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1
Kristanti, Fransisca. "Dignifying Children through Inclusive Children�s Literature." Journal of Language and Literature 16, no. 1 (April 1, 2016): 63–69. http://dx.doi.org/10.24071/joll.v16i1.152.
Повний текст джерелаАнотація:
Children with disabilities are often considered less capable than those without disabilities. In Indonesian childrens literature, disability is under-represented and the need to start representing disability in Indonesian childrens literature is pressing. Inclusive books imposing on the development of empathy leads to actions in dignifying children of all types, with or without disabilities. Some inclusive childrens literature worldwide set good examples of dignifying children. This paper tries to elaborate the urgency of having accessible inclusive childrens literature in Indonesia by collecting and presenting examples of inclusive childrens literature around the world which represents disabilities as diversities in society.
2
Resti, Amelia, and Yohannes Firzal. "PENERAPAN PRINSIP DESAIN RICHARD MEIER PADA PEKANBARU DEVELOPMENTAL CHILDREN OF DISABILITY." Vitruvian Jurnal Arsitektur Bangunan dan Lingkungan 9, no. 3 (June 29, 2020): 121. http://dx.doi.org/10.22441/vitruvian.2020.v9i3.001.
Повний текст джерелаАнотація:
ABSTRAKPekanbaru sebagai Ibu Kota dari Provinsi Riau belum adanya fasilitas yang mampu memberikan pelayan secara lengkap terhadap anak penyandang disabilitas berupa pendidikan non formal dan terapi. Hal ini juga tertera dalam UUD No 4 Th 2007 bahwa anak disabilitas belum optimal dalam pemperoleh pelayanan yang dibutuhkan kerena kemudahan aksesibilitas belum dapat dipenuhi. Tujuan dari perancangan Pekanbaru developmental children of disability ini mampu memberikan fasilitas dan layanan pendidikan nonformal serta terapi yang dibutuhkan oleh anak penyandang disabilitas baik secara fisik maupun mental, serta dengan penerapan prinsip desain Richard Meier dapat memberikan pengaruh dan dampak pisikologi yang baik bagi anak disabilitas. Jurnal ini membahas tentang karakter anak disabilitas, jenis edukasi dan terapi yang dibutuhkan anak disabilitas serta cara penanganan anak disabilitas, serta hubungan fungsi terhadap tema perancangan. Manfaat pada perancangan pekanbaru developmental children of disability bahwa adanya wadah yang mampu memberikan fasilitas dan mewadahi kebutuhan yang beragam oleh anak penyandang disabilitas, dengan menggunakan prinsip desain Richard Meier dapat mempermudah aktivitas anak disabilitas berada di bangunan. Metode penelitian yang digunakan berupa pengamatan, wawancara dan data literatur. Pekanbaru developmental children of disability ini muncul sebagai jawaban ketidak setaraan kesempatan yang terjadi pada anak penyandang disabilitas. Pada perancangan ini terdiri dari fasilitas pendidikan nonformal berupa edukasi, pelatihan dan penampilan, seta terapi yang dibutuhan anak disabilitas yang terdiri dari indoor dan outdoor yang berupa healing garden. Dengan menerapkan karakter desain Richard Meier serta penerapan standar khusus yang dibutuhkan oleh anak penyandang disabilitas yang mampu memberikan kenyamanan rancangan terhadap pengguna. Pada perancangan ini merapkan konsep friendly interacation yang didapatkan dari keterkaitan fungsi serta tema pada rancangan. ABSTRACTThe basics Pekanbaru as the capital of Riau Province has no facilities that can provide a complete service to children with disabilities in the form of non-formal education and therapy. This is also stated in the Constitution No. 4 of 2007 that children with disabilities have not been optimal in obtaining the services needed because the accessibility has not been fulfilled. The purpose of designing Pekanbaru developmental is able to provide non-formal education facilities and services and therapies needed by children with disabilities both physically and mentally, and with the application of Richard Meier design principles can provide a good psychological impact and impact on children with disabilities. This journal discusses the character of children with disabilities, the types of education and therapy children with disabilities and how to handle children with disabilities, and the relationship of functions to the design theme. The benefit of the design of the developmental children of disability week is that a container that is able to provide facilities and accommodate the diverse children with disabilities, using Richard Meier's design principles can facilitate the activities of children with disabilities in buildings. The research method used in the form of observations, interviews, and literature data. Pekanbaru developmental emerged as an answer to the inequality of opportunity that occurs in children with disabilities. this design consists of non-formal education facilities in the form of education, training, and appearance, and therapy needs of children with disabilities consisting of indoor and outdoor in the form of a healing garden. Character design of Richard Meier and the application of special standards required by children with disabilities who are able to provide design comfort to the user. this design apply the concept of friendly interaction obtained from the interrelation of functions and themes in the design.
3
Prihati, Dyah Restuning, and Endang Supriyanti. "Pemberdayaan Paguyuban “Semar Cakep” Dalam Upaya Perawatan Anak Penyandang Disabilitas Masa Pandemi Covid-19." JURNAL KREATIVITAS PENGABDIAN KEPADA MASYARAKAT (PKM) 4, no. 5 (September 30, 2021): 1067–73. http://dx.doi.org/10.33024/jkpm.v4i5.4182.
Повний текст джерелаАнотація:
ABSTRAK Anak dengan penyandang disabilitas adalah kelompok khusus yang beresiko terpapar COVID-19. Mereka melakukan activity daily living, mobilitas dan komunikasi membutuhkan pendampingan dari orangtua maupun pengasuhnya. Mereka memiliki keterbatasan dalam memahami bagaimana pencegahan penukaran COVID-19. Identifikasi permasalahan yang dihadapi mitra adalah pengetahuan pengurus Paguyuban Peduli Penyandang Disabilitas SEMAR CAKEP tentang perawatan anak penyandang disabilitas di masa pandemi COVID-19 masih kurang dan belum ada penyuluhan tentang perawatan anak penyandang disabilitas di masa pandemi COVID-19 oleh petugas kesehatan. Tujuan kegiatan PKM ini adalah memberdayakan atau pendampingan pengurus Paguyuban Peduli Penyandang Disabilitas SEMAR CAKEP tentang perawatan anak penyandang disabilitas di masa pandemi COVID-19. Metode yang digunakan adalah pendampingan dengan memberikan pengetahuan tentang perawatan anak penyandang disabilitas di masa pandemi COVID-19 dan Masalah nutrisi pada cerebral palsy. Hasil Kegiatan ini terdapat peningkatan pengetahuan sebanyak 10 orang (91%) dan yang memiliki pengetahuan rendah sebanyak 1 orang (9%). Peningkatan upaya promotif dan preventif sebagai upaya deteksi dini pencegahan anak penyandang disabilitas terpapar COVID-19. Keberadaan pendamping bagi anak berkebutuhan khusus memiliki makna yang berarti bagi proses perlindungan dan tumbuh kembangnya. Diharapkan dengan implementasi ini, pengurus paguyuban peduli penyandang disabilitas SEMAR CAKEP bisa menerapkan dan memberikan informasi kepada orang tua dalam perawatan anak penyandang disabilitas di masa pandemi COVID-19. Kata Kunci : Paguyuban; Perawatan Anak Disabilitas; COVID-19 ABSTRACT Children with disabilities are a special group who are at risk of being exposed to COVID-19. They carry out a daily living, mobility, and communication activities that require assistance from parents and caregivers. They have limitations in understanding how to prevent the exchange of COVID-19. The identification of problems faced by partners is the knowledge of the Paguyuban Caring for Persons with Disabilities, SEMAR CAKEP management about caring for children with disabilities during the COVID-19 pandemic is still lacking and there has been no counseling about the care of children with disabilities during the COVID-19 pandemic by health workers. The purpose of this PKM activity is to empower or assist the administrators of the SEMAR CAKEP Care for Persons with Disabilities regarding the care of children with disabilities during the COVID-19 pandemic. The method used is assistance by providing knowledge about the care of children with disabilities during the COVID-19 pandemic and nutritional problems in cerebral palsy. The results of this activity there was an increase in knowledge by 10 people (91%) and 1 person (9%) who had low knowledge. Increasing promotional and preventive efforts as an effort to prevent children with disabilities from being exposed to COVID-19. The existence of a companion for children with special needs has meaningful meaning for the process of protection and development. It is hoped that with this implementation, the management of the association caring for people with disabilities, SEMAR CAKEP, can apply and provide information to parents in caring for children with disabilities during the COVID-19 pandemic. Keywords: Association; Care for Children with Disabilities; COVID-19
4
Cindy, Ananda. "Perlindungan Hukum Terhadap Anak Penyandang Disabilitas yang Menjadi Korban Perkosaan." Jurist-Diction 5, no. 3 (May 30, 2022): 821–46. http://dx.doi.org/10.20473/jd.v5i3.35242.
Повний текст джерелаАнотація:
Abstract The Indonesian state upholds the human rights of children as stated in Article 28B of the 1945 Constitution, including children with disabilities. It is undeniable that children with disabilities can become victims of rape, the existence of a strong perpetrator's desire, opportunity, the perpetrator's relationship with the victim, and the association of the perpetrator can form thoughts or intentions to commit the act of rape. Preventive protection is an effort to prevent rape of children with disabilities, if the act of rape has occurred, repressive protection becomes an effort to enforce the law. Giving rights to children with disabilities, such as getting special protection from discrimination, neglect, abuse, exploitation, violence and sexual crimes. Keywords: Children with Disabilities; Legal Protection. Abstrak Negara Indonesia menjunjung tinggi Hak Asasi Manusia terhadap anak yang tercantum pada Pasal 28B Undang-Undang Dasar 1945, tidak terkecuali pada anak penyandang disabilitas. Tidak dipungkiri bahwa anak penyandang disabilitas dapat menjadi korban perkosaan, adanya faktor keinginan pelaku yang kuat, kesempatan, hubungan pelaku dengan korban, dan pergaulan pelaku dapat membentuk pemikiran atau niat untuk melakukan perbuatan perkosaan. Perlindungan preventif menjadi upaya pencegahan agar tidak terjadi perbuatan perkosaan terhadap anak penyandang disabilitas, apabila perbuatan perkosaan telah terjadi, maka perlindungan represif menjadi upaya penegakan hukum. Pemberian hak pada anak penyandang disabilitas, seperti mendapatkan perlindungan khusus dari diskriminasi, penelantaran, pelecehan, eksploitasi, kekerasan dan kejahatan seksual. Kata Kunci: Anak Penyandang Disabilitas; Perlindungan Hukum.
5
Madrakhimova, Ranokhon. "GEOGRAPHY CLASSES WITH CHILDREN WITH DISABILITIES." European International Journal of Multidisciplinary Research and Management Studies 02, no. 05 (May 1, 2022): 31–33. http://dx.doi.org/10.55640/eijmrms-02-05-08.
Повний текст джерелаАнотація:
This article analyzes the issue of teaching Geography with children with disabilities. During the writing of this article, the authors have developed more interesting, easier, ways to teach geography to children with disabilities, effectively using theoretical and practical approaches.
6
Diana, Shelly. "Strategi penanganan kesehatan mental anak penyandang disabilitas di Sekolah Al-Kaustar Jakarta Timur." Jurnal Integrasi dan Harmoni Inovatif Ilmu-Ilmu Sosial (JIHI3S) 1, no. 12 (December 2, 2021): 1332–43. http://dx.doi.org/10.17977/um063v1i12p1332-1343.
Повний текст джерелаАнотація:
People with disabilities have the same rights and obligations as citizens, but in everyday life, people with disabilities still experience discrimination. This is evidenced in statistical data on the education of children with disabilities, as many as 13.5 percent of people with disabilities have never been to school and 9.58 percent have stopped going to school. One of the factors that cause children to drop out of school is discriminatory behavior from their friends and online education which affects the mental health of the child. Therefore, researchers conducted a study on the mental health of children with disabilities at Al-Kaustar School, East Jakarta. This research with a qualitative approach aims to describe the efforts of teachers in maintaining the mental health of children with disabilities in order to increase their interest in learning, especially during a pandemic like today. The research methods that will be used include literature studies and interviews with teachers at the Al-Kaustar School. The results of the study implement that although there are special schools for people with disabilities and teachers who have high knowledge, it is still the mental health of children with disabilities that is the main key to their interest in learning.
Penyandang disabilitas memiliki hak dan kewajiban yang sama dengan warga negara, tetapi dalam kehidupan sehari-hari, penyandang disabilitas masih mengalami diskriminasi. Hal ini dibuktikan dalam data statistik pendidikan anak penyandang disabilitas, sebanyak 13,5 persen penyandang disabilitas belum pernah sekolah dan 9,58 persen berhenti sekolah. Salah satu faktor yang menyebabkan anak-anak putus sekolah adalah perilaku diskriminasi dari teman-teman sekitarnya dan pendidikan secara online yang memengaruhi kesehatan mental anak tersebut. Oleh karena itu, peneliti melakukan penelitian mengenai penanganan kesehatan mental anak penyandang disabilitas di Sekolah Al-Kaustar, Jakarta Timur. Penelitian dengan pendekatan kualitatif ini bertujuan untuk mendeskripsikan upaya guru dalam menjaga kesehatan mental anak penyandang disabilitas guna meningkatkan minat belajar mereka, terutama di saat pandemi seperti saat ini. Metode penelitian yang akan digunakan meliputi studi literatur dan wawancara terhadap guru di Sekolah Al-Kaustar. Hasil kajian mengimplementasikan bahwa meskipun sudah ada sekolah khusus untuk penyandang disabilitas dan guru yang memiliki ilmu yang tinggi, tetap saja kesehatan mental anak penyandang disabilitas yang menjadi kunci utama minat mereka untuk belajar.
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Chrisnatalia, Desy, Evalina Chrisna Damanik, Rudy Ariyanto, Anastasia Wenardy, and Mellen Tannia. "Problematika Relawan: Pendampingan Spiritualitas dan Religiusitas Kristen Anak Difabel Kristen." INKLUSI 9, no. 1 (August 5, 2022): 45–64. http://dx.doi.org/10.14421/ijds.090103.
Повний текст джерелаАнотація:
The limitation of children with disabilities raises the idea of the barriers of the church and church members in developing spiritual and religious environments. This paper portrays an exploratory study that explores the perceptions of companions or volunteers on the spirituality and religiosity of Christian children with disabilities. Data were collected by focus group discussions among five participants. The finding shows that the mentoring process needs to be criticized, which links the spirituality and religiosity of children with disabilities to praying and singing hymns. The church has not fully implemented inclusiveness both in physical facilities and services. Families have an essential role in developing the spirituality and religiosity of children with disabilities. Characteristics of children more or less hinder the companion in facilitating the development of spirituality and religiosity of children with disabilities. Keterbatasan anak penyandang disabilitas memunculkan gagasan tentang hambatan gereja dan anggota gereja dalam mengembangkan lingkungan spiritual dan keagamaan. Tulisan ini menggambarkan sebuah studi eksplorasi yang menggali persepsi pendamping atau relawan terhadap spiritualitas dan religiusitas anak-anak penyandang disabilitas Kristen. Data dikumpulkan dengan diskusi kelompok terfokus di antara lima peserta. Temuan menunjukkan bahwa proses pendampingan perlu dikritisi, yang mengaitkan spiritualitas dan religiusitas anak difabel dengan berdoa dan menyanyikan lagu-lagu pujian. Gereja belum sepenuhnya menerapkan inklusivitas baik dalam fasilitas fisik ataupun pelayanan. Keluarga memiliki peran penting dalam mengembangkan spiritualitas dan religiusitas anak berkebutuhan khusus. Karakteristik anak sedikit banyak menghambat pendamping dalam memfasilitasi perkembangan spiritualitas dan religiusitas anak dengan disabilitas.
8
Bruhn, Christina M. "Children with Disabilities." Journal of Aggression, Maltreatment & Trauma 8, no. 1-2 (May 17, 2004): 173–203. http://dx.doi.org/10.1300/j146v08n01_07.
Повний текст джерела
9
Howard, Judy. "Children with Disabilities." Journal of Developmental & Behavioral Pediatrics 19, no. 3 (June 1998): 212–13. http://dx.doi.org/10.1097/00004703-199806000-00012.
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&NA;. "Children With Disabilities." Journal of Pediatric Orthopaedics 13, no. 5 (September 1993): 676. http://dx.doi.org/10.1097/01241398-199309000-00024.
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&NA;. "Children With Disabilities." Journal of Pediatric Orthopaedics 13, no. 5 (September 1993): 676. http://dx.doi.org/10.1097/01241398-199313050-00024.
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12
Schraeder, Barbara D. "Children with disabilities." Journal of Pediatric Nursing 10, no. 3 (June 1995): 166–72. http://dx.doi.org/10.1016/s0882-5963(05)80079-x.
Повний текст джерела
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Chancellor, Joyce L. "Children with Disabilities." Journal of Poverty 3, no. 1 (January 1999): 87–94. http://dx.doi.org/10.1300/j134v03n01_05.
Повний текст джерела
14
GOLDBERG, STEPHANIE. "Children With Disabilities." Journal of Christian Nursing 24, no. 3 (July 2007): 141–42. http://dx.doi.org/10.1097/01.cnj.0000279358.48047.47.
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15
Seashore, Margretta R. "Children with disabilities." American Journal of Medical Genetics 90, no. 3 (January 31, 2000): 264. http://dx.doi.org/10.1002/(sici)1096-8628(20000131)90:3<264::aid-ajmg20>3.0.co;2-z.
Повний текст джерела
16
Singh, Kishan Kumar. "Resilience in Mothers having Children with Disabilities." Chettinad Health City Medical Journal 11, no. 03 (September 30, 2022): 23–29. http://dx.doi.org/10.24321/2278.2044.202225.
Повний текст джерелаАнотація:
In a developing society and community with limited rehabilitation and care services there are major challenges for mothers with disabled children and the responsibility of a child’s growth falls solely on the shoulders of the mother or caregivers. Understanding the resilience in mothers (caregivers) is becoming more important as a process in the area of disabilities, for quality development and caring of children with disabilities. The question tthat comes to mind is, what factors make some families do well in adverse conditions while others fight to keep their family life functional, when they are subjected to similar stresses? The aim of this research is to explore the role of resilience factors in mothers having children with disabilities. This study was conducted to assess the resilience of mothers who have children with disabilities. In this scientific study all 300 mothers (100 mothers with intellectual disability, 100 mothers with locomotor disability, and 100 mothers of normal children) were selected from northern India. The resilience scales were administered to assess the resilience variable; the scale has the 4-factor solution, which had 31 items: the alpha reliability coefficient was 0.95. The result of the study shows that the F-value for resilience in mothers of intellectually disabled children, children with locomotor disabilities and of normal children the F value for resilience is 198.379 which is significant at 0.001 levels of significance. This shows that there is difference within the group of mothers of intellectually disabled children, children with locomotor disabilities and normal children. Findings reveal that the level of resilience is different in mothers of intellectually disabled children, children with locomotor disablilities and normal children. The dentification of factors that promote resilience in mothers of children with intellectual disabilities is likely to advance clinical practice by providing new emphasis in clinical areas in family- centered care. Evidence supports the theory that resilience is linked to the availability and accessibility of culturally relevant resources. The results are especially important for building a group of resilient mothers who will be involved in their children’s recovery.
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G.Panneerselvam, G. Panneerselvam, and Dr J. Sujathamalini Dr. J. Sujathamalini. "Emotional Intelligence of Children With Learning Disabilities." Indian Journal of Applied Research 4, no. 7 (October 1, 2011): 144–46. http://dx.doi.org/10.15373/2249555x/july2014/43.
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Sunesni, Sunesni, Dian Furwasyih, Ilham Akerda Edyyul, Juwanda Padma, Irma Isra Hayati, Laura Maisiska, Sri Rahmadhani, and Vivi Putri Analika. "Pelatihan tentang Kesehatan Reproduksi Remaja Disabilitas Intelektual pada Guru SLB Kota Padang." Jurnal Kreativitas Pengabdian Kepada Masyarakat (PKM) 6, no. 10 (October 1, 2023): 4203–17. http://dx.doi.org/10.33024/jkpm.v6i10.10497.
Повний текст джерелаАнотація:
ABSTRAK Anak dan remaja yang menyandang disabilitas intelektual memiliki keterbatasan dalam daya kemampuan, dimana dengan ketidakmampuannya ini, anak tunagrahita memiliki berbagai masalah. Menurut WHO, anak yang mengalami disabilitas intelektual di Indonesia sekitar 5-9% yaitu sekitar 7-11 juta dari jumlah penduduk Indonesia. Berdasarkan data dari Dinas Pendidikan Provinsi Sumatera Barat pada tahun 2020 di Kota Padang terdapat sebanyak 38 Sekolah Luar Biasa (SLB) dengan jumlah siswa lebih kurang 1585 orang dan jumlah guru lebih kurang 214 orang. Jumlah anak dengan disabilitas intelektual (tunagrahita) menduduki peringkat pertama terbanyak diantara anak-anak berkebutuhan khusus lainnya. Ketidakmampuan untuk bisa hidup mandiri dengan keterbatasan kecerdasan pada anak disabilitas intelektual membuat kelompok ini rentan terhadap masalah, termasuk masalah pendidikan seksual. Informasi mengenai pendidikan seksual sangat penting untuk diberikan kepada remaja, termasuk kepada remaja disabilitas intelektual. Pendidikan seksual bagi remaja disabilitas masih belum mendapatkan perhatian dikalangan pendidik. Media pendidikan dalam sistem mengajar bagi anak berkebutuhan khusus masih sangat terbatas, sehingga penyampaian informasi mengenai pendidikan seksual dilakukan secara interpersonal antara guru dengan murid. Meningkatkan pengetahuan guru tentang pendidikan seksual, untuk diberikan kepada siswa menghadapi permasalahan yang terkait pendidikan seksual, pelecehan dan kekerasan seksual yang pada akhirnya mampu meningkatkan kualitas hidup anak berkebutuhan khusus. Melaksanakan workshop guna merancang materi yang tepat tentang pendidikan seksual siswa disabilitas intelektual sesuai dengan karakteristiknya, memilih startegi/ metode/ teknik yang cocok untuk menyampaikannya materi pendidikan seksual kepada peserta didik remaja dengan disabilitas intelektual, mengintegrasikan materi Pendidikan seksual pada siswa disabilitas intelektual ke kurikulum SLB. Kegiatan ini dilaksanakan di auditorium STIKes MERCUBAKTIJAYA Padang pada hari pertama dan metode daring pada hari kedua pelatihan. Pelatihan pada guru SLB dapat meningkatkan rata – rata pengetahuan guru sebanyak 3,55 poin. Luaran dari kegiatan yang telah tercapai antara lain publikasi di media massa Harian Padang pada tanggal 12 September 2022, publikasi video youtube dengan link https://youtu.be/7XlBGnT6COQ. Diharapkan kegiatan pelatihan kesehatan reproduksi dan seksual pada guru SLB ini dapat menjadi agenda rutin pertemuan MKKS SLB (Musyawarah Kerja Kepala Sekolah) Kota Padang. Kata Kunci: Guru SLB, Pelatihan, Disabilitas Intelektual, Pendidikan SeksualABSTRACT Children and adolescents with intellectual disabilities have limitations in their abilities, where with this disability, children with intellectual disabilities have various problems. According to WHO, children with intellectual disabilities in Indonesia are around 5-9%, which is around 7-11 million of the total population of Indonesia. Based on data from the West Sumatra Provincial Education Office, in 2020 in Padang City there were 38 Special Schools (SLB) with approximately 1585 students and approximately 214 teachers. The number of children with intellectual disabilities (intellectual disabilities) ranked first among children with special needs. The inability to live independently with limited intelligence in children with intellectual disabilities makes this group vulnerable to problems, including sexual education problems. Information about sexual education is very important to be given to adolescents, including adolescents with intellectual disabilities. Sexual education for adolescents with disabilities is still not getting attention among educators. Educational media in the teaching system for children with special needs is still very limited, so the delivery of information about sexual education is carried out interpersonally between teachers and students. Increase teacher knowledge about sexual education, to be given to students facing problems related to sexual education, sexual harassment and violence which in turn can improve the quality of life of children with special needs. Conduct workshops to design appropriate material on sexual education of students with intellectual disabilities in accordance with their characteristics, choose suitable strategies / methods / techniques to deliver sexual education materials to adolescent students with intellectual disabilities, integrate sexual education materials for students with intellectual disabilities into the SLB curriculum. This activity was carried out at the auditorium of STIKes MERCUBAKTIJAYA Padang on the first day and the online method on the second day of training. Training in SLB teachers can increase the average teacher knowledge by 3.55 points. The outputs of the activities that have been achieved include publication in the mass media Padang Daily on September 12, 2022, the publication of a youtube video with a https://youtu.be/7XlBGnT6COQ link. It is hoped that this reproductive and sexual health training activity for SLB teachers can become a routine agenda for the MKKS SLB (School Principals' Work Meeting) meeting in Padang City. Keywords: Junior High School Teacher, Training, Intellectual Disability, Sexual Education
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Salimjonov, Khaqmurod. "PROBLEMS OF SOCIAL INCLUSION OF CHILDREN WITH DISABILITIES." Oriental Journal of Social Sciences 02, no. 06 (June 1, 2022): 112–19. http://dx.doi.org/10.37547/supsci-ojss-02-03-15.
Повний текст джерелаАнотація:
The article discusses theoretical approaches to solving the problem of social inclusion of children with disabilities and identifies possible options for its practical solution. It also analyzes the issues of adaptation of children with disabilities in society by demonstrating their abilities based on the inclusion of a certain approach.
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Sudika Mangku, Dewa Gede. "Perlindungan Hukum Terhadap Anak-Anak Disabilitas Terkait Hak Pendidikan di Kabupaten Buleleng." Jurnal Magister Hukum Udayana (Udayana Master Law Journal) 9, no. 2 (July 31, 2020): 353. http://dx.doi.org/10.24843/jmhu.2020.v09.i02.p11.
Повний текст джерелаАнотація:
Persons with disabilities are often forgotten in the development of law and also participation in legal development so that their access to justice is vulnerable. Persons with disabilities must obtain the same rights as others without exception. This is to give them a sense of fairness that persons with disabilities are entitled to an education in this country. The purpose of this study is to provide an overview of the legal protection of children with disabilities in the district of Buleleng. This research is a normative juridical legal research using a statutory approach. Based on the results of the study it was found that the legal protection received by children with disabilities in the district of Buleleng, especially in relation to education has not been touched even though the province of Bali has implemented local regulations that state the fulfillment of the rights of persons with disabilities including children, this is not yet fully can be implemented because the facilities and infrastructure that have not been met in Buleleng Regency so that the fulfillment of these rights is hampered.
Penyandang disabilitas sering dilupakan dalam perkembangan hukum dan juga partisipasi dalam pembangunan hukum, sehingga menjadi rentan aksesnya terhadap keadilan. Penyandang disabilitas harus memperoleh hak yang sama dengan yang lain tanpa terkecuali. Hal ini untuk memberikan rasa adil kepada mereka bahwa penyandang disabilitas berhak untuk memperoleh pendidikan di negara ini. Tujuan penelitian ini ialah untuk memberikan gambaran umum tentang perlindungan hukum terhadap anak-anak disabilitas yang ada di kabupaten Buleleng. Penelitian ini merupakan penelitian hukum yuridis normatif dengan menggunakan pendekatan perundang-undangan. Berdasarkan hasil penelitian ditemukan bahwa perlindungan hukum yang diterima oleh anak-anak penyandang disabilitas di kabupaten Buleleng khususnya berkenaan dengan pendidikan masih belum tersentuh walaupun provinsi Bali telah menerapkan peraturan daerah yang menyatakan tentang pemenuhan hak-hak penyandang disabilitas termasuk anak-anak, hal ini belum sepenuhnya dapat di laksanakan karena sarana dan prasarana yang belum terpenuhi di Kabupaten Buleleng sehingga pemenuhan hak-hak tersebut menjadi terhambat.
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Hung, Doan Xuan. "Sexual Abuse of Children with Disabilities in Vietnam." Journal of Advanced Research in Dynamical and Control Systems 12, SP7 (July 25, 2020): 609–13. http://dx.doi.org/10.5373/jardcs/v12sp7/20202149.
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Kishore, Dr Kaushal, and Dr Amni Sahni. "Teaching Children with Learning Disabilities through Cooperative Learning." Indian Journal of Applied Research 1, no. 1 (October 1, 2011): 41–42. http://dx.doi.org/10.15373/2249555x/oct2011/13.
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Syarief, Natasya Salsabilla, Andre An Pangestu, Hesti Klatina Putri, Tsin’yanul Arsyi Filkhaqq, and Ghaida Yasmin Nur Harjanti. "Karakteristik Dan Model Pendidikan Bagi Anak Tuna Daksa." ej 4, no. 2 (January 31, 2022): 275–85. http://dx.doi.org/10.37092/ej.v4i2.337.
Повний текст джерелаАнотація:
Every child is born in different conditions. There are children who are born with physical disabilities or are called physically disabled. Education for children with physical disabilities is no different from children who do not have physical disabilities. However, children with disabilities need special attention from teachers and parents. Children with physical disabilities have slightly different characteristics from normal children. In the learning process, special services are needed for children with disabilities. The purpose of this journal is to determine the characteristics of children with disabilities and education for children with disabilities. The method used in this journal is the library method which is sourced from articles, journals, books related to knowing the characteristics of children with disabilities and education for children with disabilities.
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Keenan, Paul. "Learning Disabilities in Children." Learning Disability Practice 3, no. 4 (November 1, 2000): 31. http://dx.doi.org/10.7748/ldp.3.4.31.s14.
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VanWeelden, Kimberly, and Laura Meehan. "Teaching Children With Disabilities." Update: Applications of Research in Music Education 35, no. 1 (August 2016): 5–12. http://dx.doi.org/10.1177/8755123315582069.
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Nielsen, M. Elizabeth, L. Dennis Higgins, Ann Elizabeth Hammond, and Ronald A. Williams. "Gifted Children with Disabilities." Gifted Child Today Magazine 16, no. 5 (September 1993): 9–12. http://dx.doi.org/10.1177/107621759301600503.
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COURTMAN, SIMON P., and D. MUMBY. "Children with learning disabilities." Pediatric Anesthesia 18, no. 3 (January 22, 2008): 198–207. http://dx.doi.org/10.1111/j.1460-9592.2007.02323.x.
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Flexer, Carol, Joseph P. Millin, and Lisa Brown. "Children With Developmental Disabilities." Language, Speech, and Hearing Services in Schools 21, no. 3 (July 1990): 177–82. http://dx.doi.org/10.1044/0161-1461.2103.177.
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Because teachers manage and instruct students through verbal communication, it would seem logical that improvement of pupil's abilities to detect and attend to the teacher's speech could improve pupil performance. Using sound field amplification which increased the intensity of the teacher's voice by 10 dB, nine children who attended a primary-level class for children with developmental disabilities, made significantly fewer errors on a word identification task than they made without amplification. Observation showed the children to be more relaxed and to respond more quickly in the amplified condition.
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Pritchard, Duncan. "Learning Disabilities in Children." British Journal of Learning Disabilities 30, no. 2 (June 2002): 89. http://dx.doi.org/10.1046/j.1468-3156.2002.00171.x.
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Mittler, Peter. "Including Children with Disabilities." PROSPECTS 34, no. 4 (December 2004): 385–96. http://dx.doi.org/10.1007/s11125-005-2710-9.
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Schulte, Ann C. "Children, Poverty, and Disabilities." Contemporary Psychology: A Journal of Reviews 38, no. 6 (June 1993): 604–5. http://dx.doi.org/10.1037/033408.
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Cline, Starr, and Kathryn Hegeman. "Gifted Children with Disabilities." Gifted Child Today 24, no. 3 (July 2001): 16–24. http://dx.doi.org/10.4219/gct-2001-542.
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Oliva, Audrey Hill, and Annette M. La Greca. "Children With Learning Disabilities." Journal of Learning Disabilities 21, no. 5 (May 1988): 301–6. http://dx.doi.org/10.1177/002221948802100513.
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Ellis, Ethan B. "Disabling Children With Disabilities." Archives of Pediatrics & Adolescent Medicine 161, no. 4 (April 1, 2007): 419. http://dx.doi.org/10.1001/archpedi.161.4.419-a.
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Ashri Maulidina, Citra. "Family-Based Early Intervention Based on Family Outcomes for Families with Children with Multiple Disabilities." JIV-Jurnal Ilmiah Visi 18, no. 1 (June 30, 2023): 24–29. http://dx.doi.org/10.21009/jiv.1801.5.
Повний текст джерелаАнотація:
This study aims to formulate a family-based early intervention program for parents who have children with Multiple disabilities based on Family Outscomes. The background of this study is the lack of family information related to the identification of children with multiple disabilities, family confusion in handling children who experience multiple disabilities, and the absence of family confidence in the situation of their children in the social environment. The subjects in this study were parents who had Children with Multiple Disabilitiesin this case were children with Cerebral Palsy who experienced obstacles in motor, cognitive, social & emotional, and language aspects and intellectual barriers. This research approach is a qualitative approach with three stages of research, namely assessment, validation, and implementation. The result of this study is an increase in family understanding of the child's condition, the occurrence of stimulation carried out by the family to the child, the family has begun to want to socialize their children in the surrounding social environment. The results and discussion of further research are discussed in this study.
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Salvatore, Chiara, and Gregor Wolbring. "Children and Youth Environmental Action: The Case of Children and Youth with Disabilities." Sustainability 13, no. 17 (September 4, 2021): 9950. http://dx.doi.org/10.3390/su13179950.
Повний текст джерелаАнотація:
Youth environmental activism is on the rise. Children and youth with disabilities are disproportionally impacted by environmental problems and environmental activism. They also face barriers towards participating in activism, many of which might also apply to their participation in environmental activism. Using a scoping review approach, we investigated the engagement with children and youth with disabilities by (a) academic literature covering youth environmental activism and their groups and (b) youth environmental activism group (Fridays For Future) tweets. We downloaded 5536 abstracts from the 70 databases of EBSCO-HOST and Scopus and 340 Fridays For Future tweets and analyzed the data using directed qualitative content analysis. Of the 5536 abstracts, none covered children and youth with disabilities as environmental activists, the impact of environmental activism or environmental problems such as climate change on children and youth with disabilities. Fourteen indicated that environmental factors ‘caused’ the ‘impairments’ in children and youth with disabilities. One suggested that nature could be beneficial to children and youth with disabilities. The tweets did not mention children and youth with disabilities. Our findings suggest the need for more engagement with children and youth with disabilities in relation to youth environmental activism and environmental challenges.
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Astutik, Juli, Budi Suprapto, Zaenal Abidin, and Mohd Haizzan Yahaya. "FAMILY PARTICIPATION MODEL WITH CHILDREN WITH DISABILITIES IN REALISING AN INCLUSIVE SOCIETY." EMPATI: Jurnal Ilmu Kesejahteraan Sosial 12, no. 2 (December 29, 2023): 1–12. http://dx.doi.org/10.15408/empati.v12i2.34146.
Повний текст джерелаАнотація:
Abstract. This research aims to find a model of family participation with children with disabilities in realising an inclusive society in Ngawonggo Village, Tajinan District, Malang Regency. This research was conducted with a qualitative approach of the descriptive type. The research subjects were determined by the purposive method. Data collection techniques were carried out by observation and interview. Data analysis was conducted using the interactive model (Milles and Huberman). The results showed that the forms of family participation with children with disabilities include: 1) Participation in decision-making, 2). Participation in implementation, 3) Participation in benefits, and 4) Participation in evaluation. with socialisation programs, family parenting and therapy, can create an inclusive society, such as: 1) Religious and community leaders understand the importance of supporting the growth and development of children with disabilities, 2) The community treats children with disabilities as normal, 3) Children with disabilities can play and learn with normal peers, 4) There is support from the local government for children with disabilities through the allocation of the Village Fund Budget, 5) Parents with children with disabilities have gradually opened up and provided public access to their children. Keywords: Family Participation, Children with Disabilities, Inclusive Society. Abstrak. Penelitian ini bertujuan untuk menemukan model partisipasi keluarga dengan anak penyandang disabilitas dalam mewujudkan masyarakat inklusi di Desa Ngawonggo, Kecamatan Tajinan, Kabupaten Malang. Penelitian ini dilakukan dengan pendekatan kualitatif dengan tipe deskriptif. Subjek penelitian ditentukan dengan metode purposif. Teknik pengumpulan data dilakukan dengan observasi dan wawancara. Analisis data dilakukan dengan menggunakan model interaktif (Milles dan Huberman). Hasil penelitian menunjukkan bahwa bentuk-bentuk partisipasi keluarga dengan ABK antara lain: 1) Partisipasi dalam pengambilan keputusan, 2). Partisipasi dalam pelaksanaan, 3) Partisipasi dalam manfaat, dan 4) Partisipasi dalam evaluasi. Dengan adanya program sosialisasi, pola asuh keluarga dan terapi, dapat menciptakan masyarakat yang inklusif, seperti: 1) Tokoh agama dan tokoh masyarakat memahami pentingnya mendukung tumbuh kembang ABK, 2) Masyarakat memperlakukan ABK sama seperti anak normal lainnya, 3) ABK dapat bermain dan belajar bersama teman sebaya yang normal, 4) Adanya dukungan dari pemerintah daerah terhadap ABK melalui pengalokasian Anggaran Dana Desa, 5) Orang tua yang memiliki ABK berangsur-angsur membuka diri dan memberikan akses publik terhadap anaknya. Kata Kunci: Partisipasi keluarga, ABK, Masyarakat inklusif.
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Khomsiyatun, Umi. "KONSTRUKSI POLA PEMBELAJARAN BAGI GURU PADA ANAK-ANAK DIFABEL DAN DISABILITAS BERBASIS PENDIDIKAN PARENTIING." ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal 6, no. 2 (December 12, 2018): 217. http://dx.doi.org/10.21043/thufula.v6i2.4043.
Повний текст джерелаАнотація:
<p><strong>Abstract: <em>CONSTRUCTION OF LEARNING PATTERNS FOR TEACHERS IN DIFABLES AND PARENTIING EDUCATION-BASED CHILDREN. </em></strong><em>Children basically have the same rights. The right to grow, develop, get proper education, and other rights No exception with imperfect children. Both seen from the physical and mental. In this study discussed about learning patterns for teachers for children with disabilities and disabilities. The method in this study is to use analysis descriptions. This type of research is library research with a qualitative approach. Data collection techniques in this study are library research and documentation. Data analysis techniques in this study used descriptive analysis of the construction of parenting education in children with disabilities and disabilities. So that they get a description of how the construction of parenting education for children with disabilities and sisability. From the results of this study it can be seen that the construction or pattern of parenting education for educators for children with disabilities and disabilities is four. First, large group meetings, parent conferences, parent support groups, and home visits.<strong></strong></em></p><p> </p><p><strong>ABSTRAK: </strong><em>Anak pada hakikatnya mempunyai hak yang sama. Hak untuk tumbuh, berkembang, mendapat pendidikan yang layak, dan hak-hak lainnya tidak terkecuali dengan anak-anak tidak sempurna. Baik yang dilihat dari fisik maupun mental. Dalam penelitian ini membahas mengenai konstruksi pola pembelajaran bagi guru untuk anak-anak difabel dan disabilitas. Metode yang digunakan dalam penelitian ini adalah menggunakan deskripsi analisis. Jenis penelitian ini adalah penelitian kepustakaan (Library research) dengan pendekatan kualitatif. Teknik pengumpulan data pada penelitian ini adalah studi pustaka (library research) dan dokumentasi. Teknik analisis data pada penelitian ini menggunakan analisis deskriptif tentang konstruksi pendidikan parenting pada anak difabel dan disabilita. Sehingga mendapatkan suatu pendeskripsian mengenai bagaimana konstruksi pendidikan parenting untuk anak difabel dan sisabilitas. Dari hasil kajian ini dapat diketahui kontruksi atau pola pendidikan parenting bagi pendidik untuk anak yang difabel dan disabilitas yaitu ada empat. Pertama, large groups meetings, parent conferences, parent supprots groups, dan home visit.</em><strong></strong></p>
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Nandang, Mulyana, Ria Agnes Chrisnalia Silalahi, and Nunung Nurwati. "DUKUNGAN INSTRUMENTAL KELUARGA BAGI ANAK DENGAN DISABILITAS TUNA DAKSA." Prosiding Penelitian dan Pengabdian kepada Masyarakat 5, no. 3 (January 30, 2019): 294. http://dx.doi.org/10.24198/jppm.v5i3.19786.
Повний текст джерелаАнотація:
ABSTRAK Kajian ini mempunyai tujuan untuk mengetahui, memahami dan mendeskripsikan setiap bentuk pemberian dukungan instrumental keluarga bagi anak penyandang disabilitas tunadaksa yang diberikan oleh keluarga.Metode penelitian yang digunakan kajian ini adalah metode deskriptif kualtatif. Teknik penelitian yang digunakan adalah studi deskriptif. Teknik pengumpulan data yang digunakan adalah Wawancara mendalam, Observasi non-partisipasi dan Studi dokumentasi. Teknik analisis data yang digunakan adalah Reduksi data, Kategorisasi data dan Penarikan kesimpulan. Informan utama dalam penelitian ini berjumlah enam orang yang terdiri dari orang tua dan anak penyandang disabilitas tunadaksa.Hasil penelitian menunjukan bahwa keluarga sebagai orang terdekat memiliki peran yang besar untuk memberikan aspek-aspek dari dukungan instrumental bagi anak dengan disabilitas tunadaksa. Secara umum memang kebutuhan dukungan instrument keluarga bagi anak dengan disabilitas tunadaksa sudah terpenuhi. Akan tetapi masih ditemukan beberapa dukungan Instrumental keluarga yang belum maksimal dalam pemberian dukunganya. ABSTRACT The purpose of this study is to find out, understand and describe every form of providing instrumental support family for children with physical disabilities.. The research method used in this study is descriptive qualitative research method. The research technique used is descriptive study. Data collection techniques used were in- depth interviews, non-participation observations and documentation studies. Data analysis techniques used are data reduction, data categorization and conclusion drawing. The main informants in this study amounted to six people consisting of parents and children with physical disabilities. The results showed that the family as the closest person had a big role to provide aspects of social support which had an impact on individual resilience of children with disabilities, in general indeed the need for four aspects of social support for children with physical disabilities was fulfilled. but there are still some social support that has not been maximized in the provision of support.
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Seligman, Milton. "Forgotten Children: Siblings of Children With Disabilities." Contemporary Psychology: A Journal of Reviews 40, no. 11 (November 1995): 1091. http://dx.doi.org/10.1037/004132.
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Siregar, Hairani, and Siti Hazzah Nur. "Community Acceptance of Children with Disabilities in Medan City." Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences 3, no. 4 (December 3, 2020): 3831–44. http://dx.doi.org/10.33258/birci.v3i4.1450.
Повний текст джерелаАнотація:
This research is to see how the family and society accept the presence of children with disabilities in the family and society. This research was conducted in Medan Johor District, Medan City. This research uses qualitative research methods with a descriptive approach. Using data collection techniques from interviews, observation, and documentation studies and using qualitative data analysis. The informants in this study were parents who have children with disabilities, communities who have neighbors with children with disabilities, community leaders and the coordinator of children with disabilities in Medan. The results of the research conducted show that parents who have children with disabilities feel very sad at the start of knowing that their children have disabilities and have a great sense of concern for the child's future. As time goes by, parents' acceptance of children with disabilities gets better, especially when parents see children's talents that need to be developed. Family neighbors who have children with disabilities, community leaders are able to accept the presence of children with disabilities present in the midst of the environment. Public. Furthermore, the coordinator of children with disabilities stated that there are still children with disabilities who experience discrimination and there is no forum provided by Medan City Government as a place to practice and channel the talents of children with disabilities.
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Siregar, Hairani, and Fajar Utama. "Welfare of families who have children with disabilities through empowering the establishment of a curtain stitch business group." ABDIMAS TALENTA: Jurnal Pengabdian Kepada Masyarakat 5, no. 2 (December 2, 2020): 479–89. http://dx.doi.org/10.32734/abdimastalenta.v5i2.4709.
Повний текст джерелаАнотація:
This Community Service program is one of the efforts made so that families of children with disabilities have a good source of income. The care of children with disabilities is different from other ordinary children. Children with disabilities need special protection, especially from their families. Caring for children with disabilities is very expensive, until children with disabilities get their basic rights as children. With this service program, children with disabilities can grow and develop like other ordinary children. The training was conducted by forming a curtain-tailing group from the Medan Polonia Women's Community (KPMP). From the results of this training, all group members can measure, sew and install pleated curtains and ring styles. This training gives parents who have children with disabilities have economic resources to continue a good life without having to leave their children at home alone.
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Parchomiuk, Monika. "Mothers with Intellectual Disabilities Raising Children with Intellectual Disabilities." Journal of Intellectual Disability - Diagnosis and Treatment 4, no. 4 (January 20, 2017): 204–16. http://dx.doi.org/10.6000/2292-2598.2016.04.04.3.
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Agathi Stahopoulou and Kyriaki Siskou. "Enhancing mental health promotion of students with learning disabilities: The role of motivation and digital technologies." GSC Advanced Research and Reviews 16, no. 1 (July 30, 2023): 116–28. http://dx.doi.org/10.30574/gscarr.2023.16.1.0307.
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The present thesis is a literature review, whose aim is to examine the role of motivation both in children with learning disabilities and children without learning disabilities and establish whether motivation differs between children with and those without disabilities. The proposed questions concern the importance of motivation in children with and without learning disabilities, whether these children are able, through motivation, to improve their academic level, the possible differences in self-regulation and self-efficacy among students with and without learning disabilities and the value of intervention in promoting motivation. The present study established that motivation is one of the most important factors that encourage children to learn. Children without learning disabilities, seem to be more motivated than children with learning disabilities. Children with learning disabilities, due to more limited skills, have to face a great number of failed academic performances, a fact which discourages them from continuing their effort to achieve success. A targeted intervention to enhance motivation in children with learning disabilities, is therefore necessary for their academic development.
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Koivula, Tanja, Noora Ellonen, Staffan Janson, Carolina Jernbro, Heini Huhtala, and Eija Paavilainen. "Psychological and physical violence towards children with disabilities in Finland and Sweden." Journal of Child Health Care 22, no. 3 (February 7, 2018): 317–31. http://dx.doi.org/10.1177/1367493518757379.
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This article describes psychological aggression and physical violence by Swedish and Finnish mothers ( N = 3420) towards their 0- to 12-year-old children with disabilities ( N = 286) by comparing such behaviour with the mothers of children without disabilities ( N = 3134). The survey data are based on representative samples from Finland and Sweden of mothers’ reports of their behaviour towards their child in conflict situations. Mothers of children with disabilities reported more psychological aggression towards their child than did mothers of children without disabilities. Mothers used psychological aggression, especially towards children with neurological/psychological disabilities. However, the only significant difference regarding physical violence was repetitive use of mild physical violence. Overall, the analysis suggests that children with neurological/psychological disabilities are more exposed to both psychological and physical violence than children without disabilities or children with somatic/developmental disabilities.
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Nguyen Thi Cam, Huong, Khanh Nguyen Cong, Long Phan Thanh, Thao Do Thi, and Hop Bui The. "Air pollution and its impact on children with disabilities: Teachers' awareness and influencing factors." Journal of Science Educational Science 66, no. 4AB (October 2021): 132–44. http://dx.doi.org/10.18173/2354-1075.2021-0068.
Повний текст джерелаАнотація:
This study aims to find out teachers’ awareness of air pollution, how to response to it, how air pollution impact on children with disabilities and teachers’ attitudes on this issue through a survey of 3,221 teachers who are teaching in inclusive, integrated and special enviroment in 6 provinces and cities in different regions in Vietnam. The results showed that most of the teachers have the correct awareness about air pollution, responding methods with air pollution, and are aware of the negative impacts of air pollution on children with disabilities and children without disabilities, they felt worried and concerned more about this issue. According to teachers, children with disabilities suffer more negative impacts than children without disabilities. Children with chronic diseases are most affected by air pollution, followed by children with motor disabilities, then children with neurocognitive disorders, and finally, children with hearing impairment, visual impairment and children with language disability. Most of teachers were actively teaching children with disabilities deal with air pollution impact. Teachers' awareness and attitudes about air pollution and its impact on children with disabilities depend on age, working area and training status. There is a need for more research to clarify the impact of air pollution on the education of children with disabilities and education on responding skills for children with disabilities in the future.
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Thi Mai Thuong, ONG, TRAN Thi Khanh Dung, NGUYEN Thi Giang, NGUYEN Thi Suong, and TRAN Anh Thu. "EDUCATION ACTIVITIES TO IMPROVE SOCIAL SKILL FOR CHILDREN WITH DISABILITIES." Vinh University Journal of Science 53, no. 2B (June 20, 2024): 29–38. http://dx.doi.org/10.56824/vujs.2024b028.
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Children with disabilities are a vulnerable group of children who face many difficulties in life and lack basic social skills. By selecting a typical case study, the Vocational Education and Training Center for People with Disabilities in Nghe An province, a combination of quantitative and qualitative information collection methods has been used to clarify educational activities to improve social skills for children with disabilities. Research results show that children with disabilities face many difficulties in social communication. Therefore, children with disabilities have a need for education to improve social skills. Activities to improve social skills for children with disabilities have been organized and received a positive response; However, children with disabilities still have difficulty participating in social skills education activities. On that basis, some solutions have been proposed to improve the quality of social skills education for children with disabilities at the Nghe An Center for Education and Vocational Training of People with Disabilities.
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Subramaniam, Hema, Haslinda Sutan Ahmad Nawi, and Rajeswary Muthu Kathan. "Assessing the Virtual Early Intervention for Children with Learning Disabilities." International Journal of Early Childhood Special Education 14, no. 1 (March 17, 2022): 1161–68. http://dx.doi.org/10.9756/int-jecse/v14i1.221132.
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Learning strategies are undergoing a revolution in producing successful learners. However, some children academically demonstrate inability from an early stage. The current solution to increase the academic performance of those groups of students while learning the national language at vernacular schools in Malaysia remains ineffective. Most vernacular school learners with learning disabilities have difficulty mastering the national language, containing various vocabulary and language styles. The study discusses the effectiveness of using computer-assisted early intervention in sharpening the language skill of those students. The study was conducted in three phases; identifying the current teaching method applied to learning disabilities students, experimental assessment for the technology-mediated early intervention, and analysis of those results. The experiment reveals a significant relationship between intervention implementation and national language mastering skills. Indeed, it also indicated that the computer-assisted learning styles could give positive exam results among learners with learning disabilities. The evidence from the study suggests that learning disabilities need early exposure to specific computer-based intervention as alternative learning material. Moreover, the study supports that virtual intervention would positively enhance the adaptive function for learning disabilities.
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Bibikova, Nadezhda Vyacheslavovna, and Polina Aleksandrovna Suvorova. "Social and psychological assistance to families with children with disabilities." Social'naja politika i social'noe partnerstvo (Social Policy and Social Partnership), no. 6 (May 30, 2023): 327–39. http://dx.doi.org/10.33920/pol-01-2306-01.
Повний текст джерелаАнотація:
The article examines the essence of social and psychological assistance to families raising children with disabilities. The main problems of such families are identified. Methods and forms of work with families with children with disabilities are considered on the example of the Regional State Budgetary Institution of Social Service Multidisciplinary Rehabilitation Center «Podsolnukh (Sunflower) ". By means of diagnostic materials, socio-psychological problems of families with children with disabilities and emotional burnout of parents raising children with disabilities have been identified, and trainings for parents with children with disabilities have been conducted. The topics of the trainings were «Prevention of burnout syndrome in parents raising children with disabilities» and «Prevention of emotional stress in parents of children with disabilities».
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Purnamasari, Nahdiah. "Hubungan Peran Keluarga dengan Kemampuan Motorik Kasar Anak Disabilitas Intelektual." Jurnal Fisioterapi dan Rehabilitasi 6, no. 1 (November 19, 2021): 9–15. http://dx.doi.org/10.33660/jfrwhs.v6i1.147.
Повний текст джерелаАнотація:
Abstrak
Penelitian ini bertujuan untuk mengetahui hubungan peran keluarga degan kemampuan motorik kasar anak disabilitas intelektual. Penelitian ini menggunakan desain cross-sectional dengan jumlah responden tiga puluh delapan orang (n=38). Terdapat beberapa data primer yang dikumpulkan diantaranya peran keluarga, kemampuan motorik kasar, Pengambilan data tersebut menggunakan kuisioner Family Role Questionnaire (FRQ) dan Form Test Gross Motor Development 2 (TGMD-2). Berdasarkan hasil analisis uji hubungan dengan Spearman Rho test didapatkan nilai signifikansi (p) sebesar 0,000(p< 0.05) yang berarti adanya hubungan antara peran keluarga dengan kemampuan motorik kasar anak disabilitas intelektual, dengan nilai r =0.062 yang berarti adanya hubungan yang kuat antara peran keluarga dengan kemampuan motorik kasar anak disabilitas intelektual.
Kata kunci : motorik kasar, peran keluarga, disabilitas intelektual.
Abstract
This study aims to see the relationship between family and gross motor skills of children with intellectual disabilities. This study used a cross-sectional design with thirty-eight respondents (n = 38). Some of the primary data collected included the role of the family, gross motor skills, data collection using the Family Role Questionnaire (FRQ) questionnaire and the Gross Motor Development 2 Test Form (TGMD-2). Based on the results of the analysis of the relationship test with the Spearman Rho test, it was obtained a significance value (p) of 0.000 (p <0.05), which means that there is a relationship between family roles and gross motor skills of children with intellectual disabilities, with a value of r = 0.062, which means that there is a strong relationship. between the role of the family and gross motor skills of children with intellectual disabilities.
Key words: gross motor skills, family roles, intellectual disabilities.