Journal articles: '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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Roberts, Clare, and Stephen Zubrick. "Factors Influencing the Social Status of Children with Mild Academic Disabilities in Regular Classrooms." Exceptional Children 59, no. 3 (December 1992): 192–202. http://dx.doi.org/10.1177/001440299305900303.

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This article discusses the development and evaluation of a model of social status which has implications for students both with and without mild academic disabilities in integrated classrooms. Behavioral data relating to peer social status were collected from peers, teachers, and independent observers for 97 students with disabilities and 97 without disabilities from the same regular elementary school classes. Path analysis indicated that teachers' attitudes toward integration were not related to the social status of the students with disabilities. However, teacher perceptions of academic behavior, peer perceptions of academic behavior, and peer perceptions of disruptive behavior were found to be related to social status for both groups of students.

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Zitomer, Michelle R. "‘Dance Makes Me Happy’: experiences of children with disabilities in elementary school dance education." Research in Dance Education 17, no. 3 (August 19, 2016): 218–34. http://dx.doi.org/10.1080/14647893.2016.1223028.

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Kustova, Irina A., Anna V. Starostina, Alexander V. Nikulin, and Elena V. Sedunova. "Adaptive work program of physical education lessons for elementary school students with disabilities." SHS Web of Conferences 97 (2021): 01029. http://dx.doi.org/10.1051/shsconf/20219701029.

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At the stage of the implementation of inclusive education into the country’s general education schools, many experts note that the teaching staff of schools is not ready to work with children with special educational needs. Lack of professional competencies affects the appearance of psychological barriers and professional stereotypes. Therefore, the purpose of the study was to develop an education program for physical education lessons for students with disabilities to increase their level of physical fitness. In the course of the study, the following methods were used: the method of literary source analysis, the method of examination, testing, pedagogical experiment, mathematical statistics. This article presents experimental material on the adaptive work program of physical education lessons for 1st grade students with disabilities. It describes various methods and means of teaching this category of schoolchildren, develops guidelines for the sections of the subject “Physical Education” taking into account the age-related characteristics of schoolchildren with pathologies. The positive results of the study suggest the effectiveness of this adaptive educational program. The study is practically significant as it can be used to conduct lessons for children with disabilities in order to facilitate learning and eliminate health problems identified by health care workers.

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Snell, Martha E., and Rachel E. Janney. "Teachers' Problem-Solving about Children with Moderate and Severe Disabilities in Elementary Classrooms." Exceptional Children 66, no. 4 (June 2000): 472–90. http://dx.doi.org/10.1177/001440290006600403.

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This ethnographic study investigated the ways general and special education teachers and school staff worked to identify and solve their concerns about children with disabilities in their classrooms. Educators collaborated to resolve concerns by following problem-solving steps somewhat similar to traditional approaches. Teachers used this process (a) primarily during the school day whenever they had a free moment; (b) in pairs, small groups, or alone; and (c) repeated it until feasible solutions were determined. The demands of these teachers' jobs seemed to require that solutions be refined through repeated applications rather than developed optimally as a whole team before acting. These teachers' propensity for collaboration seemed motivated by their realization that cooperation was necessary to meet the educational needs of these children.

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Borisova, Elena Yurevna. "Opportunities to Optimize Social and Psychological Adaptation of Elementary School Children With Autism Spectrum Disorder in Inclusive Education." Development of education, no. 3 (9) (September 24, 2020): 25–29. http://dx.doi.org/10.31483/r-86205.

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The results of testing the model of psychological and pedagogical support for elementary school children with autism spectrum disorder and intellectual disabilities who are studying in inclusive education are presented in the article. The main target groups and activities of specialists within the framework of the implementation of this model are identified, and the possibilities of using applied behavior analysis in the organization of support are determined. The importance of interaction of all subjects of the educational environment in creating the conditions necessary for successful socialization of children is updated. Research methods and materials: observation, comparison, analysis of testing the model of psychological and pedagogical support for children with intellectual disabilities. Testing was carried out on the basis of 7 educational organizations in Yoshkar-Ola and rural settlements of the Republic of Mari El. The study involved elementary school children studying in a resource class at a secondary school. Methods of assessment and schemes for identifying the level of social and psychological adaptation of elementary school children are reviewed. Research result. Positive dynamics of indicators of social and psychological adaptation could be observed. The following indicators were improved: emotional and volitional sphere, behavior in general, interaction with peers. All those components characterize the emotional and behavioral components of social competence. It is concluded that testing the model of psychological and pedagogical support for school children with autism spectrum disorder and intellectual disabilities, based on the cooperation of all subjects of the educational environment, is effective and advantageous.

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Gavrilyushkina, O. P., and M. A. Egorova. "Primary School Children with Special Education Needs." Psychological-Educational Studies 8, no. 3 (2016): 141–52. http://dx.doi.org/10.17759/psyedu.2016080313.

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The paper analyses the modern situation of development in elementary school children. As it is shown, children with special educational needs display a delay in social maturation. According to the outcomes of a longitudinal study on behaviour in communicative/activity situations in normally developing children and children with disabilities, at the point of school entry the following features are prominent: incomplete decentration process; low levels of verbal regulation of actions; underdeveloped dialogue functions (communicative, programming, controlling/regulative); decrease in self-regulation, programming and control; lack of position dynamics in partnership etc. The paper also provides a review of the new basic professional education programme in “Correctional and Developmental Work with Children” designed in modules and based on networking. It is argued that students graduating in this programme have mastered all competencies required for working with children with special needs.

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Gatlin, Brandy, and Jeanne Wanzek. "Elementary Students’ Use of Dialect and Reading Achievement: Examining Students With Disabilities." Exceptional Children 84, no. 1 (September 19, 2017): 97–115. http://dx.doi.org/10.1177/0014402917727248.

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Nonmainstream American English, or dialect, among children may have important implications for reading research and practice. However, much of the research involving relations between dialect and literacy has analyzed dialect use in only one context and has omitted students with speech, language, and learning disabilities. Consequently, we examined dialect use in an oral narrative and two writing samples in relation to concurrent and longitudinal reading outcomes in a diverse sample of students, including those with diagnosed disabilities. Overall, most students used features of dialect in oral and written language. Dialect use was significantly and negatively predictive of reading outcomes the same year and 2 years later. Moderator analyses indicated a similar relationship between dialect use and reading for students with speech, language, and learning disabilities, suggesting that students with these disabilities who also use dialect may be at increased risk for reading difficulties. Implications for practice and future research are provided.

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Bemiller, Michelle. "Inclusion for All? An Exploration of Teacher’s Reflections on Inclusion in Two Elementary Schools." Journal of Applied Social Science 13, no. 1 (February 10, 2019): 74–88. http://dx.doi.org/10.1177/1936724419826254.

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Teachers face numerous challenges. Pressure exists to meet Common Core Standards and increase state test scores while operating on shoestring budgets. In addition, public schools have seen an increase in students with disabilities—individuals with unique academic and social needs. Due to the Education for all Handicapped Children Act of 1975, inclusion in general education classrooms is the right of children with disabilities. Disability advocates applaud this act for ensuring equality for all. Yet, equality is not akin to equity. In classrooms where teachers lack proper training, children with special needs may not experience equity, ultimately weakening the intent of inclusive practices. The current study stems from a commissioned needs assessment that explored how teachers at two elementary schools in Northeast Ohio define inclusion, current training related to students with disabilities, and teacher recommendations for training/resources to teach students with special needs effectively. The article ends with policy and future research recommendations.

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Obradovic, Svetlana, and Nadezda Krstic. "Teachers’ intuition and knowledge in detecting specific learning disabilities." Zbornik Instituta za pedagoska istrazivanja 44, no. 2 (2012): 316–31. http://dx.doi.org/10.2298/zipi1202316o.

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The aim of the study was to investigate primary school teachers? proficiency in detecting the ability-achievement discrepancy as a landmark of possible specific developmental learning disabilities (SLD). Twenty-two teachers in five schools attempted to select, in accordance with their perception and out of a larger preliminary sample, those students whose school results revealed: (a) discrepancy between school achievement and general abilities (the group of purportedly disharmonic children, GPD) or (b) concordance between general abilities and achievement (the group of purportedly harmonic children, GPH). The children were tested by REVISK, while teachers re-assessed students? reading, writing and arithmetic performance against a simple structured questionnaire based on demands of the approved elementary school program delineated by the Ministry of Education of the Republic of Serbia. Research results indicate that more than 60% of children originally qualified to GPH have actually shown significant discrepancy between targeted scholastic skills and (normal) general intelligence. The data suggested some association between students? disparity in attainment and teachers? attribution accuracy, while the only homogenous quantitative marker of misplaced children were decreased values on some of the REVISK Verbal subscale tests. This study has shown that teachers can use their professional knowledge to enhance their capability to detect children with specific learning disabilities. In absence of criterion-referenced tests of reading, writing and mathematics, a structured approach to the projected course of skill progress might support teachers? confidence regarding likely SLD.

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Sharova, Y. A. "Development and use of schedules in education of elementary school children with ASD." Autism and Developmental Disorders 13, no. 3 (2015): 11–20. http://dx.doi.org/10.17759/autdd.2015130302.

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The work on preparedness for education of elementary school students with autism disorders can be greatly facilitated by the use of the methods that allow to structure child's knowledge about necessary changes. The use of schedules greatly facilitates the process of education, guiding and work on children's adaptation. The article describes stages of the work on inclusion and use of general and individual schedules in two groups of children with intellectual disabilities and autism spectrum disorders in preschool classes. This work was conducted in the Center for Psychological, Medical and Social Support to Children and Adolescents of the Moscow State University of Psychology and Education. The article contains examples of the use schedules to increase independence and to reduce anxiety in children with autism spectrum disorders.

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Lynch, Paul, Melissa Gladstone, Michael McLinden, Graeme Douglas, Emma Jolley, Elena Schmidt, and Josephine Chimoyo. "‘I have learnt to love the child and give opportunities to play with peers’: A feasibility study of the training programme to support parents of young children with visual impairment in Malawi." Journal of Early Childhood Research 16, no. 2 (March 15, 2018): 210–25. http://dx.doi.org/10.1177/1476718x18761219.

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This is a first mixed-methods study, which created, adapted and tested the feasibility of a training programme targeted at parents, community professionals, specialist teachers and volunteers to provide advice on developmental stimulation for children with visual impairment in their homes in rural and urban settings of Malawi. The study followed guidance from the Medical Research Council Framework for Developing and Evaluating Complex Interventions and drew on a bioecological model to help understand the feasibility of a new intervention in Malawi for 30 children with visual impairment and their carers in three districts of Southern Malawi. We trained 14 community workers and specialist teachers, then piloted the programme, which we linked to Care for Child Development (a World Health Organization/United Nations Children’s training package), over 6 months. In total, 10 observations were carried out to measure fidelity of the intervention at the child’s home. Acceptability was accessed through 20 post-intervention interviews and a focus group discussion with carers. Findings show that the new programme enabled workers and parents to be more positive towards their children with disabilities, improving relationships and responsiveness in their interactions. Drawing on the findings of the feasibility study, outcomes identified for a trial include measures of communication, child development, family care environment, participation and inclusion. This study has significance in providing a methodology that can be drawn upon to develop similar training programmes for use with children with a wider range of disabilities. The article has particular relevance to institutions and organisations working in early childhood development in that it provides a model to aid the development of tailored training programmes for children with visual impairment. It puts forward a table of 10 key messages on how best to prepare young children with visual impairment for life at school and for life after school.

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Woods, Adrienne D., Frederick J. Morrison, and Annemarie S. Palincsar. "Perceptions of Communication Practices Among Stakeholders in Special Education." Journal of Emotional and Behavioral Disorders 26, no. 4 (November 1, 2017): 209–24. http://dx.doi.org/10.1177/1063426617733716.

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Especially important to the successful education of children with disabilities are stakeholder (parents and educators) perceptions of home–school relationships across grade levels and diagnoses. However, research on these communication patterns often excludes the perspectives of multiple stakeholders and downplays differences across disabilities. The present study investigated perceived patterns of communication among special education stakeholders through 17 qualitative, semistructured interviews. Notable results indicate that educators at younger grades are more proactive with home contact; parents who have more frequent communication with schools tend to be more satisfied with schools, but their children may also have more common or noncomorbid disabilities; most stakeholders rely on elementary-level educators to identify students with exceptionalities; and administrators are still challenged by perceptions that general and special education are two separate systems. These results are framed by disability type and comorbidity, and substantively add to the conversation regarding how to improve home–school relationships regardless of disability.

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Gordeeva, S. B. "Tutor Support Practices with Children with Severe Forms of Autism in Elementary School." Autism and Developmental Disorders 17, no. 3 (2019): 47–59. http://dx.doi.org/10.17759/autdd.2019170305.

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Autism spectrum disorders belong to the category of disorders that impede the process of educating children, which is often ineffective without tutorial support. Examples of tutor practice, support techniques of children with intellectual disabilities and detailed comments on cases are presented. Tutor support realized in the school department of the Federal Resource Center for the Organization of Comprehensive Support to Children with ASD. Education was provided in adopted general education program of primary general education for students with health limitations (Program 8.4). The differences in the functions of the tutor and teacher in the classroom, the importance of observing ethical rules in communicating with the children, colleagues and parents are emphasized.

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Graves, Scott L., and Fei Fei Ye. "Are Special Education Labels Accurate for Black Children? Racial Differences in Academic Trajectories of Youth Diagnosed With Specific Learning and Intellectual Disabilities." Journal of Black Psychology 43, no. 2 (July 25, 2016): 192–213. http://dx.doi.org/10.1177/0095798416636280.

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The purpose of this study was to understand if special education labels are accurate for Black children. The study examined differences in academic achievement growth trajectories of children diagnosed with learning and intellectual disabilities. Utilizing the Special Education Elementary Longitudinal Study database, a nationally representative sample of students with disabilities, results indicated that significant differences in academic trajectories were present between children who were diagnosed with learning and intellectual disabilities. However, between-group racial differences were evident in academic categories and growth rates. While special education programs are touted to be helpful for student development, these results suggest that Black students are not getting the equal treatment, instruction, and academic benefits as their peers. Consequently, more academic intervention resources should be aimed at Black students to increase their academic growth rates. Implications are discussed in terms of assessment practices for identifying Black children for special education.

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Handayani, Trisni, Asep Supena, and Rasmita Rasmita. "The Effectiveness of Snakes and Ladders Media on Sex Education for Children With Intellectual Disabilities." Jurnal Inovasi Pendidikan Dasar 5, no. 2 (June 7, 2020): 71–80. http://dx.doi.org/10.22236/jipd.v5i2.122.

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Cases of sexual harassment and sexual deviations from year to year are increasing. Many factors cause it, including technological sophistication and ease of access, the existence of a family that does not care and a less sensitive educational environment. Parties who are victims of sexual harassment are usually women, especially children who experience intellectual disabilities. Nearly half of them have experienced 10 times the harassment. This study aims to determine the effectiveness of snakes and ladders media in improving understanding of sex education and preventing acts of sexual abuse and abuse in children who experience intellectual disabilities. This research uses descriptive qualitative method. Research subjects were students who experienced intellectual disabilities at Bekasi Jaya Extraordinary Elementary School. Data analysis was carried out through three main stages, namely reduction, data presentation, drawing conclusions. Snakes and ladders media is a game that uses symbols and images reinforced by verbal communication delivered by the teacher. The results showed that the use of snakes and ladders media effectively helped students who experienced intellectual barriers in understanding the messages contained in sex education content.

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Khaustov, A. V., and O. V. Zagumennaya. "Adaptation of educational tasks for children with autism spectrum disorders." Autism and Developmental Disorders 14, no. 1 (2016): 27–37. http://dx.doi.org/10.17759/autdd.2016140104.

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The article describes different methods of adaptation of educational materials for children with ASD who are receiving education in elementary school adapted basic educational programs. It contains examples of varied levels of adapted educational tasks for children with ASD who are studying four subjects in the first grade: mathematics, the Russian language, literary reading, environmental science. The article underlines key principles for the usage of adapted educational tasks. The materials were developed and tested on the base of the Center for Psychological, Medical and Social Support for Children and Adolescents of the Moscow State University of Psychology and Education. The presented adapted materials allow to realise adapted educational programs in accordance with the Federal State Educational Standards of Elementary General Education for students with disabilities. Adaptation of an educational task for a child with ASD is illustrated here with a concrete example.

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Kloomok, Shauna, and Merith Cosden. "Self-Concept in Children with Learning Disabilities: The Relationship between Global Self-Concept, Academic “Discounting,” Nonacademic Self-Concept, and Perceived Social Support." Learning Disability Quarterly 17, no. 2 (May 1994): 140–53. http://dx.doi.org/10.2307/1511183.

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The purpose of this study was to explore how some children with learning disabilities maintain a positive self-concept despite academic difficulties. The study used Harter's model to investigate the relationship between global self-concept and perceived competence in general intellectual ability, specific academic subjects, athletics, behavior and appearance, and perceived social support. Data were collected on 72 elementary-school students with learning disabilities. Five hypotheses were tested: (a) children would vary in their global and academic self-concept; (b) children with high global self-concept would discount the importance of academics; (c) children with high global self-concept would perceive themselves as more intelligent; (d) children with high global self-concept would perceive themselves as more competent in other, nonacademic domains; and (e) children with high global self-concept would perceive higher levels of social support. Data supported all hypotheses except discounting. Implications for interventions with students with learning disabilities are discussed.

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Andreeva, S. V. "Speech Therapy Work with Elementary-School Children with Autism Spectrum Disorders and Intellectual Disabilities." Autism and Developmental Disorders 18, no. 1 (2020): 76–84. http://dx.doi.org/10.17759/autdd.2020180108.

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Asynchronous neuropsychic development of children with autism spectrum disorders (ASD) involves not only a personalized approach, which takes into account behavioral characteristics of children during their education and correction, but also the development of new habilitation programs. The structural components of speech therapy work with children with ASD and intellectual disabilities presented. The most important motivational and incentive stage of work with children with behavioral features, which includes the formation of special educational environment, described in detail. As part of a comprehensive speech therapy work, basic differentiated tasks are determined depending on the degree of formation, impaired speech and potential developmental opportunities, from the establishment of sufficient articulatory capabilities to the development of verbal or alternative communication. The main directions of speech therapy work on the formation of speech function in primary schoolchildren studying in programs for children with intellectual disabilities presented. Experience of speech therapy practice in correctional work with children with writing and reading disorders presented.

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Alqarni, Turki Mahdi, and Mohammad Ahmed Hammad. "Effects of Mindfulness Training Program on the Impulsivity Among Students with Learning Disabilities." Journal of Educational and Social Research 11, no. 4 (July 8, 2021): 190. http://dx.doi.org/10.36941/jesr-2021-0088.

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In recent years, many studies showed positive effects of implementing mindfulness practices according to some cognitive and psychical well-being measurements among many participants; especially, adolescents and adults. Few studies appeared on the effectiveness of mindfulness practices for students with learning disabilities. Therefore, this study aimed to assess the effectiveness of mindfulness training programs on the impulsivity levels for participants with learning disabilities in inclusive elementary schools in Saudi Arabia. Thirty participating children with learning disabilities were divided randomly into two equivalent groups (experimental and control groups). Pre-and post-assessment using the Barratt Impulsivity Scale (BIS-11, Patton et al., 1995) were completed before and after the end of mindfulness sessions scheduled for ten weeks. Results indicated that the experimental group of children with learning disabilities significantly reduced their impulsivity in all impulsivity scale domains on the BIS-11. The authors discussed the impact of mindfulness intervention in reducing the impulsive behavior of students with learning disabilities. Finally, implications and recommendations were also noted in this study. Received: 30 March 2021 / Accepted: 5 June 2021 / Published: 8 July 2021

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LaMasfer, Kathryn, Gary Kinchin, Kimerly Gall, and Daryl Siedentop. "Inclusion Practices of Effective Elementary Specialists." Adapted Physical Activity Quarterly 15, no. 1 (January 1998): 64–81. http://dx.doi.org/10.1123/apaq.15.1.64.

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Full inclusion refers to educational practices where all students with disabilities are educated in regular classes along with nondisabled peers. Six elementary physical education specialists (5 females, 1 male) were studied to obtain their views of inclusion practices and perceived outcomes. Teacher interviews and observations revealed four main themes: (a) multiple teaching styles, (b) student outcomes, (c) teacher frustrations, and (d) differences in inclusion practices. Results indicated that schools provided little support, and teachers reported that they were inadequately prepared to teach effectively with inclusive classes. These teachers had strong feelings of guilt and inadequacy as they continued to try to be effective for all children.

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Malboeuf-Hurtubise, Catherine, Eric Lacourse, Geneviève Taylor, Mireille Joussemet, and Leila Ben Amor. "A Mindfulness-Based Intervention Pilot Feasibility Study for Elementary School Students With Severe Learning Difficulties: Effects on Internalized and Externalized Symptoms From an Emotional Regulation Perspective." Journal of Evidence-Based Complementary & Alternative Medicine 22, no. 3 (December 30, 2016): 473–81. http://dx.doi.org/10.1177/2156587216683886.

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Objective. Students with severe learning disabilities often show signs of anxiety, depression, and problem behaviors such as inattention and conduct problems. Mindfulness-based interventions (MBIs) in school settings constitute a promising option to alleviate these co-occurring symptoms. This pilot study aimed to evaluate the impact of an MBI on symptoms and behaviors of elementary school students with severe learning disabilities. Method. A one-group pretest-posttest design was used. The sample comprised 14 students aged 9 to 12 years with special education needs. Both student-report and teacher-report of the Behavior Assessment System for Children, Second Edition were used. Results. Repeated-measures analyses of variance revealed a significant impact of the MBI on symptoms and behaviors such as anxiety, depression, inattention, aggression, and conduct problems. Effect sizes for all variables were considered large (partial η2 = .31-.61). Conclusion. These preliminary results indicate that MBIs can reduce the frequency of symptoms and problem behaviors often found in children with learning disabilities in elementary schools. Further multiple baseline experimental trials with a long-term follow-up are warranted to establish more robustly the effect of MBIs for children with learning disabilities.

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Moon, Sidney M., and Deborah R. Dillon. "Multiple Exceptionalities: A Case Study." Journal for the Education of the Gifted 18, no. 2 (April 1995): 111–30. http://dx.doi.org/10.1177/016235329501800202.

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This study investigated an eleven-year-old boy with multiple exceptionalities. The participant was verbally gifted, learning-disabled in math, and health-impaired. Because of his health impairment, he had received home-bound instruction throughout his elementary school years and had had little contact with formal schooling. Using qualitative research methods, the investigators explored the participant's learning characteristics and educational experiences. Implications of Alec's story for the identification and education of gifted children with disabilities are discussed.

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Chitiyo, Argnue, and Chaidamoyo Goodson Dzenga. "Special and Inclusive Education in Southern Africa." Journal of Special Education Preparation 1, no. 1 (May 19, 2021): 55–66. http://dx.doi.org/10.33043/josep.1.1.55-66.

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Children with special education needs possess unique learning characteristics which may inhibit their effective learning in mainstream, general education classes. Special education practices are therefore designed to address the educational needs of students with disabilities through various strategies including thorough assessments of students’ characteristics, individualized curriculum planning, and provision of essential services and resources to maximize learning. Although there is extensive research on special education in developed countries like the United States of America (USA), literature on its development and practice in Sub Saharan African countries is somewhat scattered and inconclusive. This study reviewed special education policy, special education teacher professional development, and challenges to successful special education practice in five Southern African countries: Zimbabwe, Zambia, Malawi, Botswana, and Namibia. An understanding of special education policy development and challenges is imperative to develop a more successful practice.

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Davis, Kathryn, Guili Zhang, Patricia Hodson, Boni Boswell, and James Decker. "A Close Look at the Physical Fitness Levels of Elementary Age Students with Intellectual Disabilities." Sport Science Review 19, no. 3-4 (August 1, 2010): 19–34. http://dx.doi.org/10.2478/v10237-011-0015-x.

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A Close Look at the Physical Fitness Levels of Elementary Age Students with Intellectual DisabilitiesIntroduction: Little is known about the physical fitness levels of school-aged children with intellectual disabilities, when comparing groups of healthy weight and unhealthy weight. Purpose: To compare the fitness levels of healthy weight and unhealthy weight children with intellectual disabilities in three elementary schools in the southeastern United States. Methods: Four fitness measures (PACER, Modified Curl-Ups, Modified Pull-ups, and the Back-Saver Sit-and-Reach) were obtained from 26 youth (10 girls, 16 boys; 10.01 + 1.22). Additionally, fitness levels of students who were overweight/obese were statistically compared with those with healthy weights. Results: A pattern of overall low fitness levels was found in comparison to criterion-referenced standards regarding all of the fitness measures, and students who were overweight/obese performed poorly compared to those with healthy weight. The only statistically significant finding was the comparison of healthy and unhealthy weight groups on the modified pullup. Conclusions: The study suggests a strong need for adaptive physical education and active recess programs that are appropriate for developing the fitness levels of elementary students with intellectual disabilities.

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Shen, Mei, and Gary A. Troia. "Teaching Children With Language-Learning Disabilities to Plan and Revise Compare–Contrast Texts." Learning Disability Quarterly 41, no. 1 (March 26, 2017): 44–61. http://dx.doi.org/10.1177/0731948717701260.

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This study used a multiple-probe, multiple-baseline single-case design to investigate the efficacy of planning, and then revising strategy instruction using self-regulated strategy development on the compare–contrast writing performance of three late elementary students with language-learning disabilities. After receiving the planning instruction, all three students spent more time planning and generated quality written plans. Their essays were longer, included more text structure elements, and demonstrated better overall quality. After receiving the subsequent revising instruction, further increases in writing accuracy were found, but planning time, quality of written plans, text length, and text structure elements somewhat decreased. Also, overall essay quality did not further improve following revising instruction. Positive gains were maintained for 4 weeks and generalized to writing explanatory essays.

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Obrusnikova, Iva, Martin Block, and Suzanna Dillon. "Children’s Beliefs Toward Cooperative Playing With Peers With Disabilities in Physical Education." Adapted Physical Activity Quarterly 27, no. 2 (April 2010): 127–42. http://dx.doi.org/10.1123/apaq.27.2.127.

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Theory of Planned Behavior (Ajzen, 1991) was used to elicit salient behavioral, normative, and control beliefs of children without disabilities toward playing with a hypothetical peer with a disability in general physical education. Participants were 350 elementary and middle school students who completed two questionnaires. Questionnaires were assessed for content validity. Participants provided more affective (68%) than instrumental (32%) responses for favorable behavioral beliefs and more instrumental (76%) than affective (24%) responses for unfavorable beliefs. Peer social pressure was prevalent in favorable (69%) and unfavorable (99%) responses. Social pressure significantly varied across five grades, χ2(4, N = 448) = 40.51, p < .01. Participants responded many factors in the class would positively (76%) or negatively (89%) influence the behavior.

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Gee, Kathy, and Jean Gonsier-Gerdin. "The First Year as Teachers Assigned to Elementary and Middle-School Special Education Classrooms." Research and Practice for Persons with Severe Disabilities 43, no. 2 (May 29, 2018): 94–110. http://dx.doi.org/10.1177/1540796918771708.

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The purpose of this qualitative study was to examine the experiences and perceptions of 10 first-year teachers who had been trained to provide evidence-based practices, including integrated services and supports, and subsequently took jobs in self-contained, special education elementary and middle-school classrooms designated for students with “moderate/severe disabilities.” A collective case study design was used to follow the teachers over the course of their first year of teaching. The narrative and teacher-reported data demonstrated their accomplishments, the joys of their work with the children and families, and their growth in confidence levels. The data also revealed their frustrations with some of the systemic issues they faced. Many of the difficulties stemmed from the lack of a shared vision between the teachers and their school administrators and systems. Implications for policy and practice regarding the segregation of students with severe disabilities and their teachers are discussed, as well as issues related to the evaluation of special education teachers and the induction of new special education teachers.

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Isti, Istiqomah Faiz, and Hendro Widodo. "Membangun Character Building bagi Anak Difabel dalam Pembelajaran Pendidikan Agama Islam." Al-Hikmah: Jurnal Agama dan Ilmu Pengetahuan 16, no. 2 (October 7, 2019): 98–107. http://dx.doi.org/10.25299/jaip.2019.vol16(2).3882.

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This article aims to examine the realm of planting and character development for children with disabilities in learning Islamic religious education at SD NU Sleman. This study is a field research with a descriptive qualitative approach. Data analysis techniques were carried out using the Spradley model, namely data analysis carried out in conjunction with data collection consisting of domain analysis, taxonomic analysis, compound analysis, and data analysis. The results of this study indicate that character planting must be built for children with disabilities in NU Elementary School, namely about independence, self-acceptance and social, and self-confidence, especially in school. By planting this character, disabled participants did not get negative perceptions by other normal students. Instead normal students appreciate and admire the persistence of learning disabled students. NU Elementary School has an integrated curriculum in PAI learning so that the formation of the akhlaqul karimah character is increasingly realized. Students with disabilities or those with other special needs have the right to receive the same Islamic education despite the limitations. In determining the material, objectives, and methods of learning Islam, religious teachers consider the ability, depth of material, methods, and time available.

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Yamasaki, Brianna L., and Gigi Luk. "Eligibility for Special Education in Elementary School: The Role of Diverse Language Experiences." Language, Speech, and Hearing Services in Schools 49, no. 4 (October 24, 2018): 889–901. http://dx.doi.org/10.1044/2018_lshss-dyslc-18-0006.

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Purpose We examined the association between language experience and elementary students' eligibility for special education in Massachusetts. Method A secondary descriptive data analysis was conducted on the anonymized demographic data obtained from the Massachusetts Department of Elementary and Secondary Education. Third, 4th, and 5th grade students were categorized into native English speakers, English-proficient bilinguals, and emerging bilinguals. Eligibility for free or reduced lunch was also considered. Proportions of students eligible for autism, communication disorders, and specific learning disabilities (including those with dyslexia) were calculated. Results A strong association was observed between students' language background and whether they were eligible for free/reduced lunch. Children eligible for free/reduced lunch were more likely to be eligible for special education. Relative to native English speakers, English-proficient bilingual students were less likely to be considered eligible for special education. However, for emerging bilinguals, eligibility was lowest in 3rd grade and highest in 5th grade. This observation was most apparent in the category of specific learning disabilities. Conclusions Students from diverse language and low-income backgrounds were disproportionately represented in special education. More substantial research–practice partnerships are warranted to understand how bilingual experience and socioeconomic status interact with eligibility for special education services in public school settings.

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Невзоров, Борис, Boris Nevzorov, Нина Загузина, Nina Zaguzina, Алексей Боков, and Aleksey Bokov. "CONTINUITY AS A BASIS FOR THE QUALITY OF INCLUSIVE EDUCATION." Bulletin of Kemerovo State University. Series: Humanities and Social Sciences 2017, no. 3 (October 25, 2017): 26–34. http://dx.doi.org/10.21603/2542-1840-2017-3-26-34.

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The article presents the graded model of continuous inclusive education for individuals with disabilities. It describes in brief the content of work within each grade. The importance of psycho-pedagogical support for students with disabilities over a period of training is pointed out. Besides, data are given about the special conditions for inclusive education and their impact on the quality of education. It contributes the idea to establish the Regional Resource Center of continuous inclusive education for liaising with the participants of the process in all grades. Professional self-determination among secondary school students with disabilities is a topical issue in social pedagogy. To arrange the supplementary education for children with disabilities it is necessary to provide facilities which include special software, methodological and didactic materials, special technical equipment for teaching in groups and for individuals. Moreover, there should be a guarantee of unassisted access to the building, education aid, and the assistant to provide an adequate technical aid for this category of children - in conducting classes for groups as well as individuals with special needs. As a whole these make up an environment inducing to master education programs by students with disabilities. Attempts are made to develop a mechanism of an easy pass from one level (grade) of education to another - to make the process of education consistent. So, there should be qualified career guidance at elementary schools with due regard for ICD code - to help the disabled students to choose the direction in professional education. The right target for future profession, corresponding to health and medical advice, enables the students with disabilities to realize their potential in professional activity.

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Salisbury, Christine L., Chrysan Gallucci, Mary M. Palombaro, and Charles A. Peck. "Strategies That Promote Social Relations among Elementary Students with and without Severe Disabilities in Inclusive Schools." Exceptional Children 62, no. 2 (October 1995): 125–37. http://dx.doi.org/10.1177/001440299506200203.

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Using qualitative research methods, we studied the strategies that general education classroom teachers use to promote the development of positive relationships between children with and without moderate to severe disabilities in inclusive classrooms. We used observations and interviews with teachers, specialists, and administrators in two inclusive schools as bases for identifying five strategies used by classroom teachers: active facilitation of social interactions, empowering children, building a sense of community in the classroom, modeling acceptance, and developing school organizational supports. These practices are discussed in terms of their congruence with broader goals and best practices within K-12 education.

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Swanson, H. Lee, Jennifer Kong, Stefania D. Petcu, and Monica Fiorella Asencio Pimentel. "Can Difficulties in Language Acquisition and Specific Learning Disabilities Be Separated Among English Learners?" Exceptional Children 86, no. 3 (January 29, 2020): 293–309. http://dx.doi.org/10.1177/0014402919893931.

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This study investigated the prevalence of latent classes at risk for reading or math disabilities in elementary-age children whose first language is Spanish. To this end, children ( N = 394) in Grades 1, 2, and 3 were administered a battery of vocabulary, reading, math, and cognitive measures in both Spanish and English. Three important findings occurred. First, five latent classes emerged (average achievers, poor achievers, reading disabled, English language learners, Spanish-dominant achievers) that varied in language and achievement scores. Second, probability estimates indicated that 10% of the total sample was at risk for learning disabilities (below cutoff score), and approximately 40% of the sample reflected a language acquisition group not at risk for academic difficulties. Finally, the best model for correctly predicting the odds of latent classes differing from average achievers included English measures of short-term memory, naming speed, and the executive component of working memory. The results support the notion that statistically distinct latent classes emerge under the umbrella of children identified as English learners and that children at risk for specific learning disabilities can be separated among a heterogeneous sample of children who are acquiring English as a second language.

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Al-Yagon, Michal. "Fathers’ Coping Resources and Children’s Socioemotional Adjustment Among Children With Learning Disabilities." Journal of Learning Disabilities 44, no. 6 (October 4, 2011): 491–507. http://dx.doi.org/10.1177/1087054710378582.

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This study examined a cumulative model of vulnerability and protective factors at the individual level (children’s attachment relationships with father and children’s sense of coherence) and at the family level as manifested by fathers’ coping resources (fathers’ sense of coherence, fathers’ active and avoidant coping strategies) in helping to explain differences in socioemotional and behavioral adjustment among children at the age 8 to 12 years with learning disabilities (LD) and or with typical development. The sample included 205 father-child dyads: 107 fathers and their children having LD and 98 fathers and their children with typical development, from the same public elementary schools. Preliminary analyses indicated significant group differences on all the children’s measures as well as on fathers’ avoidant coping strategies. Path analysis examined the multidimensional risk model for the LD and non-LD groups. The study found a high fit between the theoretical model and the empirical findings as well as a different pattern of relationship between the model’s components for the two populations studied. Discussion focuses on understanding the unique value of vulnerability and protective factors at the individual and family levels on children’s well-adjusted functioning.

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Bogdanova, Tamara Gennadievna, Elena Nikolaevna Morgacheva, Tatiana Mikhailovna Popova, Olga Yurievna Sokolova, and Nadia Shamilevna Tjurina. "Creativity and creative work in children with disabilities." SHS Web of Conferences 117 (2021): 01005. http://dx.doi.org/10.1051/shsconf/202111701005.

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The article presents the results of the analysis of the problem of creativity and creative work in children with disabilities having different impairments. This research serves as a basis for conducting a separate study aimed at researching the peculiarities of the search for creative solutions in the process of completing figure drawings in younger schoolchildren with hearing impairments compared to their peers with normal hearing. For this purpose, a comparative analysis of the drawings of hearing-impaired students and elementary school students with preserved hearing was conducted by the criteria of fluency, flexibility, elaborateness, and originality. The need for the present study is determined by the tasks of the modern system of special and inclusive education aimed at the optimal personal development of all children and the creation of psychological and pedagogical conditions for the successful development of different types of creative activity that positively affect their socialization. The study uses a set of theoretical and empirical methods of analysis of the studied problem, as well as a comparative study of general and specific features of creativity in children with preserved and impaired hearing. These specific features are determined by a disproportionate formation of different types of thinking, a delay in the development of figurative memory, verbal speech, and imagination in comparison with hearing children. The novelty of the study consists in the expansion of knowledge about the potential possibilities of creative decisions and creative abilities of persons with developmental disorders at different ages in special psychology and pedagogics. The results of the study of creativity of children with hearing impairments can be used in the educational system for professional orientation and creating conditions for persons with special educational needs to master creative professions.

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Liao, Ya-Tzu, Ai-Wen Hwang, Hua-Fang Liao, Mats Granlund, and Lin-Ju Kang. "Understanding the Participation in Home, School, and Community Activities Reported by Children with Disabilities and Their Parents: A Pilot Study." International Journal of Environmental Research and Public Health 16, no. 12 (June 24, 2019): 2217. http://dx.doi.org/10.3390/ijerph16122217.

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Participation has significant impact on children’s health and well-being. Knowledge is limited on how children with disabilities perceive their participation and whether their perceptions differ from their parents. This pilot study aimed to explore whether self-reported frequency of participation and prioritized activities differ between children with disabilities and their parents. Thirty children with disabilities eligible for special education in elementary school and their parents were included. Each of them were interviewed with the Chinese version of Picture My Participation (PMP), separately, to identify the child’s participation frequency in 21 activities at home, school, and community, desire-to-change activities, and the level of involvement in these activities. The results indicated that children’s ratings of participation frequency were significantly lower than parents’ ratings in home activities but not in school and community activities, as analyzed by the Wilcoxon Signed Ranked test. Nineteen (63%) child–parent pairs had selected entirely different items as their desire-to-change activities. Children selected the activities that they were somewhat to very involved in; while parents selected the activities they thought their children were less involved in. Our findings suggest that children with disabilities had unique views on life and this should be supported in their health care and individualized education plans.

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Mollenkopf, Dawn L., Jude Matyo-Cepero, Joan D. Lewis, Bailey A. Irwin, and Jennifer Joy. "Testing, Identifying, and Serving Gifted Children With and Without Disabilities: A Multi-State Parental Perspective." Gifted Child Today 44, no. 2 (March 18, 2021): 83–92. http://dx.doi.org/10.1177/1076217520986589.

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Early identification of gifted children, including those twice-exceptional, allows schools and parents to support these children’s needs, but little is known about this early identification process and the role parents and teachers play. Parents of gifted children completed a survey which looked at what age their child was tested and identified, whether or not the parent suspected that the child was gifted, who referred the child for testing, and whether or not their child was twice-exceptional. Schools tested, identified, and started services for gifted children in the early elementary grades, usually between 5 and 6 years of age. Most parents identified giftedness in their children by age 2. Parents were also the most frequent person to refer their child for testing, although teachers also placed a strong role. Twice-exceptional children did not differ significantly from gifted children on any of these measures. Implication for further study are included.

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Salisbury, Christine U., Ian M. Evans, and Mary M. Palombaro. "Collaborative Problem-Solving to Promote the Inclusion of Young Children with Significant Disabilities in Primary Grades." Exceptional Children 63, no. 2 (January 1997): 195–209. http://dx.doi.org/10.1177/001440299706300204.

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The installation of a collaboratively-based problem-solving process was undertaken over a 2-year period in an elementary school in which students with mild to profound disabilities were physically integrated. Teachers and students participated in collaborative problem-solving (CPS) process training sessions and then used CPS to identify and solve issues related to the physical, social, and instructional inclusion of students in the classroom. Data were collected to evaluate the process over a 24-month period in 12 different classrooms. Findings revealed that the CPS process was implemented as designed; teachers judged CPS to be easily incorporated into existing practices; and CPS promoted outcomes valued by administrators, teachers, and parents.

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Lienert, Christoph, Claudine Sherrill, and Bettye Myers. "Physical Educators’ Concerns about Integrating Children with Disabilities: A Cross-Cultural Comparison." Adapted Physical Activity Quarterly 18, no. 1 (January 2001): 1–17. http://dx.doi.org/10.1123/apaq.18.1.1.

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The purpose was to conduct a qualitative cross-cultural comparison of the concerns of physical educators in two countries about integration of children with and without disabilities. In-depth interviews were held with 30 regular elementary physical education teachers in Berlin (7 males, 9 females) and in the Dallas-Ft. Worth (DFW) area (2 males, 12 females), and observations were made of school settings. The Concerns-Based Adoption Model (CBAM) of Hall, Wallace, and Dossett (1973) guided the study. Data were analyzed by grounded theory procedures. Many concerns about integration were generalizable across cultures. In both countries, teachers reported concerns at only four of the seven stages of CBAM: personal, management, consequence, and collaboration. Most concerns focused on management. The major cultural difference was that DFW teachers reported more personal concerns (uncertainty about everyday demands and competence to meet these demands) than Berlin teachers. A dynamic systems model was proposed to guide future research.

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Christodoulou, Joanna A., Abigail Cyr, Jack Murtagh, Patricia Chang, Jiayi Lin, Anthony J. Guarino, Pamela Hook, and John D. E. Gabrieli. "Impact of Intensive Summer Reading Intervention for Children With Reading Disabilities and Difficulties in Early Elementary School." Journal of Learning Disabilities 50, no. 2 (August 4, 2016): 115–27. http://dx.doi.org/10.1177/0022219415617163.

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Efficacy of an intensive reading intervention implemented during the nonacademic summer was evaluated in children with reading disabilities or difficulties (RD). Students (ages 6–9) were randomly assigned to receive Lindamood-Bell’s Seeing Stars program ( n = 23) as an intervention or to a waiting-list control group ( n = 24). Analysis of pre- and posttesting revealed significant interactions in favor of the intervention group for untimed word and pseudoword reading, timed pseudoword reading, oral reading fluency, and symbol imagery. The interactions mostly reflected (a) significant declines in the nonintervention group from pre- to posttesting, and (2) no decline in the intervention group. The current study offers direct evidence for widening differences in reading abilities between students with RD who do and do not receive intensive summer reading instruction. Intervention implications for RD children are discussed, especially in relation to the relevance of summer intervention to prevent further decline in struggling early readers.

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Kang, Ya‐Shu, and Yao‐Jen Chang. "Using a motion‐controlled game to teach four elementary school children with intellectual disabilities to improve hand hygiene." Journal of Applied Research in Intellectual Disabilities 32, no. 4 (April 2, 2019): 942–51. http://dx.doi.org/10.1111/jar.12587.

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

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