Relevant bibliographies by topics / Children with impairments

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

Academic literature on the topic 'Children with impairments'

Author: Grafiati
Published: 19 February 2023

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Journal articles on the topic "Children with impairments"

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O’ktamovna, Abdullayeva Nargiza. "SPECIAL EDUCATIONAL NEEDS CHILDREN WITH HEARING IMPAIRMENTS." American Journal of Social Science and Education Innovations 04, no. 09 (September 1, 2022): 23–26. http://dx.doi.org/10.37547/tajssei/volume04issue09-04.

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A child with a hearing impairment is a child who, along with the educational needs common to all children, has special educational needs that can only be met through special education. Such training requires a special organization of space and time to achieve those educational goals that, under the conditions of the norm, are achieved by traditional methods.
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Synova, Ievgeniia, Valentina Tarasun, Iryna Sasina, Tetyana Grebeniuk, and Kateryna Glushenko. "Study of the Characteristic Mental Development Features of Primary School Students with Visçion Impairments." Journal of Intellectual Disability - Diagnosis and Treatment 9, no. 5 (October 20, 2021): 504–13. http://dx.doi.org/10.6000/2292-2598.2021.09.05.9.

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Severe vision impairments are an obstacle to the adequate cognitive and social development of the child. The educational response to priority problems that occur with vision disorders requires appropriate training of vision impairment specialists. For this purpose, they need basic knowledge related to the classification of vision impairments and the main aspects of the development and education of this category of children. This study aimed to analyse the main features of educational activities of children with vision impairments using special diagnostic methods and to search for effective methods for correcting the cognitive activity of children with vision impairments. During the study, an experiment was conducted with children with vision impairments (15 children). To conduct the experiment, the study used methods proposed by V.V. Tarasun and adapted them to the contingent of children with vision impairments. In particular, the following methods: the method of motivational preferences "Three wishes", the method of "Memorising 10 words", and the method of "What, why, how". The depth and time of vision impairment are considered as a primary defect, which has corresponding secondary consequences and requires corrective action under the guidance of an experienced vision impairment specialist.
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Systad, Silje, Marit Bjørnvold, Christiane Sørensen, and Solveig-Alma Halaas Lyster. "The Value of Electroencephalogram in Assessing Children With Speech and Language Impairments." Journal of Speech, Language, and Hearing Research 62, no. 1 (January 30, 2019): 153–68. http://dx.doi.org/10.1044/2018_jslhr-l-17-0087.

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Purpose We sought to estimate the prevalence of isolated epileptiform activity (IEA) in children with speech and language impairments and discuss the utility of an electroencephalogram (EEG) in assessing these children. Method We conducted a systematic review and searched for eligible studies in 8 databases. All languages were included, and meta-analyses were performed. Results We found 55 prevalence estimates (8 with control group). The odds of having IEA were 6 times greater for children with speech and language impairments than for typically developing children. The overall pooled prevalence of IEA was 27.3%. A wide variation between the prevalence estimates was, to a certain degree, explained by type of impairment (8.1% in speech impairments, 25.8% in language impairments, and 51.5% in language regression). Sleep EEGs detected a significantly higher prevalence than awake EEGs. Although the presence of epilepsy gave a significantly higher prevalence than if epilepsy was not present, 33.5% of children with language impairment but without epilepsy were found to have IEA in sleep EEGs. Conclusions This systematic review shows that IEA is 6 times more prevalent in children with speech and language impairment than in typically developing children. However, the prevalence rates vary to a great extent. Uncovering IEA will, in addition to information from other clinical assessments, provide a more comprehensive understanding of the child's impairments. We argue that, although EEG is of questionable value when assessing children with speech impairments, sleep EEG could be valuable when assessing children with language impairments and, in particular, children who experience language regression.
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Gordon-Pershey, Monica, Shannon Zeszut, and Kyle Brouwer. "A Survey of Speech Sound Productions in Children With Visual Impairments." Communication Disorders Quarterly 40, no. 4 (August 20, 2018): 206–19. http://dx.doi.org/10.1177/1525740118789101.

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This survey addressed a twofold need: first, research into speech sound productions in children with visual impairments and, second, evidence upon which speech-language pathologists might base interventions for children with visual impairments. Fifteen speech-language pathologists responded to a survey about speech sound productions in caseload children with visual impairments. Respondents reported the speech characteristics of 46 children, their coexisting medical diagnoses and developmental conditions, the nature of their visual impairments, and therapy approaches used. Children and teens with visual impairments demonstrated speech sound production errors. It is not conclusive that errors resulted from having visual impairments. Respondents reported effective speech treatment techniques. This study contributes a detailed report of speech sound productions in children who, despite a diversity of coexisting diagnoses, had visual impairment in common. Findings provide a point of reference regarding speech sound productions in children with visual impairments, as well as efficacious treatments.
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Papsin, Blake, and Sharon Cushing. "Cochlear Implants and Children with Vestibular Impairments." Seminars in Hearing 39, no. 03 (July 20, 2018): 305–20. http://dx.doi.org/10.1055/s-0038-1666820.

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AbstractSensorineural hearing loss (SNHL) in children occurs in 1 to 3% of live births and acquired hearing loss can additionally occur. This sensory deficit has far reaching consequences that have been shown to extend beyond speech and language development. Thankfully there are many therapeutic options that exist for these children with the aim of decreasing the morbidity of their hearing impairment. Of late, focus has shifted beyond speech and language outcomes to the overall performance of children with SNHL in real-world environments. To account for their residual deficits in such environments, clinicians must understand the extent of their sensory impairments. SNHL commonly coexists with other sensory deficits such as vestibular loss. Vestibular impairment is exceedingly common in children with SNHL with nearly half of children exhibiting vestibular end-organ dysfunction. These deficits naturally lead to impairments in balance and delay in motor milestones. However, this additional sensory deficit likely leads to further impairment in the performance of these children. This article focuses on the following:1. Defining the coexistence of vestibular impairment in children with SNHL and cochlear implants.2. Describing screening methods aimed at identifying vestibular dysfunction in children with SNHL.3. Understanding the functional implications of this dual-sensory impairment.4. Exploring possible rehabilitative strategies to minimize the impact of vestibular impairment in children with SNHL
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Bird, J., D. V. M. Bishop, and N. H. Freeman. "Phonological Awareness and Literacy Development in Children With Expressive Phonological Impairments." Journal of Speech, Language, and Hearing Research 38, no. 2 (April 1995): 446–62. http://dx.doi.org/10.1044/jshr.3802.446.

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This study investigated the link between expressive phonological impairments, phonological awareness, and literacy. Previous investigations of literacy skills in children with speech impairments have given mixed results; here we considered whether presence of additional language impairments or severity of the speech impairment was an important prognostic factor. Thirty-one children with expressive phonological impairments were compared with control children matched on age and nonverbal ability on three occasions, at mean ages of 70, 79, and 91 months. On each occasion they were given three tests of phonological awareness: one involved rime-matching and two involved onset-matching. At assessments 2 and 3 literacy skills were assessed. Children with phonological impairments scored well below their controls on phonological awareness and literacy, independent of whether or not they had other language problems. Although many of them knew letter sounds, they were poor at reading and writing nonwords as well as real words. It is suggested that both the speech impairment and the literacy problems arise from a failure to analyze syllables into smaller phonological units. The severity of the phonological problems in relation to age is an important determinant of literacy outcome; children who have severe expressive phonological impairments at the time they start school are at particular risk for reading and spelling problems.
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Sherman, Victoria, Rosemary Martino, Ishvinder Bhathal, Gabrielle DeVeber, Nomazulu Dlamini, Daune MacGregor, Elizabeth Pulcine, Deryk S. Beal, Kevin E. Thorpe, and Mahendranath Moharir. "Swallowing, Oral Motor, Motor Speech, and Language Impairments Following Acute Pediatric Ischemic Stroke." Stroke 52, no. 4 (April 2021): 1309–18. http://dx.doi.org/10.1161/strokeaha.120.031893.

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Background and Purpose: Following adult stroke, dysphagia, dysarthria, and aphasia are common sequelae. Little is known about these impairments in pediatric stroke. We assessed frequencies, co-occurrence and associations of dysphagia, oral motor, motor speech, language impairment, and caregiver burden in pediatric stroke. Methods: Consecutive acute patients from term birth-18 years, hospitalized for arterial ischemic stroke (AIS), and cerebral sinovenous thrombosis, from January 2013 to November 2018 were included. Two raters reviewed patient charts to detect documentation of in-hospital dysphagia, oral motor dysfunction, motor speech and language impairment, and caregiver burden, using a priori operational definitions for notation and assessment findings. Other variables abstracted included demographics, preexisting conditions, stroke characteristics, and discharge disposition. Impairment frequencies were obtained by univariate and bivariate analysis and associations by simple logistic regression. Results: A total of 173 patients were stratified into neonates (N=67, mean age 2.9 days, 54 AIS, 15 cerebral sinovenous thrombosis) and children (N=106, mean age 6.5 years, 73 AIS, 35 cerebral sinovenous thrombosis). Derived frequencies of impairments included dysphagia (39% neonates, 41% children); oral motor (6% neonates, 41% children); motor speech (37% children); and language (31% children). Common overlapping impairments included oral motor and motor speech (24%) and dysphagia and motor speech (23%) in children. Associations were found only in children between stroke type (AIS over cerebral sinovenous thrombosis) and AIS severity (more severe deficit at presentation) for all impairments except feeding impairment alone. Caregiver burden was present in 58% patients. Conclusions: For the first time, we systematically report the frequencies and associations of dysphagia, oral motor, motor speech, and language impairment during acute presentation of pediatric stroke, ranging from 30% to 40% for each impairment. Further research is needed to determine long-term effects of these impairments and to design standardized age-specific assessment protocols for early recognition following stroke.
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Sacks, S. Z., and A. L. Corn. "Students with Visual Impairments: Do They Understand Their Disability?" Journal of Visual Impairment & Blindness 90, no. 5 (September 1996): 412–22. http://dx.doi.org/10.1177/0145482x9609000507.

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This study explored what children know about their visual impairments, how they communicate the information to other people, and their questions about their visual impairments. Eighty-nine children, aged 6–16, from 19 states completed a 35-item questionnaire that was administered by their teachers of students with visual impairments. Among the study's findings were that only 34 percent of the children could name their visual impairment and only 13 percent could state which part of their eye (or visual system) was affected.
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Donaldson, Morag, and Kathleen Whitmire. "Children with Language Impairments." Topics in Language Disorders 16, no. 4 (August 1996): 82–83. http://dx.doi.org/10.1097/00011363-199608000-00010.

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Giese, Martin, Christina Teigland, and Jürgen Giessing. "Physical activity, body composition, and well-being of school children and youths with visual impairments in Germany." British Journal of Visual Impairment 35, no. 2 (May 2017): 120–29. http://dx.doi.org/10.1177/0264619617689905.

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The study compares levels of physical activity, body composition values, and emotional well-being of school-age children and youths with visual impairments ( n = 115) in specialized schools with those of sighted children ( n = 118) in mainstream schools. The methodology included pedometers, bioelectrical impedance analysis, and the WHO-Five Well-being Index. In all relevant parameters, students with visual impairments achieved results comparable to those of sighted students, and the degree of visual impairment did not correlate significantly with the parameters. The results confirm the positive effects and the importance of physical activity for students with visual impairments. High levels of physical activity are possible which provide health-related benefits for children and youths with visual impairments.
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Dissertations / Theses on the topic "Children with impairments"

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Lord, Richard. "Information-processing impairments in clumsy children." Thesis, University of York, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.375427.

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Lau, W. C., and Kerry Proctor-Williams. "Temperament Profiles of Children with Communication Impairments." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/1835.

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Larkin, Rebecca F. "Spelling processes in children with language impairments and children with dyslexia." Thesis, University of York, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.719391.

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Cooley, Jamie A. "Symbolic Understanding of Children with Social Communication Impairments." Ohio University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1313501692.

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Estil, Lise Beate. "Underlying deficits in motor and language impairments in children." Doctoral thesis, Norwegian University of Science and Technology, Sport Sciences Programme, 2002. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-474.

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Children who, for some reason, are inferior in performance to their peers in certain domains of development often experience the feeling of falling short. This applies to children who are poor in motor skills and/or in academic skills such as spoken and written language. Although a relatively small group of children is affected by such problems, the problems may have serious implications for those concerned. Some children seem to be affected in the motor domain only, while others seem to experience problems only with relation to spoken and/or written language. Still, the coincidence of motor and language/writing impairments in children is considerable, and too large to be fortuitous. It is believed that intervention and prevention programs will be more effective if based upon knowledge about underlying sources of the observed problems. The aim of the present thesis, therefore, is to do a theoretical and empirical investigation of putative underlying sources of language (including both oral language and reading) and motor impairments in children, from a neuropsychological perspective.

To that end, Chapter 1 provides a theoretical introduction to the theme motor/language impairment syndromes and presents different theoretic explanations that has been suggested in the literature, as to why such syndromes often co-occur. From a social scientific point of view, these syndromes may be regarded as indirectly linked mediated by social constraints such as, for example, self-esteem. However, from a neuropsychological perspective, language and motor impairments in children are regarded as directly related, due to a developmental lag or a deficit in the nervous system. That will be the main focus of the present thesis. From this perspective, several underlying neurological deficits that could account for language as well as motor impairments have been suggested. These are related to different neurological sites such as, for example, the cerebellum and the corpus callosum. Cerebellar explanations have been invoked to account for postural problems in language impaired children and dyslexics as well as temporal problems in both the motor and language domains. Bimanual co-ordination problems and other laterality problems observed in dyslexics, language impaired children as well as motor impaired children have been attributed to callosal dysfunction. A more recent theoretical explanation is the magnocellular theory, related to a certain kind of fast conducting nerve cells that bring information from the retina to the visual cortex. This theory was, originally, introduced as an explanatory factor of dyslexia, but was later suggested to play a role in motor impairment as well.

Chapter 2 reports an exploratory study using quantitative and qualitative methods in attempt to identify putative neurological deficiencies that may account for the co-occurrence of motor and cognitive (measured as psycholinguistic abilities) impairments in a sample (N = 15) of 6-10 years old (oral) language impaired children. A subgroup of n = 4 children that are week in both language and cognitive functions is identified. The cerebellar deficit hypothesis and the inter/intra-hemispheric deficit hypothesis are discussed as candidate explanations.

The inter- versus intra-hemispheric deficit hypothesis is further validated in Chapter 3. The same subgroup of four children as that identified in Chapter 2 is tested on two different movement tasks designed to measure inter- and intra- hemispheric functions. The results are discussed in the light of Liederman’s shielding model. This model emphasises the role of the corpus callosum in shielding information between the hemispheres, which is necessary in order to allow for independent processing. In Chapter 4 the focus shifts to motor co-ordination problems per se. A task that is particularly difficult for children with poor motor co-ordination, is that of catching a ball, a task imposed by severe spatial and temporal constraints. It is believed that information about where this task breaks down, at the spatial or temporal component, will provide clues as to what could be the underlying causes of the co-ordination problems. In order to separate out the temporal and spatial aspects of the catching task, two experiments are designed, one emphasising the reaching action (spatial orientation), the other emphasising the grasping action (imposed by temporal constraints). The performance of a sample (n = 8) of 10-11 year old children with poor motor skills is compared to that of an equal sized control group on these tasks. The temporal and spatial deficits discovered are discussed with relation to the distal and proximal proprioceptive systems as well as the visual system. The question whether the underlying problem is related to a visual or proprioceptive deficit, or to a combination of visual and proprioceptive deficits, is further explored in Chapter 5. Chapter 5 is written as a Research Note in extension of Chapter 4, using the same subjects. The groups are compared on two tests of proprioception, designed for the purpose of measuring inter-/ and intra hemispheric information processing (same tasks as those used in Chapter 3), and three different tests of visual perception, designed to measure magno- and parvocellular function. The results are discussed with relation to visual processing and maturation of the corpus callosum. In Chapter 6 the visual perceptual problems suggested in Chapters 4 and 5 are investigated with relation to both motor and reading impairment on an extended group of 10-11 year old children. Three groups of n = 8 children are selected from a larger sample (N = 102), one group which is motor impaired only, one which is both motor and language impaired, as well as a normal control group. These groups are compared on the same visual tests (with the exclusion of one) as those used in Chapter 5. Based on the results from the group comparisons and a correlation analyses, magno- and parvocellular involvement in both motor and reading tasks, as well as in motor and reading impairments, is discussed. Finally, Chapter 7 contains a summary and a general discussion that evaluates the theoretical positions presented in Chapter 1 in the light of the empirical studies reported in Chapters 2 – 6. Conclusions and suggestions for further studies are made.

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Peacey, Lindy Victoria. "Mothers' beliefs about their children with primary language impairments." Thesis, City University London, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.677471.

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Williams, A. Lynn, S. M. Camarata, Nancy J. Scherer, and P. Hoffman. "The Relationship between Speech and Language Impairments in Children." Digital Commons @ East Tennessee State University, 1997. https://dc.etsu.edu/etsu-works/2110.

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Novom, Rebekah I. "Self-esteem and Social Anxiety in Children with Communication Impairments." Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/scripps_theses/968.

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The proposed study will investigate how having a speech and/or language impairment, as well as age, affect children’s self-esteem and levels of social anxiety compared to children who have typical language development (TLD). This cross-sectional correlational study will examine approximately 160 participants between the ages of 5 to 10 who fall into one of four communication type groups: speech impairments (speech sound disorders and/or stuttering), language impairments (specific language impairment), speech and language impairments, or TLD. The participants’ self-esteem, levels of social anxiety, and attitudes about their communication ability will be measured via established scales. Participants will also be asked questions after viewing an animated video depicting dogs with communication impairments, in order to assess their awareness of their communication abilities. Participants with speech and language impairments are expected to have the lowest self-esteem and highest levels of social anxiety, while participants with TLD are expected to have the highest self-esteem and lowest levels of social anxiety. The older participants are expected to experience more problems than the younger participants. Lastly, it is expected that the relationship between the participants’ age, self-esteem, and social anxiety will be mediated by their awareness of their communication impairments, and moderated by their attitudes about their communication impairments. These findings will hopefully increase the knowledge that children experiencing communication impairments may need assistance to aid their psychosocial well-being.
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Spencer, Rebecca Ann. "Wechsler Intelligence Scale for Children-Third Edition Verbal short forms for children with visual impairments." Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/282247.

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The purpose of the present study was to investigate WISC-III Verbal short forms for school-age children identified as visually impaired. The rationale for use of WISC-III Verbal short forms is to provide a time saving and technically sound measure for the screening and/or periodical re-evaluation of children with visual impairments who may require special education services. The total sample consisted of the WISC-III test scores of 78 children identified with the handicapping condition of either partial sightedness or legal blindness, who had been given the regularly administered Verbal subtests. The mean age level of the total sample was 11 years, 4 months. Three additional groups were obtained from the test records of the original data which included, children identified as either partially sighted or legally blind (n=62) who were given the regularly administered Verbal subtests and supplementary Digit Span subtest (referred to as the Digit Span group), and children identified as partially sighted (n=47), and legally blind (n=31), who were given only the regularly administered Verbal subtests. Ninety-seven percent of the data were obtained from existing test records, and the remaining data from the actual administration of the WISC-III Verbal subtests for the purpose of collecting data for the study. Children identified with the handicapping conditions of multiple disabilities or mental retardation were not included in the sample. For the total sample and additional groups, the mean Verbal IQ score and mean scaled score of the individual subtests fell in the average range. The WISC-III Verbal short form combinations were identified by utilizing the formulas of Tellegen and Briggs (1967) for determining the reliability and validity coefficients of short form combinations. High reliability and validity coefficients were obtained for all two-, three-, and four-subtest combinations of the total sample and additional groups. The study results suggest WISC-III Verbal short forms offer a time efficient and technically sound measure to be utilized in assessment of the verbal intellectual development of school-age children with visual impairments.
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DeMario, Norma C. Rex Evelyn J. "Career education competencies for elementary age students with visual impairments." Normal, Ill. Illinois State University, 1989. http://wwwlib.umi.com/cr/ilstu/fullcit?p8918609.

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Thesis (Ed. D.)--Illinois State University, 1989.
Title from title page screen, viewed September 30, 2005. Dissertation Committee: Evelyn Rex (chair), Lanny Morreau, John Brickell, Antoinette Heinze, Toni McCarty-Warren. Includes bibliographical references (leaves 101-108) and abstract. Also available in print.
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Books on the topic "Children with impairments"

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Boothroyd, Arthur. Hearing impairments in young children. Washington, D.C: Alexander Graham Bell Association for the Deaf, 1988.

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Teaching children with visual impairments. Milton Keynes, [England]: Open University Press, 1992.

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V, Watkins Ruth, Rice Mabel, and Bruton Conference on Specific Language Impairments in Children (1992 : Dallas, Tex.), eds. Specific language impairments in children. Baltimore: P.H. Brookes Pub., 1994.

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Children with language impairments: An introduction. London: Jessica Kingsley Publishers, 1995.

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1955-, Holbrook M. Cay, ed. Children with visual impairments: A parents' guide. Bethesda, Md: Woodbine House, 1996.

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L, Luckner John, ed. Effectively educating students with hearing impairments. New York: Longman, 1991.

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Focus on physical impairments: A reference handbook. Santa Barbara, Calif: ABC-CLIO, 1990.

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Bliss, Lynn S. Discourse impairments: Assessment and intervention applications. Boston, MA: Allyn and Bacon, 2002.

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1960-, Roe João, ed. Children with visual impairments: Social interaction, language and learning. London: Routledge, 1998.

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Calendars for students with multiple impairments including deafblindness. Austin, TX: Texas School for the Blind and Visually Impaired, 2001.

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Book chapters on the topic "Children with impairments"

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Taylor, Ronald L., and Les Sternberg. "Students with Visual Impairments." In Exceptional Children, 290–315. New York, NY: Springer New York, 1989. http://dx.doi.org/10.1007/978-1-4612-3602-3_11.

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Taylor, Ronald L., and Les Sternberg. "Students with Hearing Impairments." In Exceptional Children, 316–45. New York, NY: Springer New York, 1989. http://dx.doi.org/10.1007/978-1-4612-3602-3_12.

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Taylor, Ronald L., and Les Sternberg. "Students with Speech or Language Impairments." In Exceptional Children, 239–89. New York, NY: Springer New York, 1989. http://dx.doi.org/10.1007/978-1-4612-3602-3_10.

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Bray, Melissa A., Thomas J. Kehle, Lea A. Theodore, and Heather L. Peck. "Respiratory Impairments." In Chronic health-related disorders in children: Collaborative medical and psychoeducational interventions., 237–51. Washington: American Psychological Association, 2006. http://dx.doi.org/10.1037/11435-014.

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Donnelly, James P. "Visual Impairments." In Chronic health-related disorders in children: Collaborative medical and psychoeducational interventions., 271–85. Washington: American Psychological Association, 2006. http://dx.doi.org/10.1037/11435-016.

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Taylor, Ronald L., and Les Sternberg. "Students with Physical or Other Health Impairments." In Exceptional Children, 346–74. New York, NY: Springer New York, 1989. http://dx.doi.org/10.1007/978-1-4612-3602-3_13.

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Dale, Naomi, and Lindsey Edwards. "Children with specific sensory impairments." In Rutter's Child and Adolescent Psychiatry, 612–22. Chichester, UK: John Wiley & Sons, Ltd, 2015. http://dx.doi.org/10.1002/9781118381953.ch47.

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Higham, Patricia. "Young Children with Physical Impairments." In Working with Children and Families, 297–305. London: Macmillan Education UK, 2012. http://dx.doi.org/10.1007/978-0-230-34434-1_28.

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Westwood, Peter. "Students with sensory impairments." In Commonsense Methods for Children with Special Needs and Disabilities, 38–50. 8th edition. | Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003109778-5.

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Semrud-Clikeman, Margaret. "Psychosocial Aspects of Neurological Impairments in Children." In Handbook of Psychosocial Characteristics of Exceptional Children, 299–328. Boston, MA: Springer US, 1999. http://dx.doi.org/10.1007/978-1-4757-5375-2_12.

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Conference papers on the topic "Children with impairments"

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Nurtasila, Silvia, Endang Rochyadi, Siti Luthfah, Tirta Ardiansyah, and Dieni Nurfitriani. "Learning for Children with Hearing Impairments." In Proceedings of the 2nd INDOEDUC4ALL - Indonesian Education for All (INDOEDUC 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/indoeduc-18.2018.40.

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Hornof, Anthony J. "Designing with children with severe motor impairments." In the SIGCHI Conference. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1518701.1519032.

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Duysburgh, Pieter, Karin Slegers, and An Jacobs. "Interactive applications for children with hearing impairments." In the 11th International Conference. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2307096.2307135.

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Dandashi, Amal, Abdelghani Karkar, and Jihad Al Jaam. "Cognitive technology for children with hearing impairments." In 2016 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2016. http://dx.doi.org/10.1109/educon.2016.7474620.

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Stangl, Abigale, Jeeeun Kim, and Tom Yeh. "3D printed tactile picture books for children with visual impairments." In IDC'14: Interaction Design and Children 2014. New York, NY, USA: ACM, 2014. http://dx.doi.org/10.1145/2593968.2610482.

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CIOBANU, Adriana. "Psycho-pedagogical assistance for cildren with hearing disabilities." In Probleme ale ştiinţelor socioumanistice şi ale modernizării învăţământului. "Ion Creanga" State Pedagogical University, 2022. http://dx.doi.org/10.46728/c.v1.25-03-2022.p115-119.

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The psycho-pedagogical assistance of children with hearing impairment is complex, multilateral and interdisciplinary. Which is of major importance because hearing loss at a younger age makes it impossible to develop normal language and, implicitly, the child's thinking, with serious consequences in terms of his mental development and personality traits. For this reason, early diagnosis of hearing loss, followed by early hearing aids and psychopedagogical and speech therapy intervention is the most effective way to successfully include school children with hearing impairments.
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Rocha, Filipa, Ana Cristina Pires, Isabel Neto, Hugo Nicolau, and Tiago Guerreiro. "Accembly at Home: Accessible Spatial Programming for Children with Visual Impairments and their Families." In IDC '21: Interaction Design and Children. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3459990.3460699.

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Karelina, Inna B., and Ulyana V. Tikhvinskaya. "The development of cognitive mental processes in preschool children with severe speech impairments." In Специальное образование: методология, практика, исследования. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-532-0-2021-266-270.

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The article examines the development of cognitive mental processes in preschool children with severe speech disorders. Scientists studying the basic cognitive processes are noted: perception, memory, thinking and attention. Describes the ascertaining study of mental processes in preschoolers with severe speech impairments and their current state. Further research work is planned on the correction of mental processes in preschool children with severe speech impairments.
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Magnusson, Charlotte, Bitte Rydeman, Sara Finocchietti, Giulia Cappagli, Lope Ben Porquis, Gabriel Baud-Bovy, and Monica Gori. "Co-located games created by children with visual impairments." In MobileHCI '15: 17th International Conference on Human-Computer Interaction with Mobile Devices and Services. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2786567.2794350.

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Moiseeva, Raisa Ivanovna, and Olga Nikolaevna Kopylova. "Formation of Moral Feelings in Children with Hearing Impairments." In All-Russian Scientific Conference with International Participation. Publishing house Sreda, 2022. http://dx.doi.org/10.31483/r-102558.

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Reports on the topic "Children with impairments"

1

Gilmer, Kristin. Comparison of Prescribed versus Actual Gain for Children with Profound Hearing Impairments. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6851.

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Cao, Xianling, Xuanyou Zhou, Naixin Xu, Songchang Chang, and Chenming Xu. Association of IL-4 and IL-10 Polymorphisms with Preterm Birth Susceptibility: A Systematic Review and Meta-Analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, April 2022. http://dx.doi.org/10.37766/inplasy2022.4.0044.

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Review question / Objective: The aim of our systematic review and meta-analysis was to summarize the effects of IL-4 and IL-10 gene polymorphism and clarify their possible association with PTB. Condition being studied: World Health Organization (WHO) defines preterm birth (PTB) as babies born alive before 37 weeks of pregnancy are completed. The new estimates show that the prevalence of PTB during 2014 ranged from 8.7% to13.4% of all live births, about 15 million preterm babies born each year. Besides, PTB is the leading cause of death worldwide for children below 5 years of age. Babies born preterm are at an increased risk of short-term and long-term complications attributed to immaturity of multiple organ systems, such as cerebral palsy, intellectual disabilities, vision and hearing impairments, and impaired cognitive development. PTB has become a worldwide public health problem, but its etiology remains unclear. Accumulating evidence shows that PTB is a syndrome that can be attributed to a variety of pathological processes(5). Inflammatory diseases and genetic background are known risk factors for PTB, many studies had shown that genetic variations in proinflammatory cytokines such as tumor necrosis factor-α (TNF-α) and interleukin-1 α (IL-1 α) are associated with increased risk of PTB, but the relationship between genetic polymorphism in anti-inflammatory cytokines and risk of PTB remains controversial.
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Zhang, Hui. A systematic review of factors influencing immigrant parents' service choices for children with ASD. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, October 2022. http://dx.doi.org/10.37766/inplasy2022.10.0019.

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Review question / Objective: What main concerns/factors influenced immigrant parents when deciding on an intervention, service, or agency? Condition being studied: The systematic review aims at understanding immigrant parents' service choices for their children with the diagnosis of ASD(autism spectrum disorder), which is a complex neurobehavioral disorder characterized by impairment in reciprocal social interaction, impairment in communication, and the presence of repetitive and stereotypic patterns of behaviors, interests, and activities developmental disability.
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Waters, Anna. Understanding Pervasive Language Impairment in Young Children: Exploring Patterns in Narrative Language and Functional Communication. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1030.

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Bickford, James. An Investigation of the Prevalence of Severe Visual Impairment Among Handicapped Children: Implications for Educators. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1315.

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Dale, Naomi, Aneesa Khan, and Sophie Dale. Early intervention for vision and neurodevelopment in infants and very young children with visual impairment: a systematicreview. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, August 2022. http://dx.doi.org/10.37766/inplasy2022.8.0080.

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Review question / Objective: Research question - What is the effectiveness of Early Childhood Intervention (ECI) in the first 3 years of life? Population (P) Infants and very young children with diagnosed visual impairment. Intervention (I) ECI programmes that includes vision and developmental stimulation, play, learning and responsive parenting Comparison (C) Standard care or control Outcomes (O) Primary: Vision function or and/or neurodevelopment and/or parent-child interaction outcomes Secondary: Parental context factors eg parental wellbeing and mental health, parental satisfaction with service provision. Condition being studied: Childhood congenital or very early visual impairment arising from congenital disorders of the peripheral or anterior visual system or cerebral-based vision disorders. This includes all vision disorders of the globe, retina and anterior optic nerve and all vision disorders that are considered cerebral based along visual pathways that are retro-chiasmatic and include central brain regions and networks involved in vision processing.
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Coloma, Carmen Julia, Claudia Araya, and Camilo Quezada. Development of grammaticality and sentence complexity in monolingual Spanish-speaking children with specific language impairment: An exploratory study. Edicions de la Universitat de Lleida, 2019. http://dx.doi.org/10.21001/sintagma.2019.31.06.

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Treadwell, Jonathan R., Mingche Wu, and Amy Y. Tsou. Management of Infantile Epilepsies. Agency for Healthcare Research and Quality (AHRQ), October 2022. http://dx.doi.org/10.23970/ahrqepccer252.

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Objectives. Uncontrolled seizures in children 1 to 36 months old have serious short-term health risks and may be associated with substantial developmental, behavioral, and psychological impairments. We evaluated the effectiveness, comparative effectiveness, and harms of pharmacologic, dietary, surgical, neuromodulation, and gene therapy treatments for infantile epilepsies. Data sources. We searched Embase®, MEDLINE®, PubMed®, the Cochrane Library, and gray literature for studies published from January 1, 1999, to August 19, 2021. Review methods. Using standard Evidence-based Practice Center methods, we refined the scope and applied a priori inclusion criteria to the >10,000 articles identified. We ordered full text of any pediatric epilepsy articles to determine if they reported any data on those age 1 month to <36 months. We extracted key information from each included study, rated risk of bias, and rated the strength of evidence. We summarized the studies and outcomes narratively. Results. Forty-one studies (44 articles) met inclusion criteria. For pharmacotherapy, levetiracetam may cause seizure freedom in some patients (strength of evidence [SOE]: low), but data on other medications (topiramate, lamotrigine, phenytoin, vigabatrin, rufinamide, stiripentol) were insufficient to permit conclusions. Both ketogenic diet and the modified Atkins diet may reduce seizure frequency (SOE: low for both). In addition, the ketogenic diet may cause seizure freedom in some infants (SOE: low) and may be more likely than the modified Atkins diet to reduce seizure frequency (SOE: low). Both hemispherectomy/hemispherotomy and non-hemispheric surgical procedures may cause seizure freedom in some infants (SOE: low for both), but the precise proportion is too variable to estimate. For three medications (levetiracetam, topiramate, and lamotrigine), adverse effects may rarely be severe enough to warrant discontinuation (SOE: low). For topiramate, non-severe adverse effects include loss of appetite and upper respiratory tract infection (SOE: moderate). Harms of diets were sparsely reported. For surgical interventions, surgical mortality is rare for functional hemispherectomy/hemispherotomy and non-hemispheric procedures (SOE: low), but evidence was insufficient to permit quantitative estimates of mortality or morbidity risk. Hydrocephalus requiring shunt placement after multilobar, lobar, or focal resection is uncommon (SOE: low). No studies assessed neuromodulation or gene therapy. Conclusions. Levetiracetam, ketogenic diet, modified Atkins diet, and surgery all appear to be effective for some infants. However, the strength of the evidence is low for all of these modalities due to lack of control groups, low patient enrollment, and inconsistent reporting. Future studies should compare different pharmacologic treatments and compare pharmacotherapy with dietary therapy. Critical outcomes underrepresented in the literature include quality of life, sleep outcomes, and long-term development.
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McNabb, David, and David Kenke. Thesis Review: Creating Appreciation and Community Support for Mothers Caring for a Child with Anxiety Disorder by Kristi Shaw. Unitec ePress, May 2022. http://dx.doi.org/10.34074/thes.revw5412.

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Kristi Shaw has completed an exceptional piece of research, providing critical analysis and originality in her dissertation Creating appreciation and community support for mothers caring for a child with anxiety disorder. She has completed a substantial dissertation that would achieve the goal of a thesis at a higher credit level. Shaw’s inside knowledge of caring for a child with anxiety disorder has been applied to this project. The research involves an ambitious application of appreciative inquiry to the task of supporting a group of mothers to take action on the needs of their children with high anxiety. She has made a strong case for addressing the problem of people globally experiencing increasing levels of anxiety and targeting the unique challenges for parents who have children living with the ‘invisible’ impairment of anxiety.
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Can boosting physical activity improve ADHD symptoms in preschoolers? ACAMH, June 2020. http://dx.doi.org/10.13056/acamh.12124.

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“Our study findings highlight the possibility that MVPA might be a tool that can be used to reduce preschoolers’ ADHD behaviours and associated impairments, especially for young children at risk for ADHD” Betsy Hoza.
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