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1
Brašić, James Robert, Jacqueline Y. Barnett, S. Kowalik, Margaret Owen Tsaltas, and Raheela Ahmad. "Neurobehavioral Assessment of Children and Adolescents Attending a Developmental Disabilities Clinic." Psychological Reports 95, no. 3_suppl (December 2004): 1079–86. http://dx.doi.org/10.2466/pr0.95.3f.1079-1086.
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Although the risk of the eventual development of tardive dyskinesia and other persistent adverse effects of neuroleptics is high, among adults with mental retardation and other developmental disabilities, neuroleptics may ameliorate dyskinesias, aggression, and inattention. The effects of traditional neuroleptics on a comparable population of children and adolescents with mental retardation and other developmental disabilities are unknown. The objective of this study was to develop an assessment battery to describe the effects of traditional neuroleptics on the behavior and movements of a small sample of children and adolescents with mental retardation and other developmental disabilities. 13 children and adolescents aged 6 to 16 years attending a developmental disabilities clinic were evaluated utilizing a Movement Assessment Battery to measure behavior and motions. Five subjects took traditional neuroleptic medications. Trained raters can reliably assess the movements and behaviors of children and adolescents with multiple handicaps. Children and adolescents with developmental disabilities may be vulnerable to experience functional impairment and akathisia, tics, and other dyskinesias when administered traditional neuroleptic medications.
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Kadirov, Abbos, Umida Omonova, Ulugbek Alimov, and Kamola Rakhimova. "CEREBRAL PALSY: DIAGNOSIS AND PSYCHOLOGICAL CORRECTION OF MENTAL RETARDATION IN PRESCHOOL CHILDREN(Literature review)." JOURNAL OF NEUROLOGY AND NEUROSURGICAL RESEARCH 1, no. 1 (January 30, 2020): 39–41. http://dx.doi.org/10.26739/2181-0982-2020-1-10.
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The analysis of the studied scientific and medical literature has shown that there are no clear criteria for diagnosing mental retardation in children with cerebral palsy (CP). The Wexler test, which is used to determine the form of mental retardation, practically can not be used in the diagnosis of intellectual disabilities in cerebral palsy. All this dictates the need for additional research, development of criteria for diagnosing mental retardation in cerebral palsy
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Islam, Md Ziaul, Sharmin Farjana, and Runa Shahnaz. "Stress among Parents of Children with Mental Retardation." Bangladesh Journal of Medical Science 12, no. 1 (January 17, 2013): 74–80. http://dx.doi.org/10.3329/bjms.v12i1.13354.
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Mental retardation is one of the most prevalent developmental disabilities of the children globally. Family is the main source of support for those disable children in any society. Parents experience enormous physical and mental stress to tackle the mentally retarded children. This present comparative cross-sectional study tried to compare difference of mental and physical stress between the parents of children with mental retardation and the parents of children with no mental retardation. It included 220 parents, 110 of whom had children with mental retardation and another 110 parents of children with no mental retardation. To assess stress, A Quick Stress Assessment Test (QSAT) (Vaz, 1995) was used, which comprised two parts: physical and mental, former with 19 items and latter with 21 items. Data were collected with a self-administered questionnaire and analyzed by using SPSS software. To check differences of stress scores and gender differences of stress,t test and ?2 tests were applied as required. The study revealed that the parents of children with mental retardation (PCMR) shared significantly greater stress score (34.27) than the parents of children with no mental retardation (PCNR) (21.66), [t(218)= 2.63, p=0.001]. Mental stress score was significantly higher among PCMR (33.57) than the PCNR (26.46) [t(218)= 3.87; p=0.002] while physical stress score was insignificantly higher among PCMR (20.43) than the PCNR (18.66). Majority of the parents with mentally retarded children (71.4% mothers and 67.5% fathers) had higher mental stress than physical stress [?2 (1)=22 43, p=0.024]. Mothers had significantly higher mental stress score than the fathers of mentally retarded children [t(109), p=0.025]. Special measures like early diagnosis, prompt treatment and counseling for mental and physical stress of the parents along with provision of need based rehabilitation services for the mentally retarded children at different levels to reduce the stress burden of their parents. DOI: http://dx.doi.org/10.3329/bjms.v12i1.13354 Bangladesh Journal of Medical Science Vol. 12 No. 01 January13 pp.74-80
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Wodrich, David L., and James E. Joy. "Multidisciplinary Assessment of Children with Learning Disabilities and Mental Retardation." Journal of the American Academy of Child & Adolescent Psychiatry 26, no. 4 (July 1987): 606–7. http://dx.doi.org/10.1097/00004583-198707000-00037.
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B., Bhagya, and Ramakrishna A. "PREVALENCE OF MENTAL RETARDATION AMONG CHILDREN IN MANGALORE." Journal of Health and Allied Sciences NU 03, no. 04 (December 2013): 063–66. http://dx.doi.org/10.1055/s-0040-1703703.
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Abstract Objectives: This study determines the prevalence of mental retardation among school going children in Mangalore by sex, age, religion, and location. Distribution of severity of mental retardation and its relationship with age of diagnosis is reported. Materials and methods: The prevalence was obtained from the Inclusive Education Resource Centre reports of 2011. Sex, age, religion and living area were evaluated for each child. Parents of the mentally retarded children were interviewed to record the age of diagnosis. Intelligence Quotient was assessed using Binet Kamat Test, Seguin Form Board and Vineland Social Maturity Scale. Results: The prevalence of mental retardation was 561 of the total disabilities recorded.The prevalence of MR was higher among males than in females (p<0.001). No notable sex difference between rural and urban areas was seen. Prevalence was higher among Hindus and between 9 to 12 years of the age group. Most of them had mild MR (48.15%). Severe and Profound MR were diagnosed at a much earlier age group than in mild and moderate types. Conclusion: This study provides an insight to the school going children with mental retardation. Further research on study of causes for MR is needed for service planning.
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Ushakova, Vladislava. "EMOTIONAL ATTITUDE OF A MOTHER FOR A CHILD WITH DISABLED HEALTH." Living psychology 7, no. 4 (January 30, 2021): 9–18. http://dx.doi.org/10.51233/2413-6522-2021-9-18.
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The article is devoted to the problem of the emotional attitude of mothers to children with disabilities. The study involved 247 mothers of children with disabilities - 67 mothers of children with mental retardation, 60 mothers of children with general speech underdevelopment, 60 mothers of children with mental retardation and 60 mothers of children with autism spectrum disorder, the average age of children is 7.4 years. The distinctive features of the emotional attitude of mothers to children with various nosologies were identified and analyzed according to criteria such as justifying expectations, optimal emotional contact, excessive concentration on the child (overprotection), and emotional distance from the child (hypocaution). The emotional involvement of the mother in the process of interaction with a child with disabilities was determined.
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MacMillan, Donald L., Gary N. Siperstein, and Frank M. Gresham. "A Challenge to the Viability of Mild Mental Retardation as a Diagnostic Category." Exceptional Children 62, no. 4 (February 1996): 356–71. http://dx.doi.org/10.1177/001440299606200405.
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This article examines the concept of mild mental retardation—and the confusion surrounding its etiology, diagnosis, and educational “treatment.” The authors conclude that mild mental retardation, unlike more severe forms of mental retardation—or even specific learning disabilities—should be redefined in contextual terms: a person's relative difficulty in responding to cognitive demands of the environment. It is recommended that the term mental retardation be reserved for the more severe forms currently recognized and that a more descriptive term be adopted that focuses attention on this group of children whose unique characteristics and needs have increasingly gone unrecognized and unserved.
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Pavlovna, Trifonova Elvira, and Mandrik Alexandra Evgenievna. "SOCIO-PEDAGOGICAL SUPPORT AS A CONDITION FOR SUCCESSFUL SCHOOL ADAPTATION OF YOUNGER SCHOOL CHILDREN WITH MENTAL DISABILITY." Chronos 6, no. 2(52) (February 13, 2021): 21–23. http://dx.doi.org/10.52013/2658-7556-52-2-5.
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The article describes the theoretical problems of school adaptation of primary school students with mental retardation. Social and pedagogical support of primary school students with mental retardation is considered a prerequisite for timely and successful adaptation. Social and pedagogical support is organized taking into account the basic educational needs of children with intellectual disabilities, as well as their individual characteristics.
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Strauss, D., T. Kastner, S. Ashwal, and J. White. "Tubefeeding and Mortality in Children With Severe Disabilities and Mental Retardation." PEDIATRICS 99, no. 3 (March 1, 1997): 358–62. http://dx.doi.org/10.1542/peds.99.3.358.
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Block, Martin E. "Can Children with Mild Mental Retardation Perceive Affordances for Action?" Adapted Physical Activity Quarterly 10, no. 2 (April 1993): 137–45. http://dx.doi.org/10.1123/apaq.10.2.137.
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Recent evidence utilizing an ecological approach to perception (Gibson, 1979; Warren, 1984) suggests that children acquire the ability to distinguish what movement an environment “affords” soon after they acquire motor skills (e.g., Gibson et al., 1987; Palmer, 1989; Ulrich, Thelen, & Niles, 1991). However, it is still unclear whether or not children with cognitive disabilities can accurately perceive affordances (see Burton, 1987, 1990). The purpose of this study was to determine if boys with mild mental retardation could perceive affordances for the skill of jumping distances (standing long jump). Boys with mild mental retardation were asked to judge whether or not various distances could be jumped across by use of a two-footed takeoff and landing. Perceptual judgment was then compared to actual maximum jumping distance. Results indicate that boys with mental retardation were able to accurately perceive the affordance for jumping distance. Results were explained via an ecological perspective.
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Kokubun, Mitsuru, Koichi Haishi, Hideyuki Okuzumi, and Tomio Hosobuchi. "Factors Affecting Age of Walking by Children with Mental Retardation." Perceptual and Motor Skills 80, no. 2 (April 1995): 547–52. http://dx.doi.org/10.2466/pms.1995.80.2.547.
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The relationship between age of walking and two factors of severity of intellectual disability and clinical types (autism, Down syndrome, epilepsy, and “residual”) in children with mental retardation was investigated. Subjects were 118 children whose disabilities ranged from severe to mild. Measures by clinical type were significant, and the differences of any two clinical types except between children with epilepsy and the “residual” group were significant, but severity of intellectual disability was not significant. Most children with autism (27 subjects, 93%) walked by the normal time limit of 18 months. Only 3 children (11%) with Down syndrome began to walk within that limit, and 9 of them (33%) walked after 2 years of age. In the “residual” group (including children with epilepsy), 37 children (60%) walked within the normal limit but 15 (25%) only after 2 years of age.
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Raina, Sunil Kumar, Shailja Sharma, Ashok Bhardwaj, Mitasha Singh, Sanjeev Chaudhary, and Vipasha Kashyap. "Malnutrition as a cause of mental retardation: A population-based study from Sub-Himalayan India." Journal of Neurosciences in Rural Practice 07, no. 03 (July 2016): 341–45. http://dx.doi.org/10.4103/0976-3147.182776.
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ABSTRACT Background: Mental retardation is one of the most common disabilities of childhood. The research on childhood malnutrition and its relationship with cognitive functioning suggests that malnutrition alone does not cause mental retardation. Objective: To identify the relation between malnutrition and cognition among children from a Sub-Himalayan state in North India. Materials and Methods: A two-phase cross-sectional study was conducted in the rural, urban, and slum area of district Kangra. A 30-cluster sampling technique was used to screen a population of children 1–10 years of age from five randomly selected panchayats (village government units) of district Kangra. The screening was based on a modified version of the ten questions screen, adapted to the local population. In the first phase, a door-to-door survey was done to identify suspects of mental retardation. In the second phase, the children found positive in the first phase were called for clinical examination to confirm mental retardation. Anthropometric assessment of all study children was done by measuring weight and height. The nutritional assessment was done by categorizing them according to Waterlow classification for malnutrition. Results: Out of the total 5300 children, 1.7% were diagnosed as mentally retarded. No positive association was reported with different types of malnutrition and mental retardation. A weakly positive association existed between nutritional status and mental retardation (correlation coefficient-0.04). Children who were both wasted and stunted had the highest risk (odds ratio, 95% confidence interval - 5.57, 2.29–10.36) of mental retardation as compared to normal. Conclusion: Malnutrition may be one of the causes but certainly not the only cause of mental retardation. Other causes may be contributing more significantly toward it.
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Aldo, Dasril, Khairunnisa Samosir, and Yeyi Gusla Nengsih. "Sistem Pakar Memilih Tipe Belajar Anak Retardasi Mental Menggunakan Metode Case Based Reasoning." JSAI (Journal Scientific and Applied Informatics) 4, no. 1 (February 2, 2021): 95–105. http://dx.doi.org/10.36085/jsai.v4i1.1332.
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Mental retardation is an intellectual disability characterized by intelligence being below average. People who are mentally retarded can learn new abilities, but the pace of learning is very slow. There are problems that often occur in the detection that children have mental retardation, especially by parents due to the lack of knowledge of the parents about this, resulting in the mistake of choosing the right type of learning for children. If this is allowed to continue, it will result in the child's mental condition getting worse. Due to these problems, a solution is offered in the form of an expert system application with the Case Based Reasoning (CBR) method, this method will match the symptom data of the old disease with the symptom data consulted by the user so that the similarity number of each type of mental retardation will be produced. The final result of this study is the percentage value of similarity along with recommendations in the form of suggestions and solutions that will be carried out by parents in providing independent education to children with mental retardation. The results obtained were in the form of mental retardation with a percentage of 0%, disabled with a percentage of 82.35%, with disabilities with a percentage of 0%.
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Dyboshina, Elena A., and Lyudmila G. Shadrinа. "Features of the dialogic speech development of senior preschoolers with mental retardation." Tambov University Review. Series: Humanities, no. 185 (2020): 140–46. http://dx.doi.org/10.20310/1810-0201-2020-25-185-140-146.
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The analysis of contemporary pedagogical studies, the practice of special pedagogy and psychology shows that the dialogic speech development of preschoolers with mental retardation continues to be an urgent problem in the field of education and upbringing of children with disabilities. We analyze the views of various researchers on the significance of the dialogic speech development of preschoolers. It is noted that despite the apparent simplicity of the dialogue, greater independence from language norms, participation in effective communication presents significant difficulties for children of this category. We also present an analysis of the results of our own diagnostic examination of dialogic speech of senior preschoolers with mental retardation. We reveal the features of performing three tasks by children of senior preschool age in the general education group and a group of children with mental retardation. Tasks revealed the ability of children to answer questions of different types, implement the plot using the characters’ dialogue, and request information. It turned out that children with mental retardation are characterized by a long “inclusion” in the task, poor vocabulary, use of simple phrases, and inability to update their speech and thought capabilities. At the same time, the obtained data allow us to outline a perspective in the development of dialogue of children.
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Mitsea, A., A. Karidis, C. Donta-Bakoyianni, and N. Spyropoulos. "Oral health status in Greek children and teenagers, with disabilities." Journal of Clinical Pediatric Dentistry 26, no. 1 (September 1, 2002): 111–18. http://dx.doi.org/10.17796/jcpd.26.1.705x15693372k1g7.
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Nowadays there is a sharp increase of population with disabilities. The aim of this investigation was a) to survey the dental health status, estimate the treatment requirements of children and adolescents with cerebral palsy, mental retardation and visual disorders and b) to compare the oral health status of these groups of individuals. The investigation entailed the clinical examination of 170 individuals, between 6 and 15 years old, who were attending four special schools in Athens, Greece. In conclusion, our investigation documented the following: The treatment needs regarding both dentitions are extremely high in all groups of individuals. The oral hygiene status is in general, moderate to low-grade, especially in the individuals with mental retardation. The highest rate of malocclusion is observed in the group of individuals with cerebral palsy.
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Kozub, Francis M. "Expectations, Task Persistence, and Attributions in Children with Mental Retardation During Integrated Physical Education." Adapted Physical Activity Quarterly 19, no. 3 (July 2002): 334–49. http://dx.doi.org/10.1123/apaq.19.3.334.
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The purpose was to study expectations, persistence, and posttask attributions in 33 children (ages 9 to 15 years) with mental retardation (MR) and 40 children (ages 10 to 13 years) without disabilities during integrated physical education classes. Each of the participants (34 male and 39 females) viewed a video of another child successfully completing a game, responded to a question about expectations, and engaged in this same game alongside a peer. Results indicated that expectations did not differ between children with and without MR, χ2(1) = .35, p > .05. Following each child’s request to stop playing, a video of individual performance was displayed and an interview was conducted to determine posttask attributions. Learners with MR were less persistent than peers without disabilities, F(1, 68) = 4.60, p < .5, η2 = .06. Although less persistent, children with MR did not differ on posttask attributions from peers without disabilities, χ2(2) = 3.64, p > .05; χ2(2) = 1.74, p > .05.
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Makarova, Lyudmila N., Inessa V. Smolyarchuk, and Svetlana N. Isaeva. "Pedagogical cooperation as a condition for the cognitive development of preschoolers with disabilities in inclusive education." Tambov University Review. Series: Humanities, no. 191 (2021): 130–36. http://dx.doi.org/10.20310/1810-0201-2021-26-191-130-136.
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We substantiate the need to develop pedagogical cooperation as a condition for the cognitive development of preschoolers with disabilities (on the example of children with mental retardation) in inclusive education. Domestic preschool education is based on new educational standards and equal educational opportunities for students. Our position is that the development of the cognitive sphere of preschoolers with mental retardation in inclusive education is most successful in the process of cooperation of children with teachers (teacher-defectologist and educators). The results of an experimental study carried out on the basis of the “Kindergarten no. 5 “Zvonochek” of the city of Tambov are presented. 20 preschoolers with mental retardation took part in the expe-rimental work. The study of cognitive mental processes was carried out with the help of diagnostic methods: “Correction test”; “10 words”; “Elimination of extra”. The developed program of peda-gogical cooperation as a condition for the cognitive development of preschoolers with mental re-tardation in inclusive education includes two blocks: the first block – classes on “Familiarization with the outside world”; the second block – classes on “Development of elementary mathematical concepts” in the process of joint activities of children, a teacher-defectologist and educators in a preschool educational organization. The relationship between the identified blocks of the program is analyzed, the main factors for pedagogical cooperation are determined. A comparative analysis of the level of development of cognitive processes in preschoolers with mental retardation (expe-rimental and control groups) at the control stage is presented, proving the effectiveness of the tested program.
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Hurley, Anne DesNoyers. "Psychiatric disorders in children and adolescents with mental retardation and developmental disabilities." Current Opinion in Pediatrics 8, no. 4 (August 1996): 361–66. http://dx.doi.org/10.1097/00008480-199608000-00010.
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Prelock, Patricia A., and Howard Goldstein. "Clinical Issues: Assessment Considerations for Children With Mental Retardation and Developmental Disabilities." Perspectives on Language Learning and Education 13, no. 3 (October 2006): 12–16. http://dx.doi.org/10.1044/lle13.3.12.
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Kobe, Frank H., and David Hammer. "Parenting stress and depression in children with mental retardation and developmental disabilities." Research in Developmental Disabilities 15, no. 3 (May 1994): 209–21. http://dx.doi.org/10.1016/0891-4222(94)90012-4.
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Ovcharenko, Elizaveta S., Vera V. Fefelova, Edward V. Kasparov, Tatyana P. Koloskova, Olga V. Smirnova, and Irina A. Ignatova. "Physical development of primary school-age orphan boys with mental retardation." I.P. Pavlov Russian Medical Biological Herald 28, no. 1 (April 9, 2020): 30–36. http://dx.doi.org/10.23888/pavlovj202028130-36.
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Mental retardation is considered one of the most common pathologies of children's mental development. Parameters of physical development are actively used as informative markers of health status, social and hygienic well-being both in norm and in various pathologies. At the same time, not enough attention is given to orphans with intellectual disabilities in this context.
Aim. To study the parameters of physical development in primary school-age boys with mental retardation brought up in a specialized orphanage.
Materials and Methods. 34 Boys (7-11 years old) were examined. Of these, 20 children with a diagnosis of moderate mental retardation (F71) were brought up in a specialized children's home for mentally retarded children (without parental care). The control group included 14 intellectually healthy boys of the same age who were brought up in an orphanage of a physiological type. Anthropometric parameters (body length, body weight, chest and head circumference, cross-section diameter of the chest), sthenia index, level of physical development, and Quetelet II index were studied.
Results. The data obtained indicate a sharp decrease in parameters that characterize physical development of orphan boys with mental retardation in comparison with intellectually healthy orphan boys. Since children were in the same social and hygienic conditions, the identified features may be due to the combined influence of the presence of deviations in the intellectual deve-lopment of children and upbringing in a residential home.
Conclusion. The results obtained determine the need for closer medical and hygienic support for orphans with mental retardation.
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Khorkova, Alexsandra S. "INFLUENCE OF CORRECTIONAL-DEVELOPING ACTIVE GAMES FOR CHILDREN WITH DEVIATIONS IN INTELLIGENCE." Yugra State University Bulletin 13, no. 1-1 (March 15, 2017): 154–57. http://dx.doi.org/10.17816/byusu2017131-1154-157.
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According to the world and domestic experience, the number of children with developmental disabilities is great and growing steadily. The analysis of literary sources shows that among all health disorders of a human, the mental retardation is the most common. Attention to the problem of mental retardation is caused by the fact that the number of children with this type of anomaly is growing every year. This circumstance requires the creation of conditions for maximum possible correction of developmental disorders of children, their education, vocational training, finding ways of socialization and integration in society. If for a healthy person an exercise is a means of active development and body perfection, for children with mental retardation it is one of the main means of eliminating deviations in the motor area, full physical development, health, adaptation in society. The article describes the characteristics of correction and development of mobile games and their impact on children with deviations in intelligence.
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Kuzmina, T. I. "Diagnostics of social self with younger schoolchildren with intellectual disabilities." Vestnik of Minin University 7, no. 4 (December 19, 2019): 13. http://dx.doi.org/10.26795/2307-1281-2019-7-4-13.
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Introduction. The article presents a fragment of a comprehensive study of the formation of the self-concept of people of different ages with intellectual disabilities, dedicated to the study of the social self with younger pupils with mild mental retardation. The questions of diagnostics and qualitative analysis of the state of this structurally-substantial component of the self-concept are highlighted. Structuring the self-conceptual components of the personality is of great importance for the formation of the skills of dialogical interaction with others in a younger student with intellectual disabilities and develops the ability to adapt among peers with subsequent integration into society. In younger students with mental retardation, a violation of the formation of self-image due to intellectual underdevelopment is the basis for the complications of social interaction that arise as a result, and the inability to independently overcome these difficulties entails maladjustment and early-occurring asociality in behavior. It is difficult for a child with intellectual impairment to enter into dialogical relationships with the outside world, the ability to which is an essential characteristic of a person to form adaptive behavior. The behavioral manifestations of a primary school pupils with mild mental retardation in some cases are not conscious, impulsive, reactive, uncontrolled. And in this case, attention is drawn to the qualitative originality of the personal characteristics of such children and the specifics of the formation of their self-consciousness as a regulator of social behavior.Materials and methods. An anamnestic data analysis was used, a structured conversation, as well as a diagnostic complex, which included several proprietary techniques developed to study the social self with individuals having mild mental retardation. The study of the expected attitude from the representatives of the immediate environment was carried out using the “Balls” methodology, the determination of the attitude to the representatives of the nearest environment was carried out using the «Ladder» methodology. The study of the expected attitude from representatives of the immediate environment and the child’s own attitude to them in the structure of the Self-social is a modification of the method of «Unfinished sentences» - «Finish the sentence». The «You have to be like this» methodology was used to diagnose elements of social longevity of a prescriptive nature, irrespective of a personally attractive prototype.Results. The article presents the methods and results of studying the social self component with primary school pupils having mental retardation. We study the child’s expected attitude from representatives of the immediate environment and their own attitude to them, socially desirable qualities (according to the child) and the norms of social dignity learned by children. The experiment involved 53 children with mild mental retardation (F 70 according to ICD-10). Participants in the study were divided into groups: depending on the residence / non-residence of the child in a boarding school and the form of education that children receive. Three groups were formed: children receiving differential education, living in a boarding school (31 people) group A; children receiving differentiated education, daily coming to school (9 people) group B; children studying in an inclusive class (13 people) group C. To perform, the children were offered a diagnostic complex, developed taking into account the intellectual and linguistic capabilities of the subjects of diagnosis, which includes several interconnected methods that imply a qualitatively-quantitative assessment, taking into account the main criteria for the diagnosis of the mental sphere of persons with intellectual impairment. An experimental study showed that the self-social component in the structure of the self-concept at the stage of primary school age has a distinctive quality. The level of fulfillment of the tasks of the diagnostic program by children with a mild degree of mental retardation is not uniform. Most of the tasks are carried out at a high and medium level, when respondents understand the instructions, accept the experimenter's small organizing help, adequately answer the questions posed, and often give not only standardized, but also spontaneous answers. This fact is in favor of the relevance of the proposed methods to diagnostic research tasks of studying the self-conceptual components of the self-consciousness of children with impaired intelligence. If the task is performed below the average level, the low marks received by the children are associated not so much with a lack of understanding of the instruction as with a low motivation for the diagnostic procedure. Minimum, maximum, average values and the total distribution of points received by children of groups A, B, C for completing tasks in the Self-social study do not differ significantly, which is confirmed statistically when calculating the non-parametric Mann – Whitney statistic for unrelated samples. Thus, the self-social component with children having impaired intelligence of primary school age is relatively formed. The qualitative specificity of this component of the self-concept at this age stage is its predominantly positive orientation in terms of the child’s expected relationship from representatives of the immediate environment and his own positive attitude towards them. Marked significance for a child with a mental retardation of his personality and activity assessments from his immediate environment and especially significant adults is noted. In children receiving differentiated and inclusive education, Self-social structurally and substantively differ little, with the exception of certain points due to the specifics of these forms of education and the organization of interaction of children in a “barrier-free” peer environment.Discussion and conclusions. The study demonstrated the presence of specific structurally-meaningful manifestations of the self-social component of elementary schoolchildren with mild mental retardation. As a result of the study of the relationship expected by children with mental retardation from representatives of the immediate environment, a positive trend was revealed in the development trends of this aspect of the formation of the social self. The positive orientation of the expected relationship is associated with the child’s own positive attitude towards significant others, and is often associated not with the child’s assessment of the real state of things and actions of individuals, but with the high significance of these representatives for the child himself, the ability to communicate with them, the child’s need for affiliation, acceptance and proximity. At the same time, fragmentation in the evaluation of the semantic content of the concepts “friend”, “acquaintance”, “friend”, “significant person” from the point of view of closeness and trust to the subject falling into this inner circle can negatively affect the social and behavioral implementation of primary school students with mental retardation. The generalization by children with mental retardation of individual frustration experiences and experiences of failure / dissatisfaction with needs and the occurrence in some separate cases of social interaction, transferring them to the general expected attitude from representatives of the immediate and near environment can be the basis for the formation of pathological characteristics of the person at the stage of adolescence based on emancipation or implementation of protest reactions in the context of a general destabilization of behavior. The idealization of antisocial parental prototypes and pronounced uncriticality to the actual behavior of loved ones can become the basis for the subsequent copying of variants of antisocial behavior at later age stages.
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Al-Mubarrok, Muhammad Ramdlan, and Wagiati Wagiati. "Analisis Struktur dan Pola Kalimat pada Karangan Anak Penyandang Tunagrahita Sedang IQ 40-50: Kajian Sintaksis." Nusa: Jurnal Ilmu Bahasa dan Sastra 16, no. 1 (February 28, 2021): 20–34. http://dx.doi.org/10.14710/nusa.16.1.20-34.
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This study is entitled Analysis of Sentence Structure and Patterns in the Writing of Children with Moderate Intellectual Disabilities IQ 40-50: Syntax Study. The purpose is to determine the writing ability of children with mental retardation by analyzing structure and pattern of sentences obtained from them essays. The data in this study were obtained using listening techniques and skillful fishing techniques. The method used is the orthographic equivalent method. In addition, researchers also used the Distribusional Agih method with the BUL technique. Sources of data obtained in this study came from students of Purnama Asih Special School, people with moderate mental retardation with an average IQ of 40-50 as informants. The results showed that the types of writing for children with mental retardation included single sentences, equivalent compound sentences, and multilevel compound sentences. Equivalent compound sentences and multi-level compound sentences often appear imperfectly.
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Susanto, Susanto. "FAMILY SUPPORT AND IMPLEMENTATION TECHNOLOGY FOR MENTAL RETARDATION STUDENT." JPI (Jurnal Pendidikan Inklusi) 2, no. 1 (October 31, 2018): 1. http://dx.doi.org/10.26740/inklusi.v2n1.p1-4.
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Every family wants all members of the family can grow and develop normally, especially children, but sometimes can not be obtained by families who have a child born with retardation mental. They feel that children with disabilities / mental retardation is a family disgrace, it is because of ignorance of families with children with mental retardation and problems the lack of information obtained. Some 15 % of the Inhabiting number of the world, or approximately the as many as one billion people, is people with disability. Based on random survey conducted by the ministry of social affairs of Indonesia in 1978 the population of disabled people is 3,11 % of the population in Indonesia. While the who data in 2004 estimated that the population of disabled people 10 percent of the total population of Indonesia. Data collection about the total number of voters and the population data collection about the total number of voters of disabled people in 2004 general election which conveyed by the central bureau of Statistics Government, based on survey 309.146 as many as a blind person around, 192. 207 deaf, 178.870 mentally retardation 94.423 defect and other. The data are still need the data collection system that carefull, it impeded because of factors; ignorance family and community to the issue of disability, culture of family, the stigma of the community, isolation from family, over protected, discrimination, low priority support This study aimed to get an overview of family support in the care of mentally retarded children at SLB (Special Need Education) Padangsidimpuan, Indonesia. This study used a descriptive design, samples were taken with total sampling method ( group samples are 100 family with mentally retardation and 49 children with mental retardation) and instruments used in the form of a questionnaire. Data processed by the system computerization in the frequency distribution table and percentages. Data collection was conducted on 12 July until 30 July 2011. Test reliability This research at 0.7245 by using kr 21. From research obtained good results family support as many (74%), which consists of support information (72%), support of assessment (81%), instrumental support (67%), and emotional support (74%). Family support is very important in caring for retarded children, and to increase the sense of self confidence retarded child mental. The results of this study are expected to assist nurses in providing information on family support in caring for children mental retardation.
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Taskina, G. Yu, and I. A. Taskina. "PSYCHOLOGICAL AND PEDAGOGICAL SUPPORT FOR THE FAMILY WITH YOUNGER SCHOOLBOY WITH MENTAL RETARDATION." Vestnik Universiteta, no. 3 (May 29, 2020): 178–85. http://dx.doi.org/10.26425/1816-4277-2020-3-178-185.
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An urgent issue of modern education – the issue of psychological and pedagogical support for the family with a child with health disabilities has been considered. It has been specified, that particularly specially organized work can help parents and members of family with a child with health disabilities to cope with the difficulties of raising child and carry out his socialization. In particular, the results of a study of the personality of the parents of a child of primary school age with a mental retardation, their chosen style of child upbringing, the nature of interaction with the child have been presented. In addition, the effectiveness of the compiled and tested program of psychological and pedagogical support for the family with a child with a mental retardation, changes in the behavior of parents and children before and after testing the program have been analysed.
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Johnston, Janis. "Media Review: Children on Medication: Volume I Hyperactivity, Learning Disabilities, and Mental Retardation." Behavioral Disorders 13, no. 2 (February 1988): 148–50. http://dx.doi.org/10.1177/019874298801300207.
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Waldman, H. Barry, Steven P. Perlman, and Mark Swerdloff. "Children With Mental Retardation/Developmental Disabilities: Do Physicians Ever Consider Needed Dental Care?" Mental Retardation 39, no. 1 (February 2001): 53–56. http://dx.doi.org/10.1352/0047-6765(2001)039<0053:cwmrdd>2.0.co;2.
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Goldstein, Howard. "Clinical Issues: Language Intervention Considerations for Children With Mental Retardation and Developmental Disabilities." Perspectives on Language Learning and Education 13, no. 3 (October 2006): 21–26. http://dx.doi.org/10.1044/lle13.3.21.
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Missiuna, Cheryl. "Book Review: Multi-Disciplinary Assessment of Children with Learning Disabilities and Mental Retardation." Canadian Journal of Occupational Therapy 55, no. 3 (June 1988): 148. http://dx.doi.org/10.1177/000841748805500311.
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Malaniiuk, Mariia. "THEORETICAL BACKGROUND OF INTELLECTUAL DISABILITY: POSSIBILITIES AND LIMITATIONS." Scientific Journal of Polonia University 36, no. 5 (November 25, 2019): 103–10. http://dx.doi.org/10.23856/3612.
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The article is focused on the problem of disability as a general mental disease and mental retardation as a kind of intellectual disorder and possible alternative ways of teaching English as a foreign language. The authors define a mental disorder, also called a mental illness or psychiatric disorder, as a behavioral or mental pattern that causes significant distress or impairment of personal functioning. They claim that abilities and limitations of mentally handicapped children are presented by defining mental retardation. The article also presents the classification of mental disabilities, and a concrete type of the mental disability ̶ the mild one is characterized. It also substantiates the objective necessity that a skilled teacher should be very flexible and methodologically well prepared for teaching English as a foreign language to mentally handicapped students, using different methods tailored to their individual needs.
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Wolman, Clara. "Sensitivity to Causal Cohesion in Stories by Children with Mild Mental Retardation, Children with Learning Disabilities, and Children without Disabilities." Journal of Special Education 25, no. 2 (July 1991): 135–54. http://dx.doi.org/10.1177/002246699102500202.
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Manetti, Mara, Barry H. Schneider, and Gary Siperstein. "Social acceptance of children with mental retardation: Testing the contact hypothesis with an Italian sample." International Journal of Behavioral Development 25, no. 3 (May 2001): 279–86. http://dx.doi.org/10.1080/01650250042000249.
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The purpose of this study was to explore the acceptance of peers with mental retardation (MR) in an Italian elementary school hosting a cluster of pupils with severe and profound MR. A similar school in which most pupils have little regular contact with children with disabilities participated for purposes of comparison. To assess social acceptance, we presented photographs of hypothetical children together with vignettes describing the protagonists’ social behaviour. Respondents indicated how likely they would be to include the hypothetical child in social activities and which of the adjectives on a checklist they would ascribe to the child. Although most of the participants responded that they would include the hypothetical child in most social activities, sociometrics revealed that ” ve of the six children with moderate disabilities who were integrated in the regular classes of both schools were rejected socially.
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Ghosh, Dipanwita, and Tarit K. Datta. "Functional improvement and social participation through sports activity for children with mental retardation: a field study from a developing nation." Prosthetics and Orthotics International 36, no. 3 (August 22, 2012): 339–47. http://dx.doi.org/10.1177/0309364612451206.
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Background: While the positive effect of sports and exercise on physical and psychological well being is well documented within the general population, the effects of sports on the functional ability of a child with mental retardation are limited. Objectives: To determine if sports activities have been detrimental in improving functional ability in sample of children with mental retardation based in Kolkata, a metropolis in India. Study Design: Field level study. Methods: Six sports associations registered under the Sports Authority of India for training children with mental retardation were shortlisted on the basis of four criteria. From the register, every third name (gender irrespective) belonging to the second (12–15 years) and third (15–21 years) subclasses (out of the four categories laid down in the Special Olympics participation rules) against a constraint of at least two years active attendance in the sports facility for the child was selected. A sample of 31 children was drawn and the WHO Disability Assessment Schedule 2.0 (WHODAS 2.0) 12-item version was administered to the caregiver-teacher-coach team of the sample. Relative changes in scores between the point when the survey was conducted and the point when the child joined the sports facility was used as the dependent variable for regression analysis. The number of years in active sports, in school age of the respondent and base score of the children when they joined school were the independent variables. Results: For seven of the WHODAS 2.0 12-item attributes, the number of years in sports activities was found to have a statistically significant effect ( p < 0.01) on the functional well being of children with mild to moderate mental retardation. The number of years in school was also another statistically significant factor ( p < 0.01) responsible for this improvement. The children, however, perceived of being not welcome in community activities, but participated in activities meant exclusively for them. Conclusions: This small study showed that the proposition that number of years in sports activities was a significant factor responsible for improving the functioning of children with mild to moderate mental retardation. Clinical relevance WHODAS 2.0 12-item version has been a useful tool to monitor the effect of intervention (sports activity in this case) on the functional abilities of children with mild to moderate mental retardation. From a developing nation perspective with people with disabilities having very limited access to rehabilitation, this study would find its clinical relevance in the use of sports as an inexpensive and indigenous rehabilitative measure to promote the health and well being of people with disabilities as proposed in community-based rehabilitation guidelines (2010).
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Sharma, Shailja, Sunil Kumar Raina, Ashok Kumar Bhardwaj, Sanjeev Chaudhary, Vipasha Kashyap, and Vishav Chander. "Socio demography of mental retardation: A community-based study from a goitre zone in rural sub-Himalayan India." Journal of Neurosciences in Rural Practice 6, no. 02 (February 2015): 165–69. http://dx.doi.org/10.4103/0976-3147.153220.
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ABSTRACT Introduction: Mental retardation is one of the most common disabilities of childhood which can be prevented by timely identification of the causative agent and an adequate management accordingly. District Kangra lies in the sub-Himalayan belt and forms a part of the 2400 km long goitre belt along the southern slopes of the Himalayas. Objective: To study the prevalence of mental retardation among children (1-10) years of age. Materials and Methods: A two-phase cross-sectional study was conducted in the rural area of district Kangra. A 30-cluster sampling technique was used to screen a population of children 1-10 years of age from five randomly selected panchayats (village government units) of district Kangra. The screening was based on a modified version of the ten questions screen, adapted to the local population. In the first phase a door to door survey was done to identify suspects of mental retardation. In the second phase, the children found positive in the first phase were called for examination by the pediatrician to confirm mental retardation. Results: A total of 2420 children were screened in the first phase of which 95 tested positive. About 52 of these children were found to be mentally retarded in the second phase giving a prevalence of 2.15%. The 69% of these children belonged to the lower middle class and 28.3% belonged to middle class families using the Uday Parekh scale for assessment of the socio-economic status. Conclusion: Prevalence of mental retardation is high in district Kangra of Himachal Pradesh in comparison to other states of India. This could be attributed to the good primary health care in Himachal Pradesh where institutional deliveries are about 70%. This may have led to better survival of children with congenital disorders and those that suffer perinatal trauma.
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Rousyati, Rousyati, Fanny Fatma Wati, Dany Pratmanto, and Aditia Crisna. "Pengelompokan Siswa Penyandang Disabilitas Berdasarkan Tingkat Tunagrahita Menggunakan Algoritma K-Medoids." Indonesian Journal on Software Engineering (IJSE) 5, no. 1 (June 28, 2019): 134–42. http://dx.doi.org/10.31294/ijse.v5i1.6550.
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Abstract: Mentally retarded children have obstacles in the activity of the name of the child who still needs proper education in the learning process. SLB Shanti Yoga is one of the best schools that provides educational facilities for children with special needs for people with mental disabilities. The number of criteria determining the level of mentally retarded students makes SLB Shanti Yoga have difficulty in dividing the class according to the results of observations made. So from that research was made to classify data on students with mental retardation to determine the class occupied so that the school can prepare it. The K-Medoids algorithm of clustering techniques can help in grouping students who will occupy classes including light, medium, and heavy classes. The class that has the highest number of students is the heavy mental retardation class while the class that has the lowest number of students is the moderate mental retardation class, with known data grouping results, SLB Shanti Yoga can prepare the class to be used for teaching and learning activities.
Keywords: Mentally retarded, data mining, clustering, K-Medoids
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Dudek, Mieczysław. "BURNOUT OF PARENTS OF CHILDREN WITH DISABILITIES." Probacja 2 (December 16, 2019): 15–36. http://dx.doi.org/10.5604/01.3001.0013.3340.
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This study is the second in a series of articles dealing with the situation of parents of children with disabilities or developmental disorders. The subject of the research are the symptoms of the burnout syndrome in the parents of children with disabilities as examined using the Maslach Burnout Inventory (MBI) questionnaire. With respect to the factors diff erentiating the study’s results, gender, place of residence and the type of disability were taken into account. A total of 315 people participated in the study, 246 mothers and 69 fathers. Six groups of parents were distinguished, based on the type of disability or developmental disorder of their children, i.e.: autism, Asperger syndrome, cerebral palsy, Down syndrome, ADHD and mental retardation.
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Rubin, Mark. "Use of Atypical Antipsychotics in Children with Mental Retardation, Autism, and Other Developmental Disabilities." Psychiatric Annals 27, no. 3 (March 1, 1997): 219–21. http://dx.doi.org/10.3928/0048-5713-19970301-15.
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Elder, Jennifer Harrison. "Behavioral Treatment of Children With Autism, Mental Retardation, and Related Disabilities: Ethics and Efficacy." Journal of Child and Adolescent Psychiatric Nursing 9, no. 3 (July 1996): 28–36. http://dx.doi.org/10.1111/j.1744-6171.1996.tb00263.x.
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Margalit, Malka, and Yael B. Roth. "Strategic Keyboard Training and Spelling Improvement among Children with Learning Disabilities and Mental Retardation." Educational Psychology 9, no. 4 (January 1989): 321–29. http://dx.doi.org/10.1080/0144341890090404.
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Kremneva, E. A. "OVERCOMING COMMUNICATION DIFFICULTIES BY CHILDREN WITH MODERATE MENTAL RETARDATION (BASED ON THE RESULTS OF AN EMPIRICAL STUDY)." Pedagogical IMAGE 14, no. 4 (2020): 619–28. http://dx.doi.org/10.32343/2409-5052-2020-14-4-619-628.
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. Introduction. The paper deals with a crucial topic for correctional pedagogy, i.e., activation of communication capabilities in children with intellectual disabilities and overcoming communication difficulties. The focus of the research is on the communication difficulties encountered by children of the studied category. Based on the findings, examples of game situations aimed at boosting communication capabilities are proposed. The logic of the demonstrated game situations emphasizes the necessity for step-by-step corrective and developmental work in this direction. The methods employed in the study are observation, correctional and developmental training. The objective of the research is to develop the content of training situations to overcome communication difficulties. Research result. The paper reveals the stages and content of communicative situations adapted to the specific features of the mental development of children with severe intellectual disabilities. The main correctional objective identified is to form the orientation of a child to a new adult. Conclusion. Creation of a special pedagogical environment for the development of the children’s need for communication and learning skills makes it easier to adapt to the conditions of preschool institutions and form a focus on the surrounding adults. Materials of the paper provide guidelines for planning correctional and pedagogical work with children and can be of interest to the specialists of preschool educational organizations. Keywords: communication, communication activity, communication capabilities, children with intellectual disabilities, correctional and developmental training, communication situations.
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Hilliard, Asa G. "The Pitfalls and Promises of Special Education Practice." Exceptional Children 59, no. 2 (October 1992): 168–72. http://dx.doi.org/10.1177/001440299205900210.
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It is imperative that special education enable children with disabilities to achieve at high levels. Problems of equity and pedagogical validity have hindered our efforts thus far, and many children of minority cultures are far overrepresented in classrooms for students with learning disabilities and mild mental retardation. Studies have shown the importance of culturally and linguistically inclusive programs and of heterogenous groupings, as well as more effective diagnostic, remedial, and assessment practices. This article discusses a model and basic principles for such techniques to ensure that the educational outcomes of all children are improved.
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Соловьев, Я., Ya Solov'ev, Л. Сысуева, and L. Sysueva. "Designing a Lesson in Primary School in Terms of Inclusion." Primary Education 7, no. 2 (April 25, 2019): 20–25. http://dx.doi.org/10.12737/article_5caef35fc17f77.69363824.
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The article discusses the idea of integrating children with disabilities into traditional education classes. The main mechanisms for designing a lesson in an inclusive education are considered. Concrete methodological developments of inclusive lessons of mathematics, the Russian language, and the World-Around-Us lessons for pupils of first, second and third grades are given that meet the requirements of the Federal State Educational Standard of Primary General Education for Students with Disabilities. Recommendations are given to teachers working with children who have a mental retardation.
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Соловьев, Я., Ya Solov'ev, Л. Сысуева, and L. Sysueva. "Designing a Lesson in Primary School in Terms of Inclusion." Primary Education 7, no. 3 (July 1, 2019): 19–24. http://dx.doi.org/10.12737/article_5d0c7dc974ba56.09196365.
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The article discusses the idea of integrating children with disabilities into traditional education classes. The main mechanisms for designing a lesson in an inclusive education are considered. Concrete methodological developments of inclusive lessons of mathematics, the Russian language, and the World-Around-Us lessons for pupils of first, second and third grades are given that meet the requirements of the Federal State Educational Standard of Primary General Education for Students with Disabilities. Recommendations are given to teachers working with children who have a mental retardation.
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Banik, Arun A., and Aninda Duti Banik. "A study of the status of access facilities available for children with disabilities studying in BMC school at Mumbai." IP Journal of Otorhinolaryngology and Allied Science 4, no. 2 (August 15, 2021): 54–63. http://dx.doi.org/10.18231/j.ijoas.2021.012.
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The present study title “A study of the status of access facilities available for children with disabilities studying in BMC school”, a descriptive survey designed was made with the aim to study the status of access facility available for the children with disabilities viz. hearing impairment, mental retardation, physically handicapped (Locomotors Disability), visually handicapped in BMC recognized schools. Further to give recommendation in order to promote the access needs for children with disabilities in school. Looking into the prospective of the study it also aim to create an awareness on the issue of barrier free environment for children with disabilities. As a part of tool of the study, self-made questionnaire was developed and validated by a group of professionals. 10 BMC recognized schools were selected in and around Mumbai and the questionnaire was administered by the researcher and taken information from the school principal.Mean average and percentage was calculated from the obtained data. On an average, overall 14.38% schools or centers with disabilities were having access facilities for students with disabilities. With respect to schools or centers related to Locomotors Disabilities, Hearing Disabilities, Mental Retardation, and Visually Handicapped study findings were 14.4%, 14.3%, 13.7% and 15.1% respectively, having access facilities for the children with disabilities in BMC schools. Where the data was subjected to statistical analysis and it was found that there was no significant difference (p>0.05) in terms of access facilities between the schools or centers for disabilities. Results indicated that there were very insufficient as well as inadequate access facilities across all children with disabilities in the BMC recognized schools. The results has shown an impact in the education of the disabled students as they need full accessible educational support to undertake their successful study. Hence, Government and all other educational authorities are suggested to take up this issue in a positive manner to improve the quality of education as there is a much needed access facilities in all the schools.
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Nafikadini, Iken, and Driya Paramarta. "Pola Asuh Ibu dalam Kebersihan Organ Reproduksi selama Menstruasi pada Remaja Tunagrahita." Jurnal Kesehatan 8, no. 3 (January 28, 2021): 208–19. http://dx.doi.org/10.25047/j-kes.v8i3.193.
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Mentally retarded children are children who have limitations in intellectual abilities. The classification of mental retardation based on intellectual classification is divided into three classes, namely debil/moron, moderate, and idiot. Mentally retarded children will step into adolescence which will be marked by physical changes but not in line with their thinking abilities. Reproductive health problems arise in children with mental retardation, especially during menstruation. Personal hygiene during menstruation should be noticed by mentally disabled children that have mental retardation. The role of mothers in caring is very helpful in personal hygiene during menstruation so that children with mental disabilities can be more independent and do not depend on others. The purpose of this study is to explore the mother education system toward personal hygiene of reproductive organs during menstruation in mentally retarded adolescents. The determination of informants in this study by using purposive technique. Researchers collected data using in-depth interviews, and triangulation of sources. The results of this study indicate that all informants provided regulatory aspects through communicated oral regulations such as by reminding and giving examples. Most mothers have given punishment through verbal, such as yelling, and through physical punishment such as hitting. All mothers have given appreciation through praise in subtle ways, smiles, seduction when the child can behave following what has been taught. All mothers have provided an aspect of consistency by reminding their children all the time, communicating with the school’s teacher, additionally providing examples and direct practice in front of the children.
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Zholtayeva, Gulnar, Assel Stambekova, Anara Alipbayeva, and Gulnur Yerzhanova. "INCLUSIVE EDUCATION IN KAZAKHSTAN: SELECTED ISSUES." CBU International Conference Proceedings 1 (June 30, 2013): 196–204. http://dx.doi.org/10.12955/cbup.v1.34.
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Currently government of the Republic of Kazakhstan considers education of children with disabilities as one of the main priorities of education and society development in a whole. Thus, the most efficient means of achieving the ultimate goal for it is to reveal the most efficient ways of training of children with mental retardation. Inclusive or integrated education is becoming a powerful tool in this case if the range of educational institutions creates atmosphere which allows receiving high-quality education, correctional help and professional training. Every child and family is valued equally and deserves the same opportunities and experiences in meaningful ways. Inclusive education enables children with disabilities entering the society as full-fledged citizens who are capable of productive and independent life, building relationships and memberships with people around. As for Kazakhstan society the statistics shows: special educational services for the children with mental retardation are provided in 37 special kindergartens and 101 correctional schools, 240 special groups and 1098 special classes in compulsory schools.Moreover, nearly 10 thousand children are involved in home learning within individual study program.Since 2004 work on elaboration and publishing of Kazakhstani textbooks and educational-methodical complexes for special correctional educational organizations of 8 major kinds and types has been carried out. At the present time there are 56 medical-psychological-pedagogical rooms in the country. These institutions render medical-psychological-pedagogical support and social help to population how to diagnose and consult the children with disabilities
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Hikmiyah, Hawa’ Hidayatul, Ahmad Faisol, and St Sariroh. "IMPLIKASI LARANGAN PERNIKAHAN TUNAGRAHITA BERAT PERSPEKTIF MAQOSID SHARIAH JASER AUDA." Ijlil 1, no. 3 (February 7, 2021): 236–62. http://dx.doi.org/10.35719/ijl.v1i3.85.
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Everyone has right to get married, unlike the case with people with severe mental retardation. There are adverse effects if mental retardation still gets the legality to get married. This marriage ban is categorized as severe mental retardation shich cant be done at all, and all work must be replaced by someone els. Because of the prohibition of marriage for people with intellectual disabilities that is feared to other people, it is difficult to create a marriage destination and it is feared that it will have an impact on children who will be born like their parents. If seen in terms of its benefits, the existence of the ban becomes a benefit. The application of system theory as an approach in Islamic law, there are six system features used by Jasser Auda as a knife of analysis namely cognitive nature, wholeness, openness, interleted hierarchy, multi dimentionality and pusposefullness. By using theory of Maqo>s{id Shari>‘ah Jasser Auda it will be seen that the prohibition of marriage for person with severe mental retardation is policy that is not merely to protect the rights of individuals but protect the rights of the general public, taking into account the puspose, function, mas{lahah and mud{arat.
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Шевелёва, Наталья Владимировна, and Геннадий Николаевич Попов. "MODERN LEARNING ENVIRONMENT AS AN ELEMENT OF SOCIAL INTEGRATION OF CHILDREN WITH MENTAL DEVELOPMENT DELAY." Pedagogical Review, no. 1(35) (February 10, 2021): 130–36. http://dx.doi.org/10.23951/2307-6127-2021-1-130-136.
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Количественный рост детей с ограниченными возможностями здоровья (ОВЗ) ежегодно прогрессирует. Примерно 15 % от общего состава школьников имеют те или иные ограничения здоровья, в том числе и инвалидность. Это связано как с биологизаторским (генетическая предрасположенность), так и с социологизаторским (педагогическая запущенность) факторами. Дети с ограниченными возможностями здоровья часто тяготеют к изоляции от общества. Этому способствует раздельное от здоровых (нормативных) детей нахождение в специальных школах и заведениях, где они получают не только воспитание, но и образование. Несмотря на то, что в настоящее время ситуация частично изменилась, все чаще родители предпочитают отдавать своих «особенных» детей в общеобразовательные учреждения, дети с ОВЗ по-прежнему слабо включаются в нормальный процесс жизнедеятельности школьного коллектива. Задержка психического развития личности ребенка вызывает нарушения в области коммуникации и познания, а также может привести к деформации их социально-бытовых навыков и эмоционально-волевой сферы. У ребенка с задержкой психического развития (ЗПР) часто наблюдается проявление таких эмоциональных состояний, как чувство страха, обиды, стыда, возникают необоснованные приступы гнева. При этом искажается и самооценка у данной категории детей. Все эти факторы могут способствовать возникновению патологических форм поведения. Тем не менее процесс социальной интеграции (адаптации) детей с ОВЗ, а конкретно с ЗПР, крайне необходим. И самой подходящей социальной средой для этого являются общеобразовательная среда, а также центры социальной адаптации и дополнительного образования. The quantitative growth of children with disabilities progresses every year. Approximately 15 % of the total number of students have certain health limitations, including disabilities. This is due to both biologizing (genetic predisposition) and sociologizing (pedagogical neglect) factors. Children with disabilities often tend to be isolated from society. This is facilitated by being in special schools and institutions separate from healthy children, where they receive not only upbringing, but also education. Despite the fact that at present the situation has partially changed, more and more parents prefer to send their “special” children to general education institutions, children with disabilities are still poorly involved in the normal process of life of the school community. A delay in the mental development of the child’s personality causes disorders in the field of communication and cognition, and can lead to deformation of their social and domestic skills and emotional-volitional sphere. A child with mental retardation often exhibits such emotional states as feelings of fear, resentment, shame, and there are unreasonable bouts of anger. At the same time, the self-esteem of this category of children is also distorted. All these factors can contribute to the emergence of pathological forms of behavior. Nevertheless, the process of social integration (adaptation) of children with disabilities, specifically those with mental retardation is extremely necessary. And the most suitable social environment for this is the general educational environment, as well as centers for social adaptation and additional education.
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Robins, Ben, Kerstin Dautenhahn, Ester Ferrari, Gernot Kronreif, Barbara Prazak-Aram, Patrizia Marti, Iolanda Iacono, et al. "Scenarios of robot-assisted play for children with cognitive and physical disabilities." Interaction Studies 13, no. 2 (May 7, 2012): 189–234. http://dx.doi.org/10.1075/is.13.2.03rob.
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This article presents a novel set of ten play scenarios for robot-assisted play for children with special needs. This set of scenarios is one of the key outcomes of the IROMEC project that investigated how robotic toys can become social mediators, encouraging children with special needs to discover a range of play styles, from solitary to collaborative play (with peers, carers/teachers, parents etc.). The target user groups in the project were children with Mild Mental Retardation,1 children with Severe Motor Impairment and children with Autism. The play scenarios were developed against specific educational and therapeutic objectives that were discussed with panels of experts (teachers therapists parents) in various countries, during several user panel meetings for each of the above mentioned target user groups. These objectives were classified with reference to the ICF-CY, the International Classification of Functioning – version for Children and Youth. The article presents a detailed description of the play scenarios, each with its relevant educational and therapeutic objectives in five key developmental areas (i.e. sensory development, communication and interaction, Cognitive development, motor development and social and emotional development). While the play scenarios described in this paper originally were developed for and tested with the above user groups and with the IROMEC robot, the play scenarios can potentially be applied to other user groups and to a wide range of other applications involving human-robot interaction using different robotic toys. Keywords: human-robot interaction; assistive technology; play scenarios; autism; mild mental retardation; sever motor impairment; assisted play