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Relevant bibliographies by topics / Children with disabilities – education – cross-cultural studies

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Academic literature on the topic 'Children with disabilities – education – cross-cultural studies'

Author: Grafiati

Published: 26 July 2024

Last updated: 31 July 2025

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Journal articles on the topic "Children with disabilities – education – cross-cultural studies"

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Medvedeva, Elena, Oksana Prikhodko, Zhanna Zhuravleva, and Anna Pavlova. "On the issue of additional education for children with special healthcare needs and disabilities in the system of lifelong inclusive education." SHS Web of Conferences 70 (2019): 10009. http://dx.doi.org/10.1051/shsconf/20197010009.

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This article is devoted to one of the most important tasks in the education of children with special healthcare needs (CSHCN) and disabilities to ensure the access to additional learning in various fields: artistic education, natural science, social and pedagogical training, sports and cultural branch, tourist and regional studies, technical studies. The issues of creating special conditions (material, technical, organizational, personnel, curriculum and methodological ones) in institutions of additional education are considered. Two options for organizing additional education for children wit

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Karabanova, O. A., and N. N. Malofeev. "Education Development Strategy for Children with Disabilities: On the Way to Implementing a Cultural-Historical Approach." Cultural-Historical Psychology 15, no. 4 (2019): 89–99. http://dx.doi.org/10.17759/chp.2019150409.

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The relevance of developing a strategy for the development of education for children with disabilities and limited health is due to the need to create a developmental educational environment that meets the educational needs of this category of children in the context of modernization of general education and the implementation of inclusive/integrated education. The purpose of the article is to analyze the key provisions of the strategy, its scientific novelty and practical significance for the modernization of the education of children with disabilities. From the point of view of the cultural-

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Kim, Jieun, and Sunyoung Kim. "Positioning of Korean Immigrant Mothers of Children with Disabilities." International Journal of Multicultural Education 19, no. 3 (2017): 41. http://dx.doi.org/10.18251/ijme.v19i3.1362.

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This study examines the ways in which Korean immigrant mothers take up roles to position themselves while they engage in their children’s education across a wide range of settings—academic, social, and linguistic. Data sources included interviews with four Korean mothers, home and community observations, and field notes. Positioning theory is a research approach that provides a useful analytic means for understanding positioning of Korean immigrant mothers as being parents of children with disabilities attending American schools. The results demonstrate that Korean immigrant mothers seek to le

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BONDAR, Tamara. "Tier support model for children with disabilities: U.S. experience." Humanities science current issues 1, no. 47 (2022): 283–90. http://dx.doi.org/10.24919/2308-4863/47-1-43.

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Pang, Yanhui. "Services for young children with disabilities in China’s rural area: a case study." Journal for Multicultural Education 35, no. 2 (2019): 33–44. http://dx.doi.org/10.1108/jme-05-2019-0042.

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Purpose Recently with increased legislative support and evidence-based studies on the importance of education for children with disabilities in China, special education programs and intervention and rehabilitation services have received more and more attention. There are limited studies on special education programs for children with disabilities located in China’s rural areas. This paper aims to select one special education program in China’s northeast rural area with a special focus on its curriculum design, accommodative services and teacher qualifications. Recommendations were provided on

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Kim, Young, Sunjoo Lee, Ji Yoon Jeong, and Jiyeon Park. "Research Trends on Self-Help Groups for Parents of Children with Disabilities." Korean Journal of Special Education 58, no. 2 (2023): 177–97. http://dx.doi.org/10.15861/kjse.2023.58.2.177.

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Cooc, North, and Elisheba W. Kiru. "Disproportionality in Special Education: A Synthesis of International Research and Trends." Journal of Special Education 52, no. 3 (2018): 163–73. http://dx.doi.org/10.1177/0022466918772300.

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Access to schooling and special education services remains a challenge for many children with disabilities around the world. In the United States, much attention has focused on disproportionality—the over- and underrepresentation of student groups within special education. In this study, to contextualize and better understand the scope and factors associated with disproportionality in the United States and abroad, we synthesized literature on special education disproportionality in international contexts and identified trends across student groups and countries, including the ways in which sch

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Belegu Caka, Vjollca. "Review on the Situation of Children with Disabilities in Inclusive Education in Kosovo." Academicus International Scientific Journal 31 (January 2025): 65–81. https://doi.org/10.7336/academicus.2025.31.05.

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Inclusive education for children with disabilities is a significant global concern, with the goal of ensuring equitable access to education for all. Kosovo’s commitment to inclusive education is reflected in its alignment with international conventions and national legislation. The Constitution of Kosovo guarantees equal rights to all citizens, including those with disabilities. Additionally, Kosovo has ratified the CRPD, committing to ensuring that persons with disabilities have access to an inclusive, quality, and free education on an equal basis with others. Despite these legal foundations,

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Mandala, Ican. "Human Rights and Persons with Disabilities: Design of Buk-Smart-Logi Learning Media (Technology Smart Books) as an Islamic Education Learning Media Innovation." Jurnal HAM 13, no. 3 (2022): 509. http://dx.doi.org/10.30641/ham.2022.13.509-518.

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The success of a teaching and learning process, especially in religious learning is largely determined by the learning media used. However, a problem arises, which is namely the lack of inclusive system learning media in learning. Therefore, the equality of human rights to education has not been implemented. This is based on the author's observations regarding the analysis of inclusive learning media in schools in Indonesia. Thus, educational institutions need to have learning media that can be used for people with disabilities. Hence, children without disabilities can study together with thos

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Anwar, Moazama, Awais Khalid, Shaista Irshad, et al. "PERCEIVED STRESS AND ANXIETY AMONG PAKISTANI PARENTS OF CHILDREN WITH INTELLECTUAL DISABILITIES." Insights-Journal of Life and Social Sciences 3, no. 2 (2025): 258–54. https://doi.org/10.71000/83gh4437.

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Background: Parents of children with intellectual disabilities often experience elevated levels of psychological distress, including stress and anxiety, due to caregiving demands and societal stigma. While international studies highlight these challenges, limited research has addressed this issue within the Pakistani context, where cultural beliefs and inadequate support systems may intensify caregiver burden. Objective: To examine the association between perceived stress and anxiety among parents of children with intellectual disabilities in Pakistan and explore gender-based differences in ps

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Dissertations / Theses on the topic "Children with disabilities – education – cross-cultural studies"

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Randhawa, Amrita. "Preschoolers' acceptance of peers with disabilities : a cross cultural analysis /." South Hadley, Mass. : [s.n.], 2008. http://ada.mtholyoke.edu/setr/websrc/pdfs/www/2008/281.pdf.

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Watson, Ruby. "Wat is die invloed van skoolkultuur op die rol-identifisering van onderwysers by 'n primere skool in die Wes-Kaap?" Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/17965.

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Thesis (MEd)--University of Stellenbosch, 2011.<br>ENGLISH ABSTRACT: The reseach in this study focusses on how teachers express the forming of a role-identity amid historically disadvantage circumstances. The lense used to highlight and understand the underlying relationship between role-identity and school culture, is school context. The focus is on the biography and professional training of respondents in order to determine how teachers mediate their professional roles. We must understand teachers within the boundaries of a socio-cultural context, their biography and professional training.

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Terrell, Brian Selway 1948. "A cross-cultural study of the school performance of children being raised by their grandparents." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/289127.

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As of 1998 an estimated 4.0 million children under the age of 18 years old are being raised in their grandparents' homes because of various conditions and circumstances in the children's families. The findings of previous research have been mixed as to the academic achievement and school behavior of students being raised by grandparents. Fifty-seven volunteer caregiver-child pairings participated in this study, including 31 grandparent families, 14 single-parent and 12 two-parent families. Using a self-report questionnaire, the caregivers provided information on family structure, grandparent e

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Cheung, Ngar-wing Anita, and 張雅穎. "Children culture of the visual: to what extent can the HK art curriculum address the intercultural diversityin art acquisition?" Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35329634.

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Huh, Cheong Rhie. "Sociocultural factors in the loss of one's mother tongue: The case of Korean immigrant children." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1187.

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Kaminaka, Kunie. "Multiple strategies for vocabulary development in English as a foreign language in Japan." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1488.

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Van, Tonder Phia. "WISC-IV performance of South African grade 7 English and Xhosa speaking children with advantaged versus disadvantaged education." Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1003920.

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Research reveals that the level as well as the quality of education plays a role in the determination of an individual's intellectual capacity. Substantial differences in quality of education for black and white individuals were experienced in South Africa due to Apartheid. Compared to the traditionally white Private and Model C schools, Township/ DET schools had limited resources, as well as a separate syllabus and examination system, a situation that has not improved substantially since democratisation in 1994. Research on black South African adults with the WAIS-III has confirmed significan

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Van, der Merwe Adele. "A comparison of WISC-IV test performance for Afrikaans, English and Xhosa speaking South African grade 7 learners." Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1002585.

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his study builds on South African cross-cultural research which demonstrated the importance of careful stratification of multicultural/multilingual normative samples for quality of education in respect of English and African language (predominantly Xhosa) speaking adults and children tested with the WAIS-III and WISC-IV, respectively. The aim of the present study was to produce an expanded set of preliminary comparative norms on the WISC-IV for white and coloured Afrikaans, white English and black Xhosa speaking Grade 7 children, aged 12 to 13 years, stratified for advantaged versus disadvanta

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Rowlands, Trudi. "The utilization of assistive technology to enhance educational support for all learners in a mainstream school." Thesis, 2015. http://hdl.handle.net/10500/20316.

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This study focused on the use of Assistive Technology (AT) in enhancing the educational support of all learners in a mainstream school. The theoretical frameworks used in this study were Wellness Theory and Cultural Historical Activity Theory (CHAT). The main aim of this study was to determine the efficacy of Assistive Technology in promoting the educational support of all learners in a mainstream school. This use of AT thus benefiting inclusion and inclusive practices and enhancing learning and support for all students in a mainstream school. The study was embedded in an interpretivist para

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You, Hyun-Kyung. "Korean American mothers of children with disabilities : adaptation process and positive transformation." Thesis, 2003. http://hdl.handle.net/1957/32489.

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This study examined the experiences of five Korean American mothers in Oregon and California who have children with disabilities using qualitative research analysis. The mothers' adaptation processes were individually analyzed, and these mothers' overarching experiences were discussed with three major themes: (a) caring for family cohesiveness, (b) needs for social and professional support, and (c) positive transformation of life through religion Adaptation to the children's disabilities was a process for these participants. All mothers had their own demands, resources, and subjective interpre

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Books on the topic "Children with disabilities – education – cross-cultural studies"

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Craven, Rhonda G. Inclusive education for students with intellectual disabilities. Information Age Publishing, Inc., 2015.

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Serpell, Robert. Intellectual handicap in a cross-cultural perspective. University of Zambia Press, 1997.

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Keith, Ballard, ed. Inclusive education: International voices on disability and justice. Falmer Press, 1999.

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Sasamoto, Ken. Shōgai no aru kodomo no kyōiku seido no kokusai hikaku ni kansuru kisoteki kenkyū: Waga kuni no genjō to kongo no hōkōsei o fumaete : (Heisei 20-nendo) kenkyū seika hōkokusho. Kokuritsu Tokubetsu Shien Kyōiku Sōgō Kenkyūjo, 2009.

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Raffo, Carlo. Education and poverty in affluent countries. Routledge, 2010.

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R, Mitchell David, ed. Contextualizing inclusive education: Evaluating old and new international paradigms. RoutledgeFalmer, 2004.

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Strasser, Urs. Integration und Inklusion aus internationaler Sicht. Verlag Julius Klinkhardt, 2009.

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G, Walraven, and Broekhof Kees, eds. An international comparative perspective on children and youth at risk: Research on policy and practice in Australia, Belgium, Canada, France, Germany, Gr. Britain, Ireland and the U.S. Garant, 1998.

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Carlo, Raffo, ed. Education and poverty in affluent countries. Routledge, 2009.

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Beth, Harry, ed. A teacher's handbook for Cultural diversity, families, and the special education system: Communication and empowerment. Teachers College Press, 1997.

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Book chapters on the topic "Children with disabilities – education – cross-cultural studies"

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Tidwell, Nancy R. "National Association for the Education of African American Children with Learning Disabilities (NAEAACLD)." In Encyclopedia of Cross-Cultural School Psychology. Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_276.

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Biesheuvel, Simon. "A Model for Preschool Education of Environmentally Disadvantaged Children in a Divided Society." In Cross-Cultural Studies of Personality, Attitudes and Cognition. Palgrave Macmillan UK, 1988. http://dx.doi.org/10.1007/978-1-349-08120-2_8.

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Bautista, Alfredo, Jimmy Yu, Kerry Lee, and Jin Sun. "Impact of Play-Based Pedagogies in Selected Asian Contexts: What Do We Know and How to Move Forward?" In Effective Teaching Around the World. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-31678-4_21.

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AbstractIn the Asian continent, many Early Childhood Education (ECE) policies have been influenced by Western theories and pedagogies. An example is the widespread presence of the notion of play in curriculum policy frameworks, which in part responds to research findings originated in the West. However, given what we know about cross-cultural differences in child development and learning, it is imperative to examine the state of the art on play research conducted with Asian children. This chapter reviews the literature on the impact of play-based pedagogies in Mainland China, Hong Kong, Singap

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Friedman, Morgan. "Inclusion." In Advances in Religious and Cultural Studies. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4093-0.ch010.

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This chapter discusses the origin of inclusion, which is based in schooling children with special needs. It reviews the history, research, frameworks, and models, and what is needed to for inclusion to work. The chapter then reviews what is necessary to move inclusion beyond the classroom and into the workforce. Finally, the chapter looks at inclusion with the lens of diversity and equity, and not just for people with disabilities. One cannot discuss inclusion for all individuals without first considering how inclusion got started for people with disabilities and what makes it successful. This

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Parashar, Ashish Kumar, Sudheera Mannepalli, V. Manimegalai, B. Priyadharishini, and S. Muruganandham. "Integrating Universal Design in Education Policy Through Technological Solutions." In Advances in Educational Technologies and Instructional Design. IGI Global, 2024. http://dx.doi.org/10.4018/979-8-3693-4058-5.ch010.

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The need to adopt universal design principles has been described to build inclusive learning environments in a technologically varied world. It is highlighting the importance of accessibility, adaptability, and inclusion while establishing educational policy. Through case studies and best practices, the chapter studies how technology might enhance educational opportunities, particularly for children with disabilities. Effective Universal Design implementations, the consequences for policy, and how to incorporate the ideas of Universal Design into financial priorities, teacher preparation progr

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Mosia, Paseka Andrew. "Understanding Emotional Disorders." In Handbook of Research on Shifting Paradigms of Disabilities in the Schooling System. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-5800-6.ch020.

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This chapter describes how inclusive education (IE), as an ideal educational provision cherished globally, has failed to address the needs of learners with emotional and behaviour disorders (EBD). Although IE has given a glimmer of hope to scores of previously excluded learners, children with EBD are among the most underserved groups of learners. They are physically included but their participation, acceptance, and thus the achievement of their full potential as envisioned by the sustainable development agenda remains just an imagination unless urgent interventions are found. An African perspe

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Гладун, Татьяна. "ТЕОРЕТИЧНЕ ОБҐРУНТУВАННЯ СОЦІАЛЬНО-ПЕДАГОГІЧНИХ УМОВ РОЗВИТКУ СОЦІАЛЬНОЇ КОМПЕТЕНТНОСТІ ДІТЕЙ МОЛОДШОГО ШКІЛЬНОГО ВІКУ З АУТИЗМОМ В ІНКЛЮЗИВНОМУ ОСВІТНЬОМУ СЕРЕДОВИЩІ ЗЗСО." In CROSS-CULTURAL STUDIES IN HIGHER SCHOOL PEDAGOGY. OKTAN PRINT, 2024. http://dx.doi.org/10.46489/ccsihsp-23-16.

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The article theoretically substantiates the socio-pedagogical conditions for the development of social competence of children of primary school age with autism in an inclusive educational environment. The need to develop the social competence of children of primary school age with autism in the conditions of inclusive education as a segment of the social orientation of the modernization of the Ukrainian education system is argued. The main studies and publications of domestic and foreign scientists devoted to the problem of the development of social 459 competence of children with autism are a

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Fleming, Jennifer. "Employment Training Tools for Individuals With Intellectual and Development Disabilities (IDD)." In Advances in Psychology, Mental Health, and Behavioral Studies. IGI Global, 2024. http://dx.doi.org/10.4018/979-8-3693-3176-7.ch006.

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This chapter examines the job preparation and training tools available to individuals with intellectual and developmental disabilities (IDD). It begins with a foundational discussion of how persons are designated with disability using legal and medical standards that qualify them for supplemental income and government-funded job training benefits. Next, it explores the various impairments that exist for IDD employment candidates. This is followed by an evaluation of the educational experiences for both children and adults, contrasted with their nonimpaired counterparts and cross-referenced aga

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Yaroslavtseva, Milena. "ФОРМИ І МЕТОДИ ПІДГОТОВКИ МАЙБУТНІХ ВИХОВАТЕЛІВ ДО ПРОФЕСІЙНОЇ САМОРЕАЛІЗАЦІЇ В КОНТЕКСТІ ЄВРОПЕЙСЬКОГО ВИМІРУ УКРАЇНИ." In CROSS-CULTURAL STUDIES IN HIGHER SCHOOL PEDAGOGY. OKTAN PRINT, 2024. http://dx.doi.org/10.46489/ccsihsp-23-33.

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The article outlines the realities that actualize the need to bring Ukraine’ s institutions closer to the standards of EU countries and, in the coming years, to make them conform to European requirements. An analysis of the researches on the phenomenon of self-realization of the individual in the world of American, European and domestic scientific studies is briefly provided, based on them, the author’ s interpretation of the concepts: self-realization, professional self-realization, professional self-realization of future educators of early and preschool children is presented. It has been pro

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Vasylenko, Olena, and Alina Tupytsia. "PRACTICAL IMPLEMENTATION OF THE PEDAGOGICAL CONDITIONS OF THE PROFESSIONAL TRAINING OF FUTURE SOCIAL EDUCATORS FOR THE USE OF HEALTH CARE TECHNOLOGIES IN WORKING WITH PRESCHOOL CHILDREN." In CROSS-CULTURAL STUDIES IN HIGHER SCHOOL PEDAGOGY. OKTAN PRINT, 2024. http://dx.doi.org/10.46489/ccsihsp-23-14.

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The article presents the results of the implementation of pedagogical conditions in the process of training future social pedagogues for the use of health-saving technologies in working with preschoolers during a formative experiment in an experimental group. The following pedagogical conditions are substantiated: the first is the application of a reflexive-environmental approach to the selection of the content of such training for the formation of students of higher education holistic ideas about the essence, structure and social significance of the specialist's health-preserving activity and

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Conference papers on the topic "Children with disabilities – education – cross-cultural studies"

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Holding, Penny, Amina Abubakar, Elizabeth Obiero, and Fons van de Vijver. "Validation of the Infant-Toddler HOME Inventory among Households in Low Income Communities at the Kenyan Coast." In International Association of Cross Cultural Psychology Congress. International Association for Cross-Cultural Psychology, 2011. http://dx.doi.org/10.4087/ngnw9101.

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The aim of this paper is to describe the adaptations made to the Infant-Toddler version of the Home Observation Measure of the Environment for use in a low income Kenyan population. A total of 425 (214 girls) children aged 6-35 months were involved in this cross-sectional study. Focus groups and in-depth individual interviews were used to generate culturally appropriate modifications. Translations and back translations of the HOME were carried out using a Panel Approach. A significant number of items from the original HOME (N = 26) showed limited variability and were excluded from the final sc

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Lopez Mateu, Vicente, and Teresa Pellicer Armiñana. ""Design for All” in Architectural Heritage conservation: the technology challenge." In CARPE Conference 2019: Horizon Europe and beyond. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/carpe2019.2019.10565.

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Among the United Nations 2030 objectives for the sustainable development, stand out those who seek social, economic and cultural equality of people, within the framework of different human settlements, their cultural heritage and the natural environment. This idea raises the need to establish effective strategies, resources and tools aimed to balance the current conditions in most disadvantaged groups, such as people with disabilities. The situation is complicated because the barriers to integration and inclusivity are diverse, the initiatives, legislation and ways of acting are also very diff

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