Relevant bibliographies by topics / Children with disabilities in art

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Children with disabilities in art'

Author: Grafiati
Published: 28 July 2024
Last updated: 31 July 2025

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Journal articles on the topic "Children with disabilities in art"

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Novikova, Kseniya Vladimirovna. "Art therapy techniques in psychological correction of child-parent relations in substitute families raising children with disabilities." Психолог, no. 6 (June 2020): 10–23. http://dx.doi.org/10.25136/2409-8701.2020.6.34487.

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The subject of this research is the child-parent relations in substitute families raising children with disabilities. The goal is to determine the areas of possible application of art therapy techniques in psychological correction of child-parent relations in substitute families raising children with disabilities. The theoretical-methodological framework contains subject-activity and systemic approaches, as well as provisions on the structure and functions of child-parent relations, views on child-parent relations of N. Y. Sinyagina; the concept of systemic art therapy by A. I. Kopytin. In the
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최은영, 장현정, and 이은혜. "Adaptive art therapy for children with physical disabilities." Korean Journal of Physical, Multiple, & Health Disabilities 49, no. ll (2007): 261–76. http://dx.doi.org/10.20971/kcpmd.2007.49..261.

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Loeb, Mitchell, Claudia Cappa, Roberta Crialesi, and Elena De Palma. "Measuring child functioning:the Unicef/ Washington Group Module." Salud Pública de México 59, no. 4, jul-ago (2017): 485. http://dx.doi.org/10.21149/8962.

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The Convention on the Rights of the Child, adopted in 1989 included the first explicit provision relating to the rights of children with disabilities. It included a prohibition against discrimination on the grounds of disability (art. 2), and obligations to provide services for children with disabilities, in order to enable them to achieve the fullest possible social integration (art.23)…
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Redko, Maria V., Natalia I. Semyonova, and Raisa P. Ivanova. "Influence of Art Pedagogics on Adolescents with Deviant Behavior and Children with Disabilities." ARPHA Proceedings 3 (November 25, 2020): 2057–65. https://doi.org/10.3897/ap.2.e2057.

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The need for social interaction between children with disabilities and their peers, which indicates the degree of educational inclusion in schools, fostered this research. There is an insufficiently developed methodological framework for organizing interpersonal relations in the field of inclusive education. This research aims to develop the methodology based on art pedagogics used to involve adolescents with deviant behavior to work with children with disabilities. The leading method in the study of the research problem is the method of natural pedagogical experiment. The experiment was condu
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Sumenko, Тetyana. "FORMATION OF SOCIAL COMPETENCE OF CHILDREN WITH COMPLEX DEVELOPMENTAL DISABILITIES BY MEANS OF MUSIC ART IN A REHABILITATION CENTER." Social work and social education, no. 1 (8) (May 27, 2022): 96–104. http://dx.doi.org/10.31499/2618-0715.1(8).2022.262653.

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This article is devoted to the problem of forming of social competence of children with complex developmental disabilities by means of Music Art in rehabilitation centers. This is a key task of institutions that provide pedagogical, psychological, social and comprehensive rehabilitation services to children with disabilities. It was found that social competence determines the important components of integration processes, stimulates the acquisition of imitational skills and bilateral communication skills in children with complex developmental disabilities, formulate clear, accessible for deter
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Bazhanova, Elena V., Irina I. Potashova, and Anita T. Poudel. "Application of Ebru art techniques in the system of psychological and pedagogical rehabilitation of children with disabilities." National Psychological Journal 51, no. 3 (2023): 201–11. http://dx.doi.org/10.11621/npj.2023.0320.

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Relevance. Significant changes in understanding disability and special needs of children experiencing disability and their families have occurred around the world over the past decades. Together with integration processes that have affected the structure of the contingent in educational organizations at various levels, these changes have led to a change in approaches to assistance and support programmes for students with disabilities, including those with mental retardation (intellectual disabilities). In this regard, the search, approbation and introduction into practice of the system of educ
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Sriana Sriana. "Kemampuan Seni Rupa Teknik Pengecapan Pada Anak Tunagrahita Menggunakan Metode Demonstrasi Di SLBS Fajar Amanah." Jurnal Pendidikan, Bahasa dan Budaya 3, no. 1 (2024): 116–23. http://dx.doi.org/10.55606/jpbb.v3i1.2760.

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The content of learning in children with intellectual disabilities is prioritized in the aspect of skills, but the ability of fine arts of children with intellectual disabilities, especially in learning taste, has not been maximized. This is coupled with the learning methods used by teachers are not quite right. This study aims to describe the fine art skills of tungrahita children with tasting techniques using demonstration methods. This study used an experimental research design with a one group pretest and post-test design. Based on the results of the analysis, the probability value of the
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Tatarnikova, V. N., and T. A. Bezenkova. "Socio-cultural rehabilitation of children with disabilities by means of decorative and applied art." Social'naja politika i social'noe partnerstvo (Social Policy and Social Partnership), no. 12 (November 29, 2024): 875–79. https://doi.org/10.33920/pol-01-2412-07.

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The article is devoted to the analysis of the problems of socio-cultural rehabilitation of children with disabilities. The purpose of the article is to identify the main trends in the use of decorative and applied arts in the rehabilitation process and describe the content of work with this category of children. It was revealed that for effective work with children with disabilities, it is important to conduct classes with modeling elements, praise the child and develop skills in various conditions and scenarios. Artistic activity can help children with disabilities develop many important life
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Cindy, Ananda. "Perlindungan Hukum Terhadap Anak Penyandang Disabilitas yang Menjadi Korban Perkosaan." Jurist-Diction 5, no. 3 (2022): 821–46. http://dx.doi.org/10.20473/jd.v5i3.35242.

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Abstract The Indonesian state upholds the human rights of children as stated in Article 28B of the 1945 Constitution, including children with disabilities. It is undeniable that children with disabilities can become victims of rape, the existence of a strong perpetrator's desire, opportunity, the perpetrator's relationship with the victim, and the association of the perpetrator can form thoughts or intentions to commit the act of rape. Preventive protection is an effort to prevent rape of children with disabilities, if the act of rape has occurred, repressive protection becomes an effort to en
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Starostina, L. D. "comparative analysis of the effectiveness of isotherapy in the rehabilitation of children with intellectual disabilities." Vestnik of North-Eastern Federal University. Pedagogics. Psychology. Philosophy, no. 3 (October 4, 2023): 72–83. http://dx.doi.org/10.25587/2587-5604-2023-3-72-83.

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Art therapy technologies are widely used in educational, rehabilitation and social institutions. It is believed that the use of various methods of art therapy helps children and adolescents with disabilities to integrate into educational and rehabilitation processes. In the special and psychological-pedagogical literature, a wealth of material has been accumulated about the adaptive, corrective and therapeutic effects of art-therapeutic technologies, where the creative nature of the process of interaction between the psychologist and the wards serves as the basis. One of the most common and av
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Dissertations / Theses on the topic "Children with disabilities in art"

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Lee, Ji Hyun. "Group Art Therapy and Self-Care for Mothers of Children with Disabilities." Thesis, Lesley University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10641805.

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<p> The purpose of this study was to examine the effectiveness of a group art therapy intervention on psychological well-being of Korean mothers of children with disabilities. This study employed a quasi-experimental pre- and post-test research design with non-random assignment of participants to either the art therapy intervention group (AG) or the control group (CG). The present study quantitatively examined the effectiveness of the group art therapy intervention using four standardized measurements (Parental Distress sub-scale from Parenting Stress Index-Short Form, Perceived Stress Scale,
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Wicks, Keren. ""Teaching the art of living" : the development of special education services in South Australia, 1915-1975 /." Title page, table of contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09PH/09phw6367.pdf.

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Kim, Young-Ji. "Teaching Art to Students with Severe to Profound Disabilities: Utilizing Sensory Stimulation through Active Learning Method." [Kent, Ohio] : Kent State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1239985150.

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Thesis (M.A.)--Kent State University, 2009.<br>Title from PDF t.p. (viewed Jan 20, 2010). Advisor: Linda Hoeptner Poling. Keywords: Active Learning; Art Education; Art; Children with Severe to Profound Disabilities. Includes bibliographical references (p. 138-140).
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Witten, Susan Washam. "A study and analysis of art education in Ohio for K-8 children experiencing disabilities /." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487759436327474.

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Schooley, Kathryne Balch. "Shaping: From art to science." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4803/.

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This study evaluated the effectiveness of a procedure for teaching a caregiver to shape vocal language in a young child with autism. A multiple baseline design was employed to assess caregiver use of shaping procedures, child vocal language progress, and the social validity of the procedures. Following baseline and introductory sessions, the coach and caregiver reviewed video from the previous session and the coach gave descriptive feedback to the caregiver about her performance. Following the review of the videotaped segment, procedures to increase skills were selected and practiced. Rates of
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Webb-Damron, Eugenia. "Successful implementation of 504 plans what are the common elements? /." Huntington, WV : [Marshall University Libraries], 2005. http://www.marshall.edu/etd/descript.asp?ref=567.

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Agnew, Sarah Elizabeth, and mikewood@deakin edu au. "Investigative interviewing of children with intellectual disabilities." Deakin University. School of Psychology, 2003. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050815.103016.

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This research was designed to examine two broad issues in relation to the investigative interviewing of children (aged 9 to 13 years) with mild and moderate intellectual disabilities. First, how do children with intellectual disabilities perform (relative to children matched for chronological and mental age) when recalling an event in response to various questions? Second, what question types and interview strategies do police officers and caregivers use to elicit accurate and detailed accounts about an event from children with intellectual disabilities? The rationale for exploring each of the
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Riddoch, Jane. "Creating non-representational art by students who are severely intellectually disabled through a pictorial and musical program." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2001. https://ro.ecu.edu.au/theses/1050.

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The main purpose of this research study was to investigate the worth of a recently developed Pictorial and Musical art program for severely intellectually disabled students, and to compare the non-representational art work produced by lower primary students in a special education school to similar art work being produced by lower primary students in a regular school, when taught in the same program. A subsidiary purpose of the study was to investigate teacher reactions in the art classroom of each participating school, and to observe the extent of the Pictorial and Musical program intervention
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Hetzel, Virginia. "A positive learning experience with a broad-based art curriculum for a middle school's life skills class." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1992. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M. Ed.)--Kutztown University of Pennsylvania, 1992.<br>Source: Masters Abstracts International, Volume: 45-06, page: 2748. Abstract precedes thesis as [1] preliminary leaf. Typescript. Includes bibliographical references (leaves 70-71).
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Riddoch, Jane. "The effect of classical music on painting quality, attitude and behaviour for students with severe intellectual disabilities." Connect to thesis, 2006. http://portal.ecu.edu.au/adt-public/adt-ECU2006.0050.html.

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Books on the topic "Children with disabilities in art"

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Anderson, Frances E. Art forall the children: Approaches to art therapy for children with disabilities. 2nd ed. C.C. Thomas, 1992.

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Bolduc, Kathleen Deyer. The spiritual art of raising children with disabilities. Judson Press, 2014.

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Bevan, Mark. Housing and disabled children: The art of the possible. Policy Press for the Joseph Rowntree Foundation, 2002.

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Bevan, Mark. Housing and disabled children: The art of the possible. Policy Press for the Joseph Rowntree Foundation, 2002.

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Rodriguez, Susan. The special artist's handbook: Engaging art activities for for all students : art heroes in art history & everyday heroes, adaptations for aspecial needs including autistic spectrum disorder. Crystal Productions, 2014.

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Wada, Chiaki. Shōgai no bijutsu: Gendai bijutsu no rihabiritēshon = The art of different abilities : rehabilitating contemporary art. Asahi Shinbunsha, 1996.

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Art Educators of New Jersey., ed. Insights: Art in special education : educating the handicapped through art. 4th ed. Art Educators of New Jersey, 1990.

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Va.). Research Division Latino Institute (Reston. State of the art in bilingual special education. Latino Institute, 1991.

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Royal Association for Disability and Rehabilitation., ed. Children with disabilities: A guide to the Children Act 1989. RADAR, 1992.

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Hossain, Saima Wazed. Unique glimpses: A portrait of Bangladesh through their eyes. Shuchona Foundation, 2017.

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Book chapters on the topic "Children with disabilities in art"

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Parker, Pamela. "Safeguarding Children with Disabilities." In Clinical Practice at the Edge of Care. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-43570-1_6.

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Bryan, Tanis, and John Lee. "Social Skills Training with Learning Disabled Children and Adolescents: The State of the Art." In Intervention Research in Learning Disabilities. Springer New York, 1990. http://dx.doi.org/10.1007/978-1-4612-3414-2_11.

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Silva, Phil A., Ian Stewart, Coralie Kirkland, and Anne Simpson. "How Impaired are Children who Experience Persistent Bilateral Otitis Media with Effusion?" In Understanding Learning Disabilities. Springer US, 1985. http://dx.doi.org/10.1007/978-1-4684-4910-5_3.

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Herzog-Rodriguez, Tami. "Building a Therapeutic Relationship With Children Who Have Severe and Multiple Disabilities." In Art Therapy Practices for Resilient Youth. Routledge, 2019. http://dx.doi.org/10.4324/9781315229379-7.

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Lane, Claire Azzopardi, and Alan Santinele Martino. "We Are Sexual Too." In The Lives of Children and Adolescents with Disabilities. Routledge, 2023. http://dx.doi.org/10.4324/9781003102915-15.

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Vaghri, Ziba, Roberta Ruggiero, Gerison Lansdown, Adem Arkadas-Thibert, and Christian Whalen. "Disability, Health, and Welfare Rights." In Children’s Well-Being: Indicators and Research. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-71594-5_7.

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Abstract The Convention on the Rights of the Child includes a broad range of social and economic rights. This section focuses on the social and economic rights that address health and well-being:Article 23 constitutes the first dedicated provision in a human rights treaty to persons with disabilities, in this case, children, and although included here, its implications go beyond basic health and welfare. Coupled with the explicit recognition of children with disabilities in Article 2 as a group entitled to protection from discrimination, the Convention on the Rights of the Child made an import
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Ilias, Bantekas. "Art.7 Children with Disabilities." In The UN Convention on the Rights of Persons with Disabilities. Oxford University Press, 2018. http://dx.doi.org/10.1093/law/9780198810667.003.0008.

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This chapter examines Article 7 of the United Nations Convention on the Rights of Persons with Disabilities (CRPD). The first instrument to specifically address the rights of children with disabilities was the 1989 Convention on the Rights of the Child (CRC).The CRC recognizes four key guiding principles that permeate our understanding and construction of all pertinent rights related to children. These principles are: a) the best interests of the child (Article 3 CRC); b) respect for the views of the child (Article 12 CRC); c) the right to life, survival, and development (Article 6 CRC); and d
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"What Are Physical Disabilities?" In Including Children 3-11 With Physical Disabilities. David Fulton Publishers, 2013. http://dx.doi.org/10.4324/9780203963012-6.

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Swanson, H. Lee, Jennifer E. Kong, and Genesis D. Arizmendi. "Learning Disabilities." In The Oxford Handbook of Educational Psychology. Oxford University Press, 2023. http://dx.doi.org/10.1093/oxfordhb/9780199841332.013.35.

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Abstract This chapter provides an overview of definitions, cognitive characteristics, and instructional treatments for children and adults with learning disabilities. A particular focus is placed on reviewing the meta-analysis literature on two subgroups: reading disabilities (RD) and math disabilities (MD). Also reviewed are intervention outcomes and some of the controversies (e.g., role of IQ testing, discrepancy models, response to intervention, language disorder, and English learners) related to identifying children and adults with learning disabilities. Individuals with learning disabilit
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Siegel, Bryna. "Social Autistic Learning Disabilities." In Helping Children with Autism Learn. Oxford University PressNew York, NY, 2003. http://dx.doi.org/10.1093/oso/9780195138115.003.0005.

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Abstract What Are Social Autistic Learning Disabilities? In this chapter, we will discuss how disabilities in forming a social understanding of the world are central to defining autism. These difficulties in social understanding affect the way the child sees the world, the ways he can learn. We will describe some teaching approaches specifically aimed at helping the child affected by different aspects of these social autistic learning disabilities. Each major aspect of social ALDs will be fully described in this chapter. Each major area of social ALD can be traced to underlying and innate prim
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Conference papers on the topic "Children with disabilities in art"

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Zeng, Shulan, and Potmesil Milon. "THE POSITIVE CONTRIBUTIONS AND SOCIAL SUPPORT OF FAMILIES WITH CHILDREN WITH DISABILITIES." In 11th SWS International Scientific Conferences on SOCIAL SCIENCES - ISCSS 2024. SGEM WORLD SCIENCE, 2024. https://doi.org/10.35603/sws.iscss.2024/vs07/45.

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This literature review explores the current state of research on positive contributions and social support among families with children with disabilities in mainland China. Positive contributions refer to the beneficial impact on family dynamics and cohesion achieved through positive interactions with the child. International studies suggest that these contributions can enhance family happiness, while domestic research in China predominantly highlights negative aspects, such as the pressures these families encounter. The review methodology involves analyzing both qualitative and quantitative s
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Redko, Maria V., Natalia I. Semyonova, and Raisa P. Ivanova. "Influence of Art Pedagogics on Adolescents with Deviant Behavior and Children with Disabilities." In IFTE 2020 - VI International Forum on Teacher Education. Pensoft Publishers, 2020. http://dx.doi.org/10.3897/ap.2.e2057.

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Tubele, Sarmite. "Prevention of Learning Disabilities in Pre-school Children." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.36.

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The article is devoted to revealing the possibilities of preventing learning disabilities in pre-school children. Early intervention is crucial to manage school failure and loss of self-confidence in children. Research is topical, as the number of children with mixed developmental disabilities and later, at school age – learning disabilities – is increasing. Some pre-school children may have various developmental disabilities, including mixed developmental disabilities, which present a whole spectrum of different problems that cannot solve themselves. If they do not receive help, these childre
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Begić, Amir, Jasna Šulentić Begić, and Ivana Pušić. "NASTAVA GLAZBE I DJECA S DOWNOVIM SINDROMOM." In Persons with disabilities in arts, science and education. Academy of Arts and Culture in Osijek, J. J. Strossmayer University of Osijek, 2024. http://dx.doi.org/10.59014/kflt6075.

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Music is often used in the upbringing and education of children with Down syndrome because of the different possibilities for achieving developmental and therapeutic goals. Music has been found to favour the emotional development of children with Down syndrome, especially in identifying and recognizing emotions. Additionally, actively engaging in music for children with Down syndrome has positive effects on the acquisition and development of socio-emotional, motor, cognitive, and communication abilities and skills and helps them with self-organizing and encouraging their social interaction. Na
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"HYGIENIC ASPECTS OF EDUCATION OF CHILDREN WITH HEALTH LIMITATIONS AND DISABILITIES." In СОВРЕМЕННЫЕ ПРОБЛЕМЫ ЭКОЛОГИИ И ЗДОРОВЬЯ НАСЕЛЕНИЯ. ЭКОЛОГИЯ И ЗДОРОВЬЕ НАСЕЛЕНИЯ. Иркутский научный центр хирургии и травматологии, 2023. http://dx.doi.org/10.12731/978-5-98277-383-8-art7.

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The growth of children's disabilities around the world is a pressing problem of modern society in various spheres - social, medical and educational. In connection with this trend, it is very relevantto find measures to improve the quality of life of children with disabilitiesand special health status, which will further contribute to their successful socialization and integration in modern society. In the Russian Federation there is a gradual increase in the number of schools that focus on improving the health of students. The use of a variety of modern forms of education, the latest pedagogic
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Banovcinova, Andrea. "SPECIFICS OF FAMILY FUNCTIONING WITH CHILDREN WITH DISABILITIES." In 5th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS SGEM2018. STEF92 Technology, 2018. http://dx.doi.org/10.5593/sgemsocial2018/3.3/s12.102.

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Aleksandrova, Velichka. "ADAPTED FOOTBALL PROGRAM TO DEVELOP THE MOTOR SKILLS OF CHILDREN WITH INTELLECTUAL DISABILITIES." In INTERNATIONAL SCIENTIFIC CONGRESS “APPLIED SPORTS SCIENCES”. Scientific Publishing House NSA Press, 2022. http://dx.doi.org/10.37393/icass2022/99.

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ABSTRACT Adapted physical activity and sport is the art and science of development, implementation and control of a specially designed program in a given type of sport for children with various disabilities. The purpose of the present study is to develop and prove the effectiveness of an adapted football program for developing the motor skills of children with intellectual disabilities. The subject of research is the effectiveness of the adapted soccer program, and the subject of the research is the motor qualities of children with intellectual disabilities. Methodology: Participants in the st
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Bajtl, Dunja, Josip Barać, and Vladimir Bajtl. "PRIKAZ SVIJETA OČIMA OSOBA S OŠTEĆENJIMA VIDA KAO PRILOG BOLJIM INKLUZIVNIM PRAKSAMA U OBRAZOVNIM USTANOVAMA." In Persons with disabilities in arts, science and education. Academy of Arts and Culture in Osijek, J. J. Strossmayer University of Osijek, 2024. http://dx.doi.org/10.59014/pixl9066.

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Persons with various degrees of visual impairment are part of the education system and often pose a pedagogic challenge to educators and teachers. Despite advances in medicine, many children and parents struggle with vision difficulties such as strabismus, large refractive errors, and various congenital defects that cause inadequate visual development and amblyopia. Teachers and educators often lack opportunities to receive training on vision difficulties. The paper is intended for teaching staff in educational institutions and non-teaching staff who work with the visually impaired. The aim of
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Varina, H. B., and S. V. Shevchenko. "IMPLEMENTATION OF ART THERAPY TECHNOLOGIES IN THE PROCESS OF PSYCHOLOGICAL SUPPORT OF PRESCHOOL CHILDREN WITH DEVELOPMENTAL DISABILITIES." In PSYCHOLOGICAL PATTERNS OF SOCIAL PROCESSES AND PERSONALITY DEVELOPMENT IN MODERN SOCIETY. Baltija Publishing, 2023. http://dx.doi.org/10.30525/978-9934-26-362-0-2.

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Strebeleva, Elena A., and Elena A. Kinash. "Assistance to parents of children with disabilities in the process of counseling." In Особый ребенок: Обучение, воспитание, развитие. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-474-3-2021-3-11.

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The article is devoted to the problems of teaching children with special educational needs, the content presents the results of the analysis of the questions of parents who have applied to specialists (psychiatrist and teachers-defectologists) for psychological and pedagogical power. The most common questions that parents address for individual consultation of children with special educational needs and children with disabilities are systematized. The recommendations to parents on education and training of children with developmental disabilities are revealed.
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Reports on the topic "Children with disabilities in art"

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Lodewyks, Michelle R. Strength in Diversity: Positive Impacts of Children with Disabilities. The Vanier Institute of the Family, 2015. https://doi.org/10.61959/ukth4945e.

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When it comes to exploring the experiences of families raising children with disabilities, studies tend to focus on the perceived negative impact of the disability on the family. These families are commonly viewed as “victims” who face excessive caregiving demands, emotional distress, physical and/or financial burdens and interpersonal difficulties, while the children are portrayed primarily as sources of stress and anguish. This tragedy dialogue supports an assumption that families with children with disabilities experience “chronic sorrow” and perpetuates the perception of disability as some
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Quinlan, Frederick, and Clare Lally. Special educational needs and disabilities. Parliamentary Office of Science and Technology, 2025. https://doi.org/10.58248/hs122.

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Martínez, Claudia, Marcela Perticará, and Raimundo Smith. The Double Gap: Gender and Disability in Parental Employment Outcomes. Inter-American Development Bank, 2025. https://doi.org/10.18235/0013418.

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This study employs an event study methodology to analyze the overall impact of childbirth, as well as the birth of a child with a disability, on the labor market outcomes of mothers and fathers. We use an annual panel of Chilean labor outcomes based on administrative data from pension and unemployment insurance, as well as data from the National Disability Registry in Chile. The findings reveal a significant gender gap associated with childbirth, which more than doubles in the presence of childhood disability: four years after childbirth, the gender gap in employment increases from 15% to 36%
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Zablotsky, Benjamin, Amanda Ng, Lindsey Black, and Stephen Blumberg. Diagnosed Developmental Disabilities in Children Aged 3–17 Years: United States, 2019–2021. National Center for Health Statistics (U.S.), 2023. http://dx.doi.org/10.15620/cdc:129520.

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This report provides updated prevalence estimates for diagnosed autism spectrum disorder, intellectual disability, and other developmental delay among children 3–17 years from the 2019–2021 National Health Interview Survey, with differences in prevalence examined between years and by sex, age group, and race and Hispanic origin. Estimates are also presented for any developmental disability, defined as having had one or more of these three diagnoses.
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Yorke, Louise, Belay Hagos Hailu, Pauline Rose, and Tirussew Teferra. The Pathway to Inclusive Education in Ethiopia: Perspectives of System- and School-Level Stakeholders. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/115.

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In Ethiopia, commitment to promoting inclusive education for children with disabilities has remained high on the government’s agenda, yet challenges remain in achieving this goal. Since 2018, the government’s large-scale education reform programme – the General Education Quality Improvement Programme for Equity (GEQIP-E) – has had a specific focus on promoting inclusive education for children with disabilities through the provision of additional school grants, and the promotion of Inclusive Education Resource Centres. In this paper, we draw on data from the Research for Improving Systems of Ed
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Rohwerder, Brigitte. Post Conflict Recovery/reconstruction Priorities for People with Disabilities and Older People. Institute of Development Studies, 2024. http://dx.doi.org/10.19088/k4dd.2024.038.

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Older people and children and adults with disabilities are disproportionately vulnerable and overlooked in post-conflict settings as conflict exacerbates pre-existing disadvantages and they are often left out of post-conflict reconstruction processes. Their inclusion in post-conflict recovery/reconstruction is a neglected area of focus despite the increasing evidence and attention paid to their needs during conflict and humanitarian response. This rapid review looks at the available evidence on priorities for recovery/reconstruction for children and adults with disabilities and older persons f
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Spencer, Trina, Kerstin Tönsing, and Shakila Dada. Augmentative and Alternative Communication (AAC) Interventions that Promote Labeling, Commenting, and Telling: A Systematic Review Protocol. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, 2022. http://dx.doi.org/10.37766/inplasy2022.4.0078.

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Review question / Objective: The aim of this systematic review is to identify and describe the augmentative and alternative communication (AAC) interventions that improve the labeling, commenting, and telling skills of children with communication disabilities. To that end, the following questions will be addressed: What is the quality and quantity of research investigating AAC interventions to promote labeling, commenting, and telling skills of children with communication disabilities? Which (if any) AAC interventions have sufficient empirical evidence to support their recommendation in practi
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Guaipatín, Carlos, and Maria Olivia Humphreys. Social Innovation in Practice: The Case of the Fe y Alegría Project for Educational Inclusion of Children with Disabilities in Ecuador. Inter-American Development Bank, 2014. http://dx.doi.org/10.18235/0007963.

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Based on the experience of the Inter-American Development Bank's I-Lab with a technology-based project for the inclusion of children with disabilities in a poor neighborhood in Ecuador, this paper discusses the need to involve the final beneficiaries in innovation processes aimed at promoting social impact, that is, social innovation. Through intensive fieldwork with children with disabilities, impressive results were obtained and measured, yielding critical answers to the question of what critical elements are needed for technology to be effective when addressing social issues.
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Wickenden, Mary, Stephen Thompson, Oluwatosin Adekeye, and Noela Gwani. Report on Development of Children with Disabilities’ and Parents’ Wellbeing and Inclusion Checklist Tool Phase 2 - 2023. Institute of Development Studies, 2023. http://dx.doi.org/10.19088/ids.2023.054.

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This report describes participatory research undertaken in 2023 as part of the UK-aid funded Disability Inclusive Development programme. Under this programme, Task Order 27 developed a model of disability-inclusive education in selected schools in Kaduna State, Nigeria and the authors of this report worked on the development of a tool to measure how children with disabilities (and their parents) perceive their inclusion in school and society, as well as their wellbeing. This report covers Phase 2 of the research, when the team re-visited the schools to repeat the piloting of the revised checkl
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Schelzig, Karin, and Kirsty Newman. Promoting Inclusive Education in Mongolia. Asian Development Bank, 2020. http://dx.doi.org/10.22617/wps200305-2.

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Children with disabilities suffer disproportionately from the learning crisis. Although they represent only about 1.5% to 5% of the child population, they comprise more than half of out-of-school children globally. Inspired by a commitment that every child has the right to quality education, a growing global drive for inclusive education promotes an education system where children with disabilities receive an appropriate and high-quality education that is delivered alongside their peers. The global commitment to inclusive education is captured in the Sustainable Development Goal 4—ensuring inc
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