Articles de revues : « Books for Socially handicapped children »

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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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Fu, Danling, Linda Leonard Lamme et Zhihui Fang. « Reading Corner for Educators : Addressing Social Inequalities through Literacy Education ». Language Arts 83, n^o 2 (1 novembre 2005) : 158–59. http://dx.doi.org/10.58680/la20054454.

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Perceptions of race, class, and gender are culturally and socially shaped and form the roots for inequities in our society and our classrooms. In this column we review three books that question institutionalized perceptions of race and class. The authors examine the history of schooling that contributes to great divides among human races and ranks individuals based on race, speech, and class. These books posit that to question and examine our perception of race, class, and gender is the key to providing justice and equal education to ALL children, especially those who come from family backgrounds that are historically and socially marginalized.

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Espiner, Debbie, Keri Wilton et Ted Glynn. « Social Interaction and Acceptance of Mildly Retarded Children in a Mainstream Special Educational Setting ». Australasian Journal of Special Education 9, n^o 2 (novembre 1985) : 8–15. http://dx.doi.org/10.1017/s1030011200021369.

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AbstractThe social acceptance (by non-handicapped children) and classroom and playground social behaviour of the five former special class pupils was studied. Six months prior to the study the pupils had been transferred to an experimental mainstream special educational programme within the same school. At the time of the study, the mainstreamed children were all maintaining or surpassing the rates of academic progress they had shown in the special class and they were well accepted by their classmates. Their social behaviour during unstructured classroom and playground activities closely approximated that of their classmates, but in the case of playground activities differed markedly from that of pupils who had remained in the special class. The results indicate that mainstream special educational facilities can work effectively — i.e., academically and socially, for at least some mildly retarded children. Where resources permit and the support of regular class teachers is available, there would appear to be some advantages for the children concerned.

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Sahana, Suzan, Banka Satish Babu, Aron Arun K. Vasa, Betapudi Tejaswini et Balavanthapu Anusha. « Impact of Comprehensive Dental Health Program on the Oral Health-related Quality of Life among Socially Handicapped Children ». International Journal of Clinical Pediatric Dentistry 17, n^o 3 (1 juin 2024) : 260–64. http://dx.doi.org/10.5005/jp-journals-10005-2801.

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Kouřilová, Jana, et Lucie Kratochvílová. « Social Tourism Support in the Czech Republic ». Czech Journal of Tourism 3, n^o 1 (10 décembre 2014) : 63–81. http://dx.doi.org/10.2478/cjot-2014-0004.

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Abstract Social tourism is a form of tourism that takes into account the participation of physically or socially handicapped individuals, and at the same time the social tourism activities are in accordance with the environmental sustain-ability of the territory. in the czech republic the social tourism has been supported at the national level since 2010 by the National tourism support Programme. this paper is aimed at the evaluation of social tourism support in the czech republic in the period of 2010-2012. The evaluation is performed by regions and target groups (families with children, young people under 26 years, seniors and the disabled). the other aim is to identify which model of social tourism was implemented in the czech republic during the period of 2010-2012.

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Shanbhog, Raghavendra, Veena Raju et Bhojraj Nandlal. « Correlation of oral health status of socially handicapped children with their oral heath knowledge, attitude, and practices from India ». Journal of Natural Science, Biology and Medicine 5, n^o 1 (2014) : 101. http://dx.doi.org/10.4103/0976-9668.127297.

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Hodiono, Helen, et Stefanny Irawan. « Finding Jingga and Other Stories : Creating Children’s Picture Books Exploring Disenfranchised Grief ». k@ta kita 11, n^o 3 (2 décembre 2023) : 353–59. http://dx.doi.org/10.9744/katakita.11.3.353-359.

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This paper revolves around disenfranchised grief in children. Disenfranchised grief refers to a loss that is not acknowledged, not socially accepted, and not discussed in public which makes people think that they have no right to grieve that loss. With children’s picture books as the chosen creative form and adventure as the chosen genre, this paper presents what causes children to grieve and how they process this grief. The stories depict Putra, Gwen, Daniel, Deborah, and Gabriel experiencing disenfranchised grief because their attachment to people or things they care about is broken, regardless of how trivial it is. Onward, they process grief by going through John Bowlby and Colin Murray Parkes’s four phases of grieving namely numbness, yearning and searching, disorganization, and re-organization to seize acceptance.

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Jacobsson, Katarina, et Malin Åkerström. « The Crisis Model : A Socially Useful Psychologism ». Qualitative Sociology Review 11, n^o 2 (30 avril 2015) : 232–45. http://dx.doi.org/10.18778/1733-8077.11.2.15.

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The model of “crisis” is a culturally shared and widespread idea of human reactions to misfortunes such as accidents, diagnosis of disease, divorces, becoming a parent of a disabled child, and so on. The crisis model conveys the idea of coming to terms with unwanted experiences while advancing through various phases, for example, of denial, processing, and acceptance. The language of crises is integrated into Western emotional culture, particularly in the language used by caring professionals (e.g., social workers, psychologists, counselors, and health staff). Crisis talk is also frequent in the media, popular science books, and in everyday conversations when individual experiences are reported, debated, or discussed. Investigating the specific local culture of the Swedish world of the Deaf, to which families whose children have been diagnosed deaf belong, we aimed to extend the current understanding of crisis. How do parents and professionals make use of the crisis model when speaking about their own experiences, as well as the experiences of others? We observed that the crisis model served as a prop in such talk; it was used to compare, defend, criticize, and explain the behavior of others, but also to account for one’s own emotions and behavior. In the process, locally relevant identities and categorizations of others were constructed. The crisis model was originally a way of “diagnosing” parents’ emotional experiences when they learned about their children being deaf, but it has proven useful for other purposes in a context with abundant ideological differences.

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Smith, Jane, et Mike Topping. « The Introduction of a Robotic Aid to Drawing into a School for Physically Handicapped Children : A Case Study ». British Journal of Occupational Therapy 59, n^o 12 (décembre 1996) : 565–69. http://dx.doi.org/10.1177/030802269605901207.

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The Handy Artbox is a robotic system designed to enable severely disabled children with little or no hand or arm movement to draw unaided. A prototype system was constructed at Staffordshire University and tested over a one-month period at a special school in Newcastle, Staffordshire. The aim of the study was to evaluate the Handy Artbox prototype being used in a real life situation in order to determine whether or not it could play a positive role in the education of children with special needs. In conjunction with professionals at the school, three children with cerebral palsy were selected as possible candidates to take part in the study. These children were observed in their classroom situations for one week before they were introduced to the Artbox. From the sample of three children, an 11-year-old boy was chosen to take part in the main trial and evaluation study of the robot. A series of educationally interesting worksheets was developed specifically for use on the Artbox; this was based on exercises and worksheets from English and maths books currently being used at the school. The aim of the main trial and evaluation study was to allow the child to use the Artbox alongside his peers during his usual lesson periods, thus giving him the opportunity of completing his school work with the minimum of assistance. This article reports the observations and findings of this initial pilot study.

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Have, Iben, et Birgitte Stougaard Pedersen. « Sonic mediatization of the book : affordances of the audiobook ». MedieKultur : Journal of media and communication research 29, n^o 54 (28 juin 2013) : 18. http://dx.doi.org/10.7146/mediekultur.v29i54.7284.

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<p>This article addresses cultural changes resulting from the growing number of audiobook users and changes in audiobook use emerging from digital technological developments of the past decade. The sonification of the written text is inscribed in the general transformation and mediatization of the printed book but offers radically different affordances than do visually perceived e-books. New portable digital audio media change the act of reading, moving it towards fields of practice in which reading has not been common before: the gym, the bicycle ride, gardening, resting in the dark, etc. From being a medium typically associated with children, the visually handicapped, or the dyslexic, the audiobook has developed into a popular phenomenon, which, we argue, has as much in common with other kinds of mediated mobile listening practices, like music and radio listening, as it has with the reading of printed books. Taking an inductive approach from the micro-level of the individual’s use, the term <em>affordances</em> will be used as a methodological tool within the concept of mediatization.</p>

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Foszczyńska, Beata. « The values of physical education in the education process and personality development of children and adolescents based on selected books published in Poland after 1989 ». Health Promotion & ; Physical Activity 2, n^o 2 (20 décembre 2018) : 31–38. http://dx.doi.org/10.5604/01.3001.0012.8128.

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The subject of the article is the presentation of the values of physical education in selected books published in Poland in the last thirty years. The values of physical education are very important element of sports pedagogy. They give a new quality to education and occupy a significant place in it. Different values are implemented by sporting activity. It nfluences the formation of proper moral attitudes and socially valuable behaviors, teaches the principles of fair play, conscientiousness, diligence, perseverance, courage, overcoming weaknesses, comradeship, cooperation skills, loyalty, and also helps in resocialization young people. It increases physical fitness and health. The research used the bibliographic, analytical, descriptive and axiological methods and the technique of content analysis guided by the content and interpretation potential of the axiological dominant of books. The interpretation of axiological contents has shown the values of physical education and sport in the education process and the development of the personality of children and adolescents contain in that books.

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KUZMINYKH, KSENIA. « Literalität in kinderund jugendliterarischen Werken ». Glottodidactica. An International Journal of Applied Linguistics 46, n^o 2 (8 janvier 2020) : 91–110. http://dx.doi.org/10.14746/gl.2019.46.2.06.

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The article starts with a discussion of the essential theories of literature. It focuses on the historical development of books for children and young-adults. Worldwide there are three childhood myths, which are unfolded in successful children's books and which correspond to socially conditioned concepts of childhood. The Enlightenment childhood utopia sees children as promising for the future and improving human relationships. This idea explains the phenomenal resonance of books with educational and instructive concepts. In the 20th and 21st centuries this concept has become very popular again. By contrast, Romanticism developed another, second childhood myth, which combines not a future but a paradisiacal past with the image of childhood. In doing so, the holistic and naïve childlike world reference is stylized into an ideal that expresses the backward-looking yearning of adults. In addition to the Enlightenment and the Romantic childhood myths, there is a third, a negative view of childhood, which has also found expression in children's classics worldwide. This refers to the myth of the evil child, who is originally committed to the Christian doctrine of original sin. In the next step the article traces different modes of reading. These are the literary mode and documentary/pragmatic mode. Then, based on fragments taken from children’s and juvenile books from different periods, the article demonstrates the role of literacy in texts written for children and young adults, and the role of children and young-adult books for reading competence. While the paper examines these ideas within different novels though history, it also raises questions about the aesthetics and epistemic value of literature

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Cain, Melissa A. « Children’s Books for Building Character and Empathy ». Journal of Invitational Theory and Practice 21 (6 décembre 2021) : 68–53. http://dx.doi.org/10.26522/jitp.v21i.3516.

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One focus of Invitational Theory and Practice is creating positive environments that summon each individual to “develop intellectually, socially, physically, emotionally, and morally” (Purkey & Novak, 2008). Children’s literature is a rich resource for teachers and parents to focus on emotional and moral development. This article will provide background information on the nature of literary response and the characteristics of literature that engender responses related to character and moral development. Examples and related activities teachers can use to help children process the stories will be shared. To appreciate the power of children’s literature to impact children’s character and empathy, it helps to examine the nature of literary response. In The Reader, the Text, and the Poem (1938), Louise Rosenblatt outlined her Literary Transaction Theory. As illustrated in Figure 1, each of us comes to the reading experience with our own set of background experiences. Those experiences will influence how we interpret the texts we read. This is also true for authors, who draw upon their own pools of experience in writing their books. The important thing to remember about this is that it is not static. As our experiences change, we will interpret texts in new and different ways. Authors may even come back to their own writings with new interpretations over time.

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Shcherbinin, Pavel, et Inna Shikunova. « “Are you defective or immoral?”. Problems of selection and socialization of “morally defective” children in the 20s of the 20th century in Soviet Russia : regional aspects ». Tambov University Review. Series : Humanities, n^o 181 (2019) : 173–84. http://dx.doi.org/10.20310/1810-0201-2019-24-181-173-184.

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We consider the regional features of the social protection system of “morally handicapped” children in Tambov province in the first decade of Soviet government (1918–1928). We representatively and comprehensively investigate various poorly studied aspects of the declared scientific problem on the basis of attraction and processing of a wide complex of primary archival sources and other materials. We reveal typical regional features of the social education system formation in relation to homeless children and children with criminal tendencies in the formation period of the new socialist state at the provincial and county levels, different from the capital’s projects and instructions. We also show spontaneity and haste in the search for different forms and methods of organization of care for such socially neglected children. We clarify the main educational practices and organizational measures for the opportunities and needs of provincial institutions of the social education. We identify the main ways and methods of work with juvenile offenders during the period under review. Conclusions are drawn about the results and features of support for such “special” children and adolescents at the level of the province and county, which allowed to reconstruct the system of social protection of post-revolutionary Russia. Special atten-tion was paid to the social protection of women’s councils female workers’ children and other re-gional public organizations. Attention is paid to the importance of taking into account regional specifics and specific historical, socio-political, socio-cultural and ethno-confessional features of the social education system. We clarify the factors that had the strongest impact on the personnel, financing of children’s social institutions, as well as trends in their development in the Soviet era. We reveal the catastrophic impact of the new economic policy on the regional system of social education and the work of orphanages, where homeless children gathered, who lacked other opportunities for socialization and survival.

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Makwana, Gautam, et H. Elizabeth. « CHALLENGES FOR CHILDREN FROM MARGINALISED INDIAN COMMUNITIES ». VIDYA - A JOURNAL OF GUJARAT UNIVERSITY 1, n^o 1 (30 juin 2022) : 60–67. http://dx.doi.org/10.47413/vidya.v1i1.109.

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Backround: Literacy is a necessary first step toward social and economic development for India's underprivileged communities. They can not only gain access to the numerous basic services and rights to which they are entitled, but also improve their standard of living by expanding their options. Children from underserved Indian communities who do not have access to literacy materials such as books and stories, as well as formal language, reading, and writing development, do not develop their brains as well as their more privileged counterparts. A large proportion of India's youngsters are unable to demonstrate even the most basic levels of reading achievement, a problem that has been highlighted in children from low-income households, scheduled castes and tribes, and ethnic minority groups. Methodology: This review study is based on the source of secondary data include books, articles, libraries, reports, personal sources, journals, newspapers, websites, government records and online data, etc Aims and Objectives: It is aim in this review article to identify the factors that cause children to be marginalised within socially disadvantaged groups as well as the challenges and opportunities that hinder or enable marginalised and vulnerable children from gaining access to their right to education. Conclusion: To achieve equitable and inclusive quality education and lifelong learning for everyone, it is critical to not only give access, but also to guarantee that marginalized children stay in school. Marginalised groups are frequently left behind, depriving children from their right to education. Discrimination fosters an unwelcoming environment, which can lead to absenteeism and eventually the children’s refusal to attend school. It appears that present educational programmes should equip to address the requirements of children who are vulnerable to marginalization and exclusion for establishing a brighter future together.

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Barkovskaya, Nina. « LITERARY CYNOLOGY. BOOK REVIEW OF : MARINA S. KOSTYUKHINA. FROM MUMU TO SONYA DOGGY : THE IMAGE OF A DOG IN CHILDREN’S LITERATURE AND SCHOOL READING. ST. PETERSBURG : PUBLISHING HOUSE OF THE RUSSIAN STATE PEDAGOGICAL UNIVERSITY NAMED AFTER A. I. HERZEN, 2021 ». Children's Readings : Studies in Children's Literature 22, n^o 2 (2022) : 429–36. http://dx.doi.org/10.31860/2304-5817-2022-2-22-429-436.

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A new monograph by M. S. Kostyukhina, author of the books “Toy in Chil- dren’s Literature”, “Children’s Oracle”. Through the Pages of Desk-Printed Books”, explores the dynamics of the principles and methods of creating the image of a dog in the Russian literature of the 19th-20th century. The review characterizes the principles of systematization of literary material, notes the role of illustrative and reference apparatus, and points out the practical significance of the monograph for educators, teachers of literature, as well as parents. Cross-cutting ideas of the monograph are identified: the relevance of children’s literature about animals to the general historical and cultural situation and the dominant literary trend, the high educational potential of such works, the gradual strengthening of not only the socially critical but also the philosophical component of such literature addressed to children.

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Suharjono, Suharjono. « Metode Peningkatan Aktivitas Perawatan Gigi dan Mulut Pada Anak Berkebutuhan Khusus ». Journal of Oral Health Care 6, n^o 1 (31 mars 2018) : 28–33. http://dx.doi.org/10.29238/ohc.v6i1.327.

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This booklet is a small book (half quarto) and thin, no more than 30 pieces of back and forth that contains about writing and drawing. The term booklet comes from books and leaflets meaning that booklet media is combination of leaflets and books with small formats (sizes) such as leaflets, it’s just how presentation is much shorter than the book. Children with mental disabilities are individuals who experience obstacles or delays in mental development far below the average so that it has difficulty to learn, communicate, and socialize as well as self care, especially brushing teeth. Booklet that contains how to care for teeth, especially how to brush your teeth can be a guidline for treating teeth in children with mental disabilities in SLB and availability is still very minimal even can be said none at all so that a teacher is still very wide open and still allow the media booklet to be developed. Availability of booklets in SLB Class 1 Yogyakarta City as a media as well as guide for mentally handicapped children to guide tooth care by brushing teeth. Research methods to achieve to goal of Quasi Experiments with fishbone diagram design. Pre-Post Test with control design. The population in this study are mentally disabled children in SLB Class 1 Yogyakarta City. Results from the examination were recorded in the OHIS format, than collected and analyzed using a T-Test statistic test. Using parametric statistic test Paired Sample T-Test there is a significant difference of OHIS score after using booklet p value < 0,05 so it can be stated that booklet can influence in dental and mouth care (OHIS score) children with mental disabilities SLB Class 1 Yogyakarta City

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Adam, Helen. « When Authenticity Goes Missing : How Monocultural Children’s Literature Is Silencing the Voices and Contributing to Invisibility of Children from Minority Backgrounds ». Education Sciences 11, n^o 1 (15 janvier 2021) : 32. http://dx.doi.org/10.3390/educsci11010032.

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The importance of recognising, valuing and respecting a child’s family, culture, language and values is central to socially just education and is increasingly articulated in educational policy worldwide. Inclusive children’s literature can support children’s human rights and contribute to equitable and socially just outcomes for all children. However, evidence suggests many educational settings provide monocultural book collections which are counterproductive to principles of diversity and social justice. Further, that educators’ understandings and beliefs about diversity can contribute to inequitable provision and use of diverse books and to inequitable outcomes of book sharing for many children. This paper reports on a larger study investigating factors and relationships influencing the use of children’s literature to support principles of cultural diversity in the kindergarten rooms of long day care centres. The study was conducted within an ontological perspective of constructivism and an epistemological perspective of interpretivism informed by sociocultural theory. A mixed methods approach was adopted, and convergent design was employed interpret significant relationships and their meanings. Twenty-four educators and 110 children from four long day care centres in Western Australia participated. Data were collected through semi-structured interviews, video-based observations, field notes, document analysis and a book audit. This study firstly identified that current book collections in kindergarten rooms of long day care centres promote mono-cultural viewpoints and ‘othering’ of minority groups through limited access to books portraying inclusive and authentic cultural diversity. Secondly, that educators had limited understandings of the role of literature in acknowledging and valuing diversity and rarely used it to promote principles of diversity, resulting in a practice of “othering” those from minority group backgrounds. The key challenges which emerged from the study concerned beliefs, understanding and confidence of educators about diversity and inclusion, and the impact of these on their approaches to promoting principles of diversity through the use of children’s books. This research contributes to discussion on the value of children’s literature in achieving international principles of diversity. These findings have important social justice implications. The outcomes of this study have implications for educators, policy makers, early childhood organisations and those providing higher education and training for early childhood educators.

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DJELLE, Opely Patrice-aime. « Cognitive and Communicative performances of children from 3 to 5 years old with Language Delay ». Advances in Social Sciences Research Journal 7, n^o 7 (5 août 2020) : 746–60. http://dx.doi.org/10.14738/assrj.77.8613.

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This research deals with the cognitive and communicative performances of children from 3 to 5 years old with language delay. Our objective is to observe the 3 to 5 year old child with language delay integrating and interacting socially, in an environment other than his family during his interactions with his peers and especially with the adult. . We conducted the study in the light of the theories of Piaget, Vygotsky and the Anglo-Saxon theory on the extent of language disorders. The implementation of language activity by several approaches around games and textless books and the observation of these in interaction with their specialized educators including trainees as well as their peers, allowed the rating of 5 children ( 3 boys and 2 girls, all with language delay) on an observation grid. The success of the exchange is largely assured thanks to the interventions of specialized educators (ES) to support the speech of the children. Despite their delay, these children are aware of their social environment, and integrate into the rehabilitation program, and particularly into language activities.

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Makrufi, Anisa Dwi, et Astriani Astriani. « Islamic Education Values in the Implementation of ‘Gernasbaku’ in Muslim Families ». Journal of Contemporary Islamic Education 2, n^o 2 (28 juillet 2022) : 121–30. http://dx.doi.org/10.25217/jcie.v2i2.2530.

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The low literacy rate in Indonesia has attracted the attention of social elements, from the roots to the top of the leadership. The government is trying to improve literacy by launching the Gernas Baku program (National Movement for Parents to Read Books) to get children to like reading from an early age. This study aims to identify the value of education in the Gernas Baku program implemented by Muslim families of female lecturers at the Faculty of Islamic Studies, UMY. This study uses a qualitative approach with data collection techniques through interviews and documentation. The results showed that: 1) Gernas Baku program aims to support the initiative and active role of families in growing children's interest in reading through habituation at home; 2) Successful reading habits are supported by facilities provided by the family such as a reading corner or library at home, and children are invited to various places related to literacy; 3) Achievements from early childhood female lecturers of FAI UMY aged 2-4 years who have the characteristics of being honest, caring socially, being curious, appreciating achievements and liking to read; 4) Supporting factors for the Gernas Baku program are the cooperation of both parents, the interest and awareness of parents in reading assistance so that children can read and review the contents of the books they read. While the inhibiting factor is the lack of consistency of parents in providing assistance.

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Salum, Raisa Nur, Khadijah Khadijah et Nurul Liza Nasution. « Optimization of Early Childhood Social Emotional Development Through Exercise Methods and Learning Videos ». Journal of Islamic Education Students (JIES) 4, n^o 1 (31 mai 2024) : 163. http://dx.doi.org/10.31958/jies.v4i1.12281.

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This research aims to investigate ways to enhance the social and emotional development of young children through Drill and video learning methods. The research topic covers the definition and importance of social-emotional development in young children, learning through Drill and video methods in young children, and strategies to enhance social-emotional development through Drill and video methods in young children. The method used in this research is qualitative with a literature study, using data sources such as journals and books published in the last 5 years. The results show that, first, social-emotional development in young children refers to the process by which children develop the ability to interact socially and manage their emotions effectively. This involves understanding and expressing emotions, developing social relationships, and adapting to their social environment. Second, learning through Drill and video methods is an effective way to encourage active participation, cooperation, and the development of social-emotional skills in young children. Through Drill and video learning methods, children can learn to interact, share, and collaborate while also developing cognitive and academic skills. Third, strategies to optimize the social-emotional development of young children through Drill and video learning methods include forming inclusive groups, facilitating positive interactions, developing social skills, cooperative games, facilitating emotional expression, positive feedback, and leadership concept building.

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Karanikolaou, Theopoula. « Gender Representations in Greek Children’s Literature : Activities of Male and Female Characters ». International Conference on Gender Research 6, n^o 1 (5 avril 2023) : 155–60. http://dx.doi.org/10.34190/icgr.6.1.1073.

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In recent decades, extensive research has examined gender depiction in children’s literature as well as its impacts on young readers’ minds and attitudes. Children’s picture books are considered an important socializing factor as they provide their audience with a wide variety of information about life. Due to their young age, children have limited experience and knowledge of the world and therefore they depend on books in order to draw information about socially acceptable behaviours. As a cultural product, literature usually expresses the dominant ideology of the society in which it is produced and consumed. Therefore, intentionally or not, books frequently reproduce established attitudes, regardless of their validity, such as gender bias. This happens due to the fact that ideologies penetrate the language itself and by extension the way we think, speak or write. For this reason it is possible for books of the twenty-first century to still depict outdated gender portrayals. Naturally this is not a conscious, out loud statement of the writer or the illustrator, but it appears implicitly, usually as a given. Such gender portrayals can be outlined in a story by a character’s interests and activities. Leisure activities, sports and other hobbies can provide hints about the character’s personality, physical condition and talents. In the past, research has shown disparities in children’s literature, with male characters monopolizing ‘energetic’ activities and female characters spending their free time more statically. Stereotyped gender representations in picture books reproduce gender biases by implanting them to the next generation’s minds. Using content analysis methodology, this qualitative research examines if gender is depicted stereotypically in children’s picture books published in Greece from 2009 to 2019. According to findings, both male and female characters of the sample engage in activities which are in agreement with traditional gender-stereotyped traits. Implicit gender categorization of interests and hobbies operates restrictively for young children. This new data can constitute a useful tool for science, publishers and the state, as gender inequalities are considered to be the source of various social problems globally.

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Adam, Helen, et Caroline Barratt-Pugh. « The challenge of monoculturalism : what books are educators sharing with children and what messages do they send ? » Australian Educational Researcher 47, n^o 5 (5 février 2020) : 815–36. http://dx.doi.org/10.1007/s13384-019-00375-7.

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Abstract The importance of recognising, valuing and respecting a child’s family, culture, language and values is increasingly articulated in educational policy. Diversity and inclusion are central themes of the guiding principles of early childhood education and care in Australia. Children’s literature can be a powerful tool for extending children’s knowledge and understandings of themselves and others who may be different culturally, socially or historically. However, evidence suggests many settings provide monocultural book collections which are counterproductive to principles of diversity. This paper reports on a larger study investigating factors and relationships influencing the use of children’s literature to support principles of cultural diversity in the kindergarten rooms of long day care centres. The study was conducted within an ontological perspective of constructivism and an epistemological perspective of interpretivism informed by sociocultural theory. A mixed methods approach was adopted and convergent design was employed to interpret significant relationships and their meanings. Twenty-four educators and 110 children from four long day care centres in Western Australia participated. Data were collected through semi-structured interviews, video-based observations, field notes, document analysis and a book audit. This study identified that current book collections in these four kindergarten rooms of long day care centres promote monocultural viewpoints and ‘othering’ of minority groups through limited access to books portraying inclusive and authentic cultural diversity. These findings have important social justice implications. The outcomes of this study have implications for educators, policy makers, early childhood organisations and those providing higher education and training for early childhood educators.

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Rieza Zulfahmi Taftazani et Arqom Kuswanjono. « PHILOSOPHICAL VIEWS OF HUMANIOR APPROACHES TO DENTAL TREATMENT IN CHILDREN WITH DOWN SYNDROME ». Incisor (Indonesian Journal of Care's in Oral Health) 6, n^o 2 (30 novembre 2022) : 490–96. http://dx.doi.org/10.37160/theincisor.v6i2.62.

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Children are a mandate from God Almighty, who are endowed with dignity and cannot be separated from the fulfillment of Human Rights (HAM). The right to optimal health for the community certainly applies similarly to a child, especially considering that children have an immature and immature immune system like adults. Not all children can be born with the healthy condition they should be. Lots of children are born in unhealthy conditions, namely those who experience disabilities both physically, socially, as well as mentally and intellectually. In addition to children who are born with disabilities, it is often found that children who are born normal but in the dynamics of their lives encounter obstacles or disturbances that cause them to become disabled. The condition of these disabled children by experts is referred to as Children with special needs, one of which is Down syndrome. The majority of children with Down syndrome do not get enough attention. This makes Down syndrome increasingly left behind by other normal children. Health workers should implement welfare for all children. Health becomes a quality service so that there are no gaps in it. This is in line with the school of philosophy which expects changes in the implementation of services to be better, of better quality and to provide optimal health. This study uses library research methods (library research). Library research is research conducted using literature (library), in the form of books, notes, or other reference sources.

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Adil, Farah, et Shehla A. Yasin. « Exposition Of Gender Awareness In Primary Textbooks Of Punjab : Gendered Content Analysis ». Pakistan Journal of Gender Studies 16, n^o 1 (8 mars 2018) : 37–56. http://dx.doi.org/10.46568/pjgs.v16i1.114.

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Gender is a socially constructed phenomenon through which a society assigns certain roles, behaviors, activities, and attributes to men and women. Usually children develop their gender identities and learn what being male or female meant, between the ages of 3 to 7years. These concepts been taught by society through socialization which includes various agents of socialization and learning. After parents schools are most influential agents of socialization where students learn from peers, teachers and books. Text books have a long-lasting impact on students’ interpersonal development and provide role models for children in defining standards for feminine and masculine behaviors. Considering the impact of textbooks on child development; this study was designed to review how gender is represented in the texts and how the themes of stories and pictures in text books are presenting gender awareness? The sample of the research was Urdu textbooks of primary level (1-5) being taught in schools of the Punjab. We used content analysis to find out the concepts about gender awareness and also calculated the frequencies of pictures presenting gender ratio in concepts of the textbooks. The results showed gender biases in the content of the textbooks and lack of the content that promote gender awareness among primary level students. Male gender is over represented and stereotypical beliefs prevail in pictorial representation as males being shown as doctors and females as housewives. It is suggested to involve gender specialists, school psychologists and educators in developing curriculum to integrate gender perspective and gender awareness at all levels and to eliminate gender biases in textbooks so that to develop an equitable society.

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Mukminin, Amirul, Akhmad Habibi, Lantip Diat Prasojo, Abdullah Idi et Afreni Hamidah. « Curriculum Reform in Indonesia : Moving from an Exclusive to Inclusive Curriculum ». Center for Educational Policy Studies Journal 9, n^o 2 (20 juin 2019) : 53. http://dx.doi.org/10.26529/cepsj.543.

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The goal of education is to foster all students’ intellectual, social, and personal potential to their highest level by providing them with an equitable and equal education irrespective of their characteristics (e.g., ethnicity, social class, language use, religion, and other human differences). Different students and communities should not be excluded in terms of curriculum. At the micro-level classroom, student engagement is central. Teachers should go beyond the prescribed curriculum by working with their students and by including their voices. However, how can students be successful academically and socially if the school curriculum is anchored in the mainstream curriculum, primarily promoting the dominant groups? For example, given that the books, curriculum, and standardised testing are centralised in Indonesia, the content is, of course, generalised for all students. Teachers and schools throughout the country should use the same materials for all students. However, for the disadvantaged children coming from poor, rural, and remote areas, such policies lead them to trouble. They learn the books and materials that are similar to those that the affluent schools and students use in cities, but their values and perspectives are excluded. Also, how can students who are racially, culturally, and linguistically marginalised and low-income families succeed if the curriculum is organised exclusively to maintain the current social structure? The purpose of this paper is to explore the need to move from an exclusive to inclusive curriculum in Indonesia so that all students can succeed academically and socially. The orienting questions for this study are: (1) What do we mean by an exclusive and inclusive curriculum? (2) What are the components of an inclusive curriculum? (3) What should be reformed to create an inclusive curriculum? (4) What kind of leadership is required to guide the reform from an exclusive to an inclusive curriculum?

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Vrga, Boris, et Tatjana Vrga. « Državna školska poliklinika u Petrinji (1925. – 1945.) ». Acta medico-historica Adriatica 15, n^o 2 (2017) : 193–218. http://dx.doi.org/10.31952/amha.15.2.1.

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What has been researched and reconstructed, based on archival documents and data from professional literature, is the activity of the State school-polyclinic in Petrinja, from its foundation in 1925 to its termination in 1945. Key figures taking part in its activity have also been highlighted. Founded as one of the first school-polyclinics in Croatia, the State school-polyclinic in Petrinja developed complete preventive and curative health activities aimed at school population in Petrinja as well as at pupils from the village schools in Petrinja County. These activities were based on carrying out thorough check-ups, giving school children vaccination, and taking other counter-epidemic measures, providing health and sanitary education, exercising sanitary supervision of schools and pupils’ homes, implementing remedial measures in the field, taking extra care of socially handicapped children, providing regular diet and healthy meals for the poorest (who got prescription glasses for free, as well as medicines, fish-liver oil, who got their teeth filled, hair cut and were given the opportunity to recuperate in the youth holiday camps at the seaside and in the mountains.) The activities also encompassed the efficient treatment of the sick, among whom the various infectious and internist diseases (anaemia, undernourishment, struma, rickets) and dental caries were prevalent. Its twenty-year-old continuous activity aimed at providing school population with health care represents a successful synthesis of preventive and curative health principles based on progressive ideas of social medicine promoted by Andrija Štampar, who was a promoter and reformer of public health service in our regions. Due to being well-organized and the professional enthusiasm of its managers and staff, the State school-polyclinic in Petrinja efficiently promoted public hygiene and addressed the specific health needs of the school population. While promoting integral health care, maintaining and improving physical and mental health of children and youth in the schools in Petrinja and the other schools nearby, it raised the reputation of health care in Petrinja and contributed to the development of the Croatian school of medicine.

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Barletta, Emiliano, et Alessio Lo Manto. « Archaeology and Comics ». Ex Novo : Journal of Archaeology 7 (31 décembre 2022) : 95–107. http://dx.doi.org/10.32028/exnovo-vol-7-pp.95-107.

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When considering comics, our initial association tends to be with content tailored for a younger audience. Indeed, within the general publishing industry, the predominant perception aligns comics with a children-oriented paradigm. Nevertheless, over recent decades, comics, particularly in the guise of graphic journalism, have rightfully earned their place as a tool for disseminating information and scientific knowledge. Through a unique fusion of images, artwork, narrative voices, and dialogues, the conventional comic book has transcended mere fantasy storytelling, evolving into a sophisticated form of illustrated reportage. In the forthcoming pages, Emiliano Barletta and Alessio Lo Manto illuminate the vast potential inherent in the language of comic books for communicating scientific archaeology to an adult audience beyond the professional sphere. How might this expressive medium reshape both the perception and substance of our discipline? Can it foster a more inclusive and thus socially relevant dimension within archaeology? Perhaps, as readers of Ex Novo delve into these pages, they will sense our shared viewpoint… Enjoy the read!

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Hall, Mel, Rachael Levy et Jenny Preece. « “No-one would sleep if we didn’t have books!” : Understanding shared reading as family practice and family display ». Journal of Early Childhood Research 16, n^o 4 (9 novembre 2018) : 363–77. http://dx.doi.org/10.1177/1476718x18809389.

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Families are pivotal in terms of facilitating children’s language development, including their ability to read. However, to date, there is little research designed to understand how shared reading operates within the realm of everyday family practices. Drawing on data from a study which set out to explore shared reading practices in the home, this article considers reading within the context of the family and everyday family life. In-depth interviews were carried out with 29 parents of pre-school children to investigate shared reading practices within a socially and culturally mixed sample. This study revealed that the relationship between shared reading practices and family practices is recursive. In particular, building on the seminal work of Finch reading was seen to be a specific feature of family practice and routine, and acts as a form of family display. Furthermore, this article demonstrates how shared reading contributes toward the ways in which structure and agency may operate in a family setting. Constructing reading as a family practice and a form of display makes an important contribution to understandings of home literacy practices and behaviors. This article concludes that endeavors to engage families with shared reading therefore require a comprehensive understanding of family life and family practices and the role of shared reading within.

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Todorova - Markova, Gergana. « SPECIFIC FEATURES OF ALTERNATIVE COMMUNICATION WITH CHILDREN WITH SENSORY DISORDERS AND MULTIPLE DISABILITIES ». Knowledge International Journal 28, n^o 3 (10 décembre 2018) : 1027–30. http://dx.doi.org/10.35120/kij28031027g.

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The article is focused on the communication with children with special educational needs. The main topic is alternative communication with children with sensory disorders and multiple disabilities. It explores the phenomenon of communication, citing current definitions developed by a number of authors, which place the emphasis on different aspects of this complex and multilayered process, with a special focus on alternative communication with the groups of special needs children mentioned in the title.The issue is investigated from a special pedagogical and from a social perspective.The author is especially interested in the exploration of the multiple strata of communication (the universal, functional and specific levels). Apart from the different forms, contents, methods and means of communication (the last of which is most commonly discussed in Bulgaria), the article is focused primarily on the important methodological issues related to this topic.One of these basic questions of methodology is the attempt not to place at the center of this process its bi-directional nature, its algorithm or code (sign language, Braille writing system, etc.), but instead to focus on the personalities of those involved in the interaction, their initiative, relationship and goals manifested in different communication situations (mutual influence, emancipation and therapy). Particular emphasis is given to therapy, i.e. the way of influencing the communication behavior of children with sensory disorders and multiple disabilities. It is not viewed as a unilateral process (stimulus-response), but as an interactive one, based on mutual influence. The relationship between the communicators is of utmost significance.Communication is characterized by a number of specific features. Those can mostly be found in the specificity of the communication situations (for example the interactive situations in the following pairs of communicators: deaf – hard of hearing; deaf – deaf; deaf-blind – deaf, etc.), in the presence of an intermediary (for example a sign language interpreter) and above all in the personalities of the communicators. They change the quality of communication. It is for this reason, and not just because of the different means of communication, that this interaction is defined as “alternative”, or more precisely, it is an alternative to the communication of children without disabilities.Based on the analyzed information, the author formulates a number of inferences and recommendations. The main conclusion is the following:When discussing alternative communication with children with special educational needs, the focus should shift from the specific means of communication towards the equally socially important quality of the complex process of communication, which is centered on the personality of the handicapped child.

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Sastra Putra, Hendi. « PERANAN RUMAH SINGGAH AL MAUN DALAM MEMBERIKAN PENDAMPINGAN ANAK TERLANTAR DI KOTA BENGKULU ». AL IMARAH : JURNAL PEMERINTAHAN DAN POLITIK ISLAM 5, n^o 1 (31 janvier 2020) : 20. http://dx.doi.org/10.29300/imr.v5i1.2913.

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Abstract: The most disadvantaged child is a child chosen 5-18 years due to a certain cause (due to several groups: poverty, one of the parents / guardian who is sick, one / both parents / guardian), the family is not harmonious, there is no caregiver) so it cannot fulfill basic needs physically, spiritually, or socially. In the city of Bengkulu at the present time every meeting involving children is scheduled between 5-18 years and the children are busking and asking for mercy by two-wheeled or four-wheeled motorists. Pay attention to the attention of the Bengkulu city government in handling and providing assistance to the outermost child so that in this case the bBengkulu provincial government has overcome the 1945 Constitution. Hoping the government has responsibility for the care and guidance of abandoned children. How is the concept of al-maul shelter in providing assistance to neglected children in the city of Bengkulu. to find out the role of open houses in providing assistance for abandoned children in the city of Bengkulu. Empirical Law Research is a legal research method that uses empirical facts derived from human behavior, both verbal policies obtained from interviews and research conducted through direct search. Primary data is data obtained directly from the field based on respondents and informants. Secondary data is obtained from literature books, regulations, internet browsing, and other documents. Work program stopover al maun is, access to fulfillment of children's identity, access to basic education and character of children, access to health training, skills training, development of children's interests and talents, increasing family capacity, building networks with various related parties. Keywords: Neglected Children; Al Maun Shelter; Work program;

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Poynter, Elizabeth. « Talking Time in Children’s Adventure Fiction : Which Gender Controls the Discourse ? » International Journal of Applied Linguistics and English Literature 7, n^o 5 (1 septembre 2018) : 87. http://dx.doi.org/10.7575/aiac.ijalel.v.7n.5p.87.

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It is nowadays widely agreed that gender identity is socially and culturally constructed. This construction is enabled by parental and other adult models, parental treatment, peer pressure and the media. Today television has a powerful impact, but in the mid-twentieth century books were more influential for many children. Did popular children’s fiction of this period merely reflect society’s bipolar gender constructs, or did it in any way challenge these? Whereas folklinguistics would suggest that females are more verbose than males, sociolinguists have found the opposite to be true in many contexts; public discourse such as meetings and the classroom tends to be dominated by males. There have been a number of studies of verbosity in real-life contexts; this cross-disciplinary study of four children’s adventure books examines the discourse to see who is given the most ‘talking time’. It was hypothesised that the authors would be influenced either by the folklinguistic view and give their girls long speech turns, or by the actual discourse they themselves experienced and give the boys the lion’s share. The actual picture that emerges is far more complex, suggesting that while some writers did indeed reflect and support the accepted gender roles of the society in which they wrote, others created discourse which interwove gender, age and personality, with personality the most powerful factor in determining dominance.

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Moya-Mata, Irene, Laura Ruiz-Sanchis, Julio Martín Sanchis et Concepción Ros Ros. « Gender stereotypes in the pictures that represent the activities in the wild in the books of Physical Education Primary ». Cultura_Ciencia_Deporte 14, n^o 40 (1 mars 2019) : 15–23. http://dx.doi.org/10.12800/ccd.v14i40.1222.

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Gender stereotypes related to physical activity are still present in both primary and secondary education. The educational potential of activities in the natural environment has been highlighted in numerous studies. The objective of this research was to analyze the activities in the natural environment and their linkage according to sex, represented in the textbooks of Physical Education in the stage of Primary School, published in Organic Law 2/2006, of May 3, Of Education. The total of the sample of images in the nature (n = 99), collected in 34 textbooks, belonging to six Spanish publishers were analyzed. For the content analysis of the images, the SAIMEF (Physical Analysis Images Analysis System) tool, elaborated ad hoc, was used. The results showed that the activities in the natural environment (p<0.05) are performed by men, who belong to the age group of the children, who practice mountain sports, namely orienteering, being the terrestrial environment the most used to carry out these activities. In contrast, women, especially girls, performed mountain sports, specifically climbing, being the aquatic medium the most used. It is therefore necessary to reflect the textbooks used in the area of Physical Education to avoid the transmission of gender stereotypes and offer models with which to identify both personally and socially for both sexes. Key words: Image; gender; textbooks; physical education, natural environment.

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Hayden, Patricia W. « Adolescents with Meningomyelocele ». Pediatrics In Review 6, n^o 8 (1 février 1985) : 245–52. http://dx.doi.org/10.1542/pir.6.8.245.

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The multiple physical and health problems that the child with myelodysplasia brings to adolescence have been described in some detail. The variations from the normal ranges of adolescent development, which this group of patients show, will exaggerate some of the problems of social and emotional adjustment, and the growth and hormonal changes of adolescence may exacerbate such problems as hydrocephalus, renal insufficiency, and scoliosis. Fortunately, not all of the problems are experienced by each patient and they do not occur suddenly and simultaneously but rather extend over the patient's life. Some of the problems can be minimized by the type of care undertaken in the child's earlier years. The complications of gross cephalomegaly due to untreated hydrocephalus and the risk of early death due to renal failure in those patients with treated hydrocephalus have now virtually disappeared for children who survive to the age of adolescence. It is realistic to think that improvements in stabilization of the spine and management of the bladder will as markedly reduce those serious complications in infants and young children now entering treatment programs. Unfortunately, no matter how much progress there is in the medical and surgical management of children with meningomyelocele, they will still have the problems of paraplegia. Our task, then, is to communicate to their families what previous patients have taught us about these problems: how to avoid unnecessary secondary complications and how to assist the children and other family members in their continual growth and development. With early emphasis on having the child develop appropriate self-care skills, we are seeing fewer children enter their adolescence still dependent upon adults for toileting and for care to prevent decubiti. The physician who has been caring for a child with myelodysplasia from early infancy, who is familiar with the family's ability to cope, and who is well informed about the patient's condition should be the best health guide through adolescence. Unfortunately, the complex nature of the early medical-surgical problems often side-tracks the family from local medical care. Current ease of telephone communication makes it possible to offer the consultation of the speciality clinic to the local physician and every effort should be made to establish and maintain primary care resources and responsibility in the local community. In some communities, there will be a pediatrician, in others a family physician, public health nurse, or visiting therapist. Probably the most effective advocate in lobbying for societal changes that will allow all of our citizens to reach their potential will come from those directly involved. Programs such as the Special Olympics and wheelchair sports, and volunteer groups that provide activities socially appropriate for this age group, need to be supported and expanded. Increased assistance under the Developmental Disabilities Act, which mandates educational programs for the physically handicapped as well as for retarded individuals, will help meet the special requirements of this population. Vocational counseling through such agencies as the Division of Vocational Rehabilitation is available in most states, and most involved professionals are aware that such counseling needs to be extended to younger age groups and mesh with early educational planning. Social workers and public health personnel should directly assist the young patient in obtaining funds for continued medical care, driver's training, and housing through such programs as Social Security Insurance, Medicaid, and special loans for housing for the physically disabled. Attachment to a citizen advocacy group, such as the Spina Bifida Association of America (343 S Dearborn Ave, Chicago, IL 60604), will afford the support of a large network of individuals who have already solved many of the problems and who will be most responsive to the need for further active involvement in improving the welfare of all handicapped persons.

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Sa’diyah, Khalimatus, et Rahma Puspita Ningrum. « Kebijakan Pendidikan : Perencanaan Pembelajaran Guna Menyikapi Kekerasan Gender Berbasis Online (KGBO) ». Jurnal Wanita dan Keluarga 3, n^o 1 (26 juillet 2022) : 50–63. http://dx.doi.org/10.22146/jwk.5205.

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The purpose of writing this article is to explain how anti- Online Based-Gender Violance (KGBO) learning planning is applied to students starting from the junior high school level. The Online Based-Gender Violance (KGBO) case that continuous to increase shows that a solustion is needed in dealing with these problems. By involving several parties ranging from teachers, the Education Office and the Integrated Service Center for the Empowerment of Women and Children (P2TP2A), students and parent of students, it can produce good collaboration to implement the proposed education policy. The research method used is descriptive qualitative by using secondary data (library research) from the media, journals, news or books that are relevant and able to answer the problem formulation. Based on the type of qualitative research, there are four stages in analyzing data starting from the process of collecting data, reducing data, presenting data and drawing conclucions. Through these stages it will produce a factual study and findings of the theme raised. The proposed policy that Online Based-Gender Violance (KGBO) learning is taught not only through material but also provides direct opportunities for student to campaign socially and learn to the Education Office and the Integrated Service Center for the Empowerment of Women and Children (P2TP2A) which is expected to become a suggestion that can reduce exixting Online Based-Gender Violance (KGBO) problems.

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Khairutdinov, A. G. « Public activity of Fauzia Ibragimova ». Minbar. Islamic Studies 15, n^o 2 (24 juin 2022) : 303–24. http://dx.doi.org/10.31162/2618-9569-2022-15-2-303-324.

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The article examines the biography and social activities of Fauzia Ibragimova (Dogrul), the daughter of a prominent Tatar religious and public fi gure A. Ibragimov. The name of F. Ibragimova in Tatar historiography has remained practically unknown until now. In this light, the article for the fi rst time introduces into scientifi c circulation the results of a research on the life path and socially signifi cant activities of F. Ibrahimova. Being the daughter of the most authoritative religious leader, F. Ibragimova, however, is an example of a deep transformation of a Muslim woman. The transformation, which refl ects the ideals and aspirations of both her outstanding father and other prominent ideologists of the renewal of Islam. F.Ibragimova is a seminal representative of the Tatar emigration, the author of a number of books on management, school textbooks, the founder, publisher and editor of one of the fi rst women's magazines in Republican Turkey. In addition, F. Ibrahimova, who wrote the life story of the Prophet Muhammad for children in English and French, can be considered to be a pioneer in familiarizing the younger generation in the West with the history and culture of the Muslim world.

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Székely, Csilla Imola. « Spirituality and Concept of ’Child’ in Kokas Pedagogy for Children with Special Educational Needs ». Central European Journal of Educational Research 2, n^o 1 (28 avril 2020) : 11–16. http://dx.doi.org/10.37441/cejer/2020/2/1/5754.

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Klára Kokas was a music teacher and music psychologist (1929-2010). Her method is based on music, motion and manual arts, therefore it can be defined as a form of reform pedagogy, otherwise it is called complex art pedagogy. The main elements and characteristics of Klára Kokas’s pedagogy were revolutionary new ideas in the fields of personality development, and music education – compared to the practices of reform pedagogy trends in the 20th century Europe and the United States (Pukánszky-Németh, 1996). The main elements of this concept are music, dance improvisation, motion, imaginative stories, visual arts, painting and drawing. However, its most important component is the very specific and intimate relation, which connected her to children. This distinctive feature of the Kokas-method is hard to teach. Klára Kokas approached to people with problems, suffering and disabilities, especially to marginalized and disadvantaged children with utmost empathy. She struggled to develop the social-cognition skills and affectionate behavior of the handicapped children through her own invented musical method.Her writings reflected her relationship with God, namely the presence of Him which can be felt behind the scenes. His name was mostly unspoken, yet when she named Him, it was to reveal that God was always in her mind, like in her words and musical activities too.The goal of this paper is to search and frame that text corpus, which can outline the spirituality of Klára Kokas with the aim of drawing up her relationship with God and children – according to her publications, writings, essays, books, short-film compilations, movie archives and interviews (Kokas, 1992; 1999; 2002; 2007; 2012; 2013). The contours of her spirituality from her teachings, manuscripts and publications couldn’t be attributed to any religious denomination. Also, to be presented are her notions about youth and teenage spirit and a unique relation with the world, her own students, the talents, the music and the holiness: the spirituality of Klára Kokas. The importance of beliefs and moral convictions in the art of education will be outlined.A single paragraph of about 150-200 words maximum. For research articles, abstracts should give a complete overview of the work. We encourage authors to use the following style of abstracts: background, methods, results and conclusion. The abstract should give an objective representation of the article.

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Hermawan, Budi, et Didi Sukyadi. « IDEATIONAL AND INTERPERSONAL MEANINGS OF CHILDREN NARRATIVES IN INDONESIAN PICTUREBOOKS ». Indonesian Journal of Applied Linguistics 7, n^o 2 (30 septembre 2017) : 166. http://dx.doi.org/10.17509/ijal.v7i2.8139.

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Recent understanding as strongly believed by studies investigating the interactive or interpersonal meanings of images in such printed texts as textbooks and picturebooks shows that interpersonal relation can be established not only through verbal sentences as the primarily representational mode of our experiences but can also be represented through visual forms such as photographs and pictures. Further, studies on how meanings are represented through verbal and visual modes have revealed how readers’ experiences and readers’ social roles in relation to the content of the texts are constructed. The construction of readers’ social roles through the use of images in printed texts has been regarded to be parallel with how interactants’ social position is enacted in direct communication relying on the use of verbal sentences. In Indonesian contexts, however, studies on how verbal and visual modes represent experiences and construct social position of the interactants seem to be underexplored. The present study examined four Indonesian picturebooks using the perspectives of multimodality and reported how the children’s experiences were represented through the verbal and the visual modes used, and how these two semiotic resources represented the social relationship between the characters in the picturebook and the potential readers of the books. The examination of the verbal texts has been focused on the clauses as the building blocks of the texts by identifying the participants, process types, circumstances, and clause types. The examination of the pictures has been focused on such visual elements as who/what are in the picture, what activities taking place, the attributes possessed by the represented participants, and the circumstances. In addition, how the represented participants address the viewers was also examined. The results of the analysis show that ideasionally the narrative is mostly centered around the activities done by and to children, which are presented as an offer to the readers. Verbally and visually the represented participants are socially equal to the children readers. The three picturebooks are excellent examples of picturebooks that present a narrative of Indonesian children designed for young readers because of their simple vocabulary, simply-constructed Indonesian grammar employed, and simple yet interesting plot they deal with.

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Mazidah, Salma, Suprihatin Suprihatin et Baiduri Baiduri. « ANALISIS MASLAHAH TERHADAP HIBAH HARTA PADA ANAK DIBAWAH UMUR DARI PEMBAGIAN HARTA GONO-GINI ». MASLAHAH (Jurnal Hukum Islam dan Perbankan Syariah) 13, n^o 1 (9 juin 2022) : 13–33. http://dx.doi.org/10.33558/maslahah.v13i1.4452.

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This research was conducted because of the discovery of peace decision No.3792/Pdt.G/2018/PA.Bks. regarding the distribution of the property of gono-gini which is not only divided between husband and wife but also given to minors. Giving assets to minors originating from the distribution of joint assets can have similarities with grants because parents hand over some of their assets to transfer ownership to their children who are also domiciled as a living. The formulation of the problem in this study concerns the positive impact of giving assets to children who are not yet mature with the formula "What are the benefits of giving property grants to minors that are sourced from the distribution of assets gono-gini (study on the peace deed no 3792/Pdt.G/2018/ PA.Bks) ". The purpose of this study is to find out the maslahah or goodness of granting assets to minors originating from the distribution of assets gono-gini (study on the peace deed no.3792/Pdt.G/2018/PA.Bks.). The research method used is a normative juridical method with a maslahah approach and library research. The primary legal material for this research is the judge's decision No.3792/Pdt.G/2018/PA.Bks. concerning the Peace Deed. The secondary legal materials are books related to grants from the perspective of fiqh and Islamic law, the concept of benefit and dictionaries, etc. The results of this study are that the provision of grants to minors originating from joint property contains 4 benefits, namely as follows: 1). Legally, children have legal certainty regarding the right to property for a child for the provision of life; 2). Economically, children have a clear source of life due to the divorce of their parents; 3). Socially, children have economic power in life in society so they are not marginalized by their environment; 4). Normatively grants to minors sourced from joint assets in accordance with the value of maqasid syar'i hifdun-nasl

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Birzniece, Eva. « Construction of Resistance Discourse in Latvian Post-Soviet Literature about Deportations and Imprisonments ». Romanian Journal for Baltic and Nordic Studies 4, n^o 2 (15 décembre 2012) : 175–93. http://dx.doi.org/10.53604/rjbns.v4i2_9.

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During the Soviet era there were no publicly available published literary representations of the Soviet deportations and imprisonment of civilians and Latvian Army officers to Siberia and the Far East. If there were any, these were very scarce and available to very few people. Deportations and imprisonments were marginalized and silenced themes in all possible respects – politically, socially and culturally. Many narratives (in books published in state publishing houses) emerged only in the beginning of the 1990ies when the Soviet Union collapsed and Latvia regained its independence. Those narratives were written secretly during the Soviet time, as the authors were or could be repressed for talking about forbidden topics. The female experience was not only totally silenced but it was also different from men’s experience of imprisonments and deportations as men and women with children were separated – men were sent to forced labour camps and women to places of settlement. Even when writing about deportations was dangerous, the narratives of that experience construct strong resistance to the Soviet repressions against Latvia and its people. Many female narratives about these experiences emerged later adding to the testimonials studies of archives and historical documents thus making resistance discourse more pointed and stronger.

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Shyrokova, Iryna. « Interaction of the Ukrainian Book Institute with the target audience ». Integrated communications, n^o 3 (2022) : 95–102. http://dx.doi.org/10.28925/2524-2644.2020.1.16.

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The article is a research about the institution Ukrainian Book Institute, which has not been analysed before and which is an important link in the promotion of reading and Ukrainian publications in Ukraine and abroad. The Ukrainian Book Institute performs several key functions related to the publishing business, which affects book publishers and readers. So the topic of the institution’s interaction with its target audience is important. The Ukrainian Book Institute organises various book events for children, teenagers, and adults, which requires maintaining a dialogue between the institution and the general public. This is necessary to understand the needs of the Ukrainians and their awareness of the functionality of the institution. The institution is the main one in Ukraine in representing the publishing interests of the country abroad, which also needs feedback from the professional audience. The existing experience of the Ukrainian Book Institute deserves to be studied and described, as it can be a socially useful asset in the context of improving the culture of the population and popularizing Ukrainian books in the world. The lack of research in the scientific literature on the issue of popularization of Ukrainian books and publishing in the context of the work of the profile institution and its communication with the population has necessitated the analysis and study of these aspects. The purpose of the study is to investigate the activities of the Ukrainian Book Institute in the context of the promotion of Ukrainian books and to determine the features of the institute’s interaction with the target audience. The scientific novelty of the obtained results is that based on the survey the specifics of the interaction of the Ukrainian Book Institute with a wide and professional audience were determined. As a result of the research, the theory was improved for the first time — a typology of promotion projects of the Ukrainian Book Institute was developed. The coverage of the results of the study also offers recommendations for activities that will have a positive impact on public awareness of the activities of the institution and the effectiveness of book promotion.

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