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Wilson, Emma. "Can camps improve outcomes for young people with long-term conditions or disabilities?" Nursing Children and Young People 30, no. 3 (May 11, 2018): 19. http://dx.doi.org/10.7748/ncyp.30.3.19.s19.
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Carta, Mauro Giovanni, Maria Francesca Moro, Antonio Preti, Jutta Lindert, Dinesh Bhugra, Mattias Angermeyer, and Marcello Vellante. "Human Rights of Asylum Seekers with Psychosocial Disabilities in Europe." Clinical Practice & Epidemiology in Mental Health 12, no. 1 (September 30, 2016): 64–66. http://dx.doi.org/10.2174/1745017901612010064.
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Background:The migrants crossing the Mediterranean towards Europe have dramatically been increased in 2015 as the number of incidents and deathsObjective:This editorial summarizes the results of our work and highlights some critical aspects that hinder the care to asylum seekers with stress disorders.Method:Screening for mental disorders was performed in all migrants joint three camps in Sardinia (January-September 2015) using K6, Short Screening Scale for Post Traumatic Stress Disorder (PTSD) and with an interview. Positives were evaluated by psychiatrists and if they needed, have been treated and evaluated at the start of treatment and three months later.Results:22.1% of the sample, (22.6% female, 38.5±12.9 years) were positive for at least one screener; 8.7%, (24% female) had a diagnosis of depressive or bipolar DSM5 disorders and 7.6%, (25% female) of PTSD. After three months of treatment: 51 treated people (26.8%) had left the camps. 53.1% of those remaining declared had relatives in northern Europe that they wanted to reach. Only 8.3% showed a significant clinical improvement.Conclusion:Clinical improvement was dramatically poor in people who stay in the camps. Dissatisfaction and feeling they could not join relatives may have had a negative impact. In PTSD, with the experience of torture and seeing family members killed, staying with surviving relatives in stable conditions would be an important part of treatment. From this point of view the UE Dublin Regulation seems not to be in agreement with the UN Convention on the rights of persons with disabilities
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Rybachok, Iryna. "UKRAINIAN REFUGEE CHILDREN IN WESTERN GERMANY AFTER WORLD WAR II: WAYS OF AFFECTION AND SOCIAL CATEGORIES." Naukovì zapiski Nacìonalʹnogo unìversitetu "Ostrozʹka akademìâ". Serìâ Ìstoričnì nauki 1 (December 17, 2020): 86–96. http://dx.doi.org/10.25264/2409-6806-2020-31-86-96.
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The article is devoted to the phenomenon of Ukrainian refugee children. They lived in displaced persons camps (DP camps) created and functioned for refugees in West Germany during the second half of 1940s – early 1950s. The article is based on archival documents, memoirs, camp periodicals. The author tried to identify the main reasons and ways of getting children to DP camps, such as age, social criteria and health status. Moreover, the author characterized different groups of “little aged displaced persons”. World War II caused significant migration of population from Ukraine and put the fate of millions of refugees and displaced persons on the international agenda. The majority of the Ukrainians had been repatriated to the Soviet Union (USSR), but about 250,000 of Ukrainians managed to avoid repatriation, escaped and became refugees who lived in special DP camps. Children made up about a quarter of all Ukrainian refugees, who had experienced difficult escape cases. The memoirs of Lesia Bohuslavets (Oleksandra Tkach), Alla Lehka-Herets, Larysa Zalevska Onyshkevych, Larysa Palidvor-Zelyk, Natalia Palidvor-Sonevytska and others, used in the article, allow us to understanding the personal experiences and feelings of Ukrainian refugee children in the DP period. Refugee children came from various social groups of the Ukrainian community: politicians, public and religious figures, intellectuals, workers and peasants. The least protected social categories were semi-orphans, orphans, children with disabilities, illegitimate or seriously ill children. They needed special attention and aid from international and Ukrainian relief organizations, as well as from Ukrainian DP community. These were the families with little children, widows with orphans, single mothers with illegitimate children, children with disabilities, children suffering tuberculosis. All of them (and also sick, elderly people) belonged to the so-called “hard core” or “zalyshentsi” (people who couldn’t come back to their homes). They could move from DP camps in Germany to their new residence countries only if they received necessary confirming documents from their relatives, supporting their living conditions provided. Therefore, some Ukrainian families with little or ill children, children with disabilities, widows with orphans, as well as the elderly, were forced to stay in war-torn Germany.
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Graham, Imelda Mary. "Addressing the Needs of Vulnerable Refugees." Journal of Applied Rehabilitation Counseling 51, no. 4 (December 1, 2020): 282–89. http://dx.doi.org/10.1891/jarc-d-20-00029.
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In recent times there has been a large increase in the numbers of people who are refugees1 seeking asylum, safety, and a secure future in countries across the globe. The countries to which they seek to gain access have often placed barriers to their arrival, sometimes overwhelmed by the numbers. People who have become refugees have the same human rights and basic needs as anyone else. Rehabilitative work is limited in most instances, although if properly addressed would afford most people who are refugees the opportunity to integrate into their new countries, and enable them to contribute in a meaningful manner to that country's well-being and development. Displaced peoples have a broad profile, including people with disabilities, some being acquired on their migration journey. Social justice practice includes addressing the needs of refugees, especially the most vulnerable among them. This article will examine these issues, establishing the context of current displacement, with projected numbers for the future; it will describe and discuss the impact of the difficult journeys undertaken by refugees; and propose the key elements for focus by rehabilitation professionals, particular reference to the European situation, especially that of Greece. The article is based on the author's first-hand experiences while working in European refugee camps, including one specifically for those with disabilities. The article will draw upon information, statistics, and other evidence supporting the issues addressed, including Human Rights Watch; Pew Research Center; Aida: Asylum in Europe Database, the United Nations High Commissioner for Refugees, and the United Nations.
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Kenney, Rebecca, and Martha Laxton-Kane. "Listening to the views of people with learning disabilities." FPID Bulletin: The Bulletin of the Faculty for People with Intellectual Disabilities 18, no. 3 (December 2020): 40–47. http://dx.doi.org/10.53841/bpsfpid.2020.18.3.40.
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▪ We asked ten clients for their opinions of receiving support from the National Health Service (NHS) learning disabilities child and adolescent mental health service (LD CAMHS).▪ Clear communication, being heard and understanding the goals were identified as being important.▪ New service standards have been developed based on the feedback.▪ The information gathered could be useful for other learning disability services.
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Crabtree, Elizabeth, Sarah Wolfe, and Mark Austin. "Promoting participation in recruitment and selection for a CAMHS Learning Disability Service." Clinical Psychology Forum 1, no. 231 (March 2012): 19–22. http://dx.doi.org/10.53841/bpscpf.2012.1.231.19.
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There are few examples of children and young people with learning disabilities influencing mental health services to affect positive and measured change. This account describes ongoing work by a Learning Disability Service to involve young people in recruitment and selection.
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BO, Ogbonna, Mgbemena BC, Ezenekwe LN, Ele GN, Anetoh MU, Ejie Il, Umeh IB, et al. "Terrorism, population health, and epidemiological dynamics in Nigeria: implications for public health." MOJ Public Health 9, no. 1 (February 28, 2020): 27–31. http://dx.doi.org/10.15406/mojph.2020.09.00319.
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Background: Terrorism is the use of violent action in order to achieve political aims or force a government to act. It has become a growing trend in the global scene today in varying dimensions from hijacking, bombing, to state terrorism, bio-terrorism, cyber terrorism, eco-terrorism, nuclear, and narco-terrorism. All these disrupt population health with far reaching consequences. Objective: This study explored the dynamics of terrorism and public health in Nigeria. Methods: A narrative overview of relevant literatures was carried out. Literature search was carried out in PubMed, and Google Scholar. Information from previously published articles covering terrorism and public health was condensed to present a broad perspective and development. Only articles written in English Language carried out between 1999 and 2018 that clearly referred to terrorism, public health and diseases was used. Extracted information was discussed narratively. Results: A total of 1595 people died through terrorist attack in 2013 and 6118 in 2014. Immunization officers were killed in northern Nigeria in 2013. It leading to massive decline in immunization activities in northern Nigeria and contributed to the re-emergence of polio. In 2014, 662 terrorist attacks resulted in the death of 7512 people and 2246 were injured with varying degrees of disabilities. Many internally displaced peoples (IDP) fled to make shift camps with poor hygienic conditions with records of epidemics, psychosomatic conditions, malnutrition, overcrowding, and death. Conclusion: study suggests that terrorism deplete the general living condition of people and predispose them to varying levels of illness and diseases and ultimately disrupting public health status. Review, implementation of government policies, and equitable resource allocation could be utilized as preventive strategies
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Hossain, Muhammad Riaz, Ateeb Ahmad Parray, Rafia Sultana, Bachera Aktar, and Sabina Faiz Rashid. "Exploring healthcare-seeking behavior of most vulnerable groups amid the COVID-19 pandemic in the humanitarian context in Cox’s Bazar, Bangladesh: Findings from an exploratory qualitative study." PLOS Global Public Health 3, no. 3 (March 20, 2023): e0000382. http://dx.doi.org/10.1371/journal.pgph.0000382.
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The COVID-19 pandemic has raised new concerns about healthcare service availability, accessibility, and affordability in complex humanitarian settings where heterogeneous populations reside, such as Rohingya refugees in Bangladesh. This study was conducted in ten Rohingya camps and four wards of the adjacent host communities in Cox’s Bazar to understand the factors influencing healthcare-seeking behavior of the most vulnerable groups (MVGs) during COVID-19 pandemic. Data were extracted from 48 in-depth interviews (24 in each community) conducted from November 2020 to March 2021 with pregnant and lactating mothers, adolescent boys and girls, persons with disabilities, elderly people, and single female-household heads. This study adopted Andersen’s behavioral model of healthcare-seeking for data analysis. Findings suggest that the healthcare-seeking behavior of the participants amid COVID-19 pandemic in the humanitarian context of Cox’s Bazar was influenced by several factors ranging from socioeconomic and demographic, existing gender, cultural and social norms, health beliefs, and various institutional factors. Lack of household-level support, reduced number of healthcare providers at health facilities, and movement restrictions at community level hampered the ability of many participants to seek healthcare services in both Rohingya and host communities. Most of the female participants from both communities required permission and money from their male family members to visit healthcare facilities resulting in less access to healthcare. In both communities, the fear of contracting COVID-19 from healthcare facilities disproportionately affected pregnant mothers, elderly people, and persons with disabilities accessing health services. Additionally, the economic uncertainty had a significant impact on the host communities’ ability to pay for healthcare costs. These findings have the potential to influence policies and programs that can improve pandemic preparedness and health system resilience in humanitarian contexts.
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Nixon, Barry, Sue Hooton, and Ann Jones. "Child and adolescent mental health services (CAMHS): providing services for children and young people with learning disabilities." Journal of Mental Health Training, Education and Practice 3, no. 3 (September 2008): 39–52. http://dx.doi.org/10.1108/17556228200800020.
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Lipert, Anna, Kacper Wróbel, Michał Spychała, Paweł Rasmus, Dariusz Timler, Michał Marczak, and Remigiusz Kozłowski. "The Effectiveness of Active Rehabilitation Camp on Physical Performance of Disabled People Moving in Wheelchairs." International Journal of Environmental Research and Public Health 18, no. 14 (July 16, 2021): 7572. http://dx.doi.org/10.3390/ijerph18147572.
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(1) Background: Regular participation in physical activity (PA) prevents many medical complications and improves the physical fitness of people with spinal cord injury, and in turn improves the functional independence, psychosocial status and quality of life. The goal of Active Rehabilitation Camps (ARCs) is to use various forms of PA in order for the participants to obtain the greatest efficiency and independence in everyday life. (2) Purpose: To evaluate the improvement in physical performance of people with chronic spinal cord disabilities moving in wheelchairs taking part in the Active Rehabilitation Camp depending on (a) sex, (b) type of disability, (c) the level of injury and (d) the type of wheelchair. (3) Methods: The study included 42 wheelchair users: 28 men and 14 women aged 18–65 years (34.7 ± 14.9 years) taking part in the Active Rehabilitation Camp. Finally, the study involved 27 paraplegics, 9 tetraplegics and 6 individuals with myelomeningocele. The participants took part in four fitness tests: (1) sprint test (SP)—individual time to cover a distance of 15 m in the wheelchair; (2) slalom test (SL)—time to ride between four cones front and back; (3) basketball ball throw at a distance (BT), (4) zig-zag test (ZZ)—riding continuously for 6 min on the designated track. The tests were performed at the beginning and at the end of the ACR. Active wheelchairs were used by 32 participants, and 10 participants used the classic wheelchairs. (4) Results: Paraplegics achieved the best average results in all the tests and the best improvement in physical performance in comparison to individuals with myelomeningocele and tetraplegics. People in active wheelchairs achieved a statistically significant improvement in the results of SL and ZZ (p < 0.001). People with injury above Th-9 level of the spinal cord achieved a statistically significant improvement in the results of SP (p < 0.01), SL and ZZ (p < 0.01). People with injury below Th6 achieved a statistically significant improvement (p < 0.05) in SP, SL and ZZ. (5) Conclusions: Regular PA during the Active Rehabilitation Camp improves the physical performance of disabled people in wheelchairs, but the scale of improvement of physical performance fitness depends on the type of wheelchair used and the level and the type of injury.
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Eodanable, M., and L. Holden. "Developing a multiagency assessment pathway of Intellectual Disabilities: An education and health collaboration." Educational Psychology in Scotland 21, no. 1 (2021): 33–38. http://dx.doi.org/10.53841/bpsepis.2021.21.1.33.
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Meeting the needs of young people with Intellectual Disabilities (ID) and their families is a key priority of the Scottish Government as outlined in The Keys to Life (2013) and Towards Transformation (2021) whereby a strategic change to universal and tiered services’ delivery is advocated. This article reflects on the drivers for change and need for the diagnosis and identification of ID, which prompted the multiagency collaboration of one local authority’s Psychological Services and Child and Adolescent Mental Health Service (CAMHS) ID service in a National Health Service (NHS) Health Board to design an ID assessment pathway.
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McDermott, Emma, Naomi Jenkins, Heather Hanna, and Tammy Morgan. "Evaluating a Pilot Group Based Mental Health Promotion Programme Adapted for Young People With Intellectual Disabilities: The “Healthy Me” Programme." BJPsych Open 8, S1 (June 2022): S140—S141. http://dx.doi.org/10.1192/bjo.2022.406.
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AimsA mental health promotion programme called ‘Healthy Me’, was a collaboration between Action Mental Health (AMH) MensSana, Child and Adolescent Mental Health Services (CAMHS) in the Southern Health and Social Care Trust and the Royal College of Psychiatry (RCPsych) in Northern Ireland in 2014. Adapting ‘Healthy Me’ for delivery in special schools was recommended in evaluation of this pilot programme. A co-produced pilot adapted ‘healthy me’ programme, for young people with ID was taken forward by Action Mental Health (AMH) MensSana and Intellectual Disability Child and Adolescent Mental Health Service (ID CAMHS) in the Southern Health and Social Care Trust (SHSCT). To determine the feasibility of adaptation and delivery of the programme for the needs of the ID population. To inform changes to be made before wider roll-out. To promote children's social and emotional well-being and emotional literacy through the teaching of problem-solving, coping skills, conflict management and managing feelings. To evaluate the effectiveness of this intervention with children being able to retain learning, information and ideas.MethodsEvaluation •Pre programme quiz July 2021 (young people)•Post session 1–5 quizzes (young people)•Post programme quiz October 2021 (young people)•Simple visual blob tree (young people)Outcome Measures •Pre programme initial outcome measure (parent) The Mood, Interest and Pleasure Questionnaire-short form (MIPQ-S) July 2021•Pre programme initial outcome measure (parent) non standardised, based on the strength and difficulties questionnaire (SDQ) and the Child and Youth Resilience Measure-Revised Person Most Knowledgeable version (PMK-CYRM-R) July 2021•Post programme repeated outcome measure (parent) MIPQ-S October 2021•Post programme repeated outcome measure (parent) Based on SDQ & PMK-CYRM-R October 2021ResultsSix participants identified at outset and four attended and engaged consistently, young people aged between 14 and 17 years. Participants were supported 1:1 to fill in a simple evaluation forms after sessions rating their enjoyment and what they had learnt. Repeating the MIPQ-S with parents highlighted some improved scores indicating positive affect and elevated interest and pleasure.ConclusionThe programme will be offered to in the next stage of the pilot to Special Schools in NI. It is hoped to show that similar positive gains can be made in the school settings for children and young people with intellectual disability in terms of promoting positive mental health and social and emotional well-being.
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Santos, Roseane. "Quer dançar comigo? A pessoa com deficiência na cena contemporânea tucuruiense através da experimentação do movimento." Arteriais - Revista do Programa de Pós-Gradução em Artes 4, no. 7 (April 23, 2019): 68. http://dx.doi.org/10.18542/arteriais.v4i7.6931.
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ResumoA temática abordada neste projeto de criação/experimentação ora apresentada reflete um interesse em contribuir na discussão que tem como alicerce o contexto dos pressupostos teóricos de Ann Cooper Albright, a qual discute a inserção das pessoas com deficiência física na cena artística, propondo ao mundo a visualização dessas pessoas enquanto efetivamente artistas da cena, além da chamada dança inclusiva. Objetivo: Investigar através da experimentação, movimentos artísticos-cultu-rais propostos por pessoas com e sem deficiência para a cena contemporânea tucuruiense. Metodologia: Baseia-se em uma pesquisa-ação. A amostra foi constituída de 05 (cinco) pessoas, sendo estas: 02 (duas) com deficiência física, 1 (uma) de baixa visão e 02 (duas) sem deficiência. Para coleta e análise dos dados usamos o diário de campo, observação, grupo focal e laboratórios de criação. Resultados: As investigações resultaram em descobertas e ressignificações dos corpos-sujeitos envolvidos, com superações corporais e psicológicas com rica troca de ações. Conclusão: As experimentações foram além do esperado, mas foi constatado que a sociedade e os próprios artistas em Tucuruí têm dificuldade em ver além da chamada dança inclusiva.AbstractThe theme discussed in this creation / experimentation project presented here, reflects an interest in contributing to the discussion that builds on the context of the theoretical assumptions of Ann Cooper Albright which discusses the insertion of people with physical disabilities into the art scene, proposing to the world the visualization of these people as effectively performers of the scene, in addition to the so-called inclusive dance.Objective: To investigate, through experimentation, artistic-cultural movements proposed by people with and without disabilities for the contemporary scene in Tucuruí. Methodology: It was based on an action research. The sample consisted of 05 (five) persons, of whom: 02 (two) with physical disabilities, 1 (one) of low vision and 02 (two) without disability. For data collection and analysis, we used the field diary, observation, focus group and breeding laboratories. Results: The investigations resulted in discoveries and re-significances of the involved subjects-bodies, with corporal and psychological surpasses with rich exchange of actions. Conclusion:The experiments were more than expected, but it was found that society and the artists themselves in Tucuruí have difficulty seeing beyond the so-called inclusive dance.
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Álvarez Ramírez, Gloria. "Discapacidad y mediación." Aldaba, no. 42 (January 10, 2018): 99. http://dx.doi.org/10.5944/aldaba.42.2017.20802.
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Pese a las importantes transformaciones sufridas en los últimos años sobre la concepción y el tratamiento de las personas con discapacidad que la ubican como sujeto de derechos capaz de decidir por sí mismo, lo cierto es que persisten determinadas barreras físicas, sensoriales, en la comunicación y, especialmente, en la percepción, resultantes de la interacción entre la persona con discapacidad y un entorno social hostil que dificultan el ejercicio del derecho al acceso a la justicia; y esquivar estas situaciones sin tratar de solucionarlas, supone abocar a las personas con discapacidad a un difícil acceso, o lo que es peor, al impedimento en la defensa de sus derechos. El campo de acción de los sistemas de gestión y resolución de conflictos que, por su esencia misma de flexibilidad, agilidad y, principalmente, la exigencia de que quienes acuden a ellos lo hagan desde el ejercicio de la libertad o desde la autonomía de la voluntad, resulta de sumo interés para las personas con discapacidad, en la medida en que procuran la igualdad de oportunidades, la accesibilidad y la potenciación de la libre determinación.In spite of the important changes undergone in recent years in the conception and treatment of people with disabilities who place them as a subject of rights capable of deciding for themselves, certain physical and sensorial barriers persist in communication and, especially in perception, resulting from the interaction between the disabled person and a hostile social environment that hinder the exercise of the right to access to justice; and avoid these situations without trying to solve them, is to give people with disabilities difficult access, or, worse, the impediment in the defense of their rights. The field of action of the systems of management and resolution of conflicts that, by its very essence of flexibility, agility and, mainly, the requirement that those who come to them do it from the exercise of freedom or from the autonomy of the will, Is of great interest to persons with disabilities, insofar as they seek equality of opportunity, accessibility and the enhancement of self-determination.
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Camargo Rojas, Diana Alexandra, Juana Valentina Delgado Castrillon, Valentina Garcia Cabrera, Valentina Garcia Cabrera, Laura Marcela Estupiñan Gonzalez, Paula Marcela Medina Garzón, Fernando Muñoz-Hinrichsen, and Luis Edwin Torres Paz. "Estado del arte de la investigación en discapacidad y actividad física en Sudamérica Una Revisión Narrativa (State of the art of research on disability and physical activity in South America A Narrative Review)." Retos 48 (March 30, 2023): 945–68. http://dx.doi.org/10.47197/retos.v48.95286.
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Desde el entendimiento del modelo social/socio ecológico de discapacidad, donde esta se conceptualiza desde la relación del sujeto con el ambiente, se encuentra el concepto de actividad física adaptada; un campo multidisciplinar que desde diferentes miradas busca lograr la plena participación de las personas en situación de discapacidad en la práctica de actividad física y deporte, tanto desde la promoción, como en la adaptación y modificación necesaria para lograr una participación activa. El objetivo de esta investigación fue realizar una revisión de las publicaciones realizadas en los últimos 10 años, frente a discapacidad y actividad física relacionada con las barreras y facilitadores para su práctica en personas con discapacidad (PcD) en países de Sudamérica, incluyendo Argentina, Brasil, Bolivia, Colombia, Chile, Ecuador, Perú, Paraguay, Uruguay y Venezuela. Se realizó una revisión narrativa en las bases de datos EBSCO Host, Science Direct, Scielo, Scopus, Pubmed, Descubridor UNAL y Google Scholar. Para su clasificación final se consideraron cuatro categorías: barreras y facilitadores en la práctica de actividad física en PcD, actores involucrados y su papel en la práctica de AF, nivel de Actividad Física en PcD, y condición física de PcD. A partir de la revisión, se identifica que es necesario reconocer las diferentes concepciones y prácticas relacionadas con la discapacidad en Sudamérica, con el fin de fomentar la práctica de actividad física para las PcD desde perspectivas inclusivas y universales, así como fortalecer las políticas públicas relacionadas con el tema, para eliminar las barreras presentadas para la práctica de actividad física y potenciar los posibles facilitadores. Así mismo, es importante continuar promoviendo las investigaciones relacionadas con el tema, debido a que los estudios realizados en la actualidad siguen siendo limitados. Palabras Clave: personas en situación de discapacidad, condición física, actividad física, barreras, facilitadores. Abstract. The universal model of disability conceptualized this as a phenomenon inherent to the human being. Related to this is the concept of adapted physical activity, which is a multidisciplinary field that, from different perspectives, seeks to achieve the full participation of people with disabilities in the practice of physical activity and sport, from the promotion, adaptation and modification necessary to achieve active involvement. The objective of this research was to review the publications in the last ten years regarding disability and physical activity related to the barriers and facilitators for its practice in people with disabilities in South American countries, including Argentina, Brazil, Bolivia, Colombia, Chile, Ecuador, Peru, Paraguay, Uruguay and Venezuela. A narrative review was conducted in an EBSCOHost, Science Direct, Scielo, Scopus, Pubmed, Discoverer UNAL and Google Scholar search. For its final classification, four categories were considered barriers and facilitators in physical activity, actors involved and their role, physical activity level and physical health conditions in people with disabilities. From the review, it is identified that it is necessary to recognize the different conceptions and practices related to disability in South America, in order to promote the practice of physical activity for people with disability from inclusive and universal perspectives, as well as to strengthen related public policies with the theme, to eliminate the barriers presented for the practice of physical activity and promote possible facilitators. Likewise, it is important to continue promoting research related to the subject, since the studies carried out at present are still limited. Key words: people with disabilities, physical health conditions, barriers, facilitators, physical activity, physical fitness
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Hodder, Matthew, Tom Syson, Zobia Aziz, Anthony Handy, Hafsa Khan, and Julie Lancaster. "A reflective evaluation of the Bradford positive behaviour support – in reach service." Tizard Learning Disability Review 25, no. 4 (November 23, 2020): 185–92. http://dx.doi.org/10.1108/tldr-06-2020-0010.
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Purpose Without effective support and intervention, young people with learning disabilities and severe challenging behaviour are at risk of placement in out-of-area residential settings or highly specialist child and adolescent mental health service (CAMHS) units. Such placements may be inappropriate and result in significant reductions to the quality of life of young people and their families. This paper aims to evaluate the effectiveness of the Bradford positive behaviour support (PBS) service model in terms of its aims to improve quality of life, develop skills and maintain children living with their families in their own homes. Design/methodology/approach A service evaluation using quantitative and qualitative data from a range of sources to review the effectiveness of the PBS model being applied in Bradford and Calderdale was the methodology used. Findings When consistently implemented, the Bradford positive behaviour support–in reach service may improve quality of life, facilitate skill development in young people and their carers and reduce placements in residential and CAMHS inpatient units. Avoidance of such placements is likely to reduce the overall costs of service commissioning in Bradford. Originality/value This paper evaluates a novel approach being applied by a third sector agency to implement effective PBS with a small group of children, their families and networks. There is scope for this model to be successfully implemented in other areas.
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Warsi, Aimen, and Noman Mansoor. "Floods in Pakistan; are pregnant women at a greater risk?" Journal of the Pakistan Medical Association 73, no. 05 (April 15, 2023): 1169. http://dx.doi.org/10.47391/jpma.7941.
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Dear madam, The destructive floods in Pakistan have wreaked havoc, leading to increased mortality and morbidity rates among people. More than 1,100 people, including the excess of 350 children, have passed away, and the number is expected to grow [1]. The infrastructure is destroyed with no food or shelter. A halt in conveyance has made the necessities to life unattainable on people, and pregnant women are no exception. In Pakistan, about 500,000 pregnant women were affected by the 2010 floods, and 1.5 million women required emergency obstetric care [2]. Of the pregnant women during the disaster, 1,700 gave birth and hundreds suffered from complications during childbirth. Retained placenta, obstructed labour and fetal distress are some of the complications that pregnant women are at risk of during disaster. The scarcity of healthcare facilities and providers makes it difficult to manage maternal health problems, and delivery in these conditions often leads to maternal death [3]. The maternal mortality rate in Pakistan is 186 deaths per100,000, with rural areas having a 26% higher ratio [4]. Reproductive health is also affected by disasters through spontaneous abortion, birth defects, and low birth weight of babies [3] [5]. Pregnant women, breastfeeding mothers, and women with various disabilities have suffered the most. Sometimes women cannot express their problems which may lead to psychological issues. In addition, delay in transport and medical help affect maternal mortality in rural areas. Pakistan has limited healthcare resources in flood affected areas, making it difficult for pregnant women to help. An obstetrics field hospital must be established with trained staff with concerning disaster protocols. An experienced obstetrician should be taken on board to assess the emergency and set-up of prerequisite healthcare resources. Social media, mass media and public campaigns should be popularized to put an impact on this topic. Furthermore, public awareness for both genders and setting up medical camps in remote areas might help. Telecommunication must be established with field operators in coordination with other disaster relief providers to initiate the need of medicines like folic acid and other vitamins. Portable ultrasound must be arranged. The usage of alcohol-based cleanser instead of water to eradicate contamination. The impact that floods have on lives of pregnant women is an issue that is not given much attention. More studies are required in this area to understand the full extent of the problem.
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Lemos, Jessica Cristina Souza, Thais Giudice Schultz, Ana Paula Martins Cazeiro, and Carolina Maria Do Carmo Alonso. "Pessoas com deficiência e inclusão no trabalho: estudo de caso na estratégia saúde da família / People with disabilities and work inclusion: case study in family health strategy." Revista Interinstitucional Brasileira de Terapia Ocupacional - REVISBRATO 5, no. 1 (February 1, 2021): 91–105. http://dx.doi.org/10.47222/2526-3544.rbto37004.
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Introdução: A Atenção Primária à Saúde é um campo privilegiado para ações que possibilitam ampliar a participação social de pessoas com deficiência por meio do trabalho; contudo, esta temática é pouco abordada nas práticas de cuidado para esta população. Objetivo: Apresentar e discutir as percepções dos atores envolvidos na inclusão de um usuário com deficiência em uma iniciativa de geração de trabalho e renda, na Estratégia Saúde da Família (ESF), a partir da construção de um Projeto Terapêutico Singular. Método: Trata-se de uma pesquisa qualitativa, de caráter descritivo, em formato de estudo de caso, realizada em um serviço da ESF localizado no Rio de Janeiro. O usuário do serviço e dois profissionais da equipe de saúde da família (enfermeira e agente comunitário de saúde) participaram de uma entrevista semiestruturada. Estes dados e as anotações do caderno de campo foram analisados sob o prisma da análise de conteúdo. Resultados e Discussão: Na percepção dos entrevistados, apesar das fragilidades observadas, como problemas estruturais e dificuldade de acesso, foi possível a implantação de uma iniciativa de geração de trabalho e renda de base cooperativa, que potencializou a construção de uma rede de suporte social e evidenciou as possibilidades de ampliação do cuidado de pessoas com deficiência na ESF. Considerações finais: Este estudo permitiu compreender a ESF como campo fértil para o desenvolvimento de ações de reabilitação que transcendem o olhar restrito para as funções e estruturas do corpo, construindo um cuidado mais próximo das necessidades das pessoas com deficiência e reconhecendo seu contexto sociocultural.Palavras-chave: Pessoas com deficiência, Participação Social, Trabalho, Atenção Primária à Saúde.AbstractIntroduction: Primary Care is a privileged field to increase the social participation of people with disabilities through work; however, this theme is rarely addressed in the care practices for this population. Objective: To present and discuss the perceptions of the actors involved in the inclusion of a person with disability in work and income initiative, at the Family Health Strategy (FHS) setting, which involved the construction of a Unique Therapeutic Project. Method: This is a qualitative, descriptive research, in the form of case study, carried out in an FHS service in the city of Rio de Janeiro. The service user and two professionals from the family health team (nurse and community health agent) participated in a semi-structured interview. These data and the field notes were analyzed from the perspective of content analysis. Results and Discussion: In the interviewees' perception, despite the difficulties observed, such as structural problems and access barriers, it was possible to implement a cooperative-based work and income initiative, which enhanced the construction of a social support network and highlighted the possibilities of expanding the care of people with disabilities in the FHS. Final considerations: This study allowed us to understand the FHS as a fertile field for the development of rehabilitation actions that transcend the restricted look at body functions and structures, building care closer to the needs of people with disabilities and recognizing their socio-cultural context.Keywords: Disabled Persons, Social Participation, Work, Primary Health Care.ResumenIntroducción: La atención primaria es un campo privilegiado para aumentar la participación social de las personas con discapacidad a través del trabajo; sin embargo, este tema ha sido poco abordado en las prácticas de atención para esta población. Objetivo: Presentar y discutir las percepciones de los actores involucrados en la inclusión de una persona con discapacidad en una iniciativa de trabajo y renta, dentro del alcance de la Estrategia de Salud de la Familia (ESF), que involucró la construcción de un Proyecto Terapéutico Singular. Método: Se trata de una investigación cualitativa y descriptiva, en forma de estudio de caso, realizada en un servicio de la ESF en la ciudad de Rio de Janeiro. El usuario del servicio y dos profesionales del equipo de salud de la familia (enfermera y agente de salud comunitaria) participaron en una entrevista semiestructurada. Estos datos y las notas de campo fueron analizados desde la perspectiva del análisis de contenido. Resultados y discusión: En la percepción de los entrevistados, a pesar de las dificultades observadas, como los problemas estructurales y las barreras de acceso, fue posible implementar una iniciativa de generación de trabajo y renta con base cooperativa, que permitió la construcción de una red de apoyo social y destacó las posibilidades de ampliar la atención de las personas con discapacidad en la ESF. Consideraciones finales: Este estudio nos permitió entender la ESF como un campo fértil para el desarrollo de acciones de rehabilitación que trascienden la mirada restringida a las funciones y estructuras corporales, acercando la atención a las necesidades de las personas con discapacidad y reconociendo su contexto sociocultural.Palabras clave: Personas con Discapacidad, Participación Social, Trabajo, Atención Primaria de Salud.
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Vengerska, Victoria, and Ivan Kovalchuk. ""UNWORTHY LIFE" AND HISTORICAL MEMORY OF THE VICTIMS OF NAZISM IN GERMANY AND UKRAINE: THEORY, HISTORIOGRAPHY AND POLITICAL PRACTICES." Intermarum history policy culture, no. 14 (May 29, 2024): 92–110. http://dx.doi.org/10.35433/history.112071.
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The purpose of the work is to investigate the situation after the Second World War and in our time, in relation to the memory of the crimes of the Nazi regime, which were related to social and racial experiments, and their reflection in the historiography, memorial, artistic and cultural practices of Germany. Among the tasks that the authors set before themselves was the analysis of the features of the displacement/forgetting of "inconvenient" pages of history for a long period in the post-war period, and the reasons for their "return". Research methodology. Among the methodological approaches used by the authors during the preparation of the article: historiographical and source studies, methods of memory study, comparative studies, history of science, as well as a new interdisciplinary direction - disability studies, which is related to the study of the meaning, nature and consequences of disability. Scientific novelty is determined by comparing the situation of remembering the victims of the Nazi regime, whose lives were called "unworthy", and the presentation of this topic in historical and other special literature, historical memory and commemorative practices of Germany and Ukraine. Conclusions. The ideas of treating people with hereditary and acquired diseases as "social ballast" were born in the European and American intellectual environment long before the Nazis came to power in Germany. The leaders of the National Socialist Party participated in the development of state programs aimed at forced sterilization, and later - taking the lives of people with disabilities in various ways, which during the occupation of European countries acquired "scaling" in concentration camps and not only. Not only the German and Soviet governments joined in the long "forgetting" of this page of history. Not the last role was played by the position of the USA, whose medical and pharmacological fields were interested in using the results of experiments conducted on people within the framework of the outlined programs. Only thanks to the efforts of journalists, psychiatrists and former victims and relatives of the programs "Euthanasia", "Action T-4" and others, since the end of the 1980s, the process of speaking and returning to historical memory the events that led to the destroyed people Although slow, but systematic inclusion in the memorial landscapes of settlements in Germany and Ukraine, brings back the memory of the victims of Nazism and serves as a warning to humanity about the impossibility of violating the general ethical norms that keep us human. This article was written within the framework of the project "European integration and Ukraine: historical memory and migration challenges" of the Jean Monnet Erasmus+ program and consists of two parts. The end of the article will be published in the next issue of Intermarum: History, Politics, Culture magazine.
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M. saja Khalid and Dr. Zainab Ali. "A historical study of the Iraqi national team’s participation in the blind men’s goalball in the Asian Championships for the period (2014-2022)." Modren Sport Journal 21, no. 3 (September 26, 2022): 0116. http://dx.doi.org/10.54702/msj.2022.21.3.0116.
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It is important to study history as it provides us with solutions to contemporary problems in the light of past experiences, and to study the negatives and positives of these solutions, and based on the principle that people with visual disabilities are a human energy that must be invested in order to serve the progress and prosperity of society, it is important to shed light on this category and contribute to conveying an honorable image of it. it may be a motive for others who were stopped by the extinguishing of the ray of light and insight from completing their lives for a spark of hope that would restore their passion for life, and the study aims to: Document the emergence of goalball for the blind Iraqi Paralympic Games, and document the formation of players and the administrative and technical staff of the Iraqi national team goal ball for the blind men advanced in the Asian championships For the period (2014-2022), documenting the participation and achievements of the Iraqi team with the blind men’s goalball advanced in the Asian championships for the period (2014-2022), and critiquing and analyzing the participation and achievements of the Iraqi team with the blind men’s goalball advanced in the Asian championships for the period (2014-2022), and identifying. The most important reasons and obstacles that prevented the Iraqi team from achieving advanced results in the Asian championships with the goal ball for the blind men. The two researchers adopted the historical inferential approach, based on the results obtained for the participation of the goal football team for the blind men, the advanced category in the Asian championships for the period from 2014 AD until 2022 AD, in order to fit this approach and the objectives of the study. The target is for the blind men, the advanced category, and a number of coaches and administrators in the Iraqi Federation for the Blind Goal for the Blind. The two researchers reviewed a number of scientific references in the field of the history of physical education, sports for people with disabilities and visual impairment, as well as studies and research related to writing the theoretical framework for the study, in addition to newspapers and magazines. IBSA and the Paralympic Federation for West Asia WAPF, in addition to that, personal interviews were relied on with the players participating in the Asian Championships for the period (2014-2022), and a number of federation administrators according to an unregulated questionnaire, prepared by the two researchers aimed at organizing and classifying questions in a scientific manner. To get acquainted with the information related to the problem of the study, as well as to identify the most important reasons and obstacles that prevented the achievement of advanced results in some of the specific Asian championships under study. The researchers concluded in the light of the results obtained from the study: that the participation of the advanced men’s goal soccer team in the Asian regional tournaments is at the required level, since competition with teams that have a long history in this sport with better capabilities, and that the participation of the advanced men’s goal soccer team has achieved a high achievement. The team won gold and silver medals in the three West Asian tournaments, because the team’s players had experience in competing at the level of the teams participating in this tournament, and the availability of logistical aspects represented by the support, capabilities and efforts made by the players of the goal soccer team for the blind men, the advanced category and the device Administrative and technical, as well as the appropriate choice in time and place, the involvement of the team's players in the internal and external camps, all of this contributed to achieving advanced positions and high achievement. In light of the findings of the two researchers, the most important recommendations came: the need to analyze and critique the participation and achievements of teams with visual disabilities in various sports, an analysis based on the scientific methodology, because any development we seek in any field, we must Standing on the most important positives and trying to make a greater effort, and the failure to achieve the advanced and required level, calls us to identify the most important obstacles and reasons that prevented the achievement of the required level and high achievement, and then try to find appropriate solutions to them, and the need to increase interest in the sport of people with visual disabilities, as they are They consider a creative human energy that contributes to the progress and prosperity of society, the need to pay attention to historical studies of various events and periods of time, as they help us in setting strategic plans and predicting the future, and striving to provide all the requirements of modern training halls, equipment and tools, which contribute to raising the level of training for the blind goal ball to highest possible.
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Martínez Suárez, Dolores Marlene. "E-Learning en la educación universitaria como herramienta para personas con discapacidad auditiva / E -Learning in Higher Education as Tool for People with Disabilities Hearing." Revista Internacional de Tecnologías en la Educación 3, no. 1 (April 5, 2016): 19–25. http://dx.doi.org/10.37467/gka-revedutech.v3.401.
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ABSTRACTThis research aims to incorporate E-learning as a complementary tool for teaching and learning for people with hearing disabilities, assuming that universities should comply with the provisions of the affirmative action measures in benefit of accession of Persons with Disabilities to Higher Education in Venezuela, on the other hand, as indicated in the Constitution of the Bolivarian Republic of Venezuela and other relevant laws on disability, which recognize that this population have been discriminated against in the Education University tion so should be allowed equal opportunities in the entry of people with disabilities at university level. In this sense, it is intended to supplement teaching through electronic books, guides, Self, exercises, forums, chat, videoconference and others; to strengthen the knowledge received in the classroom, motivated that there is a disadvantage in high schools, colleges and universities due to lack of sign language interpreters Venezuelan support to teachers. The research design was documentary, bibliographic and field descriptive. Within this framework it is raised the need to rethink the teaching practice, proposing new challenges that will generate, among other things strategic alternative pedagogical gies for building an educational culture in which all feel part well break the barriers of language and communication allowing for greater inclusion of people with hearing loss, or deaf to the university and on the other hand the educational transformation is to strengthen and facilitate understanding of the issues of greatest difficulty through the use of E-learningRESUMENEste trabajo de investigación tiene como propósito incorporar el E-learning como herramienta complementaria para la enseñanza y aprendizaje de las personas con discapacidad auditiva, partiendo de que las universidades deben cumplir con lo establecido en las Medidas de Acción Afirmativa a Favor del Ingreso de las Personas con Discapacidad a la Educación Universitaria en Venezuela, por otra parte, lo indicado en la Constitución de la República Bolivariana de Venezuela y otras leyes competentes en discapacidad, donde reconocen que esta población han sido discriminadas de la Educación Universitaria por lo que se debe permitir la equiparación de oportunidades en el ingreso de personas con discapacidad a nivel Universitario.En este sentido, se pretende complementar la enseñanza a través de Libros electrónicos, Guías, Autoevaluación, Ejercicios, Foros, Chat, Videoconferencias entre otros; a fin de que refuercen el conocimiento recibido en las aulas de clases, motivado a que existe una gran desventaja en los institutos, colegios y universidades por no contar con intérpretes de lengua de señas venezolanas que apoyen a los docentes.El diseño de la investigación fue documental, bibliográfico y de campo, de tipo descriptivo. Dentro de este marco se planteó la necesidad de repensar la práctica docente, al proponer nuevos desafíos que permitan generar, entre otros aspectos estrategias pedagógicas alternas para la construcción de una cultura educativa en la cual todos se sientan partícipes además de romper con las barreras de lenguaje y comunicación permitiendo una mayor inclusión de personas con hipoacusia, o con discapacidad auditiva al ámbito universitario y por otro lado se ve la transformación educativa al fortalecer y facilitar la comprensión de los temas de mayor dificultad a través de la utilización del E-learning. Contato principal: chernymartinez@gmail.com
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Aparecida Vieira de Melo, Maria. "Educação inclusiva nas escolas do campo: desafios e possibilidades." Diversitas Journal 4, no. 2 (June 4, 2019): 496–510. http://dx.doi.org/10.17648/diversitas-journal-v4i2.613.
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RESUMO: O presente artigo visa expor reflexões acerca da educação inclusiva nas escolas do campo, ainda é um dos temas na educação do campo pouco discutido, daí a importância de um aprofundamento acerca desta temática. A intenção neste trabalho é discutir a inclusão nas escolas do campo de crianças acometidas por deficiências de qualquer natureza. E mais especificamente dialogar com os autores com que vem tendo esta preocupação contribuindo para que uma atenção especial seja oferecida as crianças deficientes da comunidade rural, em particular do Sítio Luz – Canhotinho-PE, identificar na legislação vigente as especificidades que tratam da inclusão nos espaços educativos e, por fim perceber a importância de fazer valer os direitos humanos das pessoas com deficiência em ocuparem as carteiras escolares das escolas de sua comunidade rural. O problema que norteia esta discussão é: a educação em direitos humanos promove a educação inclusiva nas escolas do campo? Metodologicamente este trabalho desenvolve-se a partir de uma revisão de literatura, a luz de autores que defendem os direitos humanos, o marco legal da educação inclusiva e a especificidade da educação do campo. Diante do exposto, percebe-se que a legislação contribui com a discussão do direito a inclusão nos processos educativos, mas não são evidentes especificamente nas escolas do campo, de tal forma os educadores também não estão preparados para intervir pedagogicamente às pessoas que precisam do atendimento especializado no sistema regular de ensino.
PALAVRAS-CHAVE: Direitos Humanos, atendimento especializado, marco legal.
ABSTRACT: This article aims to expose reflections on inclusive education in schools in the field, it is still one of the subjects in the education of little discussed field, hence the importance of deepening about this topic. The intent of this paper is to discuss the inclusion in the kids camp schools affected by disabilities of any kind. And more specifically dialogue with the authors that has had this concern contributing to that special attention be offered disabled children of the rural community, particularly the Light Site - Canhotinho-PE to identify the current legislation the specifics that deal with the inclusion in spaces educational and finally realize the importance of enforcing the human rights of persons with disabilities occupy the desks of the schools in their rural community. The problem that guides this discussion is: a human rights education promotes inclusive education in schools in the field? Methodologically this work develops from a literature review, the light of authors who defend human rights, the legal framework of inclusive education and the specificity of rural education. Given the above, we can see that the law contributes to the discussion of the right to inclusion in the educational processes, but are not evident especially in schools of the field, so educators are also not prepared to intervene pedagogically people in need of care specializes in the regular school system.
KEYWORDS: Human Rights, specialized care, legal framework.
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De Souza, Flavia Faissal, and Débora Dainêz. "CONDIÇÕES E MODOS DE PARTICIPAÇÃO DE UM ALUNO COM DEFICIÊNCIA MÚLTIPLA NO COTIDIANO ESCOLAR DO ENSINO FUNDAMENTAL." Cadernos de Pesquisa 23, no. 2 (September 1, 2016): 58. http://dx.doi.org/10.18764/2178-2229.v23n2p58-72.
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Tomando como base os princípios teórico-metodológicos da perspectiva histórico-cultural do desenvolvimento humano, em especial a gênese social e o caráter mediado das funções psicológicas, esse artigo tem como objetivo problematizar as condições, os modos de participação e as possibilidades de inserção de um aluno com deficiência múltipla nas práticas escolares de uma escola de ensino fundamental. Inserido em um projeto coletivo de pesquisa, cuja inspiração era o enfoque metodológico da etnografia e da análise microgenética, o trabalho de campo foi desenvolvido ao longo de 2 anos, junto a um aluno com deficiência múltipla. Para registro da pesquisa de campo foram utilizados diário de campo e videogravações. As nossas análises evidenciaram a precariedade das condições sociais e institucionais para sustentar a participação do aluno com deficiência múltipla nas práticas educacionais. Em contraponto, quando diante de situações que potencializaram a mediação pedagógica, se explicitaram possibilidades de participação desse aluno no contexto escolar, mesmo que distantes do esperado para um aluno de quinto ano. O argumento que asseguramos a partir dessas discussões é que as condições escolares incidem na produção das relações de ensino e se tornam condição de desenvolvimento humano. Portanto, em defesa da educação dos alunos com deficiência sob a responsabilidade do Estado, faz-se imprescindível rever as diretrizes políticas de Educação Básica e Especial tendo como suporte a forma como essas vêm se materializando no cotidiano das escolas brasileiras, a fim de viabilizar o pleno desenvolvimento humano da pessoa com deficiência.Palavras-chave: Educação Especial. Políticas de Educação Inclusiva. Práticas Escolares. Trabalho Pedagógico. Deficiência Múltipla. CONDITIONS AND MODES OF PARTICIPATION OF A STUDENT WITH MULTIPLE DISABILITIES IN THE ELEMENTARY SCHOOL ROUTINEAbstract: Using theoretical and methodological principles of a historical-cultural perspective of human development, particularly, social genesis and the mediated character of psychological functions, this article analyzes the conditions, modes of participation and the possibilities of integration of a student with multiple disabilities in the educational practices of an elementary school. Inserted into a collective research project that had, as its inspiration, the methodology of ethnography and microgenetic analysis, this field work experience was developed during a period of two years with a student with multiple disabilities. To register the field experience we used a field journal and video recordings. Our analyses showed the precariousness of social and institutional conditions in sustaining participation of a student with multiple disabilities in educational practices. In contrast, when faced with situations where there was a greater effectiveness of pedagogical mediation, there were possibilities for the student to participate in the educational context, even if the student’s performance was distant from what is expected of a fifth grader. The argument that we put forth from these discussions is that educational conditions affects the production of educational relationships and become a condition for human development. Therefore, in defense of education for students with multiple disabilities under the responsibility of the State, it is necessary to rethink the political guidelines of primary, secondary and special needs education, basing oneself on the way this has materialized in the day to day routine of Brazilian schools so that the full human development of people with multiple disabilities can be enabled.Keywords: Special education. Policies for inclusive education. Educational practices. Pedagogical work. Multiple deficiencie. CONDICIONES Y FORMAS DE PARTICIPACIÓN DE UN ALUMNO CON CAPACIDADES ESPECIALES EN EL COTIDIANO ESCOLAR DE LA EDUCACIÓN PRIMARIAResumen: Este artículo tiene como objetivo problematizar las condiciones, las formas de participación y las posibilidades de inserción de un alumno con capacidades especiales en las prácticas escolares de una escuela de Educación Primaria, sobre la base de los principios teórico-metodológicos de la perspectiva histórico-cultural del desarrollo humano, especialmente la génesis social y el carácter mediado por las funciones psicológicas. Situado dentro de un proyecto colectivo de investigación, cuya inspiración fue el enfoque metodológico de la etnografía y del análisis microgenético, el trabajo de campo fue desarrollado a lo largo de dos años junto a un alumno con capacidades especiales. Para registrar la investigación de campo, se utilizó un diario de campo y grabaciones de vídeo. Los análisis realizados evidenciaron la precariedad de las condiciones sociales e institucionales para mantener la participación del alumno con capacidades especiales en las prácticas educacionales. En cambio, frente a situaciones que potencializan la mediación pedagógica se percibieron posibilidades de participación de ese alumno en el contexto escolar, aunque lejos de lo esperado para un alumno de quinto grado. El argumento que se plantea a partir de esas discusiones es que las condiciones escolares inciden en la producción de las relaciones de la enseñanza y se tornan una condición del desarrollo humano. Por lo tanto, en defensa de la educación de los alumnos con capacidades especiales bajo la responsabilidad del gobierno, se hace imprescindible revisar las directrices políticas de la Educación Básica y Especial, basándose en la forma de cómo estas se materializan en el cotidiano de las escuelas brasileñas, con el objetivo de permitir el pleno desarrollo humano de personas con capacidades especiales.Palabras clave: Educación Especial. Políticas de Educación Inclusiva. Prácticas Escolares. Trabajo Pedagógico. Capacidades Especiales.
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Gálvez Muñoz, Luis A. "El régimen de la participación electoral de las personas con discapacidad en los cuarenta años de democracia // The regime of electoral participation of persons with disabilities in the 40 years of democracy." Revista de Derecho Político 1, no. 100 (December 20, 2017): 1057. http://dx.doi.org/10.5944/rdp.100.2017.20726.
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Resumen:En este trabajo se realiza el estudio, en la perspectiva histórica de los cuarenta años de democracia en España, de las normas que han disciplinado la participación electoral de las personas con discapacidad, en tanto máximo exponente de la integración en la comunidad de este colectivo tan numeroso, variado y vulnerable. Ello permite no solo conocer la regulación existente en los diversos estadios de nuestra joven democracia, sino también, al propio tiempo, poder valorar de manera más completa, junto con otros factores contextuales, la normativa actualmente vigente. La exposición se divide en las tres etapas que parecen más significativas desde el punto de vista de la regulación estudiada: el arranque de la democracia, con la normativa electoral de la época, el Real Decreto Ley 20/1977, de 18 de marzo (periodo de indiferencia); el establecimiento de la Ley Orgánica 5/1985, de 19 de junio, del Régimen Electoral General, y los ajustes y complementos de los años inmediatamente posteriores (periodo de visualización); y los avances normativosproducidos con el arranque del siglo xxi, con la muy relevante Convención de Nueva York de Naciones Unidas sobre los derechos de las personas con discapacidad y el Real Decreto 422/2011, de 25 de marzo, por el que se aprueba el Reglamento sobre las condiciones básicas para la participación de las personas con discapacidad en la vida política y en los procesos electorales (periodo de sensibilización). A ello le siguen unas breves consideraciones finales entre recapitulatorias y prospectivas, la principal de las cuales es la de poner de manifiesto la constante y sólida progresión que poco a poco se ha ido produciendo en este terreno con un resultado final que merece ser reconocido y estimado. Se apunta también que la mayoría de las acciones normativas establecidas operan en el campo del derecho de sufragio activo, dejando bastante de lado el derecho de sufragio pasivo y otras formas de participación; que la atención legislativa a los diversos colectivos de personas con discapacidad no ha sido equilibrada ni a lo largo del tiempo ni en el resultado final, observándose, en general, una mayor atención a la problemática de las personas con discapacidad física y sensorial (visual o auditiva) que a las de aquellas con discapacidad intelectual y psíquica; y que son muchos los retos todavía pendientes, como la limitación de la restricción del voto de las personas con discapacidad intelectual y psíquica y la adopción de medidas de apoyo en el terreno del sufragio pasivo.Summary:I. Introduction. II. The start of the democracy (period of indiference). II.1 The Law Royal Decree 20/1977, of March 18, on electoral norms. II.1.1 Provisions on the field of active suffrage. II.1.2 Provisions on the field of passive suffrage. II.1.3 Provisions on others fields. II.2 Other norms. III. The establishment of the loreg and its adjusts and complements during the XXI century (period of visualization). III.1 The LOREG. III.1.1. New elements. III.1.2 Continuity elements. III.2 The posterior adjusts and complements. III.2.1 The accessibility of electoral sites. III.2.2 The vote by mail in case of illness or inability which prevents the displacement. III.2.2.1 Develop of 72.c) article of LOREG in its first version. III.2.2.2 The reform of LOREG in 1992 and the posterior develop. IV. The normative advances produced at the start of the xxi century (period of sensitization). IV.1 The anti-discriminatory movement along the centuries. IV.2 The sectoral norms of disability. IV.2.1 Law 51/2003, of 2 December. IV.2.2 2006 UN Convention on the Rights of Persons with Disabilities. IV.2.3 Law 27/2007, of 23 October. IV.2.4. Royal Legislative Decree 1/2013, of 29 November. IV.3 The electoral norms. IV.3.1 The reforms of LOREG in 2007 and 2011 and the develop normative. IV.3.2 The Royal Decree 422/2011, of 25 March. IV.3.3 Other dispositions. V. Final considerations.Abstract:This work deals with the study, in the historical perspective of the forty years of democracy in Spain, of the norms that have disciplined the electoral participation of people with disabilities, as a maximum exponent of the integration in the community of this so huge, varied and vulnerable collective. This allows not only to know the existing regulation in the various stages of our young democracy, but also, at the same time, to be able to value in a more complete way, with other contextual factors, the current legislation. The work is divided into the three stages that seem to us to be most significant from the point of view of the studied regulation: the start of democracy, with the electoral regulations of the time, the Royal Law Decree 20/1977, of March 18 (indifference period); the period of Organic Law 5/1985, of June 19, of the General Electoral Regime, and the adjustments and complements of the immediately following years (period of visualization); and the normative advances made at the start of the twenty-first century, with the very relevant United Nations Convention on the Rights of Persons with Disabilities, and Royal Decree 422/2011, of March 25, approving the Regulation on the basic conditions for the participation of persons with disabilities in political life and in electoral processes (awareness period). Thisis followed by a brief final considerations, recapitulatory and prospective, the main of which is to highlight the constant and solid progression that has gradually been produced in this field with a final result that deserves to be recognized and estimated. It is also pointed out that most of the established normative actions operate in the area of active suffrage, leaving aside the right to passive suffrage and other forms of participation; That legislative attention to the various groups of people with disabilities has not been balanced either over time or in the final result, with greater attention being paid to the problem of people with physical and sensory disabilities (visual or auditory) than those with intellectual and psychic disabilities; And that many challenges remain, such as the limitation of the restriction of the vote of persons with intellectual and mental disabilities and the adoption of support measures in the field of passive suffrage.
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Lima, André Luís De Souza. "Capacitismo e eugenia na educação brasileira: uma reflexão a partir de aproximações epistemológicas | Ableism and eugenics in Brazilian education: a reflection from epistemological approximations." Revista PHILIA | Filosofia, Literatura & Arte 3, no. 1 (June 2, 2021): 2–20. http://dx.doi.org/10.22456/2596-0911.114316.
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ResumoTomando como referência o campo dos estudos sobre deficiência (disability studies) e a conceitualização de capacitismo – forma particular de marginalização das pessoas com deficiência –, o artigo investiga a ligação entre as ideias eugenistas e o surgimento de uma modalidade de educação destinada a essas pessoas, a educação especial. Nesse sentido, as ciências biomédicas, ao operarem uma separação entre normalidade e anormalidade ofereceram as bases necessárias para a distinção entre capazes e incapazes, tornando estes inferiores àqueles. Por sua vez, isso leva a pôr em questão as matrizes epistemológicas que subjazem tais distinções, considerando-as como participantes nos fundamentos do pensamento ocidental e, portanto, implicadas nos projetos políticos que desembocaram em segregação racial, social e desumanização de diferentes grupos.Palavras-chave: Estudos sobre Deficiência. Capacitismo. Educação. Educação Especial. AbstractTaking as reference the field of disability studies and the conceptualization of ableism - a particular form of marginalization of people with disabilities - this article investigates the connection between eugenic ideas and the emergence of a modality of education aimed at these people: special education. In this sense, the biomedical sciences offered, by operating a separation between normality and abnormality, the necessary basis for the distinction between capable and incapable, making these inferior to those. In turn, this leads us to question the epistemological matrices that underlie such distinctions, considering them as participants in the foundations of Western thought and, therefore, implicated in the political projects that led to racial, social segregation and dehumanization of different groups.Keywords: Disability Studies. Ableism. Education. Special Education.
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Dutra, Victor Matheus Marinho. "Barreiras arquitetônicas e suas implicações no contexto escolar para pessoas com deficiência física e visual em um projeto educacional / Architectural barriers and their implications in the school context for people with physical and visual disabilities in an educational project." Revista Interinstitucional Brasileira de Terapia Ocupacional - REVISBRATO 5, no. 2 (May 12, 2021): 204–17. http://dx.doi.org/10.47222/2526-3544.rbto39758.
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Introdução: A educação fomenta a formação das pessoas. Por tal significância, o contexto escolar deve oferecer oportunidades igualitárias. Sendo a Tecnologia Assistiva uma disciplina multiprofissional, a Terapia Ocupacional a utiliza de modo a tornar o espaço escolar menos excludente para Pessoas com Deficiência. Objetivo: Objetivou-se identificar barreiras arquitetônicas para pessoas com deficiência física e visual em um projeto educacional. Esse artigo cunhou-se durante o Estágio Curricular do Curso de Terapia Ocupacional da Universidade do Estado do Pará no contexto educacional, em uma instituição social situada na cidade de Belém-PA. Método: Trata-se de um estudo de caso de natureza descritiva, abordagem qualitativa e procedimentos documentais, utilizando registros produzidos através de diário de campo e relatórios como fonte de dados. Estruturou-se em três fases: preparação para ida à campo; observação do lócus; identificação de demandas, utilizando o Manual de Acessibilidade Espacial para Escolas: o direito à escola acessível! como parâmetro. Diante disto, o ambiente analisado foi composto por: rua em frente à escola; portão da escola à porta de entrada; recepção e salas de atendimento; corredores; escadas e rampas; salas de aula; biblioteca; auditório; sanitários; refeitório; e espaço destinado ao lazer. Resultados: Constatou-se que alguns equipamentos, espaços e alternativas à acessibilidade eram ausentes no local, dificultando a inclusão escolar. Reconhecer as barreiras arquitetônicas abre diálogo à inclusão de pessoas com deficiência em espaços educacionais, pois favorece reflexões e ações voltadas à acessibilidade e à garantia de direitos neste contexto. Conclusão: Nesse sentido, a Terapia Ocupacional pode contribuir na promoção das ocupações, em estratégias adaptativas e mudanças arquitetônicas.Palavras-Chave: Terapia Ocupacional. Educação. Acessibilidade Arquitetônica.AbstractIntroduction: Education fosters the training of individuals. For such significance, the school context must offer equal opportunities. As Assistive Technology is a multidisciplinary discipline, Occupational Therapy uses it in order to make the school space less exclusive for People with Disabilities. Objective: The objective was to identify architectural barriers for people with physical and visual disabilities in an educational project located in the city of Belém-Pa. This article was coined during the Curricular Internship of the Occupational Therapy Course at Pará State University in the educational context, in a social institution located in that municipality. Method: This is a case study of a descriptive nature, qualitative approach and documentary procedures, using records produced through field diaries and reports as a data source. It was structured in three phases: preparation for going to the field; observation of the locus; identification of demands, using the Spatial Accessibility Manual for Schools: The right to accessible school! as a parameter. Given this, the analysis of the environment was composed by: street in front of the school; school gate to the entrance door; reception and reception rooms; runners; stairs and ramps; classrooms; library; auditorium; Sanitary; refectory; and space for leisure. Results: It was found that some equipment, spaces and alternatives to accessibility were absent in the place, making inclusion difficult. Recognizing architectural barriers opens a dialogue to guarantee the rights to education for people with physical and visual disabilities. Conclusion: Therefore, Occupational Therapy in the school environment plays an important role in promoting occupations and adaptive strategies.Keywords: Occupational therapy. Education. Architectural Accessibility ResumenIntroducción: La educación fomenta la formación de las personas. Para tal trascendencia, el contexto escolar debe ofrecer igualdad de oportunidades. Dado que la Tecnología de Asistencia es una disciplina multidisciplinaria, la Terapia Ocupacional la utiliza para hacer que el espacio escolar sea menos exclusivo para las Personas con Discapacidad. Objetivo: El objetivo fue identificar barreras arquitectónicas para personas con discapacidad física y visual en un proyecto educativo ubicado en la ciudad de Belém-Pa. Este artículo fue acuñado durante la Pasantía Curricular del Curso de Terapia Ocupacional de la Universidad Estatal de Pará en el contexto educativo, en una institución social ubicada en ese municipio. Metodo: Se trata de un estudio de caso de carácter descriptivo, enfoque cualitativo y procedimientos documentales, utilizando como fuente de datos registros producidos a través de diarios e informes de campo. Se estructuró en tres fases: preparación para la salida al campo; observación del locus; identificación de demandas, utilizando el Manual de Accesibilidad Espacial para Escuelas: ¡El derecho a la escuela accesible! como parámetro. Ante esto, el análisis del entorno estuvo compuesto por: calle frente a la escuela; puerta de la escuela a la puerta de entrada; salas de recepción y recepción; corredores escaleras y rampas; salas de clase; biblioteca; sala; Sanitario; refectorio; y espacio para el ocio. Resultados: Se encontró que algunos equipamientos, espacios y alternativas de accesibilidad estaban ausentes en el lugar, lo que dificultaba la inclusión. Reconocer las barreras arquitectónicas abre un diálogo para garantizar los derechos a la educación de las personas con discapacidad física y visual. Conclusión: Por lo tanto, la Terapia Ocupacional en el entorno escolar juega un papel importante en la promoción de ocupaciones y estrategias adaptativas.Palabras clave: Terapia ocupacional. Educación. Accesibilidad Arquitectónica.
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Zayarskaya, G. V., A. Yu Fodorya, and A. O. Revutskaya. "Inclusive Shifts in Children’s Health Camps for Disabled Children and Children with Disabilities: Difficulties and Prospects (On the Example of GAUK «MOSGORTUR»)." Social’naya politika i sociologiya 19, no. 3 (September 29, 2020): 58–66. http://dx.doi.org/10.17922/2071-3665-2020-19-3-58-66.
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the article analyzes and summarizes the experience of GAUK “MOSGORTUR” in the preparation and organization of inclusive shifts in children’s health camps. To assess the quality of organization of inclusive shifts and develop practical recommendations aimed at further development of inclusive children’s recreation, the study used monitoring of preparation and conduct of inclusive shifts, a sample survey of parents and legal representatives of children with disabilities and children with disabilities, analysis of diaries of counselors and reports of administrative and teaching staff of children’s camps, an expert survey of representatives of the professional community. The educational environment of the inclusive change of the children’s camp becomes one of the means of socialization of disabled children and children with disabilities, their socio-cultural adaptation, career guidance, and overcoming social isolation.
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Badiger, Sanjeev, Ankeeta Menona Jacob, Arunkumar Sagar Bangaraiah, Satheesh Kumar Bhandary, Smitha Hegde, and Pavan Kumar. "A study on the distribution of disabilities among the population residing in the endosulfan exposed area in Dakshina Kannada district of Karnataka." International Journal Of Community Medicine And Public Health 6, no. 9 (August 27, 2019): 3948. http://dx.doi.org/10.18203/2394-6040.ijcmph20193999.
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Background: Endosulphan was extensively sprayed in the cashew plantations in over 90 villages in Dakshina Kannada district for almost two decades before a ban was imposed. Areas where Endosulfan spraying was carried out, disability screening camps were conducted. The study aimed at describing the distribution of attendees of the disability screening camps among the population residing in the Endosulfan exposed area of Dakshina Kannada district of Karnataka, India.Methods: A cross sectional descriptive was undertaken with the permission of district health authorities by specialists in the villages of five taluks, on the patients attending the disability screening camps conducted in the year 2014-15. The patients were consecutively listed and classified based on the Persons with Disabilities Act, 1995 and analysed using SPSS version 20.0.Results: Of the 4214 patients who attended the screening camps for disability held in the taluks mentioned above, 2190 (52.0%) were males. The most common affected age groups were between 5-19 years of 1606 (38.1%). The most common disability was intellectual disability (including cerebral palsy) in 2474 (58.7%) followed by physical disability seen in 384 (15.5%). Infertility was seen among 297 (7.09%) of the attendees of the screening camps. The total number of cancers patients attending the screening camps was 71 (1.6%), and 21 (0.5%) were cancers related to the reproductive tract, and 6 (0.1%) had breast cancer.Conclusions: The most common age groups reporting with disabilities to the screening camps conducted by the district health authorities in Endosulfan sprayed villages of Dakshina Kannada district belonged to 5-19 years, and the most common disability was intellectual disability.
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Means, MS, CTRS, W. Thomas, and Steven Simpson, PhD. "Therapeutic recreation at camp: A Delphi study identifying important elements." American Journal of Recreation Therapy 15, no. 2 (February 1, 2017): 7. http://dx.doi.org/10.5055/ajrt.2016.0101.
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For many individuals with disabilities, specialized camps offer intentional recreational activities designed to meet specific goals. The purpose of this study was to identify the most important elements of Therapeutic Recreation (TR) when applied to residential summer camps for individuals with disabilities. This study used a panel of experts using a Delphi approach. Experts initially identified 29 elements and in subsequent rounds provided ratings and definitions of each element. Statistical analysis identified nine elements as most important: Planning, Evaluation, Socialization, Implementation, Staff Qualifications & Competency Assessment, Management, Prevention, Safety Planning, & Risk Management, Program Evaluation & Research, Quality Improvement. Identifying key elements is critical in developing a framework for future research, as well as justifying TR service and prioritizing which elements should be considered when creating a TR camp program.
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Borella, Douglas Roberto, Gabriela Simone Harnisch, and Jalusa Andreia Storch Diaz. "Produção de conhecimento vinculada a formação de professores de Educação Física para atuação junto de pessoas com deficiência: contribuições do Unigepafa." Caderno de Educação Física e Esporte 18, no. 1 (February 20, 2020): 105–11. http://dx.doi.org/10.36453/2318-5104.2020.v18.n1.p105.
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INTRODUÇÃO: A produção e difusão do conhecimento científico sobre formação de professores tem sido alvo de constante atenção de pesquisadores no âmbito nacional e internacional, principalmente no que tange ao trabalho junto de alunos com algum tipo de deficiência.
OBJETIVO: Identificar a produção de conhecimento bem como as contribuições do Grupo de Estudos e Pesquisa em Atividade Física Adaptada (Unigepafa) acerca da formação de professores para atuações com pessoas com algum tipo de deficiência.
MÉTODOS: Realizou-se um relato de experiência. A distribuição da produção científica cujo foco foi Formação de Professores, revelou que das 88 produções (total), 34 (38,36%) foram com esta temática.
RESULTADOS: Os resultados apontaram as seguintes principais fragilidades: 1) na formação inicial: a disciplina específica não contribuiu com a formação; a disciplina específica com insuficiência de experiências com pessoas com algum tipo de deficiência; ausência de interlocução da disciplina específica com demais disciplinas do curso; escassa oferta de projetos de extensão. 2) na formação continuada: professores relatam participar esporadicamente em cursos para este fim; outros não possuem cursos algum para este fim; professores apontam os motivos para não realizarem formação continuada com este fim: desinteresse, distância dos locais de oferta, disponibilidade, situação financeira.
CONCLUSÃO: Evidenciamos que o Unigepafa apresentou um volume de produções significativas centradas na formação de professores ao longo de dez anos. Em suma, as pesquisas apontaram fragilidades no processo de formação inicial e continuada de professores de Educação Física, o que indica a necessidade de fomento e incentivos à pesquisa neste campo, de modo que a universidade seja o elo com a sociedade capaz de articular o conhecimento teórico com as praxis pedagógica em contextos reais, obtidos por meio de cursos de curta ou longa duração, rodas de conversa e eventos científicos.
ABSTRACT. Knowledge production associated to the physical education teachers’ training to work with people with disabilities: contributions from Unigepafa.
BACKGROUND: The production and dissemination of scientific knowledge on teacher training has been the subject of constant attention by researchers at the national and international levels, especially with regard to working with students with disabiliies.
OBJECTIVE: To verify the production of knowledge as well as the contributions of the Group of Studies and Research in Adapted Physical Activity (Unigepafa) about the training of teachers process to work with people with disabilities.
METHODS: The experience report method was performed. The distribution of scientific production, whose focus was Teacher Training, revealed that of the 88 productions (total), 34 (38.36%) were with this theme.
RESULTS: The data collect showed the following main weaknesses: 1) in the initial training: the specific discipline did not contribute to the training; specific discipline with insufficient experiences with people with some type of disability; absence of interlocution of the specific discipline with other subjects of the course; little offer of extension projects. 2) in continuing education: teachers report sporadically participating in courses for this purpose; others have no courses for this purpose; teachers point out the reasons for not carrying out continuous training for this purpose: disinterest, distance from the places of supply, availability, financial situation.
CONCLUSION: We conclued that the Unigepafa presented a significant volume of productions centered on teacher training along ten years. In short, the research pointed out weaknesses in the process of initial and continuing training of Physical Education teachers, which indicates the need to foster and encourage research in this field, so that the university is the link with society capable of articulating theoretical knowledge with pedagogical praxis in real contexts, obtained through short or long courses, conversation circles and scientific events.
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KAYA, Ali, and Gizem YILDIZ. "Twice A Minority: Education and Life Experiences of War Victim Refugee Youth with Developmental Disabilities and those of Their Parents in Türkiye." Participatory Educational Research 10, no. 1 (January 30, 2023): 330–43. http://dx.doi.org/10.17275/per.23.18.10.1.
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According to 2022 data, approximately 4 million Syrians live in Türkiye, and it is known that %24.7 of them have various disabilities. Recent research has shown that the developmental disability is one of the most common types of disability among Syrian refugees in Türkiye. We aimed to investigate the lives of refugees with developmental disabilities, who are twice a minority. Among the Syrian refugees in Türkiye, 24.7% are individuals with special needs. It was reported that developmental disabilities and post-traumatic stress disorder are the most prevalent diagnoses across the refugees. The study aims to investigate the current status and educational needs of Syrian refugees with developmental disabilities and their parents, who live in refugee camps in Türkiye with a specific emphasis on their education life. Semi-structured interviews were conducted with young refugees with developmental disabilities and their parents in the study conducted with a phenomenological approach. The content analysis conducted on the study data revealed that these individuals migrated to Türkiye due to the Syrian war, and they did not want to return to their home country. Since they lived in camps in Türkiye, they have been isolated from social life. Participants stated that they mostly required special education and health facilities and socialization. The identified problems were analyzed, and certain recommendations are presented based on the study findings.
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Syed, Mahira, and Sarojit Ganguly. "Implementation of STOMP (Stopping Over-Medication of People With Learning Disability, Autism or Both With Psychotropic Medications) PLEDGE: A Quality Improvement Project at Bradford District Care Foundation Trust CAMHS Learning Disability Team." BJPsych Open 8, S1 (June 2022): S114. http://dx.doi.org/10.1192/bjo.2022.343.
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AimsThe project's aim coincides with NHS England STOMP Pledge signed by BDCFT. To maintain up to date records of children and adolescents with learning disabilities eligible for STOMP reviews, implement planned supervised dose reduction, consider alternatives to psychotropics and maintain an up-to-date record of physical health monitoring for patients on antipsychotic medications according to local Trust guidelines.MethodsThe sample consisted of the caseload registered with the CAMHS learning disability Team at BDCFT in December 2021. Each case was reviewed retrospectively through electronic records. Data were collected on a data collection tool designed in Microsoft Excel.Baseline data about Diagnosis and Psychotropic medications prescribed were recorded. The Antipsychotic prescribing practice was audited against local Trust guidelines as part of the project.The project was registered and approved by the Trust Audit Team.ResultsThe study included 106 cases registered in December 2021.42 patients (40%) were prescribed psychotropic medication only10 patients (9%) were prescribed psychotropic medication plus ADHD medication14 patients (13%) were prescribed ADHD medication only40 patients (38%) were not prescribed any medication66 (62%) patients from the sample were prescribed medication.Medications were divided into, Psychotropics and ADHD medication groups. Each group was assessed against a prescription time standard of either less or more than 12 months.Antipsychotics were the most frequently prescribed psychotropic medications; 60% of those prescribed psychotropics were on Antipsychotics. A smaller number (31%) on an Anxiolytic, and an even small number (12%) on an Antidepressant. Anticonvulsants were prescribed to 6 in our sample, but all by another service provider (Paediatrics). 20 patients (38%) were on more than one psychotropic medication.The length of the time was divided into less and more than a year on medication. 20% of patients were on psychotropics for less than 12 months and about 80% for more than 12 months.As there are local BDCFT guidelines for monitoring patients on Antipsychotics, a summary of compliance against standards was included as an audit in the project.All 66 patients on medications were deemed eligible for STOMP reviews, and 64 out of them had behavioural support plan in place.Conclusion66 patients who had eligibility for STOMP: 1.35%: Undergoing reduction plan.2.35%: Reduction was not deemed suitable.3.30%: No review or reduction plan in placeRecommendations are made in the report to achieve full compliance with STOMP objectives and a re-audit in a year to monitor progress.
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Thompson, MS, CTRS, Ashlee R. A., Angela J. Wozencroft, PhD, CTRS, and Macie D. Parsons, MS, CTRS. "The impact of therapeutic recreation camps on adults with disabilities." American Journal of Recreation Therapy 16, no. 2 (August 24, 2017): 21. http://dx.doi.org/10.5055/ajrt.2017.0130.
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Objective: The purpose of the study was to examine the perceived benefits that adults with disabilities experience from participating in a therapeutic recreation camp.Methods: Participants selected were between the ages of 22 and 65, had attended the camp one or more times, and had no difficulties communicating. Participant interviews were conducted during the camp and recorded. After interview completion, data were transcribed verbatim and QDA Miner software was used to organize and code the data for themes. Researchers used the constant comparative method of data analysis to form a collaborative code book.Results: Main themes that emerged were: positive affect, confidence, and positive socialization. Participants shared benefits of: feelings of belonging, being accepted without judgment, and establishing an emotional connection with others outside of one's family.
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Houtenville, Andrew, and Valentini Kalargyrou. "People with Disabilities." Cornell Hospitality Quarterly 53, no. 1 (November 29, 2011): 40–52. http://dx.doi.org/10.1177/1938965511424151.
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Le, Kien T., Stacy Pancratz, and Abdoulaye Diop. "Labor Camp Surveys in GCC Countries: Group Quarter Subsampling." Field Methods 31, no. 1 (January 7, 2019): 76–91. http://dx.doi.org/10.1177/1525822x18815416.
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The Gulf Cooperation Council is a regional cooperation of six Middle Eastern countries—Saudi Arabia, Kuwait, the United Arab Emirates, Qatar, Bahrain, and Oman. A common feature of these countries is the existence of many group quarters, usually called labor camps, a term used to refer to housing accommodations for unskilled migrants where nonrelated people live together. The camp size ranges from a few people to a few thousand people from many different countries who speak dozens of languages. Also, the camp size and the composition of residents inside the camps change relatively quickly as people move in and out of the camps as their labor contracts expire or project needs change. This article presents one way to subsample this dynamic population inside such labor camps. The technique was used in one survey conducted in Qatar, where more than half of the country’s population resides in labor camps.
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Santos, Janaina Alves de Gois Santos, and Marcia Regina Royer. "Aprendizagem Colaborativa por Meio da Metodologia de Projeto para Alunos com Deficiência Intelectual." Revista de Ensino, Educação e Ciências Humanas 23, no. 1 (March 28, 2022): 02–09. http://dx.doi.org/10.17921/2447-8733.2022v23n1p02-09.
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ResumoEsta pesquisa se fundamentou nos pressupostos teórico-metodológicos dos projetos descritos por autores contemporâneos e pesquisas que utilizaram esta abordagem na prática pedagógica. O objetivo foi evidenciar a aprendizagem colaborativa por meio da metodologia de projeto, como uma alternativa didática no processo educativo de estudantes com deficiência intelectual. A investigação se pautou em uma prática pedagógica realizada com alunos da Educação de Jovens e Adultos, de uma Escola da Educação Básica, modalidade de Educação Especial, localizada no Noroeste do Paraná. Durante todas as etapas do projeto participaram nove estudantes, de ambos os sexos, com idade entre 16 a 30 anos. Como instrumento de coleta foram utilizadas atividades pedagógicas adequadas às especificidades dos estudantes como vídeos, visitas de campo e oficinas de culinária. Foram utilizadas a transformação da nata em biscoito, como estratégia de baixo custo, para inserção social e ao mercado de trabalho. A análise e a interpretação dos resultados se baseou no desenvolvimento do projeto e nos pressupostos do documento “Educação Profissional e Trabalho para Pessoas com Deficiência Intelectual e Múltipla: Plano Orientador para Gestores e Profissionais”, produzido pela Federação Nacional das APAEs e Ministério do Trabalho e Emprego. Os resultados registrados reafirmaram a necessidade de uma educação que favoreça o desenvolvimento sociocultural e acadêmico destes estudantes. Destaca-se a participação efetiva dos estudantes, autonomia, satisfação pessoal, responsabilidade e, principalmente, a inclusão social, ao comercializarem os biscoitos com a comunidade. Com a produção do biscoito foi obtido o valor necessário para levar toda a escola (64 alunos) para um parque aquático. Palavras-chave: Pessoa com Deficiência. Educação Especial. Educação Profissional. AbstractThis research was based on the theoretical and methodological assumptions of the projects described by contemporary authors and studies that used this approach in pedagogical practice. The objective was to highlight collaborative learning through the project methodology, as a didactic alternative in the educational process of students with intellectual disabilities. The investigation was based on a pedagogical practice carried out with students of Youth and Adult Education, from a Basic Education School, a Special Education modality, located in the northwest of Paraná. During all stages of the project nine students participated, of both sexes, aged between 16 and 30 years. As a collection tool, pedagogical activities were used suitable to the students’ specificities , such as videos, field visits and cooking workshops. The transformation of cream into biscuits as a low-cost strategy for social inclusion and the job market was used. The analysis and interpretation of the results was based on the development of the project and on the assumptions of the document “Professional Education and Work for People with Intellectual and Multiple Disabilities: Guiding Plan for Managers and Professionals, produced by the National Federation of APAEs and the Ministry of Labor and Employment. The recorded results reaffirmed the need for an education that favors the socio-cultural and academic development of these students. It was highlighted the students’ effective participation, autonomy, personal satisfaction, responsibility and, especially social inclusion, when marketing cookies to the community. With the production of the biscuit, the necessary amount was obtained, to take the whole school (64 students) to a water park. Keywords: Person with Disabilities Special Education. Professional Education.
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Green, Annette, and Erica Smith. "Foot in both camps." Australian and International Journal of Rural Education 12, no. 2 (July 1, 2002): 15–24. http://dx.doi.org/10.47381/aijre.v12i2.485.
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It is now uncommon for young people to leave school without having had experience in workplaces. Sometimes such experience is arranged by schools - through work experience, structured work placements or other programs. Increasingly young people are also getting workplace experience as part-time student workers. This experience may be quite extensive. A research project funded by the National Research and Evaluation Committee has been examining the different types of learning experienced by students in thedifferent modes of experiencing the workplace. The project also examined the question of whether certain students find access to such experiences more difficult than others do. These question are of vital importance because workplace experience assists young people in their transition from school to full-time work; and also because the foundations for lifelong learning through work may beset down in early workplace experiences. It is therefore essential to have some understanding of the nature, extent and methods of workplace learning for school students. This paper presents the findings related to the extentand nature of school students' learning in the workplace, a significant proportion of the project.
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Pantano, Liliana. "Discapacidad y pobreza en las villas de la ciudad de Buenos Aires. Reflexiones a partir de algunos datos cuantitativos." Revista de la Facultad de Medicina 63, no. 3Sup (October 20, 2015): 51–60. http://dx.doi.org/10.15446/revfacmed.v63n3sup.49344.
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<p><strong>Resumen</strong></p><p>Este artículo se encuadra en una investigación sobre las villas de la ciudad de Buenos Aires llevada a cabo en la Universidad Católica Argentina y orientada a indagaciones epistemológicas y empíricas referidas a la relación entre la pobreza y la existencia de discapacidad en los sectores más pobres entre 2011-2012, y como reflejo de los efectos de la creciente urbanización que caracteriza a América Latina.</p><p>El objetivo central de esta artículo ha sido conocer cómo afectan estos entornos urbanos fragmentados, altamente carenciados y con restringidas oportunidades de participación, la vida de las personas con discapacidad y de sus hogares. Para lograr este objetivo se trabajó con datos cuantitativos de fuentes primarias y secundarias, siendo la principal unidad de análisis los hogares con al menos un miembro con discapacidad; se compararon hogares con y sin presencia de discapacidad, estableciéndose semejanzas y diferencias y se obtuvieron resultados en relación al clima educativo y a la educación, a la atención de la salud, a la vivienda, al saneamiento, a factores referidos al hambre, la violencia y las adicciones, el rechazo y la discriminación, así como a la ayuda prestada por distintas organizaciones.</p><p>Finalmente, se concluyó en el señalamiento de tendencias diferenciales por edad en la manifestación de la discapacidad asociada a la pobreza y algunas consideraciones referidas a la investigación social en este campo.</p><p><strong>Palabras clave: </strong>Discapacidad; Pobreza; Urbanización; Diversidad cultural; Derechos humanos (DeCS).</p><br /><p><strong>Summary</strong></p><p>This article is part of an investigation about the slums in Buenos Aires City held by Universidad Católica Argentina. Its aim is the epistemological and empirical research related to the relationship between poverty and disabilities in poor areas, in 2011 and 2012, as a consequence of the increase in urbanization that characterizes Latin America.</p><p>The main objective of this research was to determine how the restricted and poor environments affect the lives of people with disabilities and their homes. With this purpose, quantitative data from primary and secondary sources were used; with the main unit of analysis being households with at least one member with a disability. Homes with and without presence of disabled people were compared to establish similarities and differences.</p><p>Results were obtained with respect to the educational environment and education, health care, housing, sanitation, factors relating to hunger, violence and addiction, rejection and discrimination, as well as the assistance given by different organizations.</p><p>Finally, as conclusions were pointed out differential trends in terms of age in the manifestation of the disability associated with poverty and considerations related to social research in this field.</p><p><strong>Keywords: </strong>Disability; Poverty; Urbanization; Slums; Cultural Diversity; Human Rights (MeSH)<strong>.</strong></p>
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Achiek, Abraham Ngor. "How the Special Needs Education Intervention Can Address the Learning Disabilities and Associated Psychosocial Problems in South Sudan, A Case of Jamjang Camps." TEXILA INTERNATIONAL JOURNAL OF ACADEMIC RESEARCH 10, no. 4 (October 30, 2023): 274–85. http://dx.doi.org/10.21522/tijar.2014.10.04.art022.
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The study on the Learning disabilities and associated psychosocial problems among children started in October 2022 in South Sudan. The deepening loneliness and vulnerability of the children with the learning disabilities and the associated psychosocial problems among children resulting from the conflict in Sudan, which tore the family union, social fabric in the community structures, and pushed the families into the refugee camps where they have limited access to livelihood that everything to nurture the children is at the appalling stage. The study aimed at ascertaining the presence of learning disabilities and associated psychosocial problems among children in Jamjang Refugee camps. The study used qualitative, quantitative, and ethnographical/anthropological methods to have in-depth comprehension of the facts surrounding the phenomenon. The tools used in the design include questionnaire, interview, and observation. The pilot study conducted in April 2023 ascertained the presence of learning disabilities among refugee children. This consist of dyslexia, dysgraphia, and dyscalculia elucidated as deficiency to write, spell, comprehend, articulate point in written, grammatical errors, poor paragraph organization, spelling errors, and poor arithmetic calculation. The study also confirmed the presence of the associated psychosocial problems which include low self-esteem, discrimination, bullying, stigmatization, neglect, sexual abuse, and rejection. Finally, the finding confirmed the learning disabilities cause the associated psychosocial problems among the children. Whereas the special needs education with the application of multisensory approaches, different recreational games, and Skinner’s Operant conditioning theory, Cognitive Behavioral theory of Bandura are indispensably crucial in reducing the adverse effects of the phenomenon. Keywords: Auditory, Anxiety, Dyslexia, Dyscalculia, dysgraphia, Depressive disorder, PTSD, visual.
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Joshi, Prajakta Ganesh, and Ganesh Arun Joshi. "Study of gynecological health of women with disabilities." International Journal of Reproduction, Contraception, Obstetrics and Gynecology 8, no. 11 (October 23, 2019): 4383. http://dx.doi.org/10.18203/2320-1770.ijrcog20194860.
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Background: In routine gynaecological practice, women with disabilities are rarely seen. The available literature regarding gynaecological and obstetric issues of women with disabilities is scanty. Hence this study was designed on women with disabilities participating.Methods: History and examination findings regarding gynaecological problems of 30 participants were collected.Results: Results show that two third of the participants had normal menses while others had dysmenorrhea, oligomenorrhea, premenstrual syndrome, menorrhagia, infective vaginitis and urinary tract infection. 11 participants were married, out of which 2 had infertility. None of the participants had clinical findings suggestive of breast or cervical cancer. These findings are compared with available studies of similar type.Conclusions: This study concludes recommending the need of special camps for women with disabilities with Gynaecologist on the panel.
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Salasar, Desirée Nobre, and Francisca Ferreira Michelon. "Análise Prática de Mediação Acessível com um grupo de pessoas com deficiência intelectual em um museu português/ Practical analysis of accessible mediation with a group of people with intellectual disabilities in a portuguese museum." Revista Interinstitucional Brasileira de Terapia Ocupacional - REVISBRATO 2, no. 4 (November 3, 2018): 816–26. http://dx.doi.org/10.47222/2526-3544.rbto12758.
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O presente artigo tem como objetivo apresentar e discutir uma intervenção da Terapia Ocupacional em uma visita com mediação acessível oferecida a um grupo de crianças com deficiência intelectual e necessidades educativas especiais, em um museu português. A prática referida neste trabalho insere-se no campo da Terapia Ocupacional e Cultura e foi realizada no Museu da Comunidade Concelhia da Batalha, localizado na Vila da Batalha, em Portugal, dentro do contexto do estágio em Acessibilidade Cultural, realizado no ano de 2015. As visitas guiadas a públicos especiais já compunham as atividades do setor educativo do Museu. Entretanto, a visita que será relatada neste artigo foi a primeira experiência do museu com intervenção da Terapia Ocupacional. Como resultados apresenta-se a relevância da utilização do instrumento de análise de atividade para que a visita abranja maiores interações entre sujeito-informação-ambiente. Destaca-se, assim, a necessidade do terapeuta ocupacional enquanto profissional integrante da equipe do setor educativo do museu. Com este trabalho, pretende-se fomentar a atuação do terapeuta ocupacional em ambientes museais. AbstractThis article aims to present and discuss an intervention of Occupational Therapy in a visit with accessible mediation offered to a group of children with intellectual disability and special educational needs, in a Portuguese museum. The practice referred to in this work is in the field of Occupational Therapy and Culture and was held in the Museum of the Community of Batalha, located in Vila da Batalha, Portugal, within the context of the Cultural Accessibility Internship, held in 2015. The guided visits to special publics already comprised the activities of the educative sector of the Museum. However, the visit that will be reported in this article was the first experience of the museum with intervention of Occupational Therapy. As results, the relevance of the use of the activity analysis tool is presented so that the visit encompasses greater interactions between subject-information-environment. This highlights the need for the occupational therapist as a professional member of the museum's educational staff. This work intends to promote the work of the occupational therapist in museum settings.Key words: intellectual disability; cultural rights; museums; Occupational Therapy.
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Brown, Chay. "Safety Mapping: An Indigenist Approach to Action Research." Canadian Journal of Action Research 21, no. 3 (July 23, 2021): 52–71. http://dx.doi.org/10.33524/cjar.v21i3.470.
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Aboriginal people in Alice Springs mapped the safe places in their Town Camps. This participatory research led to the implementation of safety features. Safety mapping was developed in response to deficit-based research which pathologized Aboriginal people in Alice Springs. Safety mapping was conducted with Aboriginal people in Town Camps to identify safe places and improve safety. A strengths-based approach showed that problems and their solutions are known, and there are considerable safety assets within Town Camps. The safety mapping centred the voices and experiences of Aboriginal people to produce research that was of benefit to Town Campers, over which Indigenous people retained ownership. This paper highlights that an Indigenist approach to participatory action research is strengthened by Indigenous knowledge in driving social justice.
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Rong, Ziren. "The Analysis of Design Idea of the Plant Greening in the Planning Process of Camps." Sustainability in Environment 3, no. 1 (February 27, 2018): 124. http://dx.doi.org/10.22158/se.v3n1p124.
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<p><em>Green plants can not only improve and protect the ecological environment, but also adjust the function of people</em><em>’</em><em>s body and mind. They can create many kinds of space people like. And they play an important role in the construction of landscape environment in the camps. With the rapid development of the planning and construction of the camps, the greening of camps is becoming more and more important. In this article the defects about the greening of camps are analyzed from the perspective of plant landscape design. And the guiding ideology and principles of greening design in the camp are determined reasonably.</em><em> </em><em>Some strategies of improving the greening environment in the camps are put forward to improve the quality of afforestation and the environment in the camps.</em></p>
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Vukovič, Matej. "Survival Camps in Nature as a Form of Social Skills Training." Revija za elementarno izobraževanje 14, Spec. Iss. (August 2, 2021): 129–51. http://dx.doi.org/10.18690/rei.14.spec.iss.129-151.2021.
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This paper presents survival camps in nature as a form of social skills training. The camps are aimed primarily at adolescents with behavioural and emotional difficulties. They comprise many everyday social skills where both the group and the individual in the group are important. Social skills are among the many skills we teach in survival camps. Participants become acquainted with the content, methods and skills, and they strengthen the competences that help them to better integrate and function in the society. We shall present to what extent and in what way the social skills of young people are strengthened at survival camps, how young people gain vital experiences and competences and develop their potential.
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Samuel, Reema, and K. S. Jacob. "Empowering People with Disabilities." Indian Journal of Psychological Medicine 40, no. 4 (July 2018): 381–84. http://dx.doi.org/10.4103/ijpsym.ijpsym_90_18.
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Bush, Carol T. "People with Developmental Disabilities." Journal of Psychosocial Nursing and Mental Health Services 41, no. 11 (November 2003): 6–7. http://dx.doi.org/10.3928/0279-3695-20031101-03.
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Bazzoui, Cheryl A. "Supporting people with disabilities." Journal of Psychosocial Nursing and Mental Health Services 35, no. 7 (July 1997): 6–7. http://dx.doi.org/10.3928/0279-3695-19970701-04.
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George, Philip. "Researching people with disabilities." Management Research News 14, no. 4/5 (April 1991): 16. http://dx.doi.org/10.1108/eb028131.
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Cooper, Sally-Ann, Craig Melville, and Jillian Morrison. "People with intellectual disabilities." BMJ 329, no. 7463 (August 19, 2004): 414–15. http://dx.doi.org/10.1136/bmj.329.7463.414.
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Mital, A., S. Deivanayagam, D. Malzahn, S. Wiker, G. C. Vanderheiden, and A. Freivalds. "Educating People with Disabilities." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 38, no. 6 (October 1994): 417. http://dx.doi.org/10.1177/154193129403800606.
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Accommodating individuals with disabilities in the workplace is a rapidly growing concern. Furthermore, those who are functionally impaired are in a dire need of assistance. In a classroom, the main function of a student is to learn. Learning is facilitated by an instructor's lectures, writings on the board, use of audiovisuals, etc. Generally, it is presumed that students do not have any common functional impairments (visual, auditory, etc.) and, therefore, no special effort is made to accommodate those who may have such impairments. Obviously, the learning of a legally-blind student or one who has impaired hearing, for example, will be compromised if no assistance is provided. Then there are issues such as providing reading materials for the blind (college catalogues, lecture notes, etc., in braille?). What should be done? The purpose of this panel discussion is to, in general, address and discuss the issues involved in educating people with disabilities, particularly those that are not very obvious or visible (ex., wheelchair confinement). How should university campuses resolve this problem in this age of dwindling resources? Sensitive issues, such as “Needs of the many versus the needs of the few?” and “What responsibility do we have to the few that really need such assistance?”, also need to be resolved.