Bibliographies thématiques / Books for Socially handicapped children

Littérature scientifique sur le sujet « Books for Socially handicapped children »

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Publié le 25 juillet 2024

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Articles de revues sur le sujet "Books for Socially handicapped children"

Parker, J. L., et Jenny Burrows. « The social integration of mainstreamed handicapped high school children ». Queensland Journal of Guidance and Counselling 1 (octobre 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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Sherman, Lawrence W., et Dianne E. Burgess. « Social Distance and Behavioral Attributes of Developmentally Handicapped and Normal Children ». Perceptual and Motor Skills 61, n^o 3_suppl (décembre 1985) : 1223–33. http://dx.doi.org/10.2466/pms.1985.61.3f.1223.

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20 behavioral attributes predicting social distance were examined among 101 junior high school students in six classrooms. The sample included 8 developmentally handicapped students, of whom at least one of each was mainstreamed into each classroom. Subjects were predominantly white, middle-class, suburban midwesterners. A sociometric nomination measure was used to obtain behavioral attribute profiles of the students which were then used to predict a psychometric measure of social distance. Handicapped students were not more socially distant than their normal peers. Factor analysis of the 20 behavioral attributes yielded four factors, three of which were significant predictors of classroom social distance, accounting for better than half the variance in social distance. These were described as Incompetent/Unassertive, Positive/Active/Assertive, and Passive/Unassertive. Social rejection in mainstreamed classrooms is more a function of perceived behavioral attributes than the label developmentally handicapped.

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Fox, C. Lynn. « Peer Acceptance of Learning Disabled Children in the Regular Classroom ». Exceptional Children 56, n^o 1 (septembre 1989) : 50–59. http://dx.doi.org/10.1177/001440298905600108.

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Mainstreamed handicapped children often experience social rejection by their nonhandicapped peers. To evaluate possible approaches leading to a resolution of peer rejection, 86 low socially accepted learning disabled children in the fourth, fifth, and sixth grades were paired for 8 weeks with 86 high socially accepted, same-sexed, nonhandicapped classmates, in four groups: mutual interest group, cooperative academic task group, Hawthorne Effect/Control group, and classroom control group. Social acceptance ratings of students with learning disabilities by their nonhandicapped peers, paired in the mutual interest group, increased significantly as a function of the intervention. Those in the academic activities group and in the Hawthorne control group did not change. However, ratings of the classroom control group showed a lowered acceptance level over time.

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Kolaříková, Marta. « DOES THE COMPULSORY LAST PRESCHOOL YEAR PRESENT A SOLUTION FOR SOCIALLY HANDICAPPED CHILDREN ? » Social Pathology and Prevention 1, n^o 1 (1 mars 2015) : 69–81. http://dx.doi.org/10.25142/spp.2015.006.

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Modell, Scott J., Robert A. Rider et Bruce M. Menchetti. « An Exploration of the Influence of Educational Placement on the Community Recreation and Leisure Patterns of Children with Developmental Disabilities ». Perceptual and Motor Skills 85, n^o 2 (octobre 1997) : 695–704. http://dx.doi.org/10.2466/pms.1997.85.2.695.

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This study explored the recreation and leisure patterns of children with moderate to severe developmental disabilities. 28 parents of children labeled “trainable mentally handicapped” were questioned about the type of sport, exercise, and social activities their children participated in as well as about the opportunities for social inclusion with nondisabled peers that these activities afforded their children. Analyses indicated that most of the children participated in segregated recreation and leisure activities. However, after adjusting for age, an analysis of covariance showed that children placed in more socially integrated educational settings participated in significantly more inclusive recreational activities than children who were served in segregated educational settings.

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Kulbaka, Jacek. « Szkolnictwo i kształcenie specjalne w Polsce. W perspektywie setnej rocznicy odzyskania niepodległości ». Kwartalnik Pedagogiczny 63, n^o 4(250) (24 avril 2019) : 86–101. http://dx.doi.org/10.5604/01.3001.0013.1699.

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The article is an attempt to depict the genesis, situation and directions of the development of special education for children during the Interwar Period. The author attempts to characterise the situation of education for: the morally neglected (socially unfit), the mentally handicapped (intellectually disabled), the blind and deaf (deaf). The text includes aspects of education policy, the topic of teacher meetings, normative acts, the activities of people who have contributed to special education and others.

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Chandra, Biswaroop, Sunita Agarwalla, Arnab Santra et Gautam Kumar Kundu. « Impact of Intelligence Quotient (IQ) on Dental Caries amongst Socially Handicapped Orphan Children and Children Living with Their Parents ». International Journal of Clinical Pediatric Dentistry 15, S2 (16 mars 2022) : S230—S233. http://dx.doi.org/10.5005/jp-journals-10005-2164.

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Guice, Sherry L. « Creating Communities of Readers : A Study of Children's Information Networks as Multiple Contexts for Responding to Texts ». Journal of Reading Behavior 27, n^o 3 (septembre 1995) : 379–97. http://dx.doi.org/10.1080/10862969509547888.

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This case study explores the perspectives of a group of sixth-grade language arts students concerning their views of the contexts of reading and responding to books in school. The researcher took the role of participant-observer and characterizes this study as a qualitative interpretive case study. As participant-observer, the researcher collected data in the form of fieldnotes, interviews, and written responses; the researcher analyzed data using the constant comparison method. Results of the study indicated that in this setting children respond to texts differently in the contexts under which they read and write about books. There were four different classroom contexts for responding to books in school: “silent” reading, book selection, writing, and aesthetic activity. Three conclusions were drawn from the study and make up an emerging grounded theory: (a) Children respond to books in patterns specific to school contexts, (b) Classroom contexts for reading and responding to books are socially constructed through children's interactions, and (c) Children constructed a community of readers by interacting with one another to respond to books in socially constructed contexts serving as information networks.

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Virk, PKS, RL Jain, A. Pathak, U. Sharma et JS Rajput. « Inter-relationship of intelligence-quotient and self-concept with dental caries amongst socially handicapped orphan children ». Journal of Indian Society of Pedodontics and Preventive Dentistry 30, n^o 2 (2012) : 127. http://dx.doi.org/10.4103/0970-4388.99986.

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Bain, Alan. « Issues in the Suspension and Exclusion of Disruptive Students ». Australasian Journal of Special Education 12, n^o 2 (novembre 1988) : 19–24. http://dx.doi.org/10.1017/s1030011200021898.

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This paper will address issues associated with the use of suspension and exclusion as an intervention for dealing with disruptive behaviour in schools, with a particular focus on secondary students in Western Australia. There is increasing support for the view that many of the students suspended or excluded from school for disruptive behaviour may be socially/emotionally handicapped and as such are being denied access to an appropriate education on the basis of their handicapping condition. The legal and service delivery implications of this position are discussed within the context of current Australian special education policy and international agreements pertaining to the educational rights of children.

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Thèses sur le sujet "Books for Socially handicapped children"

Desiano, Thomas Anthony, Douglas Ellis Dill et Matthew John Raith. « Identifying and motivating at-risk students ». CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1562.

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It is the goal of this program to identify these at-risk students, track their grades, and incorporate a tutorial program to motivate and build their self-esteem and ultimately, their academic performance. This program can succeed with the proper administrative support, teacher involvement and parent and community assistance.

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Ho, Kit-wah Kitty, et 何潔華. « At-risk students : an exploratory survey of secondary school responses ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956415.

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Whitman, Melissa J. « A comparison of oral health attitudes and behaviors between parents of handicapped children and parents of non-handicapped children a thesis submitted in partial fulfillment ... dental hygiene education and administration ... / ». 1989. http://books.google.com/books?id=w389AAAAMAAJ.

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Yann, Judith A. « The effect of selected educational strategies on the success of secondary at-risk students ». Thesis, 1992. http://hdl.handle.net/1957/37431.

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The purpose of this study was to determine if certain identified educational strategies would have an effect on the success of at-risk students at the secondary level. Specifically, would school involvement and a mentor program have an effect on students' attendance, grade point average, and self-esteem. An examination of related literature indicated no one factor or specific combination of factors clearly determined which student would be at-risk. The literature further indicated that most researchers agree on a general list of educational factors that can effect student success. The study group of ninth grade at-risk students was determined by the following criteria: 1) a grade point average of 2.0 or lower, 2) 15 days or more absences during their eighth grade year, 3) a California Aptitude Test score between 30 and 50 percentile in Math, and 4) a California Aptitude Test score between 30 and 50 percentile in Reading. This study's results determined that certain educational strategies did effect at-risk students' success. Analysis of the individual student results, showed improvement, in at least, one of the identified areas. In the area of attendance, four of the subjects showed marked improvement. Four subjects showed progress in grade point averages; six of the subjects showed a positive change towards school and concerning the subjects' attitudes towards home; five students made a positive transformation. However, inspite of some individual improvement, there was no statistical improvement in the group in toto.
Graduation date: 1993

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Chramostová, Blanka. « Rozsah a příčiny doučování v české primární škole ». Master's thesis, 2014. http://www.nusl.cz/ntk/nusl-340154.

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Title: Extent and Cause of Private Tutoringat Czech Primary School Summary: This dissertation explores the catch-up classes (shadow education) phenomenon and its forms. Presented research aims to map the scope and root causes of shadow education in the Czech primary/elementary school. Using a questionnaire for parents of primary school students, the research seeks answers how age, gender and social-economic family status relates to preferred form of this education type. The dissertation is based on the results of Mrs. M. Hoschl's research and develops it further. Research sample has been expanded to the area outside of the capital city. Attention has also been paid to comparison between the situation in the Czech Republic and foreign countries. Key words: shadow education - forms, scope, root-cause, shadow education of socially and/or culturally handicapped childre

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Livres sur le sujet "Books for Socially handicapped children"

British National Bibliography Research Fund., dir. Handicapped children and books. [London : British National Bibliography Research Fund], 1986.

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Marshall, Margaret R. Handicapped children and books. London : British National Bibliography Research Fund, 1987.

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Backhouse, Roger. Taking books to people : A practical community profile. London : London Borough of Greenwich, 1986.

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Jasmine, Cairo, Cairo Tara et McNeil Irene, dir. Our brother has Down's syndrome : An introduction for children. Toronto : Annick Press, 1985.

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Cairo, Shelley. Our brother has Down's syndrome : An introduction for children. Toronto : Annick Press, 1985.

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Cairo, Shelley. Our brother has Down's syndrome : An introduction for children. Toronto : Annick Press, 1985.

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A, Dodge Kenneth, et Society for Research in Child Development., dir. Social competence in children. Chicago : University of Chicago Press, 1986.

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Giustina, Joacir Della. A pastoral do menor no Brasil, hoje. Petrópolis : Vozes, 1987.

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Backhouse, Roger. Taking books to people : A practical community profile. London : London Borough of Greenwich, 1986.

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Ryerse, Cathy. Literacy and youth in care of the child welfare system. [Ottawa] : Canadian Child Welfare Association, 1990.

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Chapitres de livres sur le sujet "Books for Socially handicapped children"

Druker, Elina. « Chapter 8. In and out of focus ». Dans Children’s Literature, Culture, and Cognition, 189–209. Amsterdam : John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/clcc.17.08dru.

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Anna Riwkin was a Russian-Swedish photographer who contributed significantly to the growing use of photographs in children’s picturebooks during the second half of the twentieth century. This chapter investigates the photographic techniques and genres in Riwkin’s works for children. Using a selection of reportage portraits and photo books by her as a starting point, the chapter discusses the relationship between words and images in photo narratives for children. During the early part of her career, Riwkin specialized in portraits and dance photography and during the 1930s, she added journalistic work to her repertoire. Traces of all these genres are evident in her photographic picturebooks. They express realist and documentary ambitions, aiming to capture the perspective of the individuals portrayed, but at the same time their images are staged and embedded in a narrative, which affects their expression and style. Riwkin’s choice to work with children’s literature also raises questions about women photographers’ position within the field of photography. How were women photographers perceived within different types of photography? Should the aim to work with children’s books be understood in relation to the artist’s socially engaged approach or was it seen as particularly suitable for a female photographer? Since Riwkin was one of the pioneering women photographers in Europe, the reception of her work is of utmost interest, both when it comes to contemporary critique and the perception of her work in later photographic research.

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Tilakraj, T. N. « Handicapped Children ». Dans Essentials of Pedodontics, 193. Jaypee Brothers Medical Publishers (P) Ltd., 2003. http://dx.doi.org/10.5005/jp/books/11033_20.

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Morgenstern, Franz. « Teaching plans for socially handicapped children ». Dans Teaching Plans for Handicapped Children, 154–68. Routledge, 2018. http://dx.doi.org/10.4324/9780429488665-12.

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Datta, Parul. « Handicapped Children and Child Welfare ». Dans Pediatric Nursing, 468. Jaypee Brothers Medical Publishers (P) Ltd., 2009. http://dx.doi.org/10.5005/jp/books/11110_25.

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Sharma, Rimple. « Welfare Services for Handicapped Children ». Dans Essentials of Pediatric Nursing, 674. Jaypee Brothers Medical Publishers (P) Ltd., 2017. http://dx.doi.org/10.5005/jp/books/12994_29.

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Datta, Parul. « Handicapped Children and Child Welfare ». Dans Pediatric Nursing, 463. Jaypee Brothers Medical Publishers (P) Ltd., 2007. http://dx.doi.org/10.5005/jp/books/10605_25.

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Barman, Priyanka. « A STUDY ON NEEDS OF SPECIAL TRAIN TEACHERS AND EQUIPMENTS TO TEACH SPECIALLY OR DIFFERENTLY ABLED CHILDREN TO MAKE CLASSROOM INCLUSIVE ». Dans Futuristic Trends in Social Sciences Volume 3 Book 12, 166–74. Iterative International Publishers, Selfypage Developers Pvt Ltd, 2024. http://dx.doi.org/10.58532/v3bisop3ch2.

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Inclusive education is a process of strengthening the capacity of the education system to reach out the students. Inclusive education is strategy of making education universal irrespective of caste, creed, sex, normal and disable. But it is considered that 150 million students in the world live with a disability, among them most of the children live in developing country who didn’t received necessary treatment and education. Now Indian govt launched different initiative for development of inclusive education. This initiative should implement properly for getting the result behind that purposes. New Delhi: 3% seats are reserved from the available seat of fresh admission in kendriya vidyalayas(KVs) and Jawahar Navodaya Vidyalayas (JNVs). This paper intended to study the what problem have faced by the teacher and students in inclusive environment and what training, material, and equipments are needed for make classroom situation effective for both special and normal child. This paper is purely a secondary data based research. This study reveals different issues regarding inclusive education. Where researcher used available secondary sources books, web sites, thesis, journal, article and journal for getting idea about inclusive education and lighting up the issue regarding inclusive education.Teacher Training - Teacher training means where teacher were train. It could be before joining the service or during the service. In training session teachers were given theoretical and practical knowledge about how to deal with the students and how to teach them. In 21st century Proper teacher training is must. For pre-service teacher education most essential practical activity is practice teaching. Sandipkumar and Gopal Rana emphasis that the inclusive education system require more knowledgeable and highly skilled teacher. The most effective way to improve the quality and effectiveness of education programme for inclusive setting is to reach pre-service teachers and teachers educators. There is need for strengthening knowledge competencies, skills and attitude of teacher for creating inclusive learning environment in the natural setting. Although the work can be challenging at times, it can also be satisfying to help children reach their full potential and see them prosper. For developments of theoretical and practical knowledge teacher should take different courses for teacher education –integrated(dual degree) special education courses- D.Ed special education courses, B.Ed special education programs, M.Ed. special education programs etc. Differently Abled Children: Disability means any permanent lose of the function of the particular organ to the extent that the individual cannot fully participate in the vocational and social pursuits. For these disabilities children become handicapped. These disabilities includes physical, mental, intellectual etc. Earlier those children who has different problem in their physical mental and in intellectual part they were called as disabled children but the term disability was replace as differently abled children. Person with disabilities Act, 1995 ensures equal opportunities for people with disabilities and provide education, employment and vocational training for them. According to the census report of 2001, the differently abled population of the country was estimated to be over 21 million, which was 2.1% of total population of the country. In 2011, differently abled children was increased by almost 27 million, which was 22.4% between 2001-2011. Differently abled means given focus on their abilities rather than their disabilities. Every child with a disabilities has strength. These children may be talented by other side except teaching and learning. Therefore it is more important for us to focus on what children can do, their abilities rather than their disabilities. This step may help them to develop their personality and find out their innate abilities which will help them to become self-reliant. Inclusive Classroom (education):Inclusive classroom means where both the normal and disabled children learn together in the same classroom, in the same schools. It implies all learners with or without disabilities being able to learn together through access to common pre-school provisions, schools and community educational setting with an appropriate network of support service. In the very first time Kothari commission in 1966 had highlighted the importance of given education to the children with disabilities in regular normal classroom. In 1974 Government of India launched the Integrated Education for Hndicapped Children (IEDC) Programme, which was first formal step towards inclusion. Inclusive education for CWSN has been one of the major intervention of the erstwhile Sarva Shiksha Abhiyan(SSA), Right To Education Act(RTE), AND Rashtriya Madhomik Shiksha Abhiyan(RMSA). SamagraShiksha also gave importance on improving the quality of education for all children, including Children With Special Need (CWSN). Now NEP (2020) Also give emphasis on inclusive education, all children whether they are special or normal all children should be thought in the same classroom and same environment without discrimination. The NEP (2020) envisages Equitable and Inclusive Education for all.

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Srivastava, Vinay. « Management of Dental Problems of Handicapped and Systemically Compromised Children ». Dans Modern Pediatric Dentistry, 294. Jaypee Brothers Medical Publishers (P) Ltd., 2011. http://dx.doi.org/10.5005/jp/books/11297_36.

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Spreen, Otfried, Anthony H. Risser et Dorothy Edgell. « Developmental Handicap ». Dans Developmental Neuropsychology, 449–70. Oxford University PressNew York, NY, 1995. http://dx.doi.org/10.1093/oso/9780195067361.003.0028.

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Abstract The term “developmental handicap” (DH) has gradually replaced a series of now outdated historical equivalents (idiot, moron, imbecile, oligophrenia, mental deficiency) although “mental retardation” is still the term preferred by many researchers and associations. The long-standing popularity of such general designations of unspecified cognitive deficit rests on their assumed value for de scribing a section of the population that has difficulty coping with the educational, social, and economic demands of society. As a result, the population so designated varies in size with changes in society itself. However, in most Western societies it is estimated to involve a considerable proportion of the population. For this reason, neuropsychologists and other clinicians almost invariably have to deal with developmentally handicapped persons in their regular practice.Other forms of specific cognitive deficit are discussed separately in this book The focus in this chapter is on the development of pervasive cognitive disabilities and intellectual handicap, as well as on the development and characteristics of other cognitive features of DH children, e.g., learning, memory, problem solving, reasoning, and concept formation. The development of the Down syndrome child is used as an example.

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Costa, Cecilia, et Elena Zezlina. « The “Little Readers’ Circle” ». Dans Handbook of Research on Didactic Strategies and Technologies for Education, 307–16. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2122-0.ch026.

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The “Little Readers’ Circle” was born as an attempt to encourage reading in a class of young adolescents. One of the authors worked in a middle school that served a socially and economically weak area in the North of Italy. The class, in its first year at the school, was composed of 11-to-12-year-olds. Over the course of a school year, one hour a week was spent sharing what had been read at home, presenting books that had been particularly loved, writing quotes on a dedicated poster, reading out favourite passages. Thanks to a well-organised school library and to enthusiastic support staff, all children could access books, some of them reading three books a month. Many even subscribed to the City Library to be able to continue reading over school holidays.

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Actes de conférences sur le sujet "Books for Socially handicapped children"

Jiang, Zhuoqun, Hong Pin Koh, Bryan Lijie Chew, Jiasen Chen, Andrew Zi Han Yee et Yixiao Wang. « Reading or iPad Gaming ? Investigating Socially Interactive Robotic Bookshelf Proactively Engages Children in Reading Physical Books ». Dans 2023 32nd IEEE International Conference on Robot and Human Interactive Communication (RO-MAN). IEEE, 2023. http://dx.doi.org/10.1109/ro-man57019.2023.10309655.

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Jursova zacharova, Zlatica. « DIGITAL SUPPORT OF DEVELOPING NARRATIVE COMPETENCE AMONG CHILDREN FROM EXCLUDED RURAL COMMUNITIES IN SLOVAKIA ». Dans eLSE 2019. Carol I National Defence University Publishing House, 2019. http://dx.doi.org/10.12753/2066-026x-19-080.

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Children from excluded rural communities in Slovakia are at permanent risk of low school achievement, which is often related to social, language and digital exclusion. A closed circle of social exclusion and childhood poverty usually leads to school attrition, adult exclusion, and unemployment. One way how to break this circle is helping these children to succeed at school from pre-primary and primary education. As far as the language of instruction (Slovak language) is often not their first language, these children fail to fulfill school requirements very early. To develop their narrative competence in the Slovak language we adopted a set of materials for the teaching of Slovak as a second language (Hocus & Lotus narrative format programme, Taeschner, 2005). We prepared for teachers and children printed books and handouts as well as digital materials like audiobooks, videos, web-based colour books and handouts usable with an interactive board. These materials were available via the project website and can help children to develop both language and digital competences which may bridge the school achievement gap in later education. An experimental project was designed to verify the programme in 10 classes of children from 6 to 10 years of age (N = 104). The teachers were asked to evaluate the outcomes of using the digital materials in narrative format education and the further needs were analyzed. Based on these results further recommendations for socially disadvantaged children are discussed. This study is a part of the project KEGA 060UK-4/2017 Supporting narrative competence in the Slovak language for children from marginalized language environment - a set of teaching materials and of the project VEGA 1/0409/17 Teachers' personality and professional vision related to the dealing with challenging situations in the classroom during the transition into service.

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Evangeline, H. Marie. « Using Semiotic Resources to Upsurge the Level of Learning Among Young Learners in Rural India ». Dans The 4th Conference on Language Teaching and Learning. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.132.14.

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The purpose of this study is to analyse how the semiotic resources can be helpful in improving or increasing the level of learning among young learners especially in rural India. Technology has taken a new shape especially in the sector of education, information and communication. Even in the swift developmental process around the world, some communities or people still stay away from margin, unaware of the development in the education and technology. The children who are in rural areas are economically, socially backward and are deprived from good education. This affects them psychologically. In urban areas education level has raised consistently and school children are privileged to get good education and shape their personality accordingly. Education to the young learners is not simply reading books and passing the examination. It must help them to prepare for their future. These categories of children can be taught using different modes of semiotic resources to make them understand the language and the concepts clearly. Semiotic resources can be used in communication, especially using the language, gestures and expressions. This has a great impact on teaching learning process. This paper gives an idea of how these semiotic resources can be used effectively to teach English language and how it can be embedded in educational settings.

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de Brito, Walderes Lima, Newton Camelo de Castro et Carlos Roberto Bortolon. « Young Readers Transpetro Program : The Sustainable Development of Community Close to a Pipeline in Goia´s, Brazil ». Dans 2008 7th International Pipeline Conference. ASMEDC, 2008. http://dx.doi.org/10.1115/ipc2008-64584.

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A person reading an average of sixteen books per year is considered high even in so-called First World countries. This achievement is even more remarkable if it is performed by children of low-income families. An example is the participants of PETI, Child Labor Eradication Program of Jardim Canedo, a neighborhood located over part of the Sa˜o Paulo - Brasi´lia Pipeline, situated in Senador Canedo, Goia´s, Brazil. In 2007 this community experienced the Striving Readers Transpetro Program, which aims to develop a taste for reading among children. Transpetro expects to be helping to overcome the low-quality Brazilian education, reflected in the 72% rate of functional illiteracy. The chief objective of the Program is the development of art education workshops and the creation of the “Readers Group - What story is that?”. The workshops are meant for the educators, with the purpose of offering tools form them to spur the children into reading through techniques such as story-telling, theater, singing, puppet shows, set constructions and other audio visual resources. The Readers Group is intended for children. Participation is voluntary and offers literary books according to the childs’ taste and literacy. In the first year of operation, Striving Readers Transpetro Program relied on the participation of 100% of the educators in the Art Education Workshops and a commitment of 93% of the Readers Group members. It also played a part in the improvement of the childrens performance in formal school. Furthermore, the Program contributed to the mapping of libraries available for PETI members, supported the assembly of a catalogue of institutes that sponsor striving readers programs and performed workshops with the technical staff at selected institutes to educate them on how to conduct fund raising. Such actions, as a whole, ensured sustainability to the program and promoted a company relationship with the community and with the Regulatory Authority. This is a socially responsible approach to ensuring childrens’ rights are met.

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