Bosnia and Herzegovina. Parents' attitudes were examined by the Survey of Parents' Attitudes towards Inclusion (SPATI). Results. Parents of typically developing children expressed positive attitudes towards the inclusion of children with disabilities. Their attitudes were not affected by gender, level of education, place of residence, and age of the child. They expressed the most positive attitude towards the inclusion of children with sensory impairments (hearing, vision) and children with moderate or mild intellectual disabilities, while their attitude towards the inclusion of children with severe developmental disabilities (autism, severe intellectual disabilities) was less positive. Conclusion. The results of the research indicate the need for further research on this issue and planning of appropriate programs aimed at developing positive attitudes towards inclusive education of students with all kinds of disabilities.
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Chandramuki, Dr, Indiramma Venkatakrishnashastry, and Mysore Narasimha Vranda. "Attitudes of Parents towards Children with Specific Learning Disabilities." Disability, CBR & Inclusive Development 23, no. 1 (May 31, 2012): 63. http://dx.doi.org/10.5463/dcid.v23i1.47.
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May, Tamara, Carmel Sivaratnam, Katrina Williams, Jane McGillivray, Andrew Whitehouse, and Nicole J. Rinehart. "‘Everyone gets a kick’: Coach characteristics and approaches to inclusion in an Australian Rules Football program for children." International Journal of Sports Science & Coaching 14, no. 5 (August 25, 2019): 607–16. http://dx.doi.org/10.1177/1747954119870294.
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This study aimed to understand coaches’ approaches to including children with disabilities in a community-based Australian rules football program for children. Football coaches for the program, called Auskick, completed an online survey providing qualitative and quantitative information about their experiences of inclusive coaching. Coaches (N = 130) completed the survey over 2016/2017. The average years of coaching experience was 3.3 (range 0–19 years). While 79% of coaches had experienced a child with a disability attending their football centre, only 31% of coaches (56% of paid coaches and 27% of volunteer coaches) had completed disability training. Autism, attention deficit hyperactivity disorder and intellectual disability were the most common types of developmental disabilities, and asthma, vision and hearing problems were the most common physical disabilities of children attending the coaches’ centres. Eighty-nine coaches provided examples of inclusive approaches. The most common was having an inclusive attitude, asking the parents for help, making adaptations to suit the child, giving extra time, getting additional help and staff training. Community football coaches frequently work with children who have a broad range of developmental and physical disabilities. Coach disability training is needed to support children with disabilities attending these types of sporting programs in the community.
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Fuchs, Hila. "Attitudes of parents and children towards people with disabilities and their integration into society." Kultura-Społeczeństwo-Edukacja 20, no. 2 (December 26, 2021): 91–109. http://dx.doi.org/10.14746/kse.2021.20.5.
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This study is part of a broader study that examined the correlation between cognitive, psychological, and behavioural abilities in parents and their children. It focuses on the correlations between attitude to disability and the integration of people with disabilities among parents and their children. This study is a two-part integrated study. In the first part, the data were collected and analysed according to a quantitative methodology to examine access to disabilities, the integration of people with disabilities, and the factors that influence attitudes, feelings, and willingness to integrate with the general population. In the second part, the data were collected and analysed according to a qualitative methodology in order to examine the relationship of attitudes of parents and their children towards people with disabilities and the integration of people with disabilities.
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Raisah, Putri, Rosa Amalia, and Bambang Priyono. "Comparison between school and home-based dental health promotion in improving knowledge, parental attitude and dental health of children with mild disabilities." Dental Journal (Majalah Kedokteran Gigi) 54, no. 1 (February 1, 2021): 25. http://dx.doi.org/10.20473/j.djmkg.v54.i1.p25-30.
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Background: In general, children with physical disabilities have a lower level of oral hygiene compared to able-bodied children because their access to dental health care services is affected by their physical limitations. The level of oral hygiene available to children with disabilities can be improved with the involvement of parents/caregivers equipped with good knowledge and attitudes regarding oral health. Purpose: Determine the difference between the effectiveness of school and home visit-based dental health promotion in improving the knowledge and attitudes of parents/caregivers and students regarding oral hygiene as well as lowering the dental plaque scores of students with mild physical disabilities. Methods: This study is quasi-experimental and uses the two-group pretest–posttest design. The study’s design was created with a model of one observation before intervention (O1), two interventions (X1-2) and two observations after intervention (O2-3). The study samples are students with mild physical disabilities aged 8–15 years old in special needs school, or sekolah luar biasa (SLB), in Sleman, Yogyakarta, and their parents/caregivers. The locations of the study were SLBs and the respondents’ homes. The study instrument was a knowledge test for students with mild physical disabilities and their parents/caregivers, along with a questionnaire on the parents/caregivers’ attitudes towards oral and dental health. Plaque control examinations for students with mild physical disabilities were conducted using the O’Leary index. Results: School-based oral health promotion was better at improving the attitudes of parents/caregivers to oral hygiene than the home visits (p<0.05). Both school-based and home visit-based oral health promotion was effective in furthering the oral hygiene knowledge of students with mild disabilities and their parents/caregivers as well as in improving the students’ dental plaque scores (p>0.05). Conclusion: The school based-oral health promotion model was more effective in improving attitudes of the students’ parents/caregivers. Both the school-based and the home visit-based oral health promotion models were equally effective in enhancing the knowledge of parents/caregivers, along with the knowledge and dental plaque scores of students with mild disabilities.
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Ekoningtyas, Endah Aryati, Irmanita Wiradona, Prasko Prasko, and Benni Benyamin. "The Influence of Long Time and Quality of Mother's According Through Peer Group Support on Behavior Changes and Debris Index in Children with Disabilities." Jurnal Kesehatan Gigi 9, no. 2 (December 30, 2022): 141–47. http://dx.doi.org/10.31983/jkg.v9i2.9325.
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Children with special needs have limited intelligence and motor skills that cause a lack of dental and oral health maintenance. Children with special needs are at risk of developing dental and oral diseases. Therefore, it is very necessary to assist parents in maintaining the dental and oral health of children with special needs. Assistance for parents of children with special needs has been carried out 4 times in a period of 2 years on an ongoing basis. The purpose of this study was to determine the effect of the length and quality of maternal assistance on behavioral changes and the debris index of children with special needs in Meteseh. This type of research is pre-experimental with a pretest and posttest one group design. The sample in this study were 30 parents and children with special needs. Data analysis used univariate and bivariate analysis, Wilcoxon test to determine differences in knowledge and attitudes of crew members and debris index before and after treatment. The Mann-Whitney Test was used to determine differences in the knowledge and attitudes of parents of children with disabilities to changes in debris index of children with disabilities. The results obtained indicate an increase in the knowledge and attitudes of children with disabilities Sparents. The debris index of children with disabilities Shas decreased but is still not enough to change the children with disabilities 's actions in maintaining dental and oral health into a good category. Assistance to parents of children with special needs needs to be carried out further and children with special needs still need more parental participation to achieve good dental and oral health measures.
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O’Sullivan, Cliona, Sinead McGann, Night Atwongyeire, Stuart Garrett, Tara Cusack, Deirdre A. Hurley, Caitriona Cunningham, and Ian Spillman. "Attitudes and beliefs of parents of children with disabilities in Uganda." Social Work and Social Sciences Review 22, no. 1 (September 15, 2020): 119–36. http://dx.doi.org/10.1921/swssr.v22i1.1505.
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Background. Little is known about the experience of carers of children with disabilities in Uganda, where child disability constitutes 31.4% of all disabilities. This study examined the experiences, beliefs, and attitudes of parents/ main carers of children with disabilities, and the challenges they face, in order to optimize rehabilitation strategies for the child and their family. Methods. Qualitative data were collected from ten semi - structured interviews with eight main carers children receiving rehabilitation in rural Uganda. Results. Three main themes were identified: (1) experiences, (2) beliefs, and (3) attitudes of the parents/ main carers. Carers experienced emotional stress and many life changes as the burden of care fell primarily on them. A lack of knowledge and information about disability amongst carers, resulted in alternative beliefs about treatment. Social stigma towards disability remains an issue within Ugandan society. Conclusions. Family centered rehabilitation should be incorporated into rehabilitation programmes to decrease burden of care upon the main carer. Health care practitioners are in a strong position to educate families about causation, diagnosis, and prognosis of a child’s condition, but such services should be improved through community education about disability and facilitated with the development of parental support groups.
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SAFONOVA, M. V., and T. R. KARABANOVA. "FEATURES OF ATTITUDES AND PARENTING SKILLS AMONG PARENTS OF DIFFERENT PSYCHOLOGICAL TYPES WHO HAVE A CHILD WITH INTELLECTUAL DISABILITIES." Bulletin of Krasnoyarsk State Pedagogical University named after V.P. Astafiev 54, no. 4 (December 30, 2020): 118–32. http://dx.doi.org/10.25146/1995-0861-2020-54-4-248.
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Statement of the problem. The article provides an overview of theoretical positions and research on the problem of parental attitudes and their impact on the educational process of children with intellectual disabilities. Child-parent relationships are one of the most important aspects studied by family psychology, family relations psychology, and age psychology. There is a lack of programs for correcting child-parent relationships in families with children with intellectual disabilities. The purpose of the article is to identify and characterize the attitudes of parents of different psychological types towards their “special” children, as well as the features of their upbringing models and parenting skills. Research materials and methods. The research methodology is represented by the fundamental principles of psychology: consistency, unity of consciousness and activity (L.S. Vygotsky, A.N. Leontiev, S.L. Rubinstein, etc.), provisions on the structure and functions of child-parent relations (R.V. Ovcharova, A.S. Spivakovskaya, E.G. Eidemiller, V.V. Justitskis, etc.); generalization of research on the features of child-parent relations in families raising children with developmental disabilities (L.V. Kuznetsova, I.I. Mamaichuk, Yu.P. Povarenkov, E.A. Savina, V.M. Sorokin, V.V. Tkacheva, L.M. Shipitsyna, O.B. Charova, etc.); ideas about the family as a priority institution of socialization of the individual (I.S. Kon, A.V. Mudrik, M.I. Rozhkov). Our study involved 50 respondents. Of these, 40 parents have a child with a diagnosis of mental retardation, 10 parents have children with mild mental retardation. All children are enrolled in school in Krasnoyarsk, age category is 7–10 years old. To diagnose the conscious and unconscious attitudes of parents towards their children with intellectual disabilities, the method “Unfinished sentences” was used, and to identify the parenting abilities of parents, V.V. Tkacheva’s questionnaire “Determining the parenting skills among parents of children with developmental disabilities” was used. To compare the samples, the Mann Whitney U-test was used, and the correlation analysis was based on the calculation of the Spearman correlation coefficient. Research results. The study showed that the attitudes of parents of an authoritarian psychological type towards their children are closely intertwined with their personal traits. 80 % of authoritarian parents emotionally accept their children, and 20 % reject them. In this group, 68 % of parents understand that their children have certain problems, while 32 % refuse to understand them. Adequate forms of interaction with children are observed in 72 % of authoritarian parents. Neurotic parents have different views on their children and their relationships with them. In the group of neurotic parents, 44 % of respondents accept their children, and 56 % reject them; 78 % understand children’s problems, 22 % do not understand; 67 % have adequate forms of interaction, and 33 % have inadequate ones. Psychosomatic parents have a positive attitude towards their children, wish them the best, and see their advantages and disadvantages. 75 % of psychosomatic parents experience emotional attachment to their children, 25 % – rejection. Almost all parents in this group are aware of their children’s problems (94 %), and also apply appropriate methods of influence to their children (87 %). Conclusion. It is concluded that the representations and conscious and unconscious attitudes of parents of different psychological types are associated with the personal characteristics of children with intellectual disabilities. The relationship between the educational skills of parents and the characteristics of their dominant psychological type is shown. The authors note that the problem of parents’ relations with “special” children has been studied for a long time, but there are few programs for correcting these relations.
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Johnson, Harriette C., Edwin F. Renaud, Diane T. Schmidt, and Edward J. Stanek. "Social Workers' Views of Parents of Children with Mental and Emotional Disabilities." Families in Society: The Journal of Contemporary Social Services 79, no. 2 (April 1998): 173–87. http://dx.doi.org/10.1606/1044-3894.1817.
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In response to concerns expressed by parents of children with emotional and mental disabilities about professionals' attitudes and beliefs, the authors surveyed the views of a sample of clinical social workers. The majority of respondents in a national random sample endorsed statements expressing validating attitudes toward parents, agreement with open information sharing, and agreement with providing specific guidance to parents about how to help their children. However, the views of a substantial minority of social workers were antithetical to a parent-friendly perspective. The most problematic area was the prevalence of parent-blaming beliefs reported by approximately half of the social workers. The view that medication was helpful correlated positively with validating views of parents and correlated negatively with blaming them for their children's problems. The belief that research-based knowledge is important for practice and that medical journals are a good source of information about emotional problems correlated with support for open information sharing and the view that medication was helpful. Seeing a child as the identified patient in a dysfunctional family, perceiving parents' views as useful primarily as clues to family dynamics, and seldom feeling the need to refer to other disciplines, correlated positively with blame, negatively with the use of medication, and negatively with validating attitudes.
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Lewko, Agnieszka. "Taming disability. Working with parents of children after specialist diagnosis." Problemy Opiekuńczo-Wychowawcze 568, no. 3 (May 31, 2018): 16–23. http://dx.doi.org/10.5604/01.3001.0011.8294.
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This article discusses the subject of effective working with parents of children with disabilities. It describes the fundamentals of proper relationships, the stages of taming disability, and negative parental attitudes in the context of their aptitude for engagement. It also includes conclusions from selected research reports and the goals of working with parents. Its task is to approximate the specifics of the situation of parents with children with disabilities, to more effectively support them, to select the content of pedagogy, and indirectly to allow optimal development of the child.
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Baranauskienė, Ingrida. "Expression of discrimination against children with disabilities in the Lithuanian health care system." SPECIALUSIS UGDYMAS / SPECIAL EDUCATION 1, no. 42 (December 30, 2021): 99–136. http://dx.doi.org/10.15388/se.v1i42.593.
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In the present article, I aim to answer the questions: what is the situation of children with disabilities and their parents in the healthcare system in Lithuania? Are they discriminated against? If discrimination against children with disabilities persists, what is its manifestation? Is it possible to see a link between discrimination against children with disabilities and attitudes towards parents of children with disabilities? These and other similar questions reflect the scientific problem of the article. The research questions are concretized by the research object – expression of discrimination of children with disabilities and their parents in the Lithuanian health care and related systems. The findings of the research prove that there are cases when children with disabilities experience discrimination in the Lithuanian health care system. The expression of discrimination against children with disabilities and their parents is related to: open disregard of the child and his/her mother, which escalates into an underestimation of the child as a person; neglect of infants from children’s home in the hospital; unequal treatment conditions for children with different disabilities; discrimination against children with intellectual disabilities in access to dental treatment; irresponsible administering or not administering medicines to children with disabilities; together with children, their mothers are also discriminated against; low-quality services that violate the dignity of the child and the family. Not only children with disabilities but also their parents can face discrimination in the health care system.
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Masood, Ambrin F., Lisa A. Turner, and Abigail Baxter. "Causal Attributions and Parental Attitudes toward Children with Disabilities in the United States and Pakistan." Exceptional Children 73, no. 4 (July 2007): 475–87. http://dx.doi.org/10.1177/001440290707300405.
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Researchers investigated the relationship between parental attributions for children's disabilities and the quality of parent-child relationships, in both U.S. and Pakistani families. Parents of children with disabilities identified potential causes of the disability and rated their parent-child relationships. Factor analysis of the causal attributions resulted in 7 factors which became the subscales used to predict parent-child relationships. Findings indicate (a) Pakistani parents rated their relationships more negatively, (b) parents who rated “Something I Did” as an influential cause rated their parent-child relationships more negatively, and (c) parents who rated “Parent's Age” as an influential cause rated their parent-child relationships more positively. More important, parent education potentially could decrease self-blame and improve the parent-child relationship for the parents and the children.
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Santilli, Sara, Maria Cristina Ginevra, Moshe Israelashvili, and Laura Nota. "Inclusive Socialization? The Relationships between Parents’ and Their Child’s Attitudes toward Students with Disabilities." International Journal of Environmental Research and Public Health 19, no. 24 (December 7, 2022): 16387. http://dx.doi.org/10.3390/ijerph192416387.
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Promoting social and school inclusion of children with disabilities has been associated with their health-related quality of life. This study aimed to analyze the connection between parents and children’s attitudes toward disabilities as one factor contributing to the inclusion and well-being of individuals with disabilities. Three types of disabilities—i.e., attitudes toward a child with a sensory disability (hearing), a child with an intellectual disability (Down syndrome), and a child with problems with aggressiveness and angry outbursts (behavioral problems)—were examined. A sample of 598 White Italian elementary school students (303 boys and 295 girls) aged 6 to 11 years 33tudes toward students with disabilities, rather than each parent’s attitude, contributed to a better understanding of the child’s attitudes toward students with disabilities. The theoretical and practical implications of these results are discussed.
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Nowakowski, Piotr T. "Problem nadopiekuńczości wobec dzieci z niepełnosprawnościami." Kultura - Przemiany - Edukacja 9 (2021): 213–22. http://dx.doi.org/10.15584/kpe.2021.9.10.
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The paper deals with the problem of overprotective attitudes towards children with disabilities. Such attitudes of parents can be defined as a degree of parental care which is excessive in relation to the level of the child’s development and capabilities. The author discusses selected results of studies on the subject. He also points out the consequences of overprotection on the development of a child with disabilities. Referring to the literary figure of Klara Sesemann, the author illustrates the potential already existing in a child with disabilities which is sometimes constrained by overprotective parents. Finally, the paper refers to the need to build parents’ competences that will help their child expand the limits of their own independence.
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Johnson, Harriette C., and Edwin F. Renaud. "Professional Beliefs about Parents of Children with Mental and Emotional Disabilities: A Cross-Discipline Comparison." Journal of Emotional and Behavioral Disorders 5, no. 3 (September 1997): 149–61. http://dx.doi.org/10.1177/106342669700500303.
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The views of social workers, child psychiatrists, and psychologists about parents of children with mental, emotional, and behavioral disorders were compared in this study. The Providers’ Beliefs About Parents questionnaire was used to measure views about parents’ competence, parents’ pathology, parents’ credibility, parents’ role in the etiology of children's problems, information sharing with parents, giving explicit directives to parents about how to help their children, and related child mental health issues such as use of psychotropic medication with children and adolescents and perceived importance of research-based knowledge about child and adolescent psychopathology. Variables most associated with parent-friendly beliefs and attitudes were endorsement of a neuropsychological orientation and familiarity with parent support groups. Views of respondents did not differ by ethnicity, gender, or parental status. Child psychiatrists were most in agreement with parent-friendly attitudes and beliefs, clinical social workers were least in agreement, and psychologists were midway between the other two groups.
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Abdizadeh, Hadis, Jane Southcott, and Maria Gindidis. "Attitudes of Iranian Community Parents in Australia towards their Children’s Language Maintenance." Heritage Language Journal 17, no. 3 (December 31, 2020): 310–31. http://dx.doi.org/10.46538/hlj.17.3.1.
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Issues of language shift (LS) and language maintenance (LM) are inevitable consequences of globalization and increased mobility of human populations. This qualitative case study investigated attitudes of migrant parents from Iran towards Persian community language maintenance (CLM) for their school-age children in Australia. Ten parents residing in Melbourne, Victoria were interviewed in two groups and demographic data were collected. The participants were seven female and three male parents who had at least one school-age child. In this qualitative case study, data were analyzed thematically. Three major themes concerning Persian CLM were identified: parents’ attitudes, strategies adopted for maintenance, and challenges for their children. The parents believed that CLM supported cultural identity, preserved family cohesion, and fostered bilingualism, all of which were considered valuable future skills for their children. Interviewees adopted diverse strategies including the establishment of family language use policies, sending their children to Iranian community language school, frequent contacts with extended family in Iran, and the use of Persian media and literature. The influential role of siblings and peers in their children’s language shift, and a lack of age-appropriate Persian books and visual materials were the main challenges to CLM mentioned by the parents in this research.
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Harper, Dennis C., and David B. Peterson. "Children of the Philippines: Attitudes toward Visible Physical Impairment." Cleft Palate-Craniofacial Journal 38, no. 6 (November 2001): 566–76. http://dx.doi.org/10.1597/1545-1569_2001_038_0566_cotpat_2.0.co_2.
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Objective: This pilot study was designed to evaluate children's attitudes and understanding of physical disabilities with special reference to those with craniofacial anomalies in the Philippines. Children with and without craniofacial anomalies were studied. Design: This was a two-group correlational design with additional statistical assessment of subgroup differences. Each group was interviewed and information obtained on a standard disability preference task, attributions for playmate choice, and frequency of contact with disabilities. Parents completed a structured interview. Setting: Participants were 122 children recruited from Negros, Philippines. Participants: Fifty-four children with craniofacial anomalies (aged 7 to 12 years) were enrolled in the study, and 68 children without any disabilities were recruited from a local school in Bacolod City, Negros, Philippines. Main Outcome Measures: Participants completed a picture-ranking interview of specific physical disabilities and provided their reasons for their play choices and their contact with physical disabilities. Results: The Kendall W correlation was significant for the children with craniofacial anomalies and for those without physical disabilities. Both groups reported lower preferences for disabilities that interfere with play and social interactions. Children depicted with facial anomalies received lower preference, compared with other physical disabilities. Children with craniofacial anomalies who have experienced surgical repair reported more positive rankings for the child depicted with a facial cleft. Sex differences in disability preference were noted. Conclusions: Children in the Philippines with and without craniofacial differences revealed similarities in preferences to children in several Western (United States) and non-Western countries. Children depicted with facial anomalies received lower preference than other visible physical differences. Children reported both positive and negative explanations for their disability play preferences. Facial differences may result in illogical and negative explanations for social avoidance among children. Similar reactions are noted in other parts of the world.
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Bennett, Tess, Deborah Deluca, and Deborah Bruns. "Putting Inclusion into Practice: Perspectives of Teachers and Parents." Exceptional Children 64, no. 1 (October 1997): 115–31. http://dx.doi.org/10.1177/001440299706400108.
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Inclusion and parent involvement are considered best practice in early childhood education, but few empirical studies have focused on the practical application of these concepts. This study used qualitative and quantitative methods to investigate the perspectives of parents of children with disabilities and teachers in inclusive settings regarding parent involvement and factors contributing to successful inclusion. Most parents reported that they felt a high degree of involvement on the team, and teachers generally indicated positive attitudes toward parent involvement. Both parents and teachers acknowledged the need for a shared commitment among all involved parties. Parents also reported that positive attitudes toward persons with disabilities were essential to successful inclusion, while teachers focused on the need for supports and resources.
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de Castro, Alessandra Maia, Fabiana Sodré de Oliveira, Myrian Stella de Paiva Novaes, and Danielly Cunha Araújo Ferreira. "Behavior guidance techniques in Pediatric Dentistry: attitudes of parents of children with disabilities and without disabilities." Special Care in Dentistry 33, no. 5 (March 7, 2013): 213–17. http://dx.doi.org/10.1111/scd.12022.
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Gonen-Avital, Shiri. "Cultural Differences in Parental Attitudes and Ways of Coping Towards Learning Disabilities of their Children – An Outline of a Research Study." Studia Edukacyjne, no. 48 (April 15, 2018): 401–9. http://dx.doi.org/10.14746/se.2018.48.27.
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The main aim of the article is to identify and explain the issues of parents’ attitudes and ways of coping with their situation as parents toLearning Disability children, in relation to the differentCultural parents. This article stems from a deep and extensive dissertation research on parents’ attitudes toward their child Learning Disability in Israel and it is presented as an outline of the research study. Studying the parents attitudes and coping with their child’s Learning Disability, is an important area that should generate interest among researchers. The family is the source of the child’s development, and the parents are responsible for the creation of his values and beliefs. In summary, the connections between Learning disability, society and culture, attitudes, stress and coping concerning the parents of children diagnosed as having Learning was discussed in this article. There is an urgent need to explore these parents’ varied cultures, their different beliefs, attitudes, and their characteristics. It is important to remember that the family is a supportive framework that protects the child. The best way to help the L.D. child and his family is through understanding the way in which they experience the disability at home, and in the community.
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McCarron, Eamonn, Erica Curran, and Roy McConkey. "Changing Children’s Attitudes to Disability through Music: A Learning Intervention by Young Disabled Mentors." Disabilities 2, no. 1 (February 22, 2022): 87–95. http://dx.doi.org/10.3390/disabilities2010008.
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Children with disabilities are at greater risk of social exclusion. In part, this results from the negative perceptions of disability held by their peers. An innovative, school-based project used creative music-making sessions facilitated by young disabled musicians to nurture more positive attitudes among children aged 9 years in four schools, with two classes from each. In all, around 200 pupils were involved in weekly sessions totalling 16 h. Their attitudes to disability were assessed before and after participating in the project, along with the reactions of parents and teachers. Pupils were significantly more disposed to interacting with children with disabilities and to persons with disabilities more generally as well as to having a teacher with a disability. Parents and teachers confirmed the pupils’ enthusiasm for the project and the impact it had on them. A core driver for change appeared to be sharing enjoyable musical activities with competent musicians who had disabilities. Further research should explore the potential of mentoring by disabled persons in other arts activities and sports to provide further validation of this approach.
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Skora, Helena, Bob Pillay, and Ishwar Desai. "Curricular Skills Valued by Parents of Children Attending Special Developmental Schools in Victoria." Australasian Journal of Special Education 25, no. 1-2 (2001): 4–16. http://dx.doi.org/10.1017/s1030011200024829.
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The need for parental involvement in developing effective programs for children with disabilities is highlighted in the conceptual and research literature as well as in the legislation and policies of a number of countries. The present study was undertaken to investigate the curricular skills valued by parents of children with moderate to severe/profound intellectual disabilities attending Special Developmental Schools in Victoria, Australia. The study examined whether a significant relationship existed between selected background factors and the value parents placed on particular curricular skills. In addition, the study attempted to identify the percentage of a typical school week that parents felt should be spent on particular skills within the educational programs offered to their children.
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Bopota, O., A. Loukovitis, V. Barkoukis, and H. Tsorbatzoudis. "Differences in attitudes towards inclusion between parents of children with and without disabilities." European Review of Applied Psychology 70, no. 4 (October 2020): 100556. http://dx.doi.org/10.1016/j.erap.2020.100556.
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Abu-Ras, Wahiba, Mahasin Saleh, and Amir Birani. "Challenges and Determination: The Case of Palestinian Parents of Children With Disabilities." Journal of Family Issues 39, no. 10 (March 12, 2018): 2757–80. http://dx.doi.org/10.1177/0192513x18757830.
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This article explores, describes, and compares how Palestinian parents of children with disabilities articulate their major challenges and coping strategies and ways in which they adapt to daily routines to care for, support, and address the needs of their children. We held six focus groups, three in the West Bank, Palestine, and three inside Israel with a total sample of 43 participants. The major themes emerged from this study revealed that Palestinian parents in both regions are experiencing major challenges and barriers at the micro, mezzo, and macro levels. Despite these challenges, the vast majority of the parents appear to be attuned to their children’s special needs and use positive coping methods to deal with their daily stressors. Their coping strategies include religious coping, advocacy, and positive attitudes toward their children. The study findings also highlight the realities of the current sociopolitical context these parents face.
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Iner, Derya. "Faith-Inspired Muslim Parents’ School Choices and Attitudes in the Cultural West and Australia." Religions 12, no. 9 (September 10, 2021): 746. http://dx.doi.org/10.3390/rel12090746.
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All parents want the best accessible, available and affordable school for their children. Yet, the literature highlights that school choice for middle-class parents in the cultural West is a deliberate decision and a reflection of their salient identities. For racialised middle-class Western parents, school choice is an instrumental investment to secure social upward mobility and minimise the harms of racism for their children. Research focusing on Western middle-class Muslim parents highlights that accommodation of Muslim identities and ethno-religious values is pivotal in parental school choice. This is expected due to the rise of Islamophobia in the cultural West since 9/11. The semi-structured interviews with faith-inspired middle-class Muslim parents in Australia bring a new dimension to the parental school choice literature. Regardless of carrying more or less similar concerns for their children in an Islamophobic climate, middle-class Muslim parents’ school choices vary based on their childhood schooling experiences in the Australian context, diverse parenting styles and mentalities and their children’s varying personalities demanding a particular type of school setting. This article demonstrates there is no one size fits all Muslim parent in terms of deciding which school is the best for their children in an Islamophobic climate.
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Amka, Amka. "Sikap Orang Tua Terhadap Pendidikan Inklusif." Madrosatuna: Journal of Islamic Elementary School 3, no. 1 (April 30, 2019): 15. http://dx.doi.org/10.21070/madrosatuna.v3i1.2068.
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Inclusive education has become an international education policy. Many countries already have legislation for inclusive education based on international human rights treaties such as the 1994 Salamanca Statement and UNESCO Action Framework and the United Nations Convention on the Rights of Persons with Disabilities. Indonesia has become one of the countries that applies inclusive education in education laws and policies, and has required all provinces to implement inclusive education. The success of inclusive education requires the support of parents. This study highlights the attitudes of parents towards inclusive education. at the Keraton 4 Martapura Elementary School. The purpose of this study is to obtain an overview of the attitudes of parents of children with special needs for inclusive education services. A total of 40 parents of children with special needs were interviewed to get a picture of attitudes. The results of this study showed the attitudes of parents with special needs to accept the concept of inclusive.
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McLeod, Sharynne, Kathryn Crowe, and Jane McCormack. "What Do Children with Speech Sound Disorders Think about Their Talking?" Seminars in Speech and Language 40, no. 02 (February 22, 2019): 094–104. http://dx.doi.org/10.1055/s-0039-1677760.
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AbstractInvestigating children's feelings and attitudes toward talking assists speech–language pathologists (SLPs) to understand experiences of communication and the impact of speech sound disorders (SSD). This, in turn, can assist SLPs in identifying appropriate intervention for children with SSD that addresses the needs of children, and their communication partners. This paper draws on data from the Sound Start Study in Australia to explore the attitudes toward talking of 132 preschool-aged children with SSD and the relationship between children's attitudes, speech accuracy, and parent-reported intelligibility and participation. The study revealed most of the children with SSD had a positive attitude toward talking. There was a significant relationship between children's attitudes toward talking and speech accuracy. Furthermore, there was a significant relationship between speech accuracy and parents' perceptions of intelligibility and participation. However, there was no significant relationship between children's attitudes and parents' perceptions. These results highlight similarities and differences between attitudes and experiences of preschool-aged children, their performance on clinical measures, and their parents' perceptions, indicating the need for SLPs to consider each of these areas during assessment and intervention.
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Sorokoumova, Elena А., Elena I. Cherdymova, and V. S. Cherdymova. "Quality management of inclusive education at the present stage." Semiotic studies 2, no. 4 (December 28, 2022): 82–90. http://dx.doi.org/10.18287/2782-2966-2022-2-4-82-90.
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At the present stage, the most important socio-psychological resource for improving the inclusive education quality is the extension of personal communication experience of disabled people and people without disabilities. This article analyzes the problems and features of the inclusive education quality in the transforming society culture. The work considers the ways the parents of children with disabilities see the improving of the inclusive education quality. The research distinguishes the following ways to improve the inclusive education quality in accordance with the view of parents of children with disabilities: society public education, that should be unobtrusive, but at the same time form tolerant attitudes; human resources are the key factors for improving the inclusive education quality; the need for teachers to take courses based on a social approach to disability, not on medical terminology; the need to introduce a tutoring system in inclusive classrooms; the need to develop all the measures to create an accessible environment, including the information environment, only after monitoring the educational needs of disabled children. The parents of children with disabilities emphasize the extension of personal communication experience of people with disabilities and without them as the most important socio-psychological resource for improving the inclusive education quality.
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Tsai, Eva Hiu-Lun, and Lena Fung. "Parents’ Experiences and Decisions on Inclusive Sport Participation of Their Children with Intellectual Disabilities." Adapted Physical Activity Quarterly 26, no. 2 (April 2009): 151–71. http://dx.doi.org/10.1123/apaq.26.2.151.
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This study examined the experiences of parents of persons with intellectual disabilities (ID) as they sought inclusive sport participation for their children. To understand their experiences, in-depth interviews were conducted with 49 parents. Qualitative data analysis was conducted to identify common themes from the responses. The analysis showed that most parents sought inclusive sport involvement for their children but they soon gave up their effort due to rejection by staff and other participants. Underlying these attitudinal problems were a lack of quality contact between people with and without ID and a lack of understanding of people with ID. Parents’ lack of sense of entitlement, low sport values, and lack of participation information and opportunities also contributed to their giving up of inclusive sport. Factors leading to successful inclusion included staff inclusion attitudes and abilities and the social skills of individuals with ID.
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V.V., Shevchuk. "FEATURES OF CHILD-PARENT RELATIONS IN FAMILIES RAISING CHILDREN WITH COMPLEX DEVELOPMENTAL DISORDERS." Scientic Bulletin of Kherson State University. Series Psychological Sciences, no. 1 (April 15, 2021): 139–45. http://dx.doi.org/10.32999/ksu2312-3206/2021-1-19.
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Purpose. The purposeof the article is to analyze the results of an empirical study of the peculiarities of child-parent relationships in families raising children with complex developmental disorders.Methods. To achieve this goal, psychodiagnostic techniques were used, such as E. Schaefer’s Parental Attitude Test (PARI) and VV Parental Attitude Test Questionnaire. Stolina and A.Ya. Vargi. Student’s parametric criterion was used to identify statistical differences in parental attitudes in different groups.Results. A comparative study was conducted on 136 parents of children with musculoskeletal disorders and mental retardation, 152 parents of children with complex speech disabilities in combination with intellectual disabilities and 184 parents with children without developmental disabilities. A total of 472 parents took part in the study of child-parent relationships in families raising children with complex developmental disorders. The difference in the parental attitude to mentally retarded children with musculoskeletal disorders and to children with a complex of speech and intellectual disorders is a combination of the first higher level of emotional rejection and, at the same time, infantilization of the child. Parents of children with intellectual disabilities try to protect their children from the difficulties, complexities of the world and at the same time, this is one of the frustrating factors that manifests itself in the increased irritability of parents. Parents of children with disabilities are more likely to encourage the child’s dependence, to consider the child dependent and infantile. Parents of children with motor and intellectual disabilities are more likely to perceive their child as an unadapted life and a loser.Conclusions. The most unfavorable for the child attitudes and the nature of the relationship are demonstrated by parents who raise children with movement disorders and mental retardation compared to the parents of children with language and intellectual disabilities. Parents who have children with speech and intellectual disabilities have a more positive pedagogical prognosis of their upbringing and education of children, and hence the possible more successful social adaptation of the child in the future.Key words: children, dysontogenesis, parents, musculoskeletal disorders, mental retardation, speech disorders. Мета статті полягає в аналізі результатів емпіричного дослідження особливостей дитячо-батьківських стосунків у сім’ях, які виховують дітей із комплексними порушеннями розвитку.Методи. Для досягнення мети були використані такі психодіагностичні методики, як тест бать-ківських настанов (PARI) E. Шефера і тест-опитувальник батьківського ставлення В.В. Століна й А.Я. Варги. Для виявлення статистичної відмінності в батьківському ставленні в різних групах засто-совували параметричний критерій Стьюдента.Результати. Було проведено порівняльне дослідження 136 батьків дітей із порушенням опорно-рухового апарату та розумовою відсталістю, 152 батьків дітей зі складними мовленнєвими вадами в поєднанні з порушеннями інтелектуального розвитку та 184 батьків, які мають дітей із нормативним розвитком. Загалом у вивченні дитячо-батьківських взаємин у сім’ях, які виховують дітей із комплексними порушеннями розвитку, взяли участь 472 батьків. Відмінність у батьківському ставленні до розумово відсталих дітей із порушенням опорно-рухового апарату і до дітей із комплексом мовленнєвих та інте-лектуальних порушень полягає в поєднанні в перших більш високого рівня емоційного відкидання і водночас інфантилізації дитини. Батьки дітей, що мають інтелектуальне недорозвинення, намагаються захистити своїх дітей від труднощів, складнощів навколишнього світу, саме це є одним із фруструючих чинників, що проявляється в підвищеній дратівливості батьків. Батьки дітей із вадами розвитку більш схильні заохочувати залежність дитини, уважати дитину несамостійною й інфантильною. Батьки дітей із руховими й інтелектуальними порушеннями більш схильні сприймати свою дитину непристосованою до життя та невдахою. Висновки. Найбільш несприятливі для дитини настанови та характер взаємин демонструють батьки, які виховують дітей із руховими порушеннями та розумовою відсталістю, порівняно з батьками дітей із порушеннями мовленнєвого й інтелектуального розвитку. Батьки, які мають дітей із логопедичними й інтелектуальними вадами розвитку, мають більш позитивний педагогічний прогноз їх виховання і навчання, отже, і можливу більш успішну соціальну адаптацію дитини в майбутньому.Ключові слова: діти, дизонтогенез, батьки, порушення опорно-рухового апарату, розумова відсталість, мовленнєві порушення.
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Ochojska, Danuta. "Failures in school of the pupils of early school education and the perception of school experiences of their parents." Problemy Opiekuńczo-Wychowawcze 568, no. 3 (May 31, 2018): 52–61. http://dx.doi.org/10.5604/01.3001.0011.8298.
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This article concerns selected aspects of school functioning and school learning difficulties for early childhood education students in perception of their parents and their retrospective evaluation of their own experiences from that period. The study was conducted among 99 parents using a questionnaire. The purpose of the analyzes was to compare the features of parents and their children, analyze the specificities of school difficulties and the conditions of abnormal behaviours, as well as the attitudes of children and parents towards school. Studies have confirmed the importance of generational transmission when we take into account the specificities of school behaviour and learning disabilities.
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Marković, Marija. "Inclusion in the System of State Preschool Institutions of Serbia from the Parents’ Perspective." Društvene i humanističke studije (Online) 7, no. 4(21) (December 30, 2022): 695–720. http://dx.doi.org/10.51558/2490-3647.2022.7.4.695.
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The realization of inclusive education at the preschool age is an important effort within the school system of a country. It has been established that inclusive education has a stimulating effect on children with disabilities, as well as on typically developing children. Because of this, it is necessary to start with its realization at the preschool age. The paper presents the results of empirical research conducted on a sample of 763 parents of children attending preschool institutions in the territory of eastern and southeastern Serbia, which were collected using an assessment scale specially constructed for this research. Bearing in mind the importance of the formation of positive attitudes of parents as key actors in the upbringing of typically developing children, who should represent to their children a model of adequate behavior towards persons with developmental disabilities, the research aims to examine the attitudes of parents about inclusion in the system of state preschool institutions. It was established that the majority of parents recognize the most significant advantages of inclusion and the prerequisite for achieving inclusion in the context of institutional preschool education. When it comes to obstacles to achieving inclusive education, it was found that parents recognize them to a lesser extent. Also, it was established that there are statistically significant differences in parents' responses to certain items concerning the variables of gender, age, and level of education. The findings of this research can represent a good starting point for improving existing institutional practice in the context of inclusive education.
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Johnson, Harriette C., David E. Cournoyer, June Fliri, Miriam Flynn, Andrea M. Grant, Maryanne A. Lant, Spero Parasco, and Edward J. Stanek. "Are We Parent-Friendly? Views of Parents of Children with Emotional and Behavioral Disabilities." Families in Society: The Journal of Contemporary Social Services 84, no. 1 (January 2003): 95–108. http://dx.doi.org/10.1606/1044-3894.80.
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A current model of family-centered practice emphasizes empowerment of parents, an approach that brings together a strengths perspective, a constructivist emphasis on consumer voices, and knowledge derived from neuroscience of the last two decades. This study explored the extent to which a national random sample of National Association of Social Workers members hold beliefs and attitudes congruent with the parent empowerment perspective. Two profiles emerged from the data. Respondents who disagree with statements attributing blame to parents agree with sharing information openly with parents; believe that parents are doing their best, are credible reporters, and are experts about their own children; agree that workers need research knowledge; and disagree that the child is usually the identified patient in a a dysfunctional family. By contrast, respondents who believe parents cause their children's emotional and behavioral problems disagree with open information sharing; disagree that parents are doing their best or are experts about their own children; agree that the child is an identified patient in a dysfunctional family; and agree that parents' ideas are important mostly to give the worker clues about family dynamics. The majority of the sample reported parent-friendly views, but a substantial minority of respondents reported beliefs antithetical to parent empowerment.
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Page, Angela, Jeanette Berman, and Penelope Serow. "Parent and Teacher Attitudes Towards Inclusive Education in Nauru." Australasian Journal of Special and Inclusive Education 44, no. 2 (September 1, 2020): 116–28. http://dx.doi.org/10.1017/jsi.2020.10.
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AbstractIt is recognised that the attitudes of parents and teachers are important in supporting inclusive education in developing countries. This study involved the application of quantitative research through the administration of a survey to determine the attitudes of parents and teachers in the Republic of Nauru. The results have provided preliminary data regarding attitudes related to the emergence of inclusive education in Nauru. Parents were more positive concerning issues that relate directly to the educational benefits of their children over more general benefits of inclusion in education. At this stage, teachers report higher levels of positive attitude than parents. A more fine-grained level of analysis revealed that there is a wide range of attitudes to aspects of education for students with disabilities, and areas of expertise needed to support inclusive education. This research has provided an understanding of current parental and teacher attitudes and levels of existing teacher expertise towards inclusion that is able to inform future policy development in Nauru.
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Shen, Chunxuan, and Wenying Jiang. "Chinese Immigrant Parents’ Attitudes, Expectations and Practices regarding Their Children’s Chinese Language Maintenance." Heritage Language Journal 19, no. 1 (August 30, 2022): 1–26. http://dx.doi.org/10.1163/15507076-12340023.
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Abstract This study investigates the attitudes, expectations and reported practices of Chinese immigrant parents with respect to their children’s Chinese language maintenance in Brisbane, Australia. Data were collected by semi-structured interviews with 30 parents. The study found that these parents unanimously agreed on the benefits of maintaining the Chinese language for their children. However, their positive attitudes were neither fully reflected in their expectations nor enacted in their practices. Parental expectations of their children’s Chinese proficiency were not very high, with only four parents hoping that their children would acquire both oracy and literacy in Chinese. Home practices of cultivating Chinese literacy were largely lacking. Our findings suggest that future improvement of Chinese LOTE programs in Australian schools would induce Chinese parents to make more effort in promoting heritage language practices among their children, particularly literacy-related language practices at home.
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Shanbhag, Prajakta P., and Bharat Gupta. "Knowledge and Oral Health Attitudes among Care Providers of Children with Intellectual Disabilities: A Cross-sectional Study." Journal of Contemporary Dentistry 4, no. 2 (2014): 92–98. http://dx.doi.org/10.5005/jp-journals-10031-1076.
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ABSTRACT Background Intellectual disability is characterized by significant limitations in both intellectual functioning and in adaptive behavior, which covers many everyday social and practical skills. This disability originates before the age of 18 years. Intellectual disability is also known as mental retardation (MR). The knowledge and awareness among parents, guardians or care providers of individuals with intellectual disabilities is extremely important since they play an important role in the formation and maintenance of oral health in their children. Objectives This study was carried out to gauge the awareness of care providers of intellectually disabled children from two different institutions in Mumbai and Navi Mumbai, India concerning their oral hygiene. Materials and methods A simple prestructured questionnaire was distributed among the care providers at two recognized institutions for children with intellectual disabilities in order to determine their knowledge and awareness as regards to the oral hygiene practices and significance of good oral health. The questionnaire was distributed among 120 parents, guardians or care providers of intellectually disabled children, out of which 103 care providers completed the questionnaire. Results The knowledge and awareness of parents was reasonable, but their oral health attitudes were lacking satisfaction. In spite of this, it was seen that the care providers in this study acknowledged the importance of good oral health and its implications on the general well-being of their children. The study revealed that 83% of care providers were unaware about the importance of fluoride in prevention of dental caries, although 95.10% were interested in educating themselves about the importance of oral health. Conclusion The parents/guardians of intellectually disabled children need to be counseled and made conscious about the consequences of negligence toward the oral health of their intellectually disabled children, and the significance of regular dental check-ups. They must be made aware of the various options available in order to prevent the occurrence of oral ailments in their children. How to cite this article Shanbhag PP, Ram SM, Gupta B. Knowledge and Oral Health Attitudes among Care Providers of Children with Intellectual Disabilities: A Cross-sectional Study. J Contemp Dent 2014;4(2):92-98.
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Hyseni Duraku, Zamira, and Mirjeta Nagavci. "Building Upon Service-Learning in Higher Education: Lessons Learned and Future Recommendations." European Journal of Sustainable Development 11, no. 1 (February 1, 2022): 175. http://dx.doi.org/10.14207/ejsd.2022.v11n1p175.
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Service-learning is an educational approach that has been proven to cultivate public conscience by combining the learning objectives of curriculum content with student involvement in community service. The current study explores the various impacts of a service-learning project directed toward psychology students tutoring children with disabilities during the COVID-19 pandemic. The results are taken from the perspective of 114 Kosovar students and 20 parents of children with disabilities involved in the project. The results show that the COVID-19 pandemic has amplified the challenges that families of children with disabilities already faced. The tutoring sessions had a positive effect on family well-being and children’s academic achievements. The students reported improved attitudes toward children with disabilities and increased self-efficacy and motivation for community engagement. Service-learning is promoted as a teaching method that attends to societal needs, helps students reflect on their experiences and competency, facilitates a better understanding of the consequences of public policy, and contributes to responsible citizens and compassionate professionals. This study adds to the literature by highlighting the substantial results and potential benefits of service-learning and individualized support for children with disabilities and their parents by discussing the implications for practice and future research.
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Gannotti, Mary E., W. Penn Handwerker, Nora Ellen Groce, and Cynthia Cruz. "Sociocultural Influences on Disability Status in Puerto Rican Children." Physical Therapy 81, no. 9 (September 1, 2001): 1512–23. http://dx.doi.org/10.1093/ptj/81.9.1512.
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AbstractBackground and Purpose. This article describes culturally defined meanings of childhood function and disability in Puerto Rico to provide a context for the interpretation of test scores from the Spanish translation of the Pediatric Evaluation of Disability Inventory (PEDI). Subjects and Methods. More than 600 Puerto Rican teachers, parents and caregivers of children with and without disabilities, and members of the general community participated in ethnographic interviews, which were designed to describe their beliefs, attitudes, and knowledge about childhood function and disability. Results. Qualitative and quantitative data analysis confirmed that differences exist between Puerto Ricans and the norms established in the United States for the performance of functional skills by children, and the analysis also described Puerto Rican beliefs and attitudes toward disability. Discussion and Conclusion. Puerto Rican values of interdependence, añoñar (pampering or nurturing behaviors), and sobre protectiva (overprotectiveness) influence parental expectations for the capability of children with disabilities and should be considered when interpreting scores from the PEDI and establishing plans of care. Additional research is needed on the influence of contextual variables on child development and behavioral adaptations to disability.
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Markulin, Damir. "Works of Fine Art as an Incentive for Artistic Expression of Children with Disabilities In Inclusive Education – a Case Study." Društvene i humanističke studije (Online) 6, no. 3(16) (July 27, 2021): 587–608. http://dx.doi.org/10.51558/2490-3647.2021.6.3.587.
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In this paper we have explored the influence of sculptures and paintings by the author of this article as an incentive for motivation and artistic work of preschool-age and school-age children with disabilities in inclusive education through the application of the qualitative research method of observation in all three phases of the method of aesthetic transfer: perception, reception, and reaction. The research was carried out at CIERI (Centre for research, education, development, and training) at the Hercegovina University in Mostar on a sample of 15 children with disabilities in inclusive education, whereof 7 boys (2 preschool-age and 5school-age children) and 8 girls (3 preschool-age and 5 school-age children). In research by using free conversation, we have examined attitudes and opinions about the use of works of fine art as an incentive for motivation and artistic expression of children on a sample of three experts in education and rehabilitation and three parents of preschool-age children with disabilities in inclusive education. By applying the method of analysis and comparative analysis we have determined positive influences of use of works of fine art on the motivation and artistic creation of children with disabilities in inclusive education regardless of age: influence on increased motivation to work, choice of motives, more intensive use of colors and tonal painting, playful composition solutions and the making of complex art volumes. The research has determined that the boys prefer making three-dimensional shapes more than the girls. The research has shown positive attitudes and opinions of the educational and rehabilitation experts and parents towards the use of the mentioned works of art as an incentive for the artistic creation of children.
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Fuengfoo, Adidsuda, Kim Sakulnum, and Sumitra Owjinda. "Effectiveness of 36 hospital learning centers in Thailand: continuation of child patient education, parent attitudes toward child’s illness and service satisfaction." F1000Research 9 (April 13, 2022): 1446. http://dx.doi.org/10.12688/f1000research.26599.2.
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Background: This study aimed to determine the effectiveness of 36 hospital learning centers for the continued education of sick children using electronic distance learning television (eDLTV), parents’ attitudes toward their child’s illnesses and education, and service satisfaction of the centers. Methods: The sample included 4,430 children aged 4-18 years old with common illnesses, chronic illnesses and developmental disorders, as well as 4,430 parents who had taken care of the child for at least 6 months. The methods included attitude surveys, which were analyzed using chi-square tests and t-tests. Results: The factors associated with education continuation of the children were illness types (parents were less worried about children with common illness and more concerned about education of children with chronic diseases and children with disabilities), distance from home to school, transportation type, parents’ education level, marital status, and family income. About 99.8% of patients with common illnesses continued their education, followed by 99.3% of disabled children, and 95.9% of chronic patients. Satisfaction score towards the services at the learning centers were high (mean scores: 4.28 and 4.43 respectively, out of 5 = strongly satisfied). Conclusion: After completing an education program through eDLTV at a center, a total of 97.7% of children continued their education and were highly satisfied with the service at the center. Parents had positive attitudes towards their child’s illnesses and education.
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Fuengfoo, Adidsuda, Kim Sakulnum, and Sumitra Owjinda. "Effectiveness of 36 hospital learning centers in Thailand: continuation of child patient education, parent attitudes toward child’s illness and service satisfaction." F1000Research 9 (December 11, 2020): 1446. http://dx.doi.org/10.12688/f1000research.26599.1.
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Background: This study aimed to determine the effectiveness of 36 hospital learning centers for the continued education of sick children using electronic distance learning television (eDLTV), parents’ attitudes toward their child’s illnesses and education, and service satisfaction of the centers. Methods: The sample included 4,430 children aged 4-18 years old with common illnesses, chronic illnesses and developmental disorders, as well as 4,430 parents who had taken care of the child for at least 6 months. The methods included attitude surveys, which were analyzed using chi-square tests and t-tests. Results: The factors associated with education continuation of the children were illness types (parents were less worried about children with common illness and more concerned about education of children with chronic diseases and children with disabilities), distance from home to school, transportation type, parents’ education level, marital status, and family income. About 99.8% of patients with common illnesses continued their education, followed by 99.3% of disabled children, and 95.9% of chronic patients. Satisfaction score towards the services at the learning centers were high (mean scores: 4.28 and 4.43 respectively, out of 5 = strongly satisfied). Conclusion: After completing an education program through eDLTV at a center, a total of 97.7% of children continued their education and were highly satisfied with the service at the center. Parents had positive attitudes towards their child’s illnesses and education.
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Hegde, Amitha M., Aiswarya Ann Babu, Anshad Mohammed, Anu John, Kanwardeep Singh, Preethi V. C., and Swathi Shetty. "SPECIAL NEEDS OF SPECIAL CHILDREN-PARENTAL VIEW." Journal of Health and Allied Sciences NU 05, no. 02 (June 2015): 038–44. http://dx.doi.org/10.1055/s-0040-1703887.
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AbstractIndividuals with special health care needs experience poor oral hygiene and periodontal status and are more likely to have unmet dental needs than any other medical needs. The study was conducted to assess the views, attitudes and perceptions of oral health and treatment needs among the parents of 250 children with disabilities at 3 special schools in Mangalore based on questionnaire method. Data collected were subjected to statistical analysis.The educational status of the parents were assessed and it was seen that more than 50% of the parents had school education of class 10 and below. 52% of the parents felt that dental treatment is not as important medical treatment and 69 % of the parent's preferred general dentist and only 12.3% had consulted Pedodontist for any dental needs of their children. Only 11% followed a regular dental check-up and 57% of the parents interviewed visited dentist only when required. 30% of the parents reported lack of awareness as the greatest barrier faced by them in rendering dental care for their children.There was a generalised lack of information regarding oral health and treatment needs seen among the parents of the children with special health care needs. The level of knowledge appeared to be low and the parents were not aware of the unique problems faced by these children.
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Zulfikar, Teuku, and Emawati Emawati. "Islamic Education and Religiosity: Voices of the Indonesian Muslim Communities in Australia." Ulumuna 24, no. 1 (June 9, 2020): 24–56. http://dx.doi.org/10.20414/ujis.v24i1.388.
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Indonesian Muslims have made their presence in Australia since the 1970s. Some of them now have become citizens and others preferred to be permanent residents. As they have lived in Australia, in which Islam is not the dominant religion, they were concerned with their children’s religiosity. These Muslims attempted to teach Islam to their children in any way possible. This research, therefore aims at exploring Indonesian Muslims’ parents’ ways of teaching Islam to their children, and their children’s responses on their parents’ approaches in educating them Islam. Using in-depth interviews, the study unveiled that the parents used various aproaches. Their approaches were democratic, in which a great deal of dialogues and neggotiation took place. They also monitored their children’s attitudes and kept reminding them about Islam; setting the role models was also a significant approach used in teaching Islam to their children, and balancing the public schooling and the madrasah. The findings also revealed that these young Muslims recognized the significant role their parents have taken to teach them Islam and shape their religiosity and they were thankful for their parents although some dissenting views on several issues also emerged.
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Bazzano, Alicia, Ari Zeldin, Erica Schuster, Christopher Barrett, and Danise Lehrer. "Vaccine-Related Beliefs and Practices of Parents of Children with Autism Spectrum Disorders." American Journal on Intellectual and Developmental Disabilities 117, no. 3 (May 1, 2012): 233–42. http://dx.doi.org/10.1352/1944-7558-117.3.233.
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Abstract Although the assertion of a link between vaccines and autism has been scientifically rejected, the theory continues to be popular and may influence the attitudes of parents of children with autism spectrum disorders. The authors sought to assess how often parents change or discontinue their child's vaccine schedule after autism spectrum disorder diagnosis and whether beliefs about the etiology of autism affect their decision to do so. The authors surveyed 197 (43%) of 460 eligible parents of children under 18 years of age with autism spectrum disorders who were enrolled in a state-funded agency that provides services to those with developmental disabilities in western Los Angeles County. Half of the parents discontinued or changed vaccination practices, and this was associated with a belief that vaccines contributed to autism spectrum disorders, indicating a potential subset of undervaccinated children. Educational tools should be designed to assist physicians when talking to parents of children with autism spectrum disorders about vaccination.
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Aydın, Aydan, and Ali Yamaç. "The Relations Between The Acceptance and Child-Rearing Attitudes of Parents of Children With Mental Disabilities." Eurasian Journal of Educational Research 14, no. 54 (February 15, 2014): 79–98. http://dx.doi.org/10.14689/ejer.2014.54.5.
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Crosbie, S., and C. O'Sullivan. "Attitudes and beliefs of parents/carers of children with physical and intellectual disabilities in Western Ghana." Physiotherapy 101 (May 2015): e277-e278. http://dx.doi.org/10.1016/j.physio.2015.03.467.
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Simić, Nevena. "Proposals for improving the situation in the education of Roma children based on the opinion of Roma and non-Roma parents." Sinteze, no. 20 (2021): 11–22. http://dx.doi.org/10.5937/sinteze10-30365.
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The article deals with education as one of the key factors for better social integration and improvement of living conditions of the Roma population. The research is focused on the attitudes of parents of Roma and nonRoma children in order to find concrete solutions to overcome the problem of education of Roma children in the municipality of Ub. The research included 55 parents of non-Roma children, 50 parents of Roma children and three parents of Roma children with disabilities. The results show that Roma children need support in terms of education from an early age, that it is important to raise the awareness of Roma parents and children about the need for education, that parents must be involved in school events and the child's progress. Greater engagement of teaching staff is needed in order for everyone in the school environment to feel equal, to enable education that would qualify them for working with Roma children, and to adapt teaching materials to the needs of children. Children from the majority community need basic knowledge of Roma culture to help Roma peers integrate more easily.
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Shields, Linda, Abdulla A. Mamun, Kirsty Flood, and Shane Combs. "Measuring family-centred care: working with children and their parents in two second level hospitals in Australia." European Journal for Person Centered Healthcare 2, no. 2 (April 8, 2014): 206. http://dx.doi.org/10.5750/ejpch.v2i2.735.
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Rationale and aim: As a model of care, family-centred care (FCC) is ubiquitous in paediatrics. In a previous study we demonstrated the attitudes of health professionals in a tertiary children’s hospital towards when working with children and with their parents. This present study replicates that project in two second-level hospitals.Method: We used a validated questionnaire with two scores, one for working with children and one for working with parents. We examined demographic characteristics and compared responses from a randomized sample of nurses, doctors, allied health staff and ancillary workers. We compared means and medians of scores given to working with children and working with parents, using a Wilcoxon signed rank test p<0.0001. Mean differences by categories of demographics were estimated using ANOVA and median test compared the median scores.Results: Participants gave significantly more positive scores for working with children than parents. These were influenced by level of education, whether respondents were parents themselves, the time they had worked in their respective occupations, if they had worked with children for a long time and held a paediatric qualification.Conclusions: Staff in two similar second level hospitals experienced working with children in a more positive light than working with their parents. We argue that if FCC was being implemented effectively, there would be no observable difference between working with children or their parents.
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Desai, Fethia Méziou. "Voluntary Work in Rural India." British Journal of Occupational Therapy 52, no. 5 (May 1989): 185–87. http://dx.doi.org/10.1177/030802268905200509.
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The article describes the experience of the author in treating 18 children with disabilities in Ognaj, a village in the Gujarat State of India, over a 3-month period. It illustrates the rural milieu in which the treatment was given, and the respective attitudes of the parents, local medical officer, school teachers and an unusual village Sarpanch (the municipal head).
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Zarnowiecki, Dorota, Natalie Sinn, John Petkov, and James Dollman. "Parental nutrition knowledge and attitudes as predictors of 5–6-year-old children's healthy food knowledge." Public Health Nutrition 15, no. 7 (December 14, 2011): 1284–90. http://dx.doi.org/10.1017/s1368980011003259.
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AbstractObjectiveYoung children's knowledge about healthy food may influence the formation of their eating behaviours, and parents have a major influence on the development of children's knowledge in the early years.DesignWe investigated the extent to which parental nutrition knowledge and attitudes around food predicted young children's knowledge of healthy foods, controlling for other influences such as socio-economic status (SES) and parent education levels in a cross-sectional research design. Children were given a healthy food knowledge activity and parents completed questionnaires.SettingTwenty primary schools in Adelaide, Australia, stratified by SES.SubjectsWe recruited 192 children aged 5–6 years and their parents.ResultsStructural equation modelling showed that parent nutrition knowledge predicted children's nutrition knowledge (r= 0·30,P< 0·001) independently of attitudes, SES and education level.ConclusionsNutrition education for parents, targeted at low-SES areas at higher risk for obesity, may contribute to the development of healthy food knowledge in young children.