Bibliographies thématiques / Mentally disabled children

Littérature scientifique sur le sujet « Mentally disabled children »

Auteur : Grafiati
Publié le 25 juillet 2024

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Articles de revues sur le sujet "Mentally disabled children"

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Hashim, NT, B. Gobara et I. Ghandour. « Periodontal Health Status of A Group of (Non-Institutionalized) Mentally Disabled Children in Khartoum State ». Journal of Oral Health and Community Dentistry 6, no 1 (janvier 2012) : 10–13. http://dx.doi.org/10.5005/johcd-6-1-10.

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ABSTRACT Aim The aim of this study is to assess the periodontal health status and its determinants among a group of mentally disabled children in Khartoum State and to compare it with a control group of children of normal intelligence. Methods Thirty seven mentally disabled children aged 8-10 years were examined at five centres of mentally disabled children in Khartoum State. A control group with normal intelligence quotient of a similar age and socioeconomic status was selected from schools nearby the centres visited. Both mentally disabled children and the children in the control group were examined for their plaque index, gingival index and periodontal pocket depth. A comparison was made between the mentally disabled children and the healthy children as well as between the subgroups of the mentally disabled children (mild, moderate, and severe). Questionnaires concerning the degree of mental disability, level of parent education, role of parents toward child oral health, were also used. Results The results revealed that the mentally disabled children showed higher scores of plaque and gingival index (1.9, 1.7 respectively) when compared with the plaque and gingival index of the control group (0.6, 0.6 respectively). No increase in gingival sulcus depth in both study and control group was found. According to the degree of mental disability there was statistically significant difference in plaque and gingival index among the mild, moderate and severe subgroups (P=0.001), the plaque and gingival index tend to increase with the severity of mental retardation. Conclusion. Mentally disabled children showed more plaque when compared with healthy controls. Periodontal disease was more prevalent among mentally disabled children as presented in the form of gingivitis and the degree of severity depends on the degree of mental disability.
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Sartinah, Endang Pudjiastuti, Sri Joeda Andajani et Pamuji Pamuji. « Prototype Development of Social Personal Guidance Guide using Role-Playing Techniques to Improve Social Interaction of Children with Intellectual Requirements ». Journal of ICSAR 7, no 1 (30 janvier 2023) : 125. http://dx.doi.org/10.17977/um005v7i12023p125.

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This manual aims to make it easier for teachers to deal with the problems of mentally disabled children in terms of social interaction. The development of the teacher's manual uses the 4-D model of Thiagarajan, S, Semmeln, D, S & Semmel MI (1974) which has been modified with the following stages: define, design, and develop. Data collection techniques are used in assessment instruments to obtain validation data, observations to obtain data on children's abilities during learning activities, and teacher responses to the personal social tutoring teacher manual with role-playing techniques. Data analysis used quantitative description. The results showed that using the teacher's manual in personal social guidance with role-playing techniques increased the social interaction of mentally disabled children. After giving ten times treatments to mentally disabled children, the social interaction of mentally disabled children increased. Mentally disabled children were able to interact with their friends step by step. Step independently. This can be seen from the results of the practical value of the teacher's manual is 2.7, and the value of the effectiveness of the teacher's manual is 3.0. So we can conclude that using the teacher's manual in personal social guidance with role-playing techniques to increase the social interaction of mentally disabled children in inclusive elementary schools is feasible.
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Anwar, Risyandi, et Tyas Nurfadlilah Amaliah. « Upaya Peningkatan Kesehatan Gigi Dan Mulut Anak Penderita Tuna Grahita dan Tuna Rungu Melalui Pemeriksaan, Penyuluhan Dan Demonstrasi Menyikat Gigi di SLB Swadaya ABC Kendal ». JURNAL KREATIVITAS PENGABDIAN KEPADA MASYARAKAT (PKM) 5, no 2 (1 février 2022) : 317–24. http://dx.doi.org/10.33024/jkpm.v5i2.5894.

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ABSTRAK Anak berkebutuhan khusus memiliki keterbelakangan mental dan kekurangan secara fisik, dan sebagian besar memiliki kesehatan gigi dan mulut yang buruk. Beberapa yang termasuk katagori ABK adalah tunagrahita dan tuna rungu. Keterbatasan dalam menjaga kesehatan gigi dan mulut sering dialami pada anak berkebutuhan khusus baik laki-laki maupun perempuan, oleh karena itu mereka sangat memerlukan dukungan sosial dari lingkungannya agar dapat mencapai kemampuan fungsional setinggi mungkin. Tujuan Pengabdian kepada masyarakat ini adalah setelah mendapatkan pemeriksaan, penyuluhan dan demonstrasi diharapkan semua penderita tuna grahita dan tuna rungu yang ada di SLB swadaya ABC dan pendampingnya dapat memahami dan menerapkan cara menyikat gigi yang baik dan benar sehingga dapat menjaga kesehatan gigi dan mulut anak penderita tuna grahita dan tuna rungu. Metode kegiatan penyuluhan, demonstrasi dan pemeriksaan gigi dan mulut terhadap semua anak penderita tuna grahita dan tuna rungu yang bersekolah di SLB Swadaya ABC Kendal dan pendampingnya. Luaran yang di harapkan dari kegiatan penyuluhan dan demonstrasi ini adalah adanya peningkatan kesehatan gigi dan mulut anak penderita tuna grahita dan tuna rungu yang bersekolah di SLB Swadaya ABC Kendal. Hasil pelaksanaan didapatkan bahwa lebih dari 50% anak penderita tuna grahita dan tuna rungu keadaan gigi dan mulutnya buruk. Kesehatan gigi dan mulut penderita tuna grahita dan tuna rungu termasuk dalam kategori sedang. Kata kunci: tuna grahita,tuna rungu, SLB, Penyuluhan, Kesehatan gigi dan mulut. ABSTRACT Children with special needs have mental retardation and most of them have poor oral and dental health. Some special needs are mentally disabled and deaf. Limitations in maintaining dental and oral health are often experienced by children with special needs, both boys and girls, therefore they really need social support from their environment in order to achieve the highest possible functional ability. These children need special attention in maintaining oral hygiene. The purpose of this community service is that after receiving counseling and demonstrations, it is hoped that all mentally disabled and deaf sufferers in the ABC self-help SLB and their companions can understand and apply good and correct brushing techniques so that they can maintain good oral hygiene. Dental and oral health of children with mentally disabled and deaf. The target of counseling and demonstration activities are all children with mentally disabled and deaf who attend SLB Swadaya ABC Kendal and their companions. The expected outcome of this counseling and demonstration activity is an increase in the oral hygiene of children with the mentally disabled and deaf who attend SLB Swadaya ABC Kendal. From the results of the implementation, it was found that more than 50% of children with mentally disabled and deaf had bad teeth and mouth conditions. Conclusion: Dental and oral health of people with mentally disable and deaf is in the moderate category. Keywords: Mentally disable, deaf, SLB, Counseling, Dental and oral health.
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Tabaeian, Seyedeh Marzieh, Neda Abbasi Kerdabadi et Ahmad Abedi. « Analysis of Educational Spaces Design Methods for Educable Mentally Disable Children ». EMARA Indonesian Journal of Architecture 4, no 2 (3 décembre 2018) : 71–76. http://dx.doi.org/10.29080/eija.v4i2.324.

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This study aims to investigate and analyse design and optimisation methods of educational and recreational environments for educable mentally disabled children. This study is conducted using a descriptive-analytical method based on library research, documents and field surveys. The research studied sixty mentally disabled children aged 6-17 years, twenty instructors and sixty mothers through purposive sampling. Then the quantitative data of questionnaires and the qualitative data of interviews and paintings are analysed using SPSS and Excel. The results of this research determine the useful criteria used to design an attractive and friendly environment for mentally disabled children. In addition to promoting the sense of safety and security in these spaces, it improves recreational activities of mentally disabled children both individually and collectively.
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Paramesthi, Ristin, Soegiyanto Soegiyanto et Harry Pramono. « The Effect of Modifications of Challenge Board Games and Traditional Engklek Games on The Movement of Locomotors in Mild Children ». JUARA : Jurnal Olahraga 7, no 3 (2 novembre 2022) : 733–40. http://dx.doi.org/10.33222/juara.v7i3.2418.

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The background of the problem is the low locomotor movement ability in mild mentally disabled children during physical education learning. The aims of this study were 1) to analyze the effect of modifying the challenge board game on the locomotor abilities of mild mentally disabled children in SLB. 2) Analyzing the influence of traditional games on the locomotor movement abilities of mild mentally disabled children in SLB. 3) Analyzing the comparison of modified challenge board games and traditional engklek games on the locomotor abilities of mild mentally disabled children in SLB. This study uses an experimental method with a one-group pretest-posttest design, and the data analysis technique uses a paired sample T-Test at a significant level (α: 0.05). The population in this study were all children with mental retardation at the junior high school level at SLB Muhammadiyah Kertososno, SLB Hardika Bakti Peterongan Jombang, and SLB Tunas Harapan 2 Peterongan Jombang. The sample in this study was purposive sampling, namely 21 mild mentally disabled children. The results based on SPSS calculations, on the pair of the effect of modified challenge board game and the results on the team of the impact of the traditional engklek game on the locomotor ability of mild mentally disabled children in SLB, obtained the value of Sig. (2-tailed) of 0.000. H0 is accepted if the value of Sig: is 0.05, and H0 is rejected if Sig <. This means that if the Sig (0.000) value <0.05, then H0 is rejected. The results of the t-test using the average post-test challenge board game where the group using the challenge board game is 72.0129 compared to the group using the traditional engklek game, which is 66.9614. This shows that the challenge board game improves locomotor movement skills in mild mentally disabled children compared to the traditional engklek game exercise.
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Assingkily, Muhammad Shaleh, Munganatul Khoeriyah et Khamim Zarkasih Putro. « The Analysis Of Social And Emotional Development Of Mentally Disabled Children (Mild) On Grade 2 Of Muhammadiyah Banguntapan Primary School Yogyakarta ». Al-Bidayah : Jurnal Pendidikan Dasar Islam 11, no 2 (11 janvier 2020) : 264–79. http://dx.doi.org/10.14421/al-bidayah.v11i2.326.

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Every child is unique, including a mentally disabled child. The potential for self-development in academic, social, and workability becomes a necessity for mild mentally disabled children. This study aims to analyze the social and emotional development of mild mentally disabled children in grade 2 of Muhammadiyah Banguntapan Primary School Yogyakarta, or usually called SD Muhammadiyah Banguntapan Yogyakarta. Two formulations of the problems of this research are (1) how the social-emotional development of mild mentally disabled children in grade 2 of SD Muhammadiyah Banguntapan Yogyakarta in the classroom and outside the classroom and (2) how the teacher's efforts in developing the child's social-emotional development. The research data were obtained through a qualitative approach with observation, interviews, and analysis of document studies of mild mentally disabled children in grade 2 of SD Muhammadiyah Banguntapan Yogyakarta. From this study, the results were obtained that the social-emotional development of mentally disabled children in the class was achieved in the form of caring, interactive, and displaying an attitude of confidence, while what was not achieved in the form of participation, communication, and teamwork abilities. Whereas outside the classroom, the attainment is in the form of empathy and what is not achieved in the form of solitude and self-ness (ego) and has not been able to control emotions when socializing. The efforts made by teachers in developing children's social-emotional attitudes, namely: asking children to apologize and admit their own mistakes, motivating, "bluffing", advising children, setting seating, and trying to help children.
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Daly, Rich. « Mentally Disabled Children Getting Inadequate Care ». Psychiatric News 40, no 24 (16 décembre 2005) : 11. http://dx.doi.org/10.1176/pn.40.24.0011.

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Miftakhi, Diah Rina, et Widati Amalin Ulfah. « Improving Achievement Motivation for Mentally Disabled Students at School for Exceptional Children (SLB) YPAC Pangkalpinang ». Berumpun : International Journal of Social, Politics, and Humanities 2, no 1 (29 mars 2019) : 15–24. http://dx.doi.org/10.33019/berumpun.v2i1.15.

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This research is globally aimed to improve the achivement motivation for the mentally disabled students. The specific objectives of this research are to improve: (1) students learning achievement for the mentally disabled students; (2) learning achievement for the mentally disabled students in SLB YPAC Pangkalpinang. This research desaign was desaigned with research and development desaign which produce development model of group dynamics learning for exceptional students which can increase achievement motivation for students. The final objective of this research development is producing development learning model based on group dynamics so that teaching and learning process can be more effective, eficient, and interesting. This research will produce development model of group dynamics learning for mentally disabled students so that can increase achievement motivation in exceptional school. This development learning model of group dynamics has three activities, there are learning through dream trees, learning through filling students’ identity, and learning through artistic creativity development by drawing and coloring. The result of these three activities of development group dynamics learning model can be used as the source to arrange the learning model especially for mentally disabled students. It can be done so that we can develop the mentally disabled students’ potencies and they can reach good achievements in study. Besides that, it can be the source for the teachers to have innovative learning model in teaching mentally disabled students at exceptional school (SLB) YPAC Pangkalpinang.
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Gita Indartri, Lina Rismayani et Samjaji. « THE SPECIAL TOOTHBRUSH ON DENTAL AND ORAL HYGIENE OF MENTALLY DISABLED CHILDREN ». Incisor (Indonesian Journal of Care's in Oral Health) 6, no 2 (30 novembre 2022) : 407–14. http://dx.doi.org/10.37160/theincisor.v6i2.56.

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Person mentally disabled is something state with function intelligence public who are below average with with decrease ability for adapt self (adaptive behave), which starts arise before 18 years old, people who are mentally experiencing backwardness have development more intelligence (intellectual) low and experience difficulty in the learning process as well as adaptation social. Destination study this is for knowing influence usage brush tooth special to cleanliness tooth and mouth child mentally disabled light on SLBN Cinema Regency Tasikmalaya. Type study this is quasi-experimental design with design study with control one group pretest posttest. Taking sample with total sampling. Data obtained from study this processed with test Wilcoxon. Results test Wilcoxson obtained results significance 0.000 < 0.05 in group intervention and group meaningful control there is significant influence usage brush tooth special to cleanliness tooth and mouth child mentally disabled. There is influence usage brush tooth special to cleanliness tooth and mouth child mentally disabled light on SLBN Cinema Regency Tasikmalaya.
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Khamidova, Muyassar. « DEVELOPMENT OF SPEECH OF MENTALLY MENTAL CHILDREN IN THE PROCESS OF MATHEMATICS LESSONS ». European International Journal of Multidisciplinary Research and Management Studies 02, no 09 (1 septembre 2022) : 01–04. http://dx.doi.org/10.55640/eijmrms-02-09-01.

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Along with the healthy generation growing up in our country, unfortunately, there are also a large number of unhealthy children, disabled from childhood and in need of help. Their rehabilitation, training, and adaptation to life has always been in the attention of state leaders, and social protection of disabled children has been defined as a priority.
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Thèses sur le sujet "Mentally disabled children"

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Bigley, Ambrea. « Use of MMPI-A to differentiate emotionally disabled from non-disabled individuals and those considered to be socially maladjusted ». Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002bigleya.pdf.

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Grewe, Scott David. « Neuropsychological and personality features of learning disabled and emotionally handicapped children ». Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/862283.

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The present study was an attempt to differentiate between emotionally handicapped, learning disabled, and regular education children based on their responses to the Neuropsychological Symptom Inventory-Child Version, the Personality Inventory for Youths, and their parents' responses to the Personality Inventory for Children.Factor analysis of the NSI-Child Version revealed four unique factors, of which two were able to differentiate the regular and special education groups. No observable differences were noted between the two special education groups on the basis of their raw factor scores. Similarly, no differences were observed between the two special education groups on the basis of their responses to the PIY. Salient differences were observed on the PIC with the emotionally handicapped children reported to have pervasive emotional and behavioral problems in comparison to the mild cognitive/academic and behavioral difficulties of the learning disabled children.Results are discussed as they relate to previous research and future directions for study.
Department of Educational Psychology
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Mason, Elizabeth M. « Factor structure differences in cognitive abilities of LD and EH children ». Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/514851.

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Previous empirical studies have been inconsistent in the identification of cognitive differences between LD and EH children on psychoeducational assessment batteries. Furthermore, studies using multivariate procedures such as discriminant analysis have failed to verify the basic underlying assumption of homogeneity of variance-covariance matrices of the groups. Homogeneity of covariance can be assessed by comparing factor structures of the two groups.The purpose of this study was to investigate the cognitive differences between LD and EH children on a psychoeducational assessment battery Including the WISC-R, WRAT, PIAT, PPVT, and DVMI, typically used to identify the two exceptionalities. Differences In factor structures were investigated in an effort to clarify group differences in cognitive functioning, and to investigate the utility of multivariate analyses such as discriminant analysis with these two groups of children.The subjects were 1165 public school children, aged 6 to 16, referred for assessment and subsequently classified and served in special LD and EH programs. Four and five factor solutions were compared using the congruence coefficient to determine statistical similarities. The first three factors of each solution, Verbal Concepts, Verbal Achievement, and Visual Perceptual Reasoning, were found to be statistically similar in construct and interpretation. These results suggest that If the use of multivariate procedures in studying LD and EH group differences is limited to cognitive performance in the areas of verbal concepts, reading and spelling achievement, and visual perceptual reasoning skills, the results can be accepted as valid. The discriminant analysis would not likely be violating the homogeneity assumption.Differences were found in factor structures Involving the order of the factors extracted in terms of importance In explaining variance. Also, statistically significant differences were found between the factors Involving Math, Visual Motor, and Sequential skills, suggesting that multivariate analyses using these factors would likely violate the homogeneity assumption.Results indicate the presence of heterogeneity in the matrices of LD and EH children, and suggest caution in the interpretation of multivariate statistical analyses with these children. Violation of the assumption of homogeneity can invalidate statistical findings and their application to the study of group differences.
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Shaboodien, Shabier Ibrahim. « Oral health knowledge of caregivers and parents of mentally impaired and physically disabled pre-school children in Hong Kong ». Thesis, View the Table of Contents & ; Abstract, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21129484.

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McFann, Mitchell Louis. « Relationship between profiles of attention and special education placement ». Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/1001183.

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Ellen, Arthur S. « Modification of the classroom adjustment rating scale for use with learning disabled and emotionally handicapped boys ». Virtual Press, 1986. http://liblink.bsu.edu/uhtbin/catkey/483131.

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The purpose of the study was to establish diagnostic validity for a modified version of the Classroom Adjustment Rating Scale (CARS). To do this, two a priori multivariate contrasts were specified in order to detect differences on the three CARS scales between three groups of pupils. Subjects were 170 normal (NORM), 125 Learning Disabled (LD), and 48 Emotionally Handicapped (EH) elementary age boys who were rated by their classroom teachers. The original CARS was modified by maintaining and adding items that had high correlations with the original three scales of Acting-Out, Shy-Anxious, and Learning Problems. Results with both the CARS and modified CARS (MCARS) indicated a significant multivariate contrast between the NORM group and a weighted combination of the LD and EH groups. Also, a significant multivariate contrast between the LD and EH group resulted for the CARS and MCARS. Follow-up with discriminant analysis found 71.4% of all boys correctly classified by the original CARS scales. However, the MCARS scales resulted in only a slight improvement in overall correct classification, with 72.3% of boys correctly classified. Teacher-judged intelligence, social class, and prosocial classroom behavior were included as possible biasing variables. It was found that the set of prosocial items had considerable impact on the ratings of EH boys, thus demonstrating the importance of including positive behaviors on a rating scale.
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Goosen, Maria. « Evaluation of the service delivery protocol utilised with sexually abused mentally disabled children in the Boland / Goosen M ». Thesis, North-West University, 2012. http://hdl.handle.net/10394/8079.

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Children's rights have become paramount to many initiatives that highlight the plight of children in South Africa. These rights form the cornerstones of South Africa's legal obligations towards all children in this country. Although we have the best legal framework to protect children, they are still exposed to horrible and inhuman acts like sexual abuse. Child sexual abuse knows no gender, colour, race, social or economical status and is an extremely traumatic experience for any child. Mentally disabled persons are amongst the most vulnerable in our communities. Mentally disabled children are most vulnerable to neglect and isolation, and this often makes them easy targets for abuse and violence. The rights of abused mentally disabled children are violated on a daily basis by close relatives, strangers and even service providers. Branches of the FCS Unit of the South African Police Service render services to abused, mentally disabled victims and are supposed to be guided in their activities by the fundamental principle that all people are equal before the law. Services are rendered according to a set service delivery protocol which guides investigating officers to bring justice to all sexual abuse victims. The aim of this research was to evaluate the effectiveness of the service delivery protocol pertaining to sexually abused, mentally disabled children in the Boland rural areas. The study reveals that service delivery to mentally disabled children in rural areas is insufficient due to many reasons such as a lack of resources, vast travelling distances, inappropriate use of available resources, and lack of communication skills. The study reveals the need for a special school in the Boland rural area, because the nearest school is in some areas 40–50km away and the children are forced to stay in a hostel which negatively impacts on the mother–child relationship. Other needs also emerged from the study, such as the need for a crèche, a life–skills centre for mentally disabled children older than 18 years, a special school for mentally disabled children, and holiday programmes that include and/or cater for the mentally disabled child. These services would enhance the development of the mentally disabled child's speech and vocabulary to be able to give statements of abuse and effectively communicate with the investigating officer. Cape Mental Health can play a key role in determining the victim's mental age, which would enable the forensic social worker to do a comprehensive forensic assessment about the alleged abuse incident. Forensic social workers at FCS Units are trained by the South African Police to assess sexually abused, mentally disabled children. The study shows that forensic social workers are not optimally utilised by their respective units and in some instances no referrals of sexually abused, mentally disabled children were made. It is evident that the service delivery protocol of the FCS Units in the Boland to sexually abused, mentally disabled victims should be refined and made to include key role players such as forensic social workers. These role players would be responsible for meeting national and international obligations and offering protection services to all children.
Thesis (MSW (Forensic))--North-West University, Potchefstroom Campus, 2012.
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Scott, Mary Ann Lugo. « A comparison of WISC-R and WISC-III IQ scores and special education placement in samples of Black and White mentally retarded and learning disabled students / ». Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.

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Jones, Francesca. « Meta-Analysis of Reading Interventions for Students with Learning and Emotional Disabilities ». Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4866/.

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Developing effective literacy skill has become an increasingly critical skill in today's information age. Students with emotional/behavioral disorders (E/BD) routinely lack these skills and are not being taught how to read effectively. The field of special education needs more comprehensive and specific information about how to most effectively teach reading skills to students with E/BD. When reading interventions are conducted using student with E/BD, the interventions are generally drawn from the LD field. The assumption is that the reading interventions that have worked with students with LD will work equally well with the E/BD population. This study performed a meta-analysis to examine whether reading interventions are equally effective on the E/BD and LD populations. In addition, it will examine whether the instruction mode (e. g., peer, self, or teacher directed), gender, or grade group affects the success of the intervention. The meta-analysis found that the reading interventions for both disability groups had high effect sizes. In addition, neither disability group, teaching method, gender, nor grades were predictive of the variance in the effect size. These results indicate that reading programs that have been designed for students with LD are also effective for students with E/BD and furthermore, reading programs can improve the academic achievement of students with behavioral disorders. Recommendations for teacher training and future research are given based on these results.
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Pottinger, Richard C. « Elementary school principals' attitudes and training as they relate to their least restrictive environment (LRE) practices toward self-contained learning disabled and/or emotionally impaired students ». Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/49869.

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If the intent of Public Law 94-142 is to be realized as it pertains to the provision of appropriate placement and programming within the least restrictive environment for handicapped students, there must be an improved understanding of the attitudes, training, and experience of the principal as they relate to his practices. The purpose of this study was to examine the attitudes and training of elementary school principals in a large mid-Atlantic school system as they related to their least restrictive environment practices toward students with specific learning disabilities and/or emotional disturbances who are placed in self-contained, (Level 4) special education classes in their schools. A review of literature indicated no instruments emphasizing elementary school principals' attitudes, training, and current LRE practices. A survey instrument was developed that was sensitive to the above variables. The sample which responded to the survey instrument included 46 elementary school principals who supervise self-contained (level 4) learning disabilities and/or emotionally impaired classes out of a total population of 46 principals and 72 special education teachers working with these programs. The mu1ti—part survey instrument completed by principals included 3 sections: LRE Practices, Opinions Related to LRE Practices, and Demographics. Thirteen LRE activities were delineated to provide a composite of the LRE practices over which the principal has direct influence. The special education teachers responded to a modified survey instrument that focused on their principals' LRE practices.
Ed. D.
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Livres sur le sujet "Mentally disabled children"

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Tata Institute of Social Sciences., dir. Social work with mentally disabled children and their parents. Mumbai : Tata Institute of Social Sciences, 1997.

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Jones, Carroll J. Case studies of mildly handicapped students : Learning disabled, mildly mentally retarded, and behavior disordered. Springfield, Ill : Charles C. Thomas, 1992.

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Leslie, Rubin Isadore, et Crocker Allen C, dir. Medical care for children and adults with developmental disabilities. 2e éd. Baltimore : Paul H. Brookes Pub., 2006.

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Klass, Perri. Quirky kids : Understanding and helping your child who doesn't fit in-- when to worry and when not to worry. New York : Ballantine Books, 2003.

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Kameenui, Edward J. Designing instructional strategies : The prevention of academic learning problems. Columbus, Ohio : Merrill Pub. Co., 1990.

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Jones, Carroll J. Enhancing self-concepts and achievement of mildly handicapped students : Learning disabled, mildly mentally retarded, and behavior disordered. Springfield, Ill., U.S.A : C.C. Thomas, 1992.

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O'Brien, Liz. Connecting with RE : RE and faith development for children with autism and/or severe and complex learning disabilities. London : National Society, 2002.

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1938-, Borkowski John G., et Day Jeanne D, dir. Cognition in special children : Comparative approaches to retardation, learning disabilities, and giftedness. Norwood, N.J : Ablex Pub. Corp., 1987.

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Retarded isn't stupid, mom ! Baltimore : P.H. Brookes Pub., 1999.

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McConachie, Helen. Parents & young mentally handicapped children : A review of research issues. London : Croom Helm, 1986.

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Chapitres de livres sur le sujet "Mentally disabled children"

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Kahn, James V. « Cognitive Assessment of Mentally Retarded Infants and Preschoolers ». Dans Assessment of Young Developmentally Disabled Children, 163–82. Boston, MA : Springer US, 1988. http://dx.doi.org/10.1007/978-1-4757-9306-2_9.

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Mathur, Sunjay Nath, et Dominika Lipowska James. « Treatment of Special Groups : Children, Pregnant, Elderly, and Mentally Disabled ». Dans Fibromyalgia, 139–64. Cham : Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-15820-4_10.

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Macklem, Gayle L. « Preparing Young and/or Disabled Children to Benefit from CBT in School-Based Settings ». Dans Evidence-Based School Mental Health Services, 157–86. New York, NY : Springer New York, 2010. http://dx.doi.org/10.1007/978-1-4419-7907-0_8.

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Moghanibashi-Mansourieh, Amir, Maliheh Arshi et Amirhesam Arabgari. « Iran’s Experience with the COVID-19 Pandemic : Focusing on Vulnerable Populations ». Dans Global Perspectives of COVID-19 Pandemic on Health, Education, and Role of Media, 537–50. Singapore : Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-1106-6_25.

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AbstractIran was one of the first countries to be affected by the COVID-19 pandemic. The onset of the pandemic coincided with the serious ongoing economic problems that Iran was facing and which have seriously impacted the lives of Iranians. According to official statistics, there were about six million infections and 130,000 deaths due to COVID-19 by December 2021. Quarantine, social distancing, and other health protocols had an adverse impact on mental and social health. Vulnerable groups, including children, women heads of households, the homeless, drug addicts, and the disabled were at higher risk. Although initially governmental and non-governmental organizations were not prepared to manage the pandemic, overtime serious efforts were made to implement innovative measures in the areas of education and mental health service provision. Economic conditions in Iran have adversely impacted all these measures. The authors discuss Iran's experience with COVID-19 focusing on the health, social, psychological, and economic factors and draw lessons from these experiences.
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Cureton, Adam. « Treating Disabled Adults as Children ». Dans Respect, 270–88. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198824930.003.0014.

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Adam Cureton points out that the intuitively plausible claim that it is disrespectful to treat mentally competent adults as if they were children gives rise to a puzzle, within a Kantian framework. It seems possible to fulfill basic Kantian duties of respect toward adults with disabilities (respecting their basic rights, for example, and recognizing their intrinsic worth), while still treating them like children. So how is it disrespectful to offer unwanted paternalistic assistance to a disabled person, or to speak to her condescendingly, if one is otherwise treating her as an end in herself? Cureton answers that Kant not only describes duties of respect toward rational beings in general, but also says that specific forms of respectful treatment are appropriate for particular people because of their situation or station. Cureton proposes that treating disabled adults like children typically involves miscategorizing their “station” of being competent adult decision makers.
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Santhosh, K. R. « Stress and Resilience in Parents of Intellectually Disabled Children ». Dans Handbook of Research on Diagnosing, Treating, and Managing Intellectual Disabilities, 109–17. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0089-6.ch006.

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The present study is an attempt to find out the factors of stress that could act against the resilience in the parents of intellectually disabled children. The sample consisted of 50 parents of intellectually disabled children from different panchayats in the Calicut, Kannur, Wayanad districts in the state of Kerala, India. Resilience in the parents was measured using “Bharathiar University Resilience Scale” developed by Annalakshmi (2009). To measure stress among the parents “Stress Scale for Parents of mentally challenged (SPMC)”, developed by Rejitha, Biji and Jayan (2005) was used. As per the results, extra-familial stress was a negative predictor of resilience in the parents of the intellectually disabled children. Results further indicated that the parents who were in a late part of the young adulthood period and old were relatively more resilient than the parents who were in the earlier part of the young adulthood period.
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« The Fate of Mentally and Physically Disabled Children in Nazi Germany ». Dans Plight and Fate of Children During and Following Genocide, 113–30. Routledge, 2018. http://dx.doi.org/10.4324/9781351296403-11.

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Brock, Dan W. « Is Selection of Children Wrong ? » Dans Human Enhancement, 251–76. Oxford University PressOxford, 2009. http://dx.doi.org/10.1093/oso/9780199299720.003.0012.

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Abstract The following case is derived from Derek Parfit: a woman is told that if she gets pregnant now her child is almost certain to be seriously mentally retarded. However, if she takes a relatively simple medication with no significant side effects for two months and then gets pregnant there is every reason to believe that she will have a non-disabled child. Some time ago at a meeting of a research project on disability issues I presented this case with the expectation that all would agree that she ought to take the medication and wait to get pregnant, and that it would be morally wrong not to do so. To my surprise, one disability rights advocate argued not only that it would not be wrong to fail to take the medication and wait to get pregnant, but that it would be wrong to take the medication and wait to get pregnant.
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Rajan, Santhosh Kareepadath. « Role of Stress and Age in Resilience Among Parents of the Children with Intellectual Disability ». Dans Research Anthology on Physical and Intellectual Disabilities in an Inclusive Society, 1428–38. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3542-7.ch075.

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Parents of children with intellectual disability face various stressful situations. However, many of them show resilience even in the midst of challenges and are able to meaningfully contribute to the life of the child. In the present study, the factors of stress that hinder resilience are assessed in a sample of 50 parents of intellectually disabled children. Stress scale for parents of mentally challenged (SPMC) developed by Rejitha, Biji, and Jayan was used to measure the stress of the parents. Resilience was measured using the Bharathiar University resilience scale, developed by Annalakshmi. Results showed extra-familial stress as a significant inverse predictor of resilience. Older parents are relatively more resilient when compared to the younger.
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Rajan, Santhosh Kareepadath. « Role of Stress and Age in Resilience Among Parents of the Children with Intellectual Disability ». Dans Developmental Challenges and Societal Issues for Individuals With Intellectual Disabilities, 103–13. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1223-4.ch005.

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Parents of children with intellectual disability face various stressful situations. However, many of them show resilience even in the midst of challenges and are able to meaningfully contribute to the life of the child. In the present study, the factors of stress that hinder resilience are assessed in a sample of 50 parents of intellectually disabled children. Stress scale for parents of mentally challenged (SPMC) developed by Rejitha, Biji, and Jayan was used to measure the stress of the parents. Resilience was measured using the Bharathiar University resilience scale, developed by Annalakshmi. Results showed extra-familial stress as a significant inverse predictor of resilience. Older parents are relatively more resilient when compared to the younger.
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Actes de conférences sur le sujet "Mentally disabled children"

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CIRLIGEANU, Margareta. « Communication Skill Formation at Mentally Disabled Children ». Dans 15th Edition of the International Conference on Sciences of Education, Studies and Current Trends in Science of Education, ICSED 2017, 9-10 June 2017, Suceava (Romania). LUMEN Publishing House, 2018. http://dx.doi.org/10.18662/lumproc.icsed2017.12.

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Putri, Ni Luh. « Makeup Learning Model for Mentally Disabled Children ». Dans Proceedings of the 2nd International Conference on Education Innovation (ICEI 2018). Paris, France : Atlantis Press, 2018. http://dx.doi.org/10.2991/icei-18.2018.103.

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Wardaya, Puji, Diari Indiati et Mr Budiyono. « Thematic Lesson of Mathematics of Light Mentally Disabled Children in Special School ». Dans University of Muhammadiyah Malang's 1st International Conference of Mathematics Education (INCOMED 2017). Paris, France : Atlantis Press, 2018. http://dx.doi.org/10.2991/incomed-17.2018.67.

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Khotimah, Husnul. « The Learning of Sholat (Prayer) Movement for Mentally Disabled Children through Occupational Therapy ». Dans Proceedings of the 6th International Conference on Community Development (ICCD 2019). Paris, France : Atlantis Press, 2019. http://dx.doi.org/10.2991/iccd-19.2019.64.

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Marnik, Joanna, Slawomir Samolej, Tomasz Kapuscinski, Mariusz Oszust, Marian Wysocki, Pioir Szczerba et Przemyslaw Ogorzalek. « Computer vision and graphics based system for interaction with mentally and physically disabled children ». Dans 2010 3rd International Conference on Human System Interactions (HSI). IEEE, 2010. http://dx.doi.org/10.1109/hsi.2010.5514524.

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Hermawan, Hedi, Sugiharto Sugiharto, Hari Rachman et Setya Rahayu. « Development Of Flag Matching Game To Improve Social Skill Of Mild Mentally Disabled Children In Special Elementary School For Mental Disability ». Dans Proceedings of the 5th International Conference on Science, Education and Technology, ISET 2019, 29th June 2019, Semarang, Central Java, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.29-6-2019.2290274.

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Nursani, Anggia Rahmah, Bhisma Murti et Eti Poncorini Pamungkasari. « SOCIAL LEARNING THEORY ON FACTORS ASSOCIATED WITH DENTAL CARIES AMONG MENTALLY DISABLED SCHOOL CHILDREN IN SURAKARTA, CENTRAL JAVA ». Dans THE 2ND INTERNATIONAL CONFERENCE ON PUBLIC HEALTH. Masters Program in Public Health, Graduate School, Sebelas Maret University Jl. Ir Sutami 36A, Surakarta 57126. Telp/Fax : (0271) 632 450 ext.208 First website:http// : pasca.uns.ac.id/s2ikm Second website : www.theicph.com. Email : theicph2017@gmail.com, 2017. http://dx.doi.org/10.26911/theicph.2017.019.

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Widayati, Wahyu, Viktor Sagala, Sri Utami et Ardianik Ardianik. « The Effectiveness of The Use of The "Kartubarpel" Media in Learning Calistung Mentally Disabled Children Based on Learning to Play in "Tunas Kasih" SLB Lidah Kulon Surabaya ». Dans Proceedings of the 1st Asian Conference on Humanities, Industry, and Technology for Society, ACHITS 2019, 30-31 July 2019, Surabaya, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.30-7-2019.2287580.

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Smirnova, L. M., S. G. Urazova, F. A. Mindubayeva, L. V. Kovalenko et N. M. Kharissova. « The experience of organizing inclusive education of children and persons limited health by means of physical culture ». Dans VIII Vserossijskaja konferencija s mezhdunarodnym uchastiem «Mediko-fiziologicheskie problemy jekologii cheloveka». Publishing center of Ulyanovsk State University, 2021. http://dx.doi.org/10.34014/mpphe.2021-183-186.

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The experience of the volunteer movement Kostroma State University´ (KSU) students in the rehabilitation center for the disabled of all ages and categories (RCD) and physical education classes in the Karaganda Medical University (MUK) ´ physical health center is presented. It has been established that in order to adapt children and persons with disabilities (limited health) to social life, it is necessary to involve them in the optimal level of physical activity, which entails the restoration of mental and vegetative functions of the body. There is a need to unite healthy persons and persons with disabilities into one group, as a result of which persons with disabilities acquire a sense of confidence, openness and gullibility towards the people around them and the coaching staff. Key words: healthy lifestyle (HLS), inclusion, adaptive physical education, disabilities, persons with limited health, inclusive competences, quasi-professional activity.
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