To see the other types of publications on this topic, follow the link: Children with disabilities Education.
Journal articles on the topic 'Children with disabilities Education'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Children with disabilities Education.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Abidova, Nilufar. "Inclusive Education Of Children With Special Educational Needs." American Journal of Social Science and Education Innovations 03, no. 03 (March 31, 2021): 476–80. http://dx.doi.org/10.37547/tajssei/volume03issue03-74.
Full text
2
Resti, Amelia, and Yohannes Firzal. "PENERAPAN PRINSIP DESAIN RICHARD MEIER PADA PEKANBARU DEVELOPMENTAL CHILDREN OF DISABILITY." Vitruvian Jurnal Arsitektur Bangunan dan Lingkungan 9, no. 3 (June 29, 2020): 121. http://dx.doi.org/10.22441/vitruvian.2020.v9i3.001.
Full textAbstract:
ABSTRAKPekanbaru sebagai Ibu Kota dari Provinsi Riau belum adanya fasilitas yang mampu memberikan pelayan secara lengkap terhadap anak penyandang disabilitas berupa pendidikan non formal dan terapi. Hal ini juga tertera dalam UUD No 4 Th 2007 bahwa anak disabilitas belum optimal dalam pemperoleh pelayanan yang dibutuhkan kerena kemudahan aksesibilitas belum dapat dipenuhi. Tujuan dari perancangan Pekanbaru developmental children of disability ini mampu memberikan fasilitas dan layanan pendidikan nonformal serta terapi yang dibutuhkan oleh anak penyandang disabilitas baik secara fisik maupun mental, serta dengan penerapan prinsip desain Richard Meier dapat memberikan pengaruh dan dampak pisikologi yang baik bagi anak disabilitas. Jurnal ini membahas tentang karakter anak disabilitas, jenis edukasi dan terapi yang dibutuhkan anak disabilitas serta cara penanganan anak disabilitas, serta hubungan fungsi terhadap tema perancangan. Manfaat pada perancangan pekanbaru developmental children of disability bahwa adanya wadah yang mampu memberikan fasilitas dan mewadahi kebutuhan yang beragam oleh anak penyandang disabilitas, dengan menggunakan prinsip desain Richard Meier dapat mempermudah aktivitas anak disabilitas berada di bangunan. Metode penelitian yang digunakan berupa pengamatan, wawancara dan data literatur. Pekanbaru developmental children of disability ini muncul sebagai jawaban ketidak setaraan kesempatan yang terjadi pada anak penyandang disabilitas. Pada perancangan ini terdiri dari fasilitas pendidikan nonformal berupa edukasi, pelatihan dan penampilan, seta terapi yang dibutuhan anak disabilitas yang terdiri dari indoor dan outdoor yang berupa healing garden. Dengan menerapkan karakter desain Richard Meier serta penerapan standar khusus yang dibutuhkan oleh anak penyandang disabilitas yang mampu memberikan kenyamanan rancangan terhadap pengguna. Pada perancangan ini merapkan konsep friendly interacation yang didapatkan dari keterkaitan fungsi serta tema pada rancangan. ABSTRACTThe basics Pekanbaru as the capital of Riau Province has no facilities that can provide a complete service to children with disabilities in the form of non-formal education and therapy. This is also stated in the Constitution No. 4 of 2007 that children with disabilities have not been optimal in obtaining the services needed because the accessibility has not been fulfilled. The purpose of designing Pekanbaru developmental is able to provide non-formal education facilities and services and therapies needed by children with disabilities both physically and mentally, and with the application of Richard Meier design principles can provide a good psychological impact and impact on children with disabilities. This journal discusses the character of children with disabilities, the types of education and therapy children with disabilities and how to handle children with disabilities, and the relationship of functions to the design theme. The benefit of the design of the developmental children of disability week is that a container that is able to provide facilities and accommodate the diverse children with disabilities, using Richard Meier's design principles can facilitate the activities of children with disabilities in buildings. The research method used in the form of observations, interviews, and literature data. Pekanbaru developmental emerged as an answer to the inequality of opportunity that occurs in children with disabilities. this design consists of non-formal education facilities in the form of education, training, and appearance, and therapy needs of children with disabilities consisting of indoor and outdoor in the form of a healing garden. Character design of Richard Meier and the application of special standards required by children with disabilities who are able to provide design comfort to the user. this design apply the concept of friendly interaction obtained from the interrelation of functions and themes in the design.
3
Hoang Thi, Nga, and Nga Nguyen Thi Ngoc. "Applying steam education in inclusive education: opportunities and challenges." Journal of Science Educational Science 67, no. 5A (December 2022): 244–54. http://dx.doi.org/10.18173/2354-1075.2022-0139.
Full textAbstract:
Inclusive education has been proven as an educational approach that gives children with disabilities the best opportunity to develop their potential in an equitable and progressive manner. However, research studies on the importance and effectiveness of STEAM education application in inclusive education for children with disabilities are still less compared to the requirements needed in the reality. The article points out the opportunities and challenges of applying STEAM education in inclusive education for children with disabilities, as a theoretical basis for more specific research on this issue.
4
Yuldashevna, Ayupova Mukarram. "THE CONTENT OF EDUCATION FOR CHILDREN WITH DISABILITIES WITH DYSARTHRIA." American Journal Of Social Sciences And Humanity Research 4, no. 3 (March 1, 2024): 51–62. http://dx.doi.org/10.37547/ajsshr/volume04issue03-08.
Full text
5
Sunesni, Sunesni, Dian Furwasyih, Ilham Akerda Edyyul, Juwanda Padma, Irma Isra Hayati, Laura Maisiska, Sri Rahmadhani, and Vivi Putri Analika. "Pelatihan tentang Kesehatan Reproduksi Remaja Disabilitas Intelektual pada Guru SLB Kota Padang." Jurnal Kreativitas Pengabdian Kepada Masyarakat (PKM) 6, no. 10 (October 1, 2023): 4203–17. http://dx.doi.org/10.33024/jkpm.v6i10.10497.
Full textAbstract:
ABSTRAK Anak dan remaja yang menyandang disabilitas intelektual memiliki keterbatasan dalam daya kemampuan, dimana dengan ketidakmampuannya ini, anak tunagrahita memiliki berbagai masalah. Menurut WHO, anak yang mengalami disabilitas intelektual di Indonesia sekitar 5-9% yaitu sekitar 7-11 juta dari jumlah penduduk Indonesia. Berdasarkan data dari Dinas Pendidikan Provinsi Sumatera Barat pada tahun 2020 di Kota Padang terdapat sebanyak 38 Sekolah Luar Biasa (SLB) dengan jumlah siswa lebih kurang 1585 orang dan jumlah guru lebih kurang 214 orang. Jumlah anak dengan disabilitas intelektual (tunagrahita) menduduki peringkat pertama terbanyak diantara anak-anak berkebutuhan khusus lainnya. Ketidakmampuan untuk bisa hidup mandiri dengan keterbatasan kecerdasan pada anak disabilitas intelektual membuat kelompok ini rentan terhadap masalah, termasuk masalah pendidikan seksual. Informasi mengenai pendidikan seksual sangat penting untuk diberikan kepada remaja, termasuk kepada remaja disabilitas intelektual. Pendidikan seksual bagi remaja disabilitas masih belum mendapatkan perhatian dikalangan pendidik. Media pendidikan dalam sistem mengajar bagi anak berkebutuhan khusus masih sangat terbatas, sehingga penyampaian informasi mengenai pendidikan seksual dilakukan secara interpersonal antara guru dengan murid. Meningkatkan pengetahuan guru tentang pendidikan seksual, untuk diberikan kepada siswa menghadapi permasalahan yang terkait pendidikan seksual, pelecehan dan kekerasan seksual yang pada akhirnya mampu meningkatkan kualitas hidup anak berkebutuhan khusus. Melaksanakan workshop guna merancang materi yang tepat tentang pendidikan seksual siswa disabilitas intelektual sesuai dengan karakteristiknya, memilih startegi/ metode/ teknik yang cocok untuk menyampaikannya materi pendidikan seksual kepada peserta didik remaja dengan disabilitas intelektual, mengintegrasikan materi Pendidikan seksual pada siswa disabilitas intelektual ke kurikulum SLB. Kegiatan ini dilaksanakan di auditorium STIKes MERCUBAKTIJAYA Padang pada hari pertama dan metode daring pada hari kedua pelatihan. Pelatihan pada guru SLB dapat meningkatkan rata – rata pengetahuan guru sebanyak 3,55 poin. Luaran dari kegiatan yang telah tercapai antara lain publikasi di media massa Harian Padang pada tanggal 12 September 2022, publikasi video youtube dengan link https://youtu.be/7XlBGnT6COQ. Diharapkan kegiatan pelatihan kesehatan reproduksi dan seksual pada guru SLB ini dapat menjadi agenda rutin pertemuan MKKS SLB (Musyawarah Kerja Kepala Sekolah) Kota Padang. Kata Kunci: Guru SLB, Pelatihan, Disabilitas Intelektual, Pendidikan SeksualABSTRACT Children and adolescents with intellectual disabilities have limitations in their abilities, where with this disability, children with intellectual disabilities have various problems. According to WHO, children with intellectual disabilities in Indonesia are around 5-9%, which is around 7-11 million of the total population of Indonesia. Based on data from the West Sumatra Provincial Education Office, in 2020 in Padang City there were 38 Special Schools (SLB) with approximately 1585 students and approximately 214 teachers. The number of children with intellectual disabilities (intellectual disabilities) ranked first among children with special needs. The inability to live independently with limited intelligence in children with intellectual disabilities makes this group vulnerable to problems, including sexual education problems. Information about sexual education is very important to be given to adolescents, including adolescents with intellectual disabilities. Sexual education for adolescents with disabilities is still not getting attention among educators. Educational media in the teaching system for children with special needs is still very limited, so the delivery of information about sexual education is carried out interpersonally between teachers and students. Increase teacher knowledge about sexual education, to be given to students facing problems related to sexual education, sexual harassment and violence which in turn can improve the quality of life of children with special needs. Conduct workshops to design appropriate material on sexual education of students with intellectual disabilities in accordance with their characteristics, choose suitable strategies / methods / techniques to deliver sexual education materials to adolescent students with intellectual disabilities, integrate sexual education materials for students with intellectual disabilities into the SLB curriculum. This activity was carried out at the auditorium of STIKes MERCUBAKTIJAYA Padang on the first day and the online method on the second day of training. Training in SLB teachers can increase the average teacher knowledge by 3.55 points. The outputs of the activities that have been achieved include publication in the mass media Padang Daily on September 12, 2022, the publication of a youtube video with a https://youtu.be/7XlBGnT6COQ link. It is hoped that this reproductive and sexual health training activity for SLB teachers can become a routine agenda for the MKKS SLB (School Principals' Work Meeting) meeting in Padang City. Keywords: Junior High School Teacher, Training, Intellectual Disability, Sexual Education
6
Mittler, Peter. "Including Children with Disabilities." PROSPECTS 34, no. 4 (December 2004): 385–96. http://dx.doi.org/10.1007/s11125-005-2710-9.
Full text
7
Arzhanykh, E. V., and O. А. Gurkina. ""Disabilities" of Additional Education for Children." Psychological-Educational Studies 7, no. 3 (2015): 51–60. http://dx.doi.org/10.17759/psyedu.2015070306.
Full textAbstract:
One of the most significant aspects of social integration of children with special needs is the availability of additional education, which is often the only way to socialize these children. Based on our studies (focus group discussions and a questionnaire survey of 1078 parents of children with special needs) we analyzed the limitations of additional education availability for these children according to various criteria (organizational, financial, informational, etc.). Evaluation of the number of children covered by the additional education program leads to the conclusion that the older children are, the harder they get the educational service. The most deprived group are children with intellectual disabilities.
8
Svetlichnaya, Nailya K. "Development of inclusive education in adaptive physical education of children." Tambov University Review. Series: Humanities, no. 3 (2022): 705–13. http://dx.doi.org/10.20310/1810-0201-2022-27-3-705-713.
Full textAbstract:
The relevance of the research is determined by the timeliness of changing approaches to the education and upbringing of children with disabilities and disabilities. The purpose of the research was an analytical review on the development of inclusive education in the field of adaptive physical education. To solve the set goal, we use the method of analyzing sources of scientific and special literature. We consider the main problems of implementing inclusive education in the field of adaptive physical education of children. The need to create special conditions in the educational organization for the implementation of physical education of children with disabilities and disabilities is justified. To solve the problems described in the article, the implementation of a set of measures aimed at developing inclusive education in the field of adaptive physical education is analyzed. It was concluded that in modern education there is an urgent need to train physical and pedagogical personnel for the system of inclusive education, to develop professional training of teachers with the formation of their inclusive competence for educational activities with children with limited health opportunities and disabilities. This should be in a long-term strategy that requires consistency, continuity, a phased and integrated approach to the training of skilled personnel in adaptive physical education and sports.
9
Syarief, Natasya Salsabilla, Andre An Pangestu, Hesti Klatina Putri, Tsin’yanul Arsyi Filkhaqq, and Ghaida Yasmin Nur Harjanti. "Karakteristik Dan Model Pendidikan Bagi Anak Tuna Daksa." ej 4, no. 2 (January 31, 2022): 275–85. http://dx.doi.org/10.37092/ej.v4i2.337.
Full textAbstract:
Every child is born in different conditions. There are children who are born with physical disabilities or are called physically disabled. Education for children with physical disabilities is no different from children who do not have physical disabilities. However, children with disabilities need special attention from teachers and parents. Children with physical disabilities have slightly different characteristics from normal children. In the learning process, special services are needed for children with disabilities. The purpose of this journal is to determine the characteristics of children with disabilities and education for children with disabilities. The method used in this journal is the library method which is sourced from articles, journals, books related to knowing the characteristics of children with disabilities and education for children with disabilities.
10
Thi Mai Thuong, ONG, TRAN Thi Khanh Dung, NGUYEN Thi Giang, NGUYEN Thi Suong, and TRAN Anh Thu. "EDUCATION ACTIVITIES TO IMPROVE SOCIAL SKILL FOR CHILDREN WITH DISABILITIES." Vinh University Journal of Science 53, no. 2B (June 20, 2024): 29–38. http://dx.doi.org/10.56824/vujs.2024b028.
Full textAbstract:
Children with disabilities are a vulnerable group of children who face many difficulties in life and lack basic social skills. By selecting a typical case study, the Vocational Education and Training Center for People with Disabilities in Nghe An province, a combination of quantitative and qualitative information collection methods has been used to clarify educational activities to improve social skills for children with disabilities. Research results show that children with disabilities face many difficulties in social communication. Therefore, children with disabilities have a need for education to improve social skills. Activities to improve social skills for children with disabilities have been organized and received a positive response; However, children with disabilities still have difficulty participating in social skills education activities. On that basis, some solutions have been proposed to improve the quality of social skills education for children with disabilities at the Nghe An Center for Education and Vocational Training of People with Disabilities.
11
Rajšli-Tokoš, Elvira. "Education of children with developmental disabilities." Norma 25, no. 1 (2020): 31–42. http://dx.doi.org/10.5937/norma2001031r.
Full textAbstract:
The intention of this study is to present the development of education through centuries, with emphasis on children with developmental disabilities. With changes in society, education of children has changed as well, adapting to the needs of the society. The education of children with developmental disabilities has come a long way, which can be divided into different periods. In the primitive period such children were murdered. In the asylum period segregation was applied. Then, the integration of such children lasted until 2009, when inclusion was introduced into education. This study presents the historical development of special education schools, until today. It shows how the number of schools and the number of students has changed. Moreover, it presents the kinds of education and the laws that followed that process.
12
Truong Thi, Duyen, and Thu Dinh Nguyen Trang. "Some solutions to enhance the quality of inclusive education for children with disabilities through STEAM education application." Journal of Science Educational Science 67, no. 5A (December 2022): 227–35. http://dx.doi.org/10.18173/2354-1075.2022-0137.
Full textAbstract:
Inclusive education is an education method in which children with disabilities (CWD) are educated with non-disabled peers in the same high school system right in the community where their families and children live. This is a progressive education model that comes from the view that every child has the right and opportunity to learn according to the needs and abilities of each child. In this educational environment, children with disabilities are equal with other children in all physical, cultural, and social aspects; Children with disabilities will be provided with all conditions to meet their needs and maximize the potential available to them. Therefore, children are fully developed in personality, participate and affirm their contribution to society. STEAM education with the orientation of integrating science - technology - engineering - art - math elements is considered as an effective solution suitable to the diverse learning characteristics of children with disabilities in an inclusive classroom. contribute to improving the quality of education for children with disabilities today.
13
Satynskay, A. K., and A. M. Utilovа. "JOB ANALYSIS OF TEACHER IN INCLUSIVE EDUCATION." BULLETIN Series of Pedagogical Sciences 69, no. 1 (May 31, 2021): 73–82. http://dx.doi.org/10.51889/2021-1.1728-5496.10.
Full textAbstract:
One of the main conditions for inclusive education is the professional competence of teachers. The professional competence of the teacher ensures the education, upbringing and development of children with disabilities. In the context of inclusive education, special attention should be paid to the training of teachers to work with children with disabilities. The peculiarity of the organization of educational and correctional work with children with developmental disabilities requires special training of a teacher who provides integrated education. The teacher of an educational institution must know the basics of correctional pedagogy and special psychology. They should also have a clear understanding of the peculiarities of the psychophysical development of children with disabilities, the methods and technologies of organizing the educational and rehabilitation process of such children. People who have not received special education cannot successfully work with children with developmental disabilities.
14
Azzahra, Alya Fatimah. "Efforts to Equitable Education for Children with Intellectual Disabilities as an Alternative to Overcoming Social Problems in Children." Journal of Creativity Student 5, no. 1 (January 30, 2020): 65–86. http://dx.doi.org/10.15294/jcs.v5i1.36288.
Full textAbstract:
Children with disabilities have the same rights in terms of getting an education, like normal children in general, children with disabilities also have high aspirations. To achieve these goals, of course, they must get equal and adequate educational facilities regardless of their shortcomings. In order to achieve equal distribution of education for children with disabilities, the government is expected to improve educational facilities and infrastructure for those with disabilities. Because even though children with disabilities have shortcomings, their abilities cannot be doubted. The reason is, there are many children with disabilities who have good intellectual achievements and abilities, therefore the need for government and community awareness to open their eyes more for children with disabilities so that they can be more confident in achieving their goals. Public awareness is also needed because children with disabilities also need to get support from the surrounding environment in order to avoid social problems for themselves caused by being isolated from society or the environment. Because this will have an impact on their own future. For people with intellectual disabilities, it will be very difficult to develop their potential if they do not get adequate and equal education. Education for persons with disabilities is implemented in the national education system through inclusive education and special education. Include children with disabilities in the 12 (twelve) year compulsory education program. In addition to having intellectual limitations, people with disabilities also have limitations in communication, social skills, self-care, health and safety, ability to do something (work), participation in a community, and academic limitations. This factor is the problem with the general public
15
Diana, Shelly. "Strategi penanganan kesehatan mental anak penyandang disabilitas di Sekolah Al-Kaustar Jakarta Timur." Jurnal Integrasi dan Harmoni Inovatif Ilmu-Ilmu Sosial (JIHI3S) 1, no. 12 (December 2, 2021): 1332–43. http://dx.doi.org/10.17977/um063v1i12p1332-1343.
Full textAbstract:
People with disabilities have the same rights and obligations as citizens, but in everyday life, people with disabilities still experience discrimination. This is evidenced in statistical data on the education of children with disabilities, as many as 13.5 percent of people with disabilities have never been to school and 9.58 percent have stopped going to school. One of the factors that cause children to drop out of school is discriminatory behavior from their friends and online education which affects the mental health of the child. Therefore, researchers conducted a study on the mental health of children with disabilities at Al-Kaustar School, East Jakarta. This research with a qualitative approach aims to describe the efforts of teachers in maintaining the mental health of children with disabilities in order to increase their interest in learning, especially during a pandemic like today. The research methods that will be used include literature studies and interviews with teachers at the Al-Kaustar School. The results of the study implement that although there are special schools for people with disabilities and teachers who have high knowledge, it is still the mental health of children with disabilities that is the main key to their interest in learning.
Penyandang disabilitas memiliki hak dan kewajiban yang sama dengan warga negara, tetapi dalam kehidupan sehari-hari, penyandang disabilitas masih mengalami diskriminasi. Hal ini dibuktikan dalam data statistik pendidikan anak penyandang disabilitas, sebanyak 13,5 persen penyandang disabilitas belum pernah sekolah dan 9,58 persen berhenti sekolah. Salah satu faktor yang menyebabkan anak-anak putus sekolah adalah perilaku diskriminasi dari teman-teman sekitarnya dan pendidikan secara online yang memengaruhi kesehatan mental anak tersebut. Oleh karena itu, peneliti melakukan penelitian mengenai penanganan kesehatan mental anak penyandang disabilitas di Sekolah Al-Kaustar, Jakarta Timur. Penelitian dengan pendekatan kualitatif ini bertujuan untuk mendeskripsikan upaya guru dalam menjaga kesehatan mental anak penyandang disabilitas guna meningkatkan minat belajar mereka, terutama di saat pandemi seperti saat ini. Metode penelitian yang akan digunakan meliputi studi literatur dan wawancara terhadap guru di Sekolah Al-Kaustar. Hasil kajian mengimplementasikan bahwa meskipun sudah ada sekolah khusus untuk penyandang disabilitas dan guru yang memiliki ilmu yang tinggi, tetap saja kesehatan mental anak penyandang disabilitas yang menjadi kunci utama minat mereka untuk belajar.
16
Indumathi, T. "Current Status of Inclusive Education in India." Shanlax International Journal of Arts, Science and Humanities 11, S1i2-Nov (November 20, 2023): 47–52. http://dx.doi.org/10.34293/sijash.v11is1i2-nov.7315.
Full textAbstract:
India has exhibited a robust commitment to ensuring that all children, including those with disabilities, have access to fundamental education rights. Being an early adopter of the United Nations Convention on the Rights of Persons with Disabilities (CRPD), India emphasizes providing inclusive and high-quality education for children with disabilities. Central to India’s educational mandate is the principle of inclusive education, ensuring free and compulsory education for all children aged 6 to 14. This approach encompasses various groups, including children from remote communities, minorities, and those with disabilities, who are integrated into inclusive classrooms. Policies such as the Right of Children to Free and Compulsory Education Act, 2009 (RTE), the ‘no rejection policy’ of the SarvaShikshaAbhiyan (SSA), and recognition of education as a fundamental right under Article 21A of the Indian Constitution drive this inclusive agenda. These policies have facilitated the integration of children with disabilities, also known as children with special needs (CWSN), into mainstream schools, regardless of the severity of their disabilities. The National Curriculum Framework (2005) emphasizes child-centered pedagogy to address the diverse challenges associated with inclusive education in India.
17
Subramaniam, Hema, Haslinda Sutan Ahmad Nawi, and Rajeswary Muthu Kathan. "Assessing the Virtual Early Intervention for Children with Learning Disabilities." International Journal of Early Childhood Special Education 14, no. 1 (March 17, 2022): 1161–68. http://dx.doi.org/10.9756/int-jecse/v14i1.221132.
Full textAbstract:
Learning strategies are undergoing a revolution in producing successful learners. However, some children academically demonstrate inability from an early stage. The current solution to increase the academic performance of those groups of students while learning the national language at vernacular schools in Malaysia remains ineffective. Most vernacular school learners with learning disabilities have difficulty mastering the national language, containing various vocabulary and language styles. The study discusses the effectiveness of using computer-assisted early intervention in sharpening the language skill of those students. The study was conducted in three phases; identifying the current teaching method applied to learning disabilities students, experimental assessment for the technology-mediated early intervention, and analysis of those results. The experiment reveals a significant relationship between intervention implementation and national language mastering skills. Indeed, it also indicated that the computer-assisted learning styles could give positive exam results among learners with learning disabilities. The evidence from the study suggests that learning disabilities need early exposure to specific computer-based intervention as alternative learning material. Moreover, the study supports that virtual intervention would positively enhance the adaptive function for learning disabilities.
18
Dewi, Renie Kumala, Beta Widya Oktiani, Anugrah Qatrunnada Hakim, and Ika Kusuma Wardani. "Parent Education Program about Dental Health Education for Intellectual Disability Children in Wetland." Jurnal sosial dan sains 3, no. 10 (October 25, 2023): 1047–52. http://dx.doi.org/10.59188/jurnalsosains.v3i10.1032.
Full textAbstract:
Background: Wetlands are swamps with a water pH of 3.5-4.5. There are also cariogenic bacteria, including Streptococcus sp. Parents living in wetlands have a habit of using wetland water for their daily routine, such as for gargling after toothbrushing. Oral health problems in intellectual disabilities children include gingivitis, periodontitis, and rapid dental caries. Dental Health Education can increase the awareness of people in wetlands.
Purpose: to analyse the effectivity of parent education program about dental health education for intellectual disability children in Wetland
Methods: A quasi-experiment study with pretest and posttest without control design that used a simple random sampling technique.
Results: Thirty-eight parents of intellectual disabilities children filled questionnaires for pretest, then asked to watch an animated video of Dental Health Education for moderate intellectual disabilities children living in wetlands concerning dental caries prevention. As for the posttest, the samples were asked to fill the same questionnaire after 20 days. Data were analyzed using Wilcoxon statistical test. The results of the Wilcoxon test prove value = 0.000 (p < 0.05).
Conclusion: There is an effect of the parent education program through Dental Health Education video for intellectual disabilities children in wetlands on dental caries prevention. This video can be applied to parents of children with intellectual disabilities as promotive action for dental health education.
19
Tomić, Ivana, and Milena Nikolić. "Attitudes of parents of typically developing children towards the inclusion of children with disabilities." Specijalna edukacija i rehabilitacija 20, no. 2 (2021): 65–78. http://dx.doi.org/10.5937/specedreh20-31843.
Full textAbstract:
Introduction. Successful implementation of inclusive education, among other things, depends on the attitudes of the participants in the process itself. Although teachers are considered a key factor in the implementation of inclusion, the role of parents should not be neglected. Objective. The main goal of the paper was to examine the attitudes of parents of typically developing children towards the inclusion of children with disabilities, and to examine the impact of gender, level of education, place of residence, and age of the child on parents' attitudes. Parents' opinions on the impact of the type of developmental disabilities on their children's education were also examined. Methods. The research sample consisted of 293 parents of typically developing children from the territory of Bosnia and Herzegovina. Parents' attitudes were examined by the Survey of Parents' Attitudes towards Inclusion (SPATI). Results. Parents of typically developing children expressed positive attitudes towards the inclusion of children with disabilities. Their attitudes were not affected by gender, level of education, place of residence, and age of the child. They expressed the most positive attitude towards the inclusion of children with sensory impairments (hearing, vision) and children with moderate or mild intellectual disabilities, while their attitude towards the inclusion of children with severe developmental disabilities (autism, severe intellectual disabilities) was less positive. Conclusion. The results of the research indicate the need for further research on this issue and planning of appropriate programs aimed at developing positive attitudes towards inclusive education of students with all kinds of disabilities.
20
Baranauskienė, Ingrida. "Expression of discrimination against children with disabilities in the Lithuanian health care system." SPECIALUSIS UGDYMAS / SPECIAL EDUCATION 1, no. 42 (December 30, 2021): 99–136. http://dx.doi.org/10.15388/se.v1i42.593.
Full textAbstract:
In the present article, I aim to answer the questions: what is the situation of children with disabilities and their parents in the healthcare system in Lithuania? Are they discriminated against? If discrimination against children with disabilities persists, what is its manifestation? Is it possible to see a link between discrimination against children with disabilities and attitudes towards parents of children with disabilities? These and other similar questions reflect the scientific problem of the article. The research questions are concretized by the research object – expression of discrimination of children with disabilities and their parents in the Lithuanian health care and related systems. The findings of the research prove that there are cases when children with disabilities experience discrimination in the Lithuanian health care system. The expression of discrimination against children with disabilities and their parents is related to: open disregard of the child and his/her mother, which escalates into an underestimation of the child as a person; neglect of infants from children’s home in the hospital; unequal treatment conditions for children with different disabilities; discrimination against children with intellectual disabilities in access to dental treatment; irresponsible administering or not administering medicines to children with disabilities; together with children, their mothers are also discriminated against; low-quality services that violate the dignity of the child and the family. Not only children with disabilities but also their parents can face discrimination in the health care system.
21
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.
Full textAbstract:
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.
22
Karisa, Amani, and Judith McKenzie. "I Be Africa Man Original: Towards a Contextual Conceptualization of Father Involvement in the Education of Children with Disabilities in Kenya." Disabilities 2, no. 1 (January 10, 2022): 28–40. http://dx.doi.org/10.3390/disabilities2010003.
Full textAbstract:
Father involvement could play a significant role in the lives of children with disabilities. Research is scarce on father involvement in the education of children with disabilities in Africa. We seek to provide a context for father involvement in the formal education of children with disabilities in Kenya, with the aim of contributing to the development of a conceptual understanding for father involvement in such a circumstance. We examine general research on father involvement in Kenya, explore the policy frameworks that guide fatherhood in the country, and look at the specific area of involvement in education. We then present a case study that examines father involvement in the formal education of children with disabilities in Kenya. Our analysis flags up a key opportunity in the pursuit of education for children with disabilities when fathers are involved; they can support their children with disabilities’ access, participation and success in education. We highlight the need for research that builds upon the voices of fathers to illuminate their role in education and we also make some suggestions toward a conceptual lens that will highlight the contextual realities involved, particularly in regard to the education of children with disabilities.
23
T.I., Maistrika. "IMPLEMENTATION OF MODERN INFORMATION TECHNOLOGIES IN ACCOMPANYING DISTANCE LEARNING OF CHILDREN WITH DISABILITIES AND DISABILITIES." “Educational bulletin “Consciousness” 23, no. 3 (March 30, 2021): 18–23. http://dx.doi.org/10.26787/nydha-2686-6846-2021-23-3-18-23.
Full textAbstract:
Children with disabilities (HH) and disabilities are children whose health conditions impede the development of educational programs outside the special conditions of education and upbringing. At the same time, the groups of students with disabilities and disabilities are extremely heterogeneous. First of all, this is determined by the fact that such groups include schoolchildren with various disorders: intellect, disorders of the emotional-volitional sphere, vision, hearing, speech, musculoskeletal system, with delay and complex developmental disorders. The Constitution of the Russian Federation and the Law "On Education in the Russian Federation" state that children with developmental problems have equal rights to education with all. In this regard, ensuring the realization of the right of children with disabilities to education is considered one of the most important tasks of state policy. Inclusive education is a process of joint education and training of persons with disabilities and normally developing peers. The goal of inclusive education is to implement an individual and differentiated approach to students with disabilities. In the course of such education, children with disabilities can achieve the most complete progress in social development. Thus, the question arises of organizing the learning process with the indicated categories of children. The relevance of the topic under consideration is also determined by the modern possibilities of Internet resources, which cannot but be used in the education system of schoolchildren. This article reveals the features of the implementation of information technologies in the educational process of students with disabilities and disabilities.
24
Khomsiyatun, Umi. "KONSTRUKSI POLA PEMBELAJARAN BAGI GURU PADA ANAK-ANAK DIFABEL DAN DISABILITAS BERBASIS PENDIDIKAN PARENTIING." ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal 6, no. 2 (December 12, 2018): 217. http://dx.doi.org/10.21043/thufula.v6i2.4043.
Full textAbstract:
<p><strong>Abstract: <em>CONSTRUCTION OF LEARNING PATTERNS FOR TEACHERS IN DIFABLES AND PARENTIING EDUCATION-BASED CHILDREN. </em></strong><em>Children basically have the same rights. The right to grow, develop, get proper education, and other rights No exception with imperfect children. Both seen from the physical and mental. In this study discussed about learning patterns for teachers for children with disabilities and disabilities. The method in this study is to use analysis descriptions. This type of research is library research with a qualitative approach. Data collection techniques in this study are library research and documentation. Data analysis techniques in this study used descriptive analysis of the construction of parenting education in children with disabilities and disabilities. So that they get a description of how the construction of parenting education for children with disabilities and sisability. From the results of this study it can be seen that the construction or pattern of parenting education for educators for children with disabilities and disabilities is four. First, large group meetings, parent conferences, parent support groups, and home visits.<strong></strong></em></p><p> </p><p><strong>ABSTRAK: </strong><em>Anak pada hakikatnya mempunyai hak yang sama. Hak untuk tumbuh, berkembang, mendapat pendidikan yang layak, dan hak-hak lainnya tidak terkecuali dengan anak-anak tidak sempurna. Baik yang dilihat dari fisik maupun mental. Dalam penelitian ini membahas mengenai konstruksi pola pembelajaran bagi guru untuk anak-anak difabel dan disabilitas. Metode yang digunakan dalam penelitian ini adalah menggunakan deskripsi analisis. Jenis penelitian ini adalah penelitian kepustakaan (Library research) dengan pendekatan kualitatif. Teknik pengumpulan data pada penelitian ini adalah studi pustaka (library research) dan dokumentasi. Teknik analisis data pada penelitian ini menggunakan analisis deskriptif tentang konstruksi pendidikan parenting pada anak difabel dan disabilita. Sehingga mendapatkan suatu pendeskripsian mengenai bagaimana konstruksi pendidikan parenting untuk anak difabel dan sisabilitas. Dari hasil kajian ini dapat diketahui kontruksi atau pola pendidikan parenting bagi pendidik untuk anak yang difabel dan disabilitas yaitu ada empat. Pertama, large groups meetings, parent conferences, parent supprots groups, dan home visit.</em><strong></strong></p>
25
Muhaidat, Mohammad, Ali M. Alodat, and Qais I. Almeqdad. "Inclusive Education Practices for Refugee Children with Disabilities in Jordanian Schools." International Journal of Early Childhood Special Education 12, no. 2 (December 31, 2020): 147–53. http://dx.doi.org/10.9756/int-jecse/v12i2.201066.
Full textAbstract:
Jordanian schools have hosted thousands of Syrian refugees in the last decade. This qualitative study aimed to identify inclusive education practices used with Syrian refugee children with disabilities in Jordanian schools. Ten schools were evaluated using observation and data analysis methods and semi-structured interviews with four teachers and five refugee children with disabilities' parents. This study's results revealed that Jordanian schools lack the minimum inclusive education standards for refugee children with disabilities regarding legislation, accessibility, modifications, and accommodations. Four themes have emerged from the data, observations, and interviews' analysis that represent the main challenges facing the inclusive education practices in refugee children with disabilities schools. These themes were: schools' capacity, financial limitations, program availability, and teachers' qualifications. Finally, a set of recommendations and suggestions to enhance the best practices of inclusive education for refugee children with disabilities were provided.
26
Abdelhameed, Hala. "The development and provision of educational services for children with intellectual disabilities in Egypt." Revista Brasileira de Educação Especial 16, no. 1 (April 2010): 3–18. http://dx.doi.org/10.1590/s1413-65382010000100002.
Full textAbstract:
This paper aims to provide an overview of the development and provision of educational services for children with intellectual disabilities in Egypt. Intellectual disability is a significant sub-average general intellectual functioning existing concurrently with deficits in adaptive behaviour and manifested during the developmental period. The education of children with intellectual disabilities is a right endowed and authorised by the Egyptian government. The Ministry of Education in Egypt is keen to provide those children who have intellectual disabilities, along with other children with special needs, with an appropriate education that addresses their needs and allows them to live in society using their full potential, as typically developing children. Observations and interviews were carried out to collect further information about the educational services the children with intellectual disabilities receive in Egypt. The findings of this study indicated that, despite the efforts exerted by the Ministry of Education, to provide advanced and new services for children with intellectual disabilities, the provision may still need improvements. A series of recommendations was suggested to improve the services that children with intellectual disabilities receive in Egypt.
27
De Wet-Billings, Nicole, and Khuthala Mabetha. "School attendance among refugee children with disabilities residing in South Africa: A cross-sectional, descriptive study." PLOS ONE 18, no. 5 (May 19, 2023): e0279671. http://dx.doi.org/10.1371/journal.pone.0279671.
Full textAbstract:
Refugee children with disabilities are entitled to an education under South African law. These children face the challenges of living in a different country and having to manage their disabilities. However, without providing a quality education to refugee children with disabilities, they face lifelong challenges including poverty and exploitation. This nationally representative cross-sectional study, examines the prevalence of school attendance of refugee children with disabilities in South Africa. Using the Community Survey of 2016, 5,205 refugee children with disabilities are identified and studied. Descriptive statistics are used and results show that less than 5% of refugee children with disabilities are in school. Further there are differences across province of residence, sex and other sociodemographic characteristics. This study is a starting point for more quantitative analysis and further qualitative analysis on the barriers to education for refugee children with disabilities in the country.
28
Brandenburg, Joline E., Lainie K. Holman, Susan D. Apkon, Amy J. Houtrow, Robert Rinaldi, and Maurice G. Sholas. "School reopening during COVID-19 pandemic: Considering students with disabilities." Journal of Pediatric Rehabilitation Medicine 13, no. 3 (November 23, 2020): 425–31. http://dx.doi.org/10.3233/prm-200789.
Full textAbstract:
Over 80% of the children in the world have had their education impacted by COVID-19. For children with disabilities who receive special education services, access to in-person education and other resources at school is particularly important. The American Academy of Pediatrics advocates for students to attend school in person, without specifics for how children with disabilities can safely return to school. To appropriately plan and accommodate children with disabilities we must prioritize safety, allow for adherence to the Individuals with Disabilities Education Act, and preserve essential school staff. The less cumbersome default of confining students with disabilities to home is not acceptable. We provide an outline describing why Individual Education Plans and 504 plans are important, how they are related to the COVID-19 pandemic, and recommendations for measures to help with safe return to school for children with disabilities.
29
Moyi, Peter. "School participation for children with disabilities in Kenya." Research in Comparative and International Education 12, no. 4 (November 20, 2017): 497–511. http://dx.doi.org/10.1177/1745499917740654.
Full textAbstract:
In Kenya, policies to increase access to quality education have largely focused on reducing rural/urban, gender, and income inequality. Yet, many children do not attend or fully participate in school because they have physical and mental disabilities. The goal of this paper is to examine school enrollment, attendance, and primary school completion patterns for children with disabilities in Kenya. The study used the 2007 Kenya National Survey for Persons with Disabilities. The aim of the survey, the first of its kind in Kenya, was to estimate the number of people with disabilities, their regional distribution, and their demographic and socio-economic characteristics. The study finds that children with disabilities face significant obstacles to schooling. Schools are unable to offer services to children with disabilities, hence making it difficult for them to attend school. These children are significantly less likely to enroll in school, attend school, and complete primary school.
30
English, Kris, Howard Goldstein, Karin Shafer, and Louise Kaczmarek. "Promoting Interactions among Preschoolers with and without Disabilities: Effects of a Buddy Skills- Training Program." Exceptional Children 63, no. 2 (January 1997): 229–43. http://dx.doi.org/10.1177/001440299706300206.
Full textAbstract:
The promotion of friendship development for children with disabilities is now considered a primary educational goal. Peer-mediated interventions have been used successfully to increase social interaction between children with and without disabilities, although implementation has usually been restricted to play time. We investigated the effects of alternative strategies that included pairing four children with disabilities with several trained peers (“buddies”) during a variety of activities across the school day and teaching interaction skills to both children with and without disabilities. Interactions between children with and without disabilities increased significantly after peer training; supplemental dyadic training resulted in minimal increases in responsiveness on the part of children with disabilities. This intervention appears to be a useful approach for promoting peer interactions, a prerequisite for the development of friendships in integrated preschools.
31
Parish, Susan L., Roderick A. Rose, Michal Grinstein-Weiss, Erica L. Richman, and Megan E. Andrews. "Material Hardship in U.S. Families Raising Children with Disabilities." Exceptional Children 75, no. 1 (October 2008): 71–92. http://dx.doi.org/10.1177/001440290807500104.
Full textAbstract:
Researchers analyzed the 2002 wave of the National Survey of America's Families, conducted by the Urban Institute and Child Trends, and examined material hardship in families raising children with disabilities. Measures of hardship included food insecurity, housing instability, health care access, and telephone disconnection. The research indicated that families of children with disabilities experienced significantly greater hardship than did other families. As family income rose above the federal poverty level, hardship declined sharply for families of children without disabilities but not for families raising children with disabilities. Thus, the U.S. federal poverty level was found to be a particularly poor predictor of hardship for families raising children with disabilities. Finally, among families of children with disabilities, single-mother and cohabiting-partner families particularly were at risk for experiencing severe hardship. This article also discusses policy and advocacy implications.
32
Lin, Tzu-Jung, Jing Chen, Laura M. Justice, and Brook Sawyer. "Peer Interactions in Preschool Inclusive Classrooms: The Roles of Pragmatic Language and Self-Regulation." Exceptional Children 85, no. 4 (March 4, 2019): 432–52. http://dx.doi.org/10.1177/0014402919828364.
Full textAbstract:
Drawing from a social network perspective, we examined the extent to which children with and without disabilities play with each other in preschool inclusive classrooms and identified malleable child characteristics that would support children forming these cross-status play interactions. A total of 200 children with disabilities and 301 children without disabilities participated in this study ( Mage = 52.39 months, SDage = 6.13). Results showed that children with and without disabilities did not differ in the extent to which they formed cross-status play interactions after pragmatic language and self-regulation were taken into account. However, typically developing children were more likely to form same-status play interactions than children with disabilities. Children’s cross-status play interactions were predicted by self-regulation ability, which was fully mediated by their pragmatic language. The impact of pragmatic language on the formation of cross-status play interaction was greater for children with disabilities than their typically developing peers.
33
Klang, Nina. "Promoting Interaction and Shared Play Between Children with Profound Multiple Disabilities and Children Without Disabilities – a Pilot Study." International Journal of Special Education (IJSE) 38, no. 3 (December 29, 2023): 60–69. http://dx.doi.org/10.52291/ijse.2023.38.39.
Full textAbstract:
Previous research shows that opportunities for shared interaction and play are beneficial for both children with and without disabilities. However, children with disabilities often experience limited opportunities to engage in play with peers. This study aimed to get insight into how interaction between children with profound multiple disabilities and children without disabilities can be promoted. Actions to promote shared play were explored through interviews with teachers and children in the course of a collaborative project with teachers at a school for children with an intellectual disability, situated within a mainstream school. According to the interviewed teachers, play could be promoted through adapting play rules, and materials, providing adult support, developing communication potentials, and time for play. The participating children without disabilities conveyed expressions of enjoyment and expressed ideas of how to support children with disabilities and adapt activities so that everybody could be a part of them. The results are discussed in light of previous research on creating opportunities for shared play between children with and without disabilities.
34
Antony, Pavan John. "Special Education History, Current Status and Future: India." Journal of International Special Needs Education 16, no. 1 (March 1, 2013): 5–16. http://dx.doi.org/10.9782/2159-4341-16.1.5.
Full textAbstract:
Education of all children in public schools, including those with disabilities, continues to be an unresolved issue in many countries around the globe. While education of all children is mandated by law and considered a basic human right in many countries, the current status of implementation varies. India, for example, is an ancient country that adopted several laws and policies for its citizens with disabilities after gaining independence from British rule. Today, India legally requires the education of all children in schools; however, despite this, millions of children with disabilities continue to remain out of school or receive little or no education. This paper discusses the special education history, legal system, current status and future for people with disabilities in India.
35
Favazza, Paddy C., and Samuel L. Odom. "Promoting Positive Attitudes of Kindergarten-Age Children toward People with Disabilities." Exceptional Children 63, no. 3 (April 1997): 405–18. http://dx.doi.org/10.1177/001440299706300308.
Full textAbstract:
This study examined the effects of contact, books, and discussions on the attitudes of kindergarten-age children toward people with disabilities. Children in the high-contact group participated in a program designed to promote acceptance of people with disabilities; the low-contact group had incidental contact with children with disabilities; the no-contact group had neither direct nor indirect contact with children with disabilities. At pretest, all participants had low levels of acceptance of people with disabilities. At posttest, significant gains in levels of acceptance were found only in the high-contact group. The program appears to be an effective strategy for promoting acceptance of people with disabilities.
36
hoang Thi, Nga. "Climate change education for children with disabilities toward sustainable develoment." Journal of Science Educational Science 66, no. 4AB (October 2021): 180–90. http://dx.doi.org/10.18173/2354-1075.2021-0072.
Full textAbstract:
The article presents the interrelationship between climate change and sustainable development, thereby showing the importance of climate change education for children including children with disabilities to the sustainable development of each country in particular and globally. At the same time, through studying the orientation of climate change education for children in general and the characteristics, abilities and special needs of children with disabilities, the article proposes basic adjustment orientations in climate change education for children with disabilities.
37
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.
Full textAbstract:
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.
38
Xuân Hải, Nguyễn. "Inclusive Education for disabilities children in Vietnam." Journal of Science, Educational Science 60, no. 8C (2015): 3–10. http://dx.doi.org/10.18173/2354-1075.2015-0217.
Full text
39
Choi, Kyung Nam. "Inclusive Education for Young Children with Disabilities." Audiology and Speech Research 9, no. 1 (June 30, 2013): 1–6. http://dx.doi.org/10.21848/audiol.2013.9.1.1.
Full text
40
Жаницька, Іоланта. "Education of children and youth with disabilities." Актуальні проблеми психології в закладах освіти 9 (September 17, 2018): 168–76. http://dx.doi.org/10.31812/psychology.v9i0.3738.
Full textAbstract:
Education plays a significant role in life for the reason that it isa key determinant of personal well-being and welfare. Educated people livefuller and happier lives, have more employment options and are rewarded withhigher salary. Consequently, education boosts their independence and allows tobe positive members of society. Children with disabilities need education inorder to develop understanding of the world, join the employment market, makethe right decisions and establish their independence. Teachers also play a verycritical role in the proper education of children with special educational needs.Being a teacher of exceptional students requires a number of personality traitssuch as patience, composure and sensibility. It is important to buildcollaborative partnerships between teachers, students their parents and thesupporting team of psychologists and therapists.The a rticle i s a n a ttempt t o a nalyse a complex role of the teacher ofchildren with disabilities and education.
41
GREGORY, SUSAN P. "Inclusive education for preschool children with disabilities." Support for Learning 11, no. 2 (May 1996): 77–82. http://dx.doi.org/10.1111/j.1467-9604.1996.tb00056.x.
Full text
42
Fiskum, Tove Anita, and Karl Jacobsen. "Children with Reading Disabilities and Outdoor Education." International Education Research 3, no. 4 (November 4, 2015): 1–15. http://dx.doi.org/10.12735/ier.v3i4p01.
Full text
43
Afanasyeva, Yulia, Margarita Bratkova, Diana Galoyan, Svetlana Rzanova, and Lucia Bombieri. "Examining the optimal mixed system of inclusive education." World Journal on Educational Technology: Current Issues 14, no. 6 (November 28, 2022): 1832–44. http://dx.doi.org/10.18844/wjet.v14i6.8355.
Full textAbstract:
The paper examines existing problems of inclusion and ways to overcome them in the context of a blended learning environment. The survey was conducted among 74 students with disabilities (7th and 8th years of study) in several schools in Samara, Russian Federation. The authors revealed a strong satisfaction with the blended learning program, as well as a number of related barriers that prevent children from receiving a secondary education. The recommended activities included: implementation of digital learning for these children, starting from preschool education; improving the ethical and professional skills of teachers who work with students with disabilities; engaging parents in the learning process, etc. The paper can be used as a prototype for the implementation of similar blended learning programs in schools for children with disabilities, as well as in future research on the digitization of inclusive education in Russia.
Keywords: barriers, blended learning environment, children with disabilities, disabilities, learning.
44
Maigeldiyeva, Zhannat, Natalia Alexandrova, and Khatmat Matagova. "Inclusive education in the era of sustainable development." E3S Web of Conferences 451 (2023): 05015. http://dx.doi.org/10.1051/e3sconf/202345105015.
Full textAbstract:
The increasing number of children with disabilities underscores the critical importance of timely rehabilitation and their integration into society. Recently, there has been a growing interest in how creative activities can positively affect children with disabilities as a means of rehabilitation. Additional education programs can yield significant corrective outcomes, addressing a variety of psycho-correctional challenges. Additional education, when used for rehabilitation and correction, benefits children with diverse disabilities. It facilitates substantial improvements in their emotional well-being, fosters positive interpersonal dynamics among children and adolescents, nurtures their creative talents, and substantially enhances their quality of life. This, in turn, helps children overcome shyness linked to communication difficulties and self-doubt.
45
Ceylan, Remziye, and Neriman Aral. "Association of Depression in Mothers of Disabled Children with the Child's Participation in Integrated Education." Perceptual and Motor Skills 105, no. 2 (October 2007): 649–53. http://dx.doi.org/10.2466/pms.105.2.649-653.
Full textAbstract:
To measure depression in mothers of 5 to 7-yr.-old children with disabilities and to find out whether mothers' depression varied by sex of the child, 126 mothers from Ankara participated; 59 were mothers of children with disabilities who participated in integrated education and attended preschool classes in public schools and, as a comparison group, 67 were mothers of children with disabilities of similar age and characteristics who did not participate in integrated education while attending public and private schools. In the study, the Beck Depression Scale and General Information Forms were used. Depression in mothers of children with disabilities who did not participate in integrated education was higher than in mothers of children with disabilities who participated in integrated education.
46
Ahmed, Dr S. Maqbool. "Odl Assure A Flexible and Appropriate Education of Children With Learning Disabilities." Indian Journal of Applied Research 4, no. 5 (October 1, 2011): 180–82. http://dx.doi.org/10.15373/2249555x/may2014/56.
Full text
47
Jablan, Branka, Jasmina Kovacevic, and Milja Vujacic. "Peculiarities of mathematics instruction for beginners for children with disabilities in regular primary schools." Zbornik Instituta za pedagoska istrazivanja 42, no. 1 (2010): 165–84. http://dx.doi.org/10.2298/zipi1001165j.
Full textAbstract:
The paper studies the issue of education of visually impaired children, hearing impaired children and children with intellectual disabilities in regular primary schools in the context of mathematics instruction for beginners. The authors state the basic characteristics of mathematics instruction for beginners with respect to the contents studied in the first four grades of primary school, as well as the key problems and educational needs of visually impaired children, hearing impaired children and children with intellectual disabilities. The basic characteristics of inclusive education and the key role of teacher in this process are pointed out. Starting from the developmental peculiarities of children with disabilities, the authors emphasize the importance of applying an individualized approach in teaching mathematics. Possible didactic and methodical solutions are discussed, as well as different approaches in teaching this subject that can facilitate learning of mathematical contents to visually impaired children, hearing impaired children and children with intellectual disabilities. Bearing in mind the peculiarities of inclusive education, i.e. the need for the children with disabilities to participate in common activities with the other children in the class, the authors emphasize the importance of encouraging interaction and communication among children in the process of learning mathematical contents.
48
Voitas, S. A., I. V. Ribelka, Y. V. Brazhnik, A. A. Miller, and O. I. Leonova. "Building an Innovation Model of Rehabilitation and Educational Space for Students with Special Educational Needs: Recommendations for Specialists." Вестник практической психологии образования 18, no. 4 (2021): 97–127. http://dx.doi.org/10.17759/bppe.2021180410.
Full textAbstract:
The paper proposes a description of the structure and functions of the Internet resource model of the rehabilitation and educational space for children with disabilities to present the best practices of rehabilitation and education. Topical issues of building a rehabilitation and educational environment for children with disabilities and disabilities that contribute to the activation of personal resources and overcoming social deprivation through the organization of children's and adult communities are dis-cussed. The problems of introducing children with disabilities to join activities in the educational and social environment, activating personal resources, overcoming the psychological isolation of families with children with disabilities by moving from working with a child’s “defect” to working with its social consequences, increasing social inclusion of families with children with disabilities in education and employment, expansion of rehabilitation services for children with disabilities are considered. Ac-counting for these problems is also a necessary condition for improving the professionalism of spe-cialists in rehabilitation and education institutions in the field of organizing a rehabilitation and educa-tional environment for children with disabilities.
49
Tran Van, Cong, Nho Hoang Thi, Huyen Nguyen Thi Thanh, and Hien Nguyen Viet. "Special education teacher’s opinion on sustainable environment in interventions and education of children with disabilities." Journal of Science Educational Science 66, no. 4AB (October 2021): 223–32. http://dx.doi.org/10.18173/2354-1067.2021-0077.
Full textAbstract:
The implementation of green environment and sustainable development activities in schools has led many schools in many countries to follow green school models, also known as sustainable schools. From understanding the characteristics and concepts of a green school environment, schools with sustainable development, the article explores the views of teachers of special education through a survey of 68 teachers teaching children with disabilities in different provinces: Hanoi, Binh Duong, Ho Chi Minh, Quang Ngai on green environment contents and activities in educational interventions for children with disabilities, consult teachers about activities and contents about green environment for sustainable development, the results of the article also show that teachers appreciate the necessity and benefits of bringing a green environment and sustainable development into intervention and education for children with disabilities to be well being children, relieve stress and joyful learning environment.
50
Asim qızı Yolçiyeva, Zülfiyyə. "Organization of inclusive physical education classes for persons with disabilities." SCIENTIFIC WORK 67, no. 06 (June 21, 2021): 54–57. http://dx.doi.org/10.36719/2663-4619/67/54-57.
Full textAbstract:
As we know, there are many fields of pedagogical science. One of the most important areas is special pedagogy. Special pedagogy studies the issues of education and upbringing of children with physical and mental disabilities. People with disabilities are those who are relatively disabled in terms of any part of the body or the brain. In our country, special attention is paid to the education of people with disabilities. Inclusive education creates conditions for the protection of social equality, education and other special needs of children with disabilities. According to the teaching methodology, inclusive education prevents discrimination against children, allows people with various diseases to get a perfect education and succeed. Its main task is to create an environment for vocational training of people with disabilities. In modern times, people with disabilities should not be seen as sick, but as people with disabilities. This shapes the social approach to disability. The social model allows these children to exercise their rights to develop their skills. The purpose of inclusive physical education is to teach students to move together, which promotes the improvement and development of human psychophysical abilities. Different exercises should be chosen for each lesson and combined in such a way as to have a comprehensive effect on the body and ensure that each student can perform. It is necessary to ensure the general requirements and their specificity when arranging lessons. Sports have a great impact on the development of the personality of children with disabilities as normal children. Sport is one of the most important conditions for everyone and is acceptable for any age group. All these procedures are more effective when performed in unison. Let's protect our child's life together for a healthy life and step into a healthy future Key words: Inclusion, inclusive education, inclusive physical education, a person with disabilities, special education