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Relevant bibliographies by topics / Children with disabilities, Services for. Botswana / Journal articles

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Journal articles on the topic 'Children with disabilities, Services for. Botswana'

Author: Grafiati

Published: 4 June 2021

Last updated: 18 February 2022

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1

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

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Children with special education needs possess unique learning characteristics which may inhibit their effective learning in mainstream, general education classes. Special education practices are therefore designed to address the educational needs of students with disabilities through various strategies including thorough assessments of students’ characteristics, individualized curriculum planning, and provision of essential services and resources to maximize learning. Although there is extensive research on special education in developed countries like the United States of America (USA), liter

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2

Wright, Barry, Chris Williams, and Greg Richardson. "Services for children with learning disabilities." Psychiatric Bulletin 32, no. 3 (2008): 81–84. http://dx.doi.org/10.1192/pb.bp.106.013656.

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3

Mukhopadhyay, Sourav, and Emmanuel Moswela. "Disability Rights in Botswana: Perspectives of Individuals With Disabilities." Journal of Disability Policy Studies 31, no. 1 (2019): 46–56. http://dx.doi.org/10.1177/1044207319871745.

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Even though the United Nations Convention on the Rights of Persons With Disabilities (UN-CRPD) 2006 has been in existence for the last 10 years, the Government of Botswana has not ratified the convention. As a result, individuals with disabilities (IWDs) fail to access services and are at the mercy of the service providers. This qualitative study involved in-depth interviews with 30 IWDs about their experiences related to disability rights. Analysis of the data indicated that IWDs face several challenges in exercising their basic rights; these challenges being (a) stigmatization, (b) infrastru

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4

Rous, Beth S., and Rena A. Hallam. "Transition Services for Young Children With Disabilities." Topics in Early Childhood Special Education 31, no. 4 (2011): 232–40. http://dx.doi.org/10.1177/0271121411428087.

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5

Esposito, Tonino. "Children with disabilities in child protection services." Developmental Medicine & Child Neurology 57, no. 6 (2015): 501. http://dx.doi.org/10.1111/dmcn.12722.

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6

Thomas, Stephen B., and Constance Hawke. "Health-Care Services for Children with Disabilities." Journal of Special Education 32, no. 4 (1999): 226–37. http://dx.doi.org/10.1177/002246699903200403.

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7

Foreman, Phil. "Services for Children with Down Syndrome." Australasian Journal of Special Education 18, no. 1 (1994): 37–46. http://dx.doi.org/10.1017/s1030011200023046.

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Parents of 221 school-aged children with Down syndrome completed a questionnaire about their experiences with service-providers from the time of diagnosis of their child’s disability. These experiences were compared with those of 782 parents of children with moderate or severe intellectual disability, with disabilities other than Down syndrome. Down syndrome was the earliest diagnosed disability, the average age of suspicion being two weeks and of diagnosis four weeks. Two-thirds of the children with Down syndrome had at least one additional disability, some having up to four additional disabi

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8

Michaud, L. J. "Prescribing Therapy Services for Children with Motor Disabilities." PEDIATRICS 113, no. 6 (2004): 1836–38. http://dx.doi.org/10.1542/peds.113.6.1836.

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9

Perrin, James M. "2. Health Services Research for Children with Disabilities." Milbank Quarterly 80, no. 2 (2002): 303–24. http://dx.doi.org/10.1111/1468-0009.t01-1-00005.

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10

Cohen, Shirley, John Agosta, Judith Cohen, and Rachel Warren. "Supporting Families of Children with Severe Disabilities." Journal of the Association for Persons with Severe Handicaps 14, no. 2 (1989): 155–62. http://dx.doi.org/10.1177/154079698901400207.

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This article addresses the issue of how best to provide families of children who have severe disabilities with the support services they need to maintain their well-being. Relevant federal and state programs for family-related services are analyzed, and current service themes are discussed. Principles for program design are presented, and recommendations for policy are offered.

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11

Shumba, Almon, and Ethel Taukobong. "An evaluation of policies and programmes related to children with disabilities in Botswana." Africa Education Review 6, no. 1 (2009): 123–39. http://dx.doi.org/10.1080/18146620902857558.

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12

Batsalelwang, Kefilwe Pinkie J. "Access to Education and Rehabilitative Resources for Children with Developmental Disabilities in Botswana." Disability, CBR & Inclusive Development 28, no. 4 (2018): 118. http://dx.doi.org/10.5463/dcid.v28i4.655.

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13

Everly, J. S., M. J. Bull, K. B. Stroup, J. J. Goldsmith, J. P. Doll, and R. Russell. "A Survey of Transportation Services for Children With Disabilities." American Journal of Occupational Therapy 47, no. 9 (1993): 804–10. http://dx.doi.org/10.5014/ajot.47.9.804.

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14

Mitchell, Gaye. "Children with disabilities in child and family welfare services." Children Australia 39, no. 2 (2014): 107–18. http://dx.doi.org/10.1017/cha.2014.8.

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There is a lack of research data about children with disabilities across the range of child and family welfare services. The study reported in this paper explored the extent and nature of disabilities in children in a variety of programmes within OzChild, an Australian welfare agency. Caseworkers and teachers working with children at the beginning of 2012 considered all children receiving services from their programmes. Of these 475 children, 200 were identified as having a disability. This article presents data on these 200 children and recommendations for improving outcomes for them. A major

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15

Shah, R. "Improving services to Asian families and children with disabilities." Child: Care, Health and Development 23, no. 1 (1997): 41–46. http://dx.doi.org/10.1046/j.1365-2214.1997.836836.x.

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16

Logan, Stuart. "Evaluating services for children with disabilities and their families." Child: Care, Health and Development 25, no. 2 (1999): 81–83. http://dx.doi.org/10.1046/j.1365-2214.1999.25220131.x.

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17

Beecham, Jennifer, Oliver Chadwick, Dogan Fidan, and Sarah Bernard. "Children with severe learning disabilities: needs, services and costs." Children & Society 16, no. 3 (2002): 168–81. http://dx.doi.org/10.1002/chi.690.

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18

Ikeshita, Hanae. "Japanese public library services for dyslexic children." Journal of Librarianship and Information Science 52, no. 2 (2019): 485–92. http://dx.doi.org/10.1177/0961000618823871.

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In Japan, most public libraries do not provide sufficient easy-reading materials or offer reading facilities that are suitable for children with dyslexia. In contrast, in Europe, public libraries provide special facilities for children with reading disabilities, allowing them to see, read or listen to books in various ways. This study compares support services for children with reading disabilities at public libraries in Europe and Japan, focusing on support for children with dyslexia. Information was gathered through interviews with librarians. After interviewing European librarians working i

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19

Adekanmbi, Gbolagade, and Tapologo Maundeni. "BOTSWANA YOUTH AND HEALTH-RELATED RISKS: REFLECTIONS ON SOME INTERVENTION STRATEGIES." Commonwealth Youth and Development 12, no. 2 (2016): 18–34. http://dx.doi.org/10.25159/1727-7140/1623.

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This paper explores the theme of health-related risks among the youth in Botswana. It examines a number of intervention strategies geared toward addressing the problems associated with these risks. The paper notes that Botswana has made considerable progress in the provision of social services, including services that aim to diminish health-related risks among the youth. The dimensions of these interventions have ranged from government policy initiatives to school-based programmes, deliberate development of youth action plans, the involvement of tertiary institutions, the activities of non-gov

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20

Odom, Samuel L., Virginia Buysse, and Elena Soukakou. "Inclusion for Young Children With Disabilities." Journal of Early Intervention 33, no. 4 (2011): 344–56. http://dx.doi.org/10.1177/1053815111430094.

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Issues affecting inclusion of young children with disabilities over the last 25 years are discussed. A brief history of early childhood inclusion is followed by a discussion of definition, terminology, and models for inclusive services. A summary of synthesis points derived from the research literature focuses on critical outcomes for children with disabilities, the role of specialized instruction, collaboration among professionals, necessary organizational supports, and benefits for typically developing children. Two recent directions affecting the implementation of inclusion, assessment of q

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21

Abdelhameed, Hala. "The development and provision of educational services for children with intellectual disabilities in Egypt." Revista Brasileira de Educação Especial 16, no. 1 (2010): 3–18. http://dx.doi.org/10.1590/s1413-65382010000100002.

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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 spe

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22

Wharton, Sarah, Annette Hames, and Helen Milner. "The accessibility of general NHS services for children with disabilities." Child: Care, Health and Development 31, no. 3 (2005): 275–82. http://dx.doi.org/10.1111/j.1365-2214.2005.00497.x.

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23

Feldman, D. Ehrmann, F. Champagne, N. Korner-Bitensky, and G. Meshefedjian. "Waiting time for rehabilitation services for children with physical disabilities." Child: Care, Health and Development 28, no. 5 (2002): 351–58. http://dx.doi.org/10.1046/j.1365-2214.2002.00284.x.

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24

Block, Stephen R., Steven A. Rosenberg, Yvonne Gunther-Kellar, Daniel Rees, and Nancy Hodges. "Improving Human Services for Children with Disabilities and Their Families." Administration in Social Work 26, no. 1 (2002): 23–36. http://dx.doi.org/10.1300/j147v26n01_02.

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25

Lindly, Olivia J., Alison E. Chavez, and Katharine E. Zuckerman. "Unmet Health Services Needs Among US Children with Developmental Disabilities." Journal of Developmental & Behavioral Pediatrics 37, no. 9 (2016): 712–23. http://dx.doi.org/10.1097/dbp.0000000000000363.

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26

Bernard, Sarah. "Mental Health Services for Children and Adolescents with Learning Disabilities." Tizard Learning Disability Review 4, no. 2 (1999): 43–46. http://dx.doi.org/10.1108/13595474199900019.

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27

Brindis, Claire D., and Amy Houtrow. "Opportunities for Improving Programs and Services for Children With Disabilities." Journal of Adolescent Health 63, no. 5 (2018): 529–30. http://dx.doi.org/10.1016/j.jadohealth.2018.08.004.

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28

Katsiyannis, Antonis, and John W. Maag. "Serving Children with Disabilities in Private and Parochial Schools." Remedial and Special Education 19, no. 5 (1998): 285–90. http://dx.doi.org/10.1177/074193259801900504.

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Although the Individuals with Disabilities Education Act of 1990 (IDEA), legal precedence, and the U.S. Department of Education interpretations indicate that public schools must provide the opportunity for “equitable participation” for students with disabilities attending private schools, the nature, extent, and location for service delivery are still debated. The purpose of this article was to examine the roles and responsibilities of public schools in providing services to children with disabilities placed in private and parochial schools within the legal parameters of IDEA. Public schools a

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29

Shumba, Almon, and Okey C. Abosi. "The Nature, Extent and Causes of Abuse of Children with Disabilities in Schools in Botswana." International Journal of Disability, Development and Education 58, no. 4 (2011): 373–88. http://dx.doi.org/10.1080/1034912x.2011.626664.

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30

KUNDU, PARIMAL. "THE PSYCHIATRIC SERVICES AND COMMON PSYCHOLOGICAL PROBLEMS FOR CHILDREN AND ADOLESCENTS IN BOTSWANA." Southern African Journal of Child and Adolescent Mental Health 1, no. 1 (1989): 1–5. http://dx.doi.org/10.1080/16826108.1989.9631428.

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31

Lekholetova, Maryna, Tetiana Liakh, and Nataliia Zaveryko. "PROBLEMS OF PARENTS CARING FOR CHILDREN WITH DISABILITIES." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 4 (May 20, 2020): 268. http://dx.doi.org/10.17770/sie2020vol4.4945.

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The development of integrated social services for parents raising children with disabilities is one of the priorities of social policy in Ukraine. The purpose of this article is to identify the typical problems of parents raising children with disabilities. Based on the in-depth interviews conducted by parents raising children with disabilities in two regions of Ukraine (n=60), groups of typical problems they face (discrimination, medical problems, imperfection of regulatory support, information problems, access problems, problems of early diagnosis / early intervention, psychological problems

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32

Llewellyn, Gwynnyth, Kirsty Thompson, and Mathew Fante. "Inclusion in Early Childhood Services: Ongoing Challenges." Australasian Journal of Early Childhood 27, no. 3 (2002): 18–23. http://dx.doi.org/10.1177/183693910202700305.

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Inclusion for children with disabilities is well-established in Australia and receives commonwealth and state government funding. The international literature describes potential service models for which there is mounting empirical evidence. Typically these models are developed in university affiliated programs, which have access to funding and personnel not generally available in the Australian context. This paper provides a brief report of a project in which the aim was to identify the challenges for early childhood services in NSW, including children with disabilities.

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33

Mwaipopo, Christina. "Challenges in the provision of early childhood care and education services in rural areas of Botswana." African Educational Research Journal 9, no. 3 (2021): 753–61. http://dx.doi.org/10.30918/aerj.93.21.097.

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Quality Early Childhood Care and Education programs are beneficial to children in numerous ways. Consequently, from time immemorial, various stakeholders not only in Botswana, but the world over, has embarked on various efforts to try to provide such services. However, several challenges in the provision of Early Childhood Care and Education services prevail in various countries. This paper explores such issues in the context of Botswana. It also maps the way forward in relation to addressing the challenges. Desktop research using existing sources such as newspapers, University archives, and p

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34

Allington-Smith, Pru. "Mental health of children with learning disabilities†." Advances in Psychiatric Treatment 12, no. 2 (2006): 130–38. http://dx.doi.org/10.1192/apt.12.2.130.

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Children and adolescents with learning disabilities have high rates of mental health problems and behavioural difficulties. Comorbid disorders such as epilepsy, autism and attention-deficit hyperactivity disorder are common. Despite this, many areas in the UK are failing to provide a psychiatric service for these young people and their families. The children suffer as a result and may have to move away from home unnecessarily, at enormous emotional and financial cost. Each area should have a specialised multidisciplinary health team working closely with colleagues from education and social ser

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35

Ahmad, Shakeel, and Abida Bano. "Rehabilitation of Children with Intellectual Disability: Challenges in Social Skills Training in Khyber Pakhtunkhwa, Pakistan." Liberal Arts and Social Sciences International Journal (LASSIJ) 4, no. 1 (2020): 171–88. http://dx.doi.org/10.47264/idea.lassij/4.1.16.

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Intellectual disability among children is on the rise with no proper social skills training facilities around the province – Khyber Pakhtunkhwa. Special education institutions have been established to rehabilitate differently abled children; however, their focus is more on children's literacy with a physical disability. Resultantly, children with intellectual disabilities constitute a 'minority group' within the province's differently abled population. Consequently, children with intellectual disabilities remain excluded. The qualitative study aims to examine the quality of the state-sponsored

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36

Block, Martin E., and Ron Zeman. "Including Students with Disabilities in Regular Physical Education: Effects on Nondisabled Children." Adapted Physical Activity Quarterly 13, no. 1 (1996): 38–49. http://dx.doi.org/10.1123/apaq.13.1.38.

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The purpose of this study was to measure the impact of including three 6th-grade students with severe disabilities who were given support services into a regular physical education class. Basketball skill improvement in passing, shooting, and dribbling during a 3-1/2-week basketball unit and attitudes toward students with disabilities were compared between a 6th-grade class that included 3 students with severe disabilities (CI) and a 6th-grade class in the same school that did not have any students with disabilities (C2). Results from the nonparametric Mann-Whitney U test indicated no differen

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37

Houtrow, Amy, and Nancy Murphy. "Prescribing Physical, Occupational, and Speech Therapy Services for Children With Disabilities." Pediatrics 143, no. 4 (2019): e20190285. http://dx.doi.org/10.1542/peds.2019-0285.

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38

Bright, R. W., and J. M. C. Wright. "Community-Based Services: The Impact on Mothers of Children with Disabilities." Australia and New Zealand Journal of Developmental Disabilities 12, no. 4 (1986): 223–28. http://dx.doi.org/10.3109/13668258609084086.

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39

Newacheck, P. W. "Health Services Use and Health Care Expenditures for Children With Disabilities." PEDIATRICS 114, no. 1 (2004): 79–85. http://dx.doi.org/10.1542/peds.114.1.79.

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40

Parish, Colin. "Services under pressure as number of children with learning disabilities grows." Learning Disability Practice 13, no. 6 (2010): 5. http://dx.doi.org/10.7748/ldp.13.6.5.s5.

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41

Rodríguez-Campos, Liliana, Wendy Bradshaw, and Jeremy Lake. "Addressing the Services Provided to Children with Disabilities through Collaborative Evaluation." Global Studies Journal 4, no. 2 (2012): 129–46. http://dx.doi.org/10.18848/1835-4432/cgp/v04i02/40780.

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42

Ziviani, Jenny, Monica Cuskelly, and Rachel Feeney. "Parent Satisfaction With Early Intervention Services for Children With Physical Disabilities." Infants & Young Children 23, no. 3 (2010): 184–94. http://dx.doi.org/10.1097/iyc.0b013e3181e32a28.

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43

Kalyanpur, Maya. "Using indigenous knowledge to provide educational services for children with disabilities." Erken Çocukluk Çalışmaları Dergisi 2, no. 2 (2018): 397. http://dx.doi.org/10.24130/eccd-jecs.196720182273.

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44

McConachie, H. R. "Conceptual frameworks in evaluation of multidisciplinary services for children with disabilities." Child: Care, Health and Development 25, no. 2 (1999): 101–13. http://dx.doi.org/10.1046/j.1365-2214.1999.25220098.x.

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45

Santos, Janis, C. Gregg Powell, Pam Coughlin, and Patricia McGill Smith. "Policy, Practice, and Research: Perspectives on Services to Children With Disabilities." NHSA Dialog 4, no. 1 (2001): 20–30. http://dx.doi.org/10.1207/s19309325nhsa0401_3.

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46

Egilson, Snaefridur Thora. "Parent perspectives of therapy services for their children with physical disabilities." Scandinavian Journal of Caring Sciences 25, no. 2 (2010): 277–84. http://dx.doi.org/10.1111/j.1471-6712.2010.00823.x.

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47

Caan, Woody, Isabelle Streng, Rachel Moxon, and Alison Machin. "A joint health and social services initiative for children with disabilities." British Journal of Community Nursing 5, no. 2 (2000): 87–90. http://dx.doi.org/10.12968/bjcn.2000.5.2.7169.

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48

Chou, Li-Der, Nien-Hwa Lai, Yen-Wen Chen, et al. "Mobile Social Network Services for Families With Children With Developmental Disabilities." IEEE Transactions on Information Technology in Biomedicine 15, no. 4 (2011): 585–93. http://dx.doi.org/10.1109/titb.2011.2155663.

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49

Joo, Ji-eun, and Byeong-in Lee. "A Study on Needs of Parents of Children with Disabilities of Psychological Support Services for Siblings of Children with Disabilities." Korean Journal of Early Childhood Special Education 16, no. 1 (2016): 187–210. http://dx.doi.org/10.21214/kecse.2016.16.1.187.

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50

Boomer, Lyman W., and Linda Garrison-Harrell. "Legal Issues concerning Children with Autism and Pervasive Developmental Disabilities." Behavioral Disorders 21, no. 1 (1995): 53–61. http://dx.doi.org/10.1177/019874299502100101.

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Children and youth with autism often present special challenges to the educational system. Issues related to these challenges are reflected in court cases involving these students and those charged with providing services. Much of the litigation of the past few years has been related to appropriate educational placement, extended school year services, the use of aversive contingencies to central aberrant behavior, and the use of specific forms of augmentative communication (i.e., facilitated communication). This article examines recent ruling in these areas and their implications for the educa

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