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

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Published: 4 June 2021

Last updated: 14 February 2022

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1

Soni, Anita. "Making a difference for disabled children in Malawi." Early Years Educator 21, no. 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 (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 (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:

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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 (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 Program

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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 (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 includ

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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 (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 achieve

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Soni, Anita, Paul Lynch, Mike McLinden, et al. "Facilitating the Participation of Children with Disabilities in Early Childhood Development Centres in Malawi: Developing a Sustainable Staff Training Programme." Sustainability 12, no. 5 (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

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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 (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 classm

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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 (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 f

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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 (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 (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 beha

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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 (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

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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 (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 th

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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 social

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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-regulat

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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 (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 ora

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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 (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 wit

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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 chi

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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 Soc

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Lynch, Paul, Melissa Gladstone, Michael McLinden, et al. "‘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 (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 the

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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 (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;

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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 difference

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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 (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 ev

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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 (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 a

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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

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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 (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 s

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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

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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 (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 div

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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 (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 tea

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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 (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 teac

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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 (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 (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), liter

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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 (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 you

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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 (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 in

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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 (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 pre

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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 (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 ch

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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 (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 a

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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 (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 lea

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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 (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-determin

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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 (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

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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 (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% o

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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 (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

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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 cr

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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 (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), separ

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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 (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

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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 (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

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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 (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 generaliz

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Christodoulou, Joanna A., Abigail Cyr, Jack Murtagh, et al. "Impact of Intensive Summer Reading Intervention for Children With Reading Disabilities and Difficulties in Early Elementary School." Journal of Learning Disabilities 50, no. 2 (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 i

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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 (2019): 942–51. http://dx.doi.org/10.1111/jar.12587.

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