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Relevant bibliographies by topics / Children with disabilities – Education (Elementary) – Malawi

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Academic literature on the topic 'Children with disabilities – Education (Elementary) – Malawi'

Author: Grafiati

Published: 4 June 2021

Last updated: 14 February 2022

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Journal articles on the topic "Children with disabilities – Education (Elementary) – Malawi"

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Soni, Anita. "Making a difference for disabled children in Malawi." Early Years Educator 21, no. 2 (June 2, 2019): 25–27. http://dx.doi.org/10.12968/eyed.2019.21.2.25.

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Discover how a team from the School of Education at the University of Birmingham worked with early years settings in Malawi to develop inclusive practice and give children with disabilities independence.

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Holahan, Gail Grigg, Jacqueline McFarland, and Beverly A. Piccillo. "Elementary School Science for Students with Disabilities." Remedial and Special Education 15, no. 2 (March 1994): 86–93. http://dx.doi.org/10.1177/074193259401500204.

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This paper reviews science curriculum issues surrounding the education of children with disabilities. Our nation's leadership has expressed serious concern regarding the role of science and mathematics in the education of our children, and children with disabilities cannot be excluded from this interest. we explore the background of science education for children with disabilities and examine three curricula designed especially for children with disabilities: Biological Science Curriculum study, full option science system, and science for all children.

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Azatyan, Tereza, and Arevik Alaverdyan. "Children With Intellectual Disabilities: Challenges In Education." Armenian Journal of Special Education 2, no. 2 (August 19, 2020): 77–85. http://dx.doi.org/10.24234/se.2020.2.2.236.

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Educational policies aimed at school inclusion have led to increased enrollment of students with special education needs in mainstream schools. As a result, there is an increase in problems and challenges that children face while studying at school. The article aims to highlight some of the difficulties and challenges that elementary school children with intellectual disorder face while studying in a mainstream school. In this study, we have conducted a literature review that examines the level of development of higher mental functions in children with intellectual development problems: attention, perception, thinking, memory, speech.

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Draper, Ellary A. "Observations of Children with Disabilities in Four Elementary Music Classrooms." Update: Applications of Research in Music Education 36, no. 1 (July 26, 2016): 12–19. http://dx.doi.org/10.1177/8755123316660594.

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Much of what we know about music classes comes from observing students without disabilities; there is little empirical research that informs music education practices for students with disabilities in inclusive music settings. The purpose of this study was to systematically observe and describe opportunities for nine students with disabilities to engage in behaviors related to the objectives on their Individualized Education Programs and describe their peer interactions, on-task behaviors, and music participation. Students had multiple opportunities to practice Individualized Education Programs goals. Students were most often on-task and interacted with peers extemporaneously and in assigned groups. Opportunities for individual responses and music performances were rare but most often accurate. Results indicate that students’ opportunities to show what they know and can do are often controlled by the teacher, suggesting that music educators, music therapists, and special educators can collaborate to improve and plan for opportunities for students with disabilities.

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Sideridis, Georgios D., and Judy P. Chandler. "Comparison of Attitudes of Teachers of Physical and Musical Education toward Inclusion of Children with Disabilities." Psychological Reports 78, no. 3 (June 1996): 768–70. http://dx.doi.org/10.2466/pr0.1996.78.3.768.

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56 elementary teachers of physical education and 54 teachers of elementary music education responded to the Teacher Integration Attitudes Questionnaire which assesses teachers' attitudes regarding inclusion of children with disabilities into regular education settings. Analysis indicated that children with emotional and behavioral disorders were perceived less favorably by teachers of music education and children with orthopedic handicaps were perceived less favorably by teachers of physical education. The type and severity of disability appeared to influence teachers' attitudes towards including children with disabilities in regular education classrooms.

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Reynolds, Arthur J., and Barbara Wolfe. "Special Education and School Achievement: An Exploratory Analysis With a Central-City Sample." Educational Evaluation and Policy Analysis 21, no. 3 (September 1999): 249–69. http://dx.doi.org/10.3102/01623737021003249.

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Is placement in special education during the elementary grades associated with higher school performance? To shed light on this question, we investigated the relationship between participation in special education programs during Grades 1–6 and school achievement among 1,234 low-income children participating in the Chicago Longitudinal Study. About 15% of the study sample received special education services (half in learning disabilities and half in other disabilities), 22% were retained in grade, and 50% changed schools more than once over the elementary grades. Controlling for school achievement prior to placement in special education, as well as for family background school experiences, and school attributes, children receiving special education services had lower reading and math achievement scores than other children, especially during Grades 4–6. Children with learning disabilities benefited less from special education services than did children with other disabilities. Grade retention and school mobility during the primary grades were associated with significantly lower reading and math achievement above and beyond prior achievement and other factors. Continued scrutiny of special education services and retention practices, at least as they currently exist in large cities, may benefit children with learning difficulties.

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Soni, Anita, Paul Lynch, Mike McLinden, Jenipher Mbukwa-Ngwira, Mika Mankhwazi, Emma Jolley, Bhavisha Virendrakumar, Juliet Bedford, and Ingrid Gercama. "Facilitating the Participation of Children with Disabilities in Early Childhood Development Centres in Malawi: Developing a Sustainable Staff Training Programme." Sustainability 12, no. 5 (March 9, 2020): 2104. http://dx.doi.org/10.3390/su12052104.

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This article explores the development of a sustainable training programme supporting the inclusion of children with disabilities in early childhood, education and care (ECEC) centres in Malawi. This programme is based on a review of literature of curriculum, pedagogy and teaching approaches in ECEC in sub-Saharan Africa, alongside a review of national policy documents. The training was designed to enable staff to value the inclusion of children with disabilities in ECEC centres, as well as suggesting practical ways to do so. We set out our response to the gap in training of ECEC staff through the development of a supplementary integrated training programme, which, whilst respectful of the curriculum, policy and practice of Malawi, challenged staff to consider ways of including children with disabilities (CWD) and their families. We suggest this is a pragmatic and sustainable model that could be applied to training in other ECEC settings across the region in sub-Saharan Africa. It concludes with guiding principles for training those working in ECEC with young children with disabilities in low-income countries.

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Jellison, Judith A. "On-Task Participation of Typical Students close to and away from Classmates with Disabilities in an Elementary Music Classroom." Journal of Research in Music Education 50, no. 4 (December 2002): 343–55. http://dx.doi.org/10.2307/3345360.

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The purpose of this case study was to assess on-task participation by individual typical students in an inclusive elementary music classroom when students were close to and away from classmates with disabilities. Ten typical fourth-grade children in an inclusive music class of 24 students, two of whom had disabilities, were selected for observation. No specific instructions were given to students regarding interactions with peers with disabilities. Computerized software was used to record on-task and off task behaviors. Findings show differences among typical students related to the two classmates with disabilities and in different locations. Results discussed include individual differences among typical students, location and the academic success of students with and without disabilities, and the importance of teaching typical children when and how to interact with their classmates with disabilities.

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Alper, Sandra, Patrick J. Schloss, and Cynthia N. Schloss. "Families of Children with Disabilities in Elementary and Middle School: Advocacy Models and Strategies." Exceptional Children 62, no. 3 (December 1995): 261–70. http://dx.doi.org/10.1177/001440299606200307.

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During the elementary and middle school years, the needs of the child with disabilities center on acquiring appropriate academic, social, community access, and self-management skills. Family members must work together with a wide array of educational and related services personnel on behalf of their child with a disability and, at the same time, care for the needs of all members of the family. This article describes models and methods of advocacy, including self-advocacy, social support advocacy, interpersonal advocacy, and legal advocacy. Particular emphasis is placed on advocacy strategies for individual family members of the child with disabilities during the elementary and middle school years.

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Myles, Brenda Smith, and Richard L. Simpson. "Mainstreaming Modification Preferences of Parents of Elementary-Age Children with Learning Disabilities." Journal of Learning Disabilities 23, no. 4 (April 1990): 234–39. http://dx.doi.org/10.1177/002221949002300406.

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Dissertations / Theses on the topic "Children with disabilities – Education (Elementary) – Malawi"

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Chilemba, Enoch MacDonnell. "A critical appraisal of the right to primary education of children with disabilities in Malawi." Thesis, University of Pretoria, 2011. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_7124_1360933073.

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DeMario, Norma C. Rex Evelyn J. "Career education competencies for elementary age students with visual impairments." Normal, Ill. Illinois State University, 1989. http://wwwlib.umi.com/cr/ilstu/fullcit?p8918609.

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Thesis (Ed. D.)--Illinois State University, 1989.
Title from title page screen, viewed September 30, 2005. Dissertation Committee: Evelyn Rex (chair), Lanny Morreau, John Brickell, Antoinette Heinze, Toni McCarty-Warren. Includes bibliographical references (leaves 101-108) and abstract. Also available in print.

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Storm, Wendy M. "Inclusion models in elementary physical education." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/WStorm2007.pdf.

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Cox, Margaret. "THE COMMITMENT OF ELEMENTARY SCHOOL TEACHERS TO INCLUSIVE EDUCATION FOR CHILDREN WITH DISABILITIES." Doctoral diss., University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3632.

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The purpose of this study was to investigate the commitment of elementary school teachers to inclusive education for students with disabilities (SWD), and whether the commitment to inclusive education between general and special education teachers was equal. Measurements were based on Richard Clarke's Commitmemt and Necessary Effort (CANE) theory, severity of disability, and demographic factors including teaching assignment, number of students in class, number of years teaching and number of years working in an inclusive setting. A four-point Likert-type survey(Appendix A) adapted from a combination of Spencer Salend's (2008) "Teacher's Inclusion Survey and Interview Question to examine the Experience of Educators Working in Inclusive Classrooms" was used to collect the data. The data indicated that 57% of the respondents were committed to inclusive education, with special education teachers displaying a greater committment than their general education counterparts. In addition some of the earlier roadblocks to inclusive education such as needed support from administrators and ancillary personnel dealing with SWD, lack of resources, time for collaboration and consulation, along with a need for more training, still appear to be pervasive problems in implementing a fully inclusive program for all students nearly two decades later in contemporary schools.
Ed.D.
Department of Educational Studies
Education
Education EdD

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Smith, Patricia Gallagher. "Classroom behaviors, academic achievement, and self-, teacher, and parent perceptions of elementary SBH and SLD children /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu148726460321664.

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Hrmo, Jennifer. "Physical activity choices and self-determination in children with intellectual disabilities." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0021/MQ54993.pdf.

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Burgess, Patricia D. "Assessing Professional Development Needs of Elementary Teachers Implementing Inclusion of Children With Disabilities in General Education Classrooms." Digital Commons @ East Tennessee State University, 1997. https://dc.etsu.edu/etd/2889.

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A descriptive study was conducted to identify authentic professional development needs of elementary teachers preparing, implementing, and maintaining inclusion of students with disabilities in the general education classrooms in Northeast Tennessee. The purpose of this study was to contribute information of identified professional development needs of elementary teachers to current research on responsible inclusive education. Data were collected from 325 elementary teachers randomly assigned to the sample using a 65-item survey designed for this study. Three subsections of the survey, Assessing Professional Development Needs of Teachers Implementing Inclusion in Grades PreK-8, assessed the perceived needs of conditions, areas, and foundations of effective professional development by determining the discrepancies between observed and desired scales. Demographic factors included years of teaching experience, level of education, level of experience working with students with disabilities, current stage of involvement with an inclusive programs, and amount of formal or college course work in special education. The data were analyzed with an analysis of variance to determine significance between and within groups and a post hoc test determined specific significant groups. The factors that determined the most significance were level of experience working with students with disabilities and current stage of involvement with an inclusive program. Conclusions of the study reveal the need for professional development based on professional growth stages and relevant to present working conditions and events.

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Henry, Linda M. Morreau Lanny E. "Attributes of career goals established by elementary-grade students with mild disabilities." Normal, Ill. Illinois State University, 1996. http://wwwlib.umi.com/cr/ilstu/fullcit?p9633419.

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Thesis (Ed. D.)--Illinois State University, 1996.
Title from title page screen, viewed May 22, 2006. Dissertation Committee: Lanny Morreau (chair), Mack Bowen, Jeffrey Hecht, Toni McCarty, Robert Wazienski. Includes bibliographical references (leaves 145-177) and abstract. Also available in print.

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Ramirez, Roxanna C. Beckner Weldon. "Elementary principals' attitudes towards the inclusion of students with disabilities in the general education setting." Waco, Tex. : Baylor University, 2006. http://hdl.handle.net/2104/4849.

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LaFleur, Julie Lynnette. "Increasing emergent literacy skills in children with autism." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3099.

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Examines and rationalizes the instructional strategies used to teach young children with autism early literacy skills using a balanced, multilevel approach to reading. Explores the five domains of reading in a way that brings light to the areas of reading deficits in young children diagnosed with autism. Additionally, attempts to bring the concept of best reading practices to the attention of educators who serve children with autism. The project provides a handbook of literacy activities geared towards children with autism and other developmental disabilities.

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Books on the topic "Children with disabilities – Education (Elementary) – Malawi"

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Weber, Jayne Dixon. Transitioning "special" children into elementary school. Boulder, Colo: Books Beyond Borders, 1994.

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Jean-Luc, Bernard, Wade-Woolley Lesly A. 1960-, Ontario Ministry of Education, and Expert Panel on Literacy and Numeracy Instruction for Students With Special Education Needs (Ontario)., eds. Education for all: The report of the Expert Panel on Literacy and Numeracy Instruction for students with special education needs, kindergarten to grade 6. [Toronto: Ministry of Education], 2005.

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1921-, Thomas Norman, ed. Improving primary schools: Report of the Committee on Primary Education chaired by Norman Thomas. (London): Inner London Education Authority, 1985.

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Inner London Education Authority. Committee on Primary Education. Improving primary schools: Report of the Committee on Primary Education. London: Inner London Education Authority, 1985.

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Janet, Cervalli, and Ogden Evelyn Hunt, eds. All children successful: Real answers for helping at-risk elementary students. Lancaster, Pa: Technomic Pub. Co., 1992.

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J, Mignano Andrew, ed. Elementary classroom management: Lessons from research and practice. 4th ed. Boston: McGraw-Hill, 2007.

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J, Mignano Andrew, ed. Elementary classroom management: Lessons from research and practice. 3rd ed. Boston: McGraw-Hill, 2003.

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J, Mignano Andrew, ed. Elementary classroom management: Lessons from research and practice. New York: McGraw-Hill, 1993.

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Weinstein, Carol Simon. Elementary classroom management: Lessons from research and practice. 2nd ed. New York: McGraw-Hill, 1997.

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Weinstein, Carol Simon. Elementary classroom management: Lessons from research and practice. 5th ed. New York: McGraw-Hill, 2011.

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Book chapters on the topic "Children with disabilities – Education (Elementary) – Malawi"

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Wickenden, Mary. "Listening to Children with Disabilities: Voices from Uganda and Malawi." In Education and Disability in the Global South. Bloomsbury Academic, 2019. http://dx.doi.org/10.5040/9781474291231.ch-014.

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McCalley, Sue Ellen. "Teaching ELL Students in the Elementary Grades." In Advances in Early Childhood and K-12 Education, 236–49. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3123-4.ch013.

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This chapter presents information regarding teaching ELL students with high incidence disabilities in the mild to moderate range. Specific disabilities to be discussed are learning disabilities, dyslexia, cognitive impairments, and autism. Identification procedures and implications for the individual education plan are offered. Learning characteristics that are manifested with these disabilities are explored. Instructional strategies that are most effective for children with these disabilities are explained. The impact of ELL on the disability is discussed. Accommodations to instructional strategies for ELL students are suggested. The misidentification of ELL students as having a disability is examined as well as misplacement into special education.

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Alvarado, Sarah L., Sarah M. Salinas, and Alfredo J. Artiles. "5 Dual Language Learners with Disabilities in Inclusive Early Elementary School Classrooms." In Language, Learning, and Disability in the Education of Young Bilingual Children, 64–89. Multilingual Matters, 2021. http://dx.doi.org/10.21832/9781800411852-007.

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McCalley, Sue Ellen. "Teaching ELL Students in the Elementary Grades." In Research Anthology on Physical and Intellectual Disabilities in an Inclusive Society, 474–87. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3542-7.ch024.

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This chapter presents information regarding teaching ELL students with high incidence disabilities in the mild to moderate range. Specific disabilities to be discussed are learning disabilities, dyslexia, cognitive impairments, and autism. Identification procedures and implications for the individual education plan are offered. Learning characteristics that are manifested with these disabilities are explored. Instructional strategies that are most effective for children with these disabilities are explained. The impact of ELL on the disability is discussed. Accommodations to instructional strategies for ELL students are suggested. The misidentification of ELL students as having a disability is examined as well as misplacement into special education.

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Greenburg, Jordan E., and Adam Winsler. "Early School Outcomes for Children Who Delay Kindergarten Entry." In Advances in Early Childhood and K-12 Education, 275–302. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4435-8.ch013.

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This chapter explores the transitional practice of voluntarily delaying a student's kindergarten entry through a combination of reviewing prior literature and also presenting new research findings. Using data from a large, predominantly low-income and ethnically diverse sample, the authors examine early elementary school outcomes for a group of children (n = 305) who delayed kindergarten entry in comparison to their on-time peers. Results indicate that children who delay kindergarten entry slightly outperform their peers in the kindergarten year, but these differences disappear by the end of 1st grade. Results were similar for students with disabilities. Overall, delaying kindergarten entry did not seem to provide sustained academic advantages for this sample of students. Implications for delaying kindergarten entry are discussed.

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Silton, Nava R., Patrick Riley, and Amanda Anzovino. "Kindness Makes a Difference." In Advances in Medical Education, Research, and Ethics, 109–47. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2940-9.ch006.

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High quality interventions, which employ an extended contact model, wherein stories, roleplaying, and other appealing informational media are used to promote more positive intergroup attitudes, tend to be effective at enhancing the attitudes, intentions, and interests of typical children toward their peers with differences. The following four studies assess the efficacy of The Realabilities comic book series and the Addy & Uno off-Broadway musical, which promote kindness, empathy, and a stop-bullying platform while teaching about disabilities and/or mental health disorders. The studies include 1) a qualitative study of 19 fourth grade students from an elementary school in Paramus, NJ, who viewed the Addy & Uno off-Broadway musical and participated in the full Realabilities educational comic book series intervention; 2) a qualitative study of 20 high school students with diverse disabilities, who participated in the full Realabilities comic book series intervention; 3) a quantitative study of 76 students from a high school in Long Island City, NY, who read the first mental health-based Realabilities comic book; and finally, 4) a quantitative study of 66 students from a high school in Long Island City, NY, who read the first and second mental-health based Realabilities comics. The researchers used a coding system to find principal themes in the qualitative data and used modified versions of the adjective checklist (ACL) and shared activities questionnaire (SAQ), along with a knowledge measure, to assess quantitative changes from pre to post-testing of the comic book series. Study findings help support the efficacy of an extended contact model and suggest that programs like these may serve as useful antidotes to counter negative attitudes of children and adolescents towards disabilities and mental health disorders, respectively.

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Silton, Nava R., Patrick Riley, and Amanda Anzovino. "Kindness Makes a Difference." In Research Anthology on Mental Health Stigma, Education, and Treatment, 216–46. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-8544-3.ch013.

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High quality interventions, which employ an extended contact model, wherein stories, roleplaying, and other appealing informational media are used to promote more positive intergroup attitudes, tend to be effective at enhancing the attitudes, intentions, and interests of typical children toward their peers with differences. The following four studies assess the efficacy of The Realabilities comic book series and the Addy & Uno off-Broadway musical, which promote kindness, empathy, and a stop-bullying platform while teaching about disabilities and/or mental health disorders. The studies include 1) a qualitative study of 19 fourth grade students from an elementary school in Paramus, NJ, who viewed the Addy & Uno off-Broadway musical and participated in the full Realabilities educational comic book series intervention; 2) a qualitative study of 20 high school students with diverse disabilities, who participated in the full Realabilities comic book series intervention; 3) a quantitative study of 76 students from a high school in Long Island City, NY, who read the first mental health-based Realabilities comic book; and finally, 4) a quantitative study of 66 students from a high school in Long Island City, NY, who read the first and second mental-health based Realabilities comics. The researchers used a coding system to find principal themes in the qualitative data and used modified versions of the adjective checklist (ACL) and shared activities questionnaire (SAQ), along with a knowledge measure, to assess quantitative changes from pre to post-testing of the comic book series. Study findings help support the efficacy of an extended contact model and suggest that programs like these may serve as useful antidotes to counter negative attitudes of children and adolescents towards disabilities and mental health disorders, respectively.

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Astor, Ron Avi, Linda Jacobson, Stephanie L. Wrabel, Rami Benbenishty, and Diana Pineda. "Welcoming Younger Students." In Welcoming Practices. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190845513.003.0011.

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There has been a growing movement over the past decade or more to make a child’s entrance into kindergarten less of an abrupt experience. Transition programs and prekindergarten-to-3rd grade efforts across the country focus on bridging the gaps between what children experience before kindergarten and the routines and expectations of elementary school. These initiatives range from bringing greater alignment between preschool curriculum, teaching practices, and assessment to giving young children ample opportunities to visit kindergarten classrooms and experience the learning environment before school starts. Even if a child has attended preschool, moving into an elementary school can feel intimidating for a 5-year-old. The hallways are bigger, the other children in the school are bigger, and there are many more adults involved in the whole process (Figure 6.1). Relationships among schools and the child care centers, preschools, and other community organizations that interact with parents who have young children can lead to more opportunities for young children to feel less anxiety about starting school. Several organizations, including the National Association of Elementary School Principals and the Massachusetts-based Community Advocates for Young Children, provide training and guidance to principals on adapting their schools to serve younger children. The W. K. Kellogg Foundation has also made large investments across the country aimed at creating stronger links between schools and the early-childhood community. Many of these efforts also target families whose children have not been in any formal early learning program because these children often lack the early academic and social-emotional skills needed to do well in today’s more academically focused kindergarten classrooms. Schools of education can better prepare future teachers and administrators by including training on young children’s development and on strategies for supporting their transition into school. Children with disabilities and their parents may experience additional stress in transitioning into school. Rules and regulations regarding eligibility requirements, services provided, and community resources can be confusing and are not always readily available to parents.

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Conference papers on the topic "Children with disabilities – Education (Elementary) – Malawi"

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Husadani, Rizki, Nunuk Suryani, and Munawir Yusuf. "Social Skills Analysis of Children With Learning Disabilities at an Inclusive Elementary Schools in Surakarta." In ICLIQE 2020: The 4th International Conference on Learning Innovation and Quality Education. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3452144.3453768.

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Fadhul, Shereen Radhi. "The Perceptions of the Special Education Teacher and Families of Children with Disabilities about Cooperative Partnership." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0271.

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This study aimed to identify the perceptions of the special education teacher and families of children with disabilities about cooperative partnership in the primary stage, specifically in the age group from 6 to 11 years, in order to contribute to providing a vision that can be relied upon in facing the challenges and obstacles that prevent cooperative partnership between families of children, people with disabilities and a special education teacher. The study followed the quantitative and qualitative approach to its relevance to the nature of the study. The study sample consisted of a teacher specializing in the field of special education and eight families from the families of students with disabilities in one of the integration elementary schools for girls affiliated to the Ministry of Education and Higher Education in Qatar. In collecting the data, the researcher used the cooperation and interview scale prepared by Batoul Khalifa 2017. The results of the study found that there are statistically significant differences between the order of the principles of cooperative partnership of the special education teacher and the families of students with disabilities in relation to the principle of family rights and social media. As the overall principles of cooperative partnership of the special education teacher achieved the final percentages, while the results of the principle of family rights and social media among the families of students with disabilities ranged between 33% and 36%. The study also found the relationship of the perceptions of families of students with disabilities about communicating with the educational level of the family, as university and secondary education occupied 44%, compared to only 12% for the average educational level, and the principle of communication among the families of students with disabilities reached 80%.

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