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Journal articles on the topic 'Disability-Mainstreaming'
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1
Rodas, Julia Miele. "MAINSTREAMING DISABILITY STUDIES?" Victorian Literature and Culture 34, no. 1 (March 2006): 371–84. http://dx.doi.org/10.1017/s1060150306051217.
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AMIDST THE CAST OFAnthony Trollope'sBarchester Towers(1857) is the stunningly beautiful “Signora Madeline Vesey Neroni,” who turns the heads of readers and characters alike. “It was impossible,” the narrator informs us, “that either man or woman should do other than look at her” (ch. 10). Dark and mysterious, brilliant and alluring, Madeline Neroni entices the swains of Barchester to pay her court, then toys with them mercilessly and enjoys watching them writhe. The fact that she is both beautiful and without compunction may do little to set her apart from other Victorian villainesses, Trollope's Lizzie Eustace, for instance, Wilde's Mrs. Cheveley or, more infamously, Thackeray's Becky Sharpe, but while Lizzie, Mrs. Cheveley, and Becky ultimately meet with poetic justice, their fortunes descending as their ruthless self-interest becomes increasingly apparent, Madeline keeps herself carefully protected. Pristinely beautiful from first to last, La Signora Neroni guards her virtue and maintains an even temper, bemused both by those who hate her and by those who court her, ultimately returning with her family to their home in Italy, apparently unchanged by her experience in Barchester society. Madeline has a strange kind of integrity; she is a powerful figure, a force to be reckoned with, able to stand up with equal ease and self-assurance to the daunting Mrs. Proudie, the earnest Arabin, and the slick Mr. Slope.
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Collins, Edwina, Casper Masiga, and Daniel Ngugi. "EVALUATION OF DISABILITY MAINSTREAMING STATUS IN SELECTED PUBLIC HIGH SCHOOLS AND EMPLOYMENT INSTITUTIONS IN LIBERIA." International Journal of Gender Studies 6, no. 1 (September 20, 2021): 51–79. http://dx.doi.org/10.47604/ijgs.1377.
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Purpose: The purpose of the study sought to evaluate the status of disability mainstreaming policy in education in selected public high schools and public employment institutions in Liberia.
Materials and Methods: The research design incorporates both quantitative and qualitative methods. Purposive sampling was used to select 125 respondents from students with disabilities, principals, human resource directors, employees with disabilities from public employment institutions and representatives from Persons with disabilities organizations. Quantitative data was collected through electronic data collection tools (Kobo/ Survey CTO) and transferred in Excel spreadsheets for descriptive analysis and comparison. Qualitative data was collected through key informant interviews and analyzed according to themes.
Results: The study established that although there are disability mainstreaming policies at public high schools and employment institutions there is limited awareness and understanding of these policies among students and employees with disabilities. Moreover, there was no defined disability mainstreaming strategies to serve as a benchmark to determine the success or failure of implementation. Findings also showed that persons with disabilities were still finding it difficult to secure employment since the 4% disability quota mandated by the government to enhance the employability of persons with disabilities is not adhered to by government institutions. Further analysis indicated that the perception of principals and human resource officers can reinforce barriers to mainstreaming disability in public high schools and employment institutions. The study also found that limited budgetary allocation for disability mainstreaming activities, limited awareness of disability mainstreaming, lack of coordination among various implementing agencies, lack of teacher training in disability mainstreaming pedagogy and unavailability of training materials for teachers and students for inclusive education were among factors contributing to gaps in disability mainstreaming in public high schools and employment institutions.
Unique contribution to theory, practice and policy: The study recommends that the Ministry of Gender, Children and Social Protection (MGCSP) which coordinates all disability mainstreaming activities along with the National Commission on Disability create more public awareness on disability in all public entities. Government should provide funding’s to public high schools and employment institutions to enable them to implement the disability mainstreaming policies. Disability focal persons should also be assigned to these institutions to coordinate and monitor implementation.
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Sefotho, Maximus Monaheng. "Mainstreaming disability in education beyond 2015." South African Journal of Education 35, no. 1 (February 27, 2015): 1–8. http://dx.doi.org/10.15700/201503070007.
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Bloom, Lynn Z. "Able, Disabled, Enabled: Mainstreaming the Disability Course." Open Words: Access and English Studies 5, no. 1 (2011): 4–14. http://dx.doi.org/10.37514/opw-j.2011.5.1.02.
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Meier, Petra, Karen Celis, and Heleen Huysentruyt. "Mainstreaming disability in policies: the Flemish experience." Disability & Society 31, no. 9 (October 20, 2016): 1190–204. http://dx.doi.org/10.1080/09687599.2016.1244043.
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Wacker, Elisabeth. "„Disability Mainstreaming“ – Eine Aufgabe zukünftiger Kinder- und Jugendpolitik?/ “Disability Mainstreaming“ – A task for future child and youth policy?" Kindesmisshandlung und -vernachlässigung 14, no. 2 (July 2011): 150–75. http://dx.doi.org/10.13109/kind.2011.14.2.150.
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Skarstad, Kjersti, and Michael Ashley Stein. "Mainstreaming disability in the United Nations treaty bodies." Journal of Human Rights 17, no. 1 (March 21, 2017): 1–24. http://dx.doi.org/10.1080/14754835.2017.1286238.
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Kitchin, P. J., Charlotte Peile, and Jim Lowther. "Mobilizing capacity to achieve the mainstreaming of disability sport." Managing Sport and Leisure 24, no. 6 (November 1, 2019): 424–44. http://dx.doi.org/10.1080/23750472.2019.1684839.
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Rhodes, Paul. "Mainstreaming Intellectual Disability into the History of Family Therapy." Australian and New Zealand Journal of Family Therapy 23, no. 4 (December 2002): 211–14. http://dx.doi.org/10.1002/j.1467-8438.2002.tb00519.x.
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Badawy, Dr Usama Ibrahim, Dr Muain Qasem Jawabrah, and Dr Eng Amjad Jaeada. "Adaptation of Accessibility for People with Disabilities in Private and Public Buildings using Appropriate Design Checklist." International Journal for Modern Trends in Science and Technology 6, no. 6 (June 30, 2020): 125–37. http://dx.doi.org/10.46501/ijmtst060627.
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An integrated approach is required to ensure that persons with disabilities are not left alone. A combination of mainstreaming and targeted measures is necessary in all interventions. Persons with disabilities share the same primary needs as everyone else: health protection and treatment, basic services, shelter and income. The best way to address their inclusion is through mainstreaming disability in all plans and efforts. Targeted measures need to complement disability mainstreaming by addressing specific requirements that cannot be met by making general responses inclusive. Such measures do not need to add greatly to overall cost especially if the needs of the maximum number of users are considered in the initial design. As mentioned in the world bank publication 2005 that if they are considered from the design stage, ensuring accessibility can cost as little as 1% more. This paper is came to recommendation how can we consider appropriate design checklist as guide for our initial Architecture design to Facilities accessible to people with disabilities for private and public buildings in a more descent appropriate way
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Lidubwi, Jackline, Julius Bosire, and Joan Mutua. "Disability Lense: Television Framing of Intellectual Disability and Inclusive Education Engagement in Kenya." International Journal of Communication and Public Relation 8, no. 3 (April 29, 2023): 1–12. http://dx.doi.org/10.47604/ijcpr.1952.
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Purpose: The study examined how the framing of intellectual disability in television influenced the level of involvement of learners with intellectual disability in inclusive education in Kenya.
Methodology: The study which was guided by the framing theory utilized the descriptive cross-sectional research design. A sample of 10 teachers in inclusive education schools, 10 Sub-County Education Officers, three television stations, three television producers and five key informants from the Kenya Association of the Intellectually Handicapped was drawn. Data was gathered through questionnaires, interview guides and code sheets. Quantitative data was analysed using descriptive and inferential statistics while thematic analysis was used to analyse qualitative data.
Findings: The study found that TV programmes aired disability thematic frames that did not support the mainstreaming of intellectual disability in education. The correlation between intellectual disability thematic frames in television and the involvement of learners in inclusive education was not statistically significant.
Unique Contribution to Theory, Practice and Policy: The study recommends that representation of disability in media should be more meaningful and TV producers need orientation for the production of disability friendly content for inclusion in TV. Further, there is a need of expanding journalists’ capacity to report on pertinent issues that are deemed important by Persons with Disabilities, community in-depth news stories and reports with the objective of raising public awareness about issues important to disability communities. Regarding policy, media regulatory bodies like the Communications Authority of Kenya and the Media Council of Kenya can enforce the existing policies related to disability mainstreaming in the media.
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Pearson, Charlotte, Nick Watson, Kirsten Stalker, Jo Ferrie, Jennifer Lepiniere, and Kevin Paterson. "Mainstreaming the Disability Equality Duty and the Impact on Public Authorities' Working Practices." Social Policy and Society 10, no. 2 (February 24, 2011): 239–50. http://dx.doi.org/10.1017/s1474746410000588.
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Implemented as part of the 2005 amendments to the Disability Equality Act, the Disability Equality Duty (DED) placed new and important demands on public sector bodies. All such organisations are required to develop policies and working practices which actively promote the equality of disabled people as employees, consumers or visitors. The promotion of equality has to be proactive as opposed to reactive and must be mainstreamed into the normal day-to-day activities of organisational working practices. Whilst the DED follows on from the framework of previous anti-discrimination legislation set in place over the last 15 years, it represents a significant change in equality legislation and demands that public sector bodies instigate fundamental changes in their approach towards disability. This article reports on the initial stages of the implementation process of the DED across a range of public sector organisations in England, focussing in particular on how this policy has impacted on mainstreaming. Discussion shows that although organisations show awareness of mainstreaming and its implications for disability equality, there is limited evidence to suggest that the public sector has fully embraced this agenda.
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LAWSON, ANNA. "Disability Law as an Academic Discipline: Towards Cohesion and Mainstreaming?" Journal of Law and Society 47, no. 4 (November 2020): 558–87. http://dx.doi.org/10.1111/jols.12258.
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Kerubo Omari, Risper. "MAINSTREAMING PERSONS WITH DISABILITY AT THE WORKPLACE: AN ASSET OR A LIABILITY?" EPH - International Journal of Humanities and Social Science 1, no. 2 (February 10, 2016): 1–6. http://dx.doi.org/10.53555/eijhss.v1i2.7.
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Disability inflicts about 16% of the population in the world. Disability limits their ability to make use of all their senses or limits locomotion. The constitution provides for all to have access to equal opportunities for education and there after employment. However statistics show that the participation of people with disability at the work place still remains at a low level. The objectives of this review paper were; to establish reasons why employers shun Persons with Disabilities (PWD), analyse the benefits of mainstreaming disability in organisations and to explore strategies for incorporating PWD in organisations. The paper specifically aims to exemplify the rare advantages that having PWD brings to an organization including; incorporation of reliable employees, better corporate image, increased motivation levels, improved accommodation among others.
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Scholten, Peter, Elizabeth Collett, and Milica Petrovic. "Mainstreaming migrant integration? A critical analysis of a new trend in integration governance." International Review of Administrative Sciences 83, no. 2 (March 30, 2016): 283–302. http://dx.doi.org/10.1177/0020852315612902.
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In the academic literature, mainstreaming is conceptualized as a shift in policy focus (from specific to generic), as well as in governance (from state-centric to poly-centric). Whereas mainstreaming has been applied in various areas, such as gender, disability and environment, a more recent application concerns migrant integration, which has so far been under-studied in academic circles. This article provides a critical analysis of mainstreaming as a supposed ‘trend’ in migrant integration policies. It provides a conceptual discussion of what mainstreaming might mean in the field of migrant integration in an effort to connect the concept of mainstreaming as used in other fields to the literature on migrant integration, and notably the emerging concept of interculturalism. Following this, it provides an empirical analysis of shifts in integration governance and policy in Denmark, France, Germany and the UK in an effort to explain whether mainstreaming, as conceptualized, is taking place. The article concludes that mainstreaming as a concept in the field of migrant integration can only partially explain policy developments. There is, indeed, a clear trend towards more poly-centric governance and towards generic policies. However, such policies rarely involve efforts to create a generic awareness of migration-related diversity, and are often overshadowed by broader national narratives on migrant integration, and pre-existing governance structures. However, the existence of an explicit pursuit of replacement strategies at the local level suggests that mainstreaming approaches may be a way of circumventing these national narratives and governance structures. Points for practitioners Potential degenerative effects of target group constructions can be averted by proxy strategies that are defined area- or needs-based rather than group-based. Mainstreaming also demands poly-centric governance structures that allow for horizontal (interdepartmental, multi-actor) and vertical (multi-level) coordination mechanisms to avert policy decoupling. Mainstreaming does not mean total group-blindness; mainstreaming works best when combined with knowledge of and sensitivity to these groups, while preventing formalizing target group constructions. Mainstreaming is not just an option, but also a necessity, for policies in super-diverse cities, where group distinctions can no longer be made.
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McDonald, Narelle, and Alan Hayes. "Mainstreaming and Labelling: An Assumption Challenged?" Australian Educational and Developmental Psychologist 5, no. 1 (May 1988): 37–41. http://dx.doi.org/10.1017/s0816512200025815.
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ABSTRACTA key assumption of the mainstreaming movement is that exposure of young children to their disabled peers provides opportunities for the formation of accurate views of the characteristics and attributes of children with disabilities. Essentially, it is argued that experience enables children to transcend labelling, stereotyping and stigmatization. Prospective data are reported on the mainstreaming of two preschool aged children with spina bifida, based on the content analysis of records of speech, collected over a school year, on 22% of the times when children had opportunities to interact socially. The data indicate that the children seemed to generate their own labels, disability terms and developmental mythologies, which endured across the year. The study highlights the limited attention that has been paid to the collection of data on the social-cognitive processes of children and their disabled peers in mainstreamed settings and emphasizes the scant consideration of evidence from psychology in the mainstreaming debate.
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Pearson, Abigail. "Building Access Routes into Blackstone’s Tower." Amicus Curiae 2, no. 3 (June 16, 2021): 406–27. http://dx.doi.org/10.14296/ac.v2i3.5306.
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Disability, and its relationship to and relative absence within the English university law school permeates Blackstone’s Tower, from Rutland’s rickety lift and law library filled with inaccessible print texts to the recognition that minority perspectives and ‘real-life’ applications of law are missing from the curriculum. This article explores the importance of mainstreaming disability within curriculum content and design, to ensure that staff and students receive the inclusive experience they are entitled to. It will also explore the need to support staff, both in understanding their roles in providing access and enabling staff and students with disabilities to disclose their disability status and access any support that they might need.
Keywords: disability law; liberal education; proactive critical citizenship; inclusive teaching.
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Anomsari, Endah Tri, and Siti Widharetno Mursalim. "Mainstreaming Disability: Challenges and Strategies Toward Equality and Decent Work in Indonesia." SOSHUM : Jurnal Sosial dan Humaniora 10, no. 1 (March 30, 2020): 1–9. http://dx.doi.org/10.31940/soshum.v10i1.1444.
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Layton and Steel. "The Convergence and Mainstreaming of Integrated Home Technologies for People with Disability." Societies 9, no. 4 (October 14, 2019): 69. http://dx.doi.org/10.3390/soc9040069.
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If human rights begin in small places close to home, technologies that enable people with disability to access and control their home environments are an important human rights instrument. Smart homes exemplify recent advances in design, building construction, and integration of technologies within the built environment. They draw on multiple social and technical disciplines that share a broad vision but lack a common language, creating ambiguity and limiting the usefulness of the evidence base in determining optimal ways to integrate technologies and housing design to meet diverse needs. The convergence of mainstream and assistive technologies offers the potential of accessible and affordable strategies for inclusion, but also risks further exclusion of marginalized sections of the population. Coordination of efforts might accelerate translation of knowledge and diffusion of innovations into the practices of planning, designing, building, and sustaining housing that promotes independent living. This conceptual paper reviews the theoretical frameworks and terminology from fields of research involved in the design and use of technologies in the home environment to enable people with disability and older people. It considers approaches to design and interventions that could inform policies and practices as well as further research and development activities.
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Putra, Allen Pranata, and Agung Bayu Murti. "MAINSTREAMING ISSUE DISABILITY MELALUI PEMBUATAN MATA PALSU KELOMPOK PENDERITA ANOPTHALMIA KOTA SURABAYA." Prosiding Konferensi Nasional Pengabdian Kepada Masyarakat dan Corporate Social Responsibility (PKM-CSR) 6 (November 17, 2023): 1–7. http://dx.doi.org/10.37695/pkmcsr.v6i0.2027.
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Pengabdian masyarakat ini berfokus pada penanganan masyrakat disabilitas anopthalmia melalui pembuatan mata palsu di Kota Sruabaya, permasalahan yang dihadapi oleh mitra, yaitu: 1) Penyesuaian pencetakan bahan baku; 2) Ketersediaan bahan baku mata palsu dan gigi palsu yang tidak stabil; 3) Pengolahan bahan baku sampai finishing memakan waktu yang lama; 4) Kurangnya kebersihan ruangan praktek dan produksi bahan jadi; 5) Belum pernah promosi secara online; 6) Belum maksimalnya branding perusahaan; 7) Transaksi pembayaran masih manual; 8) Pencatatan laporan laba/rugi masih manual. Solusi untuk mengatasi permasalahan mitra yaitu: 1) Pendampingan pembuatan surat perjanjian minimal pembelian per tahun; 2) Pendampingan dan pelatihan kebersihan ruangan dan sterilisasi produk; 3) Pendampingan pengembangan usaha marketing online; 4) Pelatihan peningkatan branding produk perusahaan; 5) Pendampingan otomatisasi transaksi dan pembayaran virtual; 6) Pendampingan peningkatan literasi pengambilan keputusan keuangan. Beberapa point penting yaitu: 1) Mitra usaha mengalami peningkatan dalam hal produksi, kualitas produk, dan pelayanan; 2) Kegiatan pengabdian ini memberikan manfaat langsung bagi masyarakat yang membutuhkan mata palsu; 3) Proses pengabdian ini melibatkan partisipasi aktif dari mitra usaha dan masyarakat setempat; 4) Agar hasil dari pengabdian ini dapat berlanjut, penting bagi mitra usaha untuk terus menerapkan pengetahuan dan keterampilan yang telah diberikan.
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Goodley, Dan. "Challenging Transhumanism." Balkan Journal of Philosophy 12, no. 1 (2020): 5–16. http://dx.doi.org/10.5840/bjp20201212.
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This paper cautiously ponders the offerings of transhumanism. We begin the paper by introducing the transhumanist movement and related transdisciplinary thinking before giving space to the emergence of critical disability studies. We argue that the latter field has the potential to ground a critical and reflexive analysis of transhumanism– not least through a consideration of the contributions of posthuman and green disability studies. Drawing on these two perspectives, two specific areas of transhuman contemplation are offered. First, we consider (in the section titled, ‘The Ban on Straws: Disability prosthetics and the complication of eco-politics’) the relationship between disability advocacy politics and the potential ableism present in popular eco-political discourse. Second, we explore mainstreaming assistive technologies and e-waste collateral. These analytical thematics highlight the complexities of a critical transhuman disability studies, not least, in relation to the clash of disability and green politics. We conclude the paper with some considerations for future theory and research that trouble an uncritical acceptance of transhumanism in the area of critical disability studies.
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L. D., Zenzo, and Shamiso Z. "Barriers to the Participation of Persons with Disabilities in Rural Local Governance: The Case of Bikita District, Zimbabwe." African Journal of Social Sciences and Humanities Research 7, no. 2 (March 26, 2024): 48–65. http://dx.doi.org/10.52589/ajsshr-i19bubf6.
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The paper was qualitative and inductive through the interpretivist’s paradigm. It sought to access the barriers to the participation of persons with disabilities (PwDs) in Bikita’s local governance in Zimbabwe. Data collection was through key informant interviews (KIIs), focus group discussions (FDGs) and observations. The KIIs targeted the chiefs, headman, councillors, state actors and Zimbabwe’s Association for the Visually Handicapped whereas the FDGs included the disabled and the non-disabled. The sampling was purposive. The human rights-based approach as espoused in the critical disability theory framed the empirical. The paper unearthed that Bikita Rural District Council structures were not disability inclusive. PwDs were marginalised in local governance/development processes. This led to higher incidences of abject poverty. The paper charged that the lack of inclusivity is in itself discriminatory. It argued that the drive towards inclusivity should include inter alia disability-mainstreaming, provision of disability-accessible information and disability awareness campaigns.
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Sudrajat, Fahmi Idris. "Looking At The Future Of Indonesia In GEDSI Mainstreaming Through The Prabowo-Gibran Vision And Mission Document." Eduvest - Journal of Universal Studies 4, no. 6 (June 25, 2024): 5388–97. http://dx.doi.org/10.59188/eduvest.v4i6.1497.
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Gender equality, disability and social inclusion (GEDSI) is a concept which enables the realization of sustainable inclusive development. The mainstreaming of GEDSI is also explicitly or implicitly contained in the vision and mission documents of the presidential and vice-presidential candidates Prabowo-Gibran, who are the winning pair of the election based on quick counts. In contrast to previous studies that tend to analyze policy documents that have been issued by agencies or institutions, this study aims to dissect the Prabowo-Gibran pair's ideas in implementing the GEDSI concept contained in the vision and mission document. The analysis of term frequency and density using the R application was carried out to calculate the frequency and density of keywords, while content analysis was used to understand the context of each word occurrence. This research is expected to make it easier to see Indonesia's future in mainstreaming GEDSI. The results found that 33 times the keywords appeared in the Prabowo-Gibran mission vision document, the context of the appearance of keywords contained in the Prabowo-Gibran mission vision document at least has a serious commitment to mainstreaming GEDSI.
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Harma, Kahina, Anne Gombert, and Jean-Yves Roussey. "Impact of Mainstreaming and Disability Visibility on Social Representations of Disability and Otherness Held by Junior High School Pupils." International Journal of Disability, Development and Education 60, no. 4 (December 2013): 312–31. http://dx.doi.org/10.1080/1034912x.2013.846469.
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Onchagwa, Dorine Mogoi, and Daniel Wambiri. "Strategies for Implementation of Disability Mainstreaming Policies in Public Libraries, in Reference to Kenya National Libraries, Meru, Kisumu and Nakuru Branches." International Journal of Current Aspects 6, no. 1 (May 28, 2022): 111–24. http://dx.doi.org/10.35942/ijcab.v6i1.254.
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Persons living with disabilities numbers (PWDs) is growing globally (WHO, 2011). According to research conducted by Kenya National Survey for people with disabilities, indicate prevalence of disability as 4.6 percent. Visual, physical, hearing, and mental disabilities are the most common. In 2008,the International Convention on the Rights of Persons with Disabilities was enforced as disabled persons were experiencing discrimination in absorption to employment and promotion rates, remuneration and access to training, credit facilities and other resources and this led to their rare participation decision making in economic concerns. With the provision of a paradigm shift by UN Convention's, PWDs are now seen as persons capable of asserting their rights, making decisions based on free and informed consent, and participating fully in society. Disability mainstreaming issues have recently gained more attention around the world, with efforts to integrate people with disabilities critical to achieving the United Nations SDG and Kenya Vision 2030. Despite Kenya Government’s efforts in developing policies, constitution and regulations provisions in protecting persons living with disabilities, they still face problems associated with marginalization in Kenya. Many public institutions’ areas of service are not disable friendly facilities. The crux of this study therefore is to investigate strategies for implementation and mainstreaming of disability policies in public libraries. The study shall investigate existing government policies, management commitment, resource allocation, challenges experienced and possible solutions. Qualitative and quantitative data was collected using descriptive research design. The study was carried out at the Meru, Kisumu and Nakuru, Kenya National Library Services branches. Stratified and Purposive sampling was used in selecting respondents from different sections and departments. Questionnaires were used as data collection instruments, as well as document analysis and observation schedules. Descriptive statistics was used to analyze the data and the Statistical Package for Social Sciences (SPSS) software was used in analysis and graph generation.
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Shahjahan, Mohammad, Humaun Kabir, and Irish Akhter Moon. "Effectiveness of Government Stipend Program for University Students with Disability in Bangladesh: A Study in Dhaka City." International Journal of Research and Innovation in Social Science VII, no. VII (2023): 746–60. http://dx.doi.org/10.47772/ijriss.2023.70757.
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Bangladesh has significantly a large population who are considered as persons with disability. In this regard Bangladesh government has been implemented various support programmes like disability allowance, inclusion mainstream school, educational stipend, and rehabilitation service for persons with disability. The government of Bangladesh has introduced a stipend programme for students with disability intending to ensure universal education for all. Through this program attempt has been taken to mainstreaming student with disabilities. Still now the rate of dropout is much more among the student with disabilities especially in higher education because most of them come from poor family. So, it is necessary to find out the effectiveness of the stipend program among the students with disability in higher education. This study aims to justify the effectiveness of government stipend program among the students with disability. As well as to explore the socio-economic condition of the students with disability who are pursuing higher education; to investigate how stipend program facilitates in education for the students with disability and to consider the impact of this program on the students personal and academic life who are pursuing higher education. The study has followed a mixed method approach (both quantitative and qualitative) of research. Sample survey and key informants’ interview (KIIs) have been applied for primary data collection. This study found that how education stipend programmes effects on their higher education as well as have found some loopholes in providing stipend programmes from the government. Students with disability are expected to increase the amount of stipend in line with the current market price.
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Kitchin, P. J., and P. David Howe. "The mainstreaming of disability cricket in England and Wales: Integration ‘One Game’ at a time." Sport Management Review 17, no. 1 (February 2014): 65–77. http://dx.doi.org/10.1016/j.smr.2013.05.003.
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Mumtaz, Nazia, and Ghulam Saqulain. "World Health Organization success in rehabilitation 2030 including refugees’ rehabilitation across South Asia: a narrative review." Journal of the Pakistan Medical Association 73, no. 11 (October 30, 2023): 2226–31. http://dx.doi.org/10.47391/jpma.9098.
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Despite acknowledging the inadequacy of rehabilitation systems to meet the ever-increasing burden of disability, the World Health Organization’s Rehabilitation 2030 initiative has not highlighted nor adequately analysed the deficiencies of the rehabilitation care structures of populous countries in South Asia. The pragmatic and operational realisation of the initiative is not high in terms of visibility in developing countries with fragmented rehabilitative care structures. Hence, the current narrative review was planned to highlight the spectrum of rehabilitation healthcare in the perspective of Sustainable Development Goal-3 with reference to the most populous South Asian countries, including Pakistan. A total of 40 relevant English-language, articles, publications, reports and online resources were reviewed. The narrative review is significant since it may result in mainstreaming the individuals with disabilities, improving their quality of life, enhance their productivity and lessen the burden and socio-economic costs of disability on the community. ---Continue
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Alkadrie, Jafar Fikri, and Jeniar Mooy. "Optimalisasi Peran ASEAN Disability Forum dan Akses Pendidikan bagi Kaum Penyandang Disabilitas." Jurnal Dinamika Global 1, no. 02 (December 1, 2016): 58–80. http://dx.doi.org/10.36859/jdg.v1i02.21.
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One of the ASEAN Socio Cultural Community's priority sectors in ASEAN Community 2015 is social development and welfare focused on the fulfillment of the rights of vulnerable groups including persons with disabilities. To support this sector, in 2011, the Bali Declaration underlined several aspects that could support the fulfillment of the basic rights of persons with disabilities in Southeast Asia, one of which is the activation of the ADF (ASEAN Disability Forum) as a container that has a role in mainstreaming Disability issues in policy making of ASEAN member countries.
In this regard, this article seeks to explain how the conditions of education of persons with disabilities in ASEAN member countries and the role and performance of the ADF and its contribution to persons with disabilities in Southeast Asia. The author also describes how the field conditions, obstacles and barriers and optimization actions that can make this ADF program to be successful and succeeded in accordance with the initial ideals previously intended.
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Riddell, Sheila, and Nick Watson. "Introduction: Equality and Human Rights in Britain." Social Policy and Society 10, no. 2 (February 24, 2011): 191–92. http://dx.doi.org/10.1017/s1474746410000539.
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The first ten years of the twenty-first century has seen the British Government introduce radical change to its equality policy. These changes have included the creation of a single equalities body, the Equality and Human Rights Commission (EHRC); the expansion of the equality terrain to include age, sexuality and sexual orientation and faith and belief in addition to gender, race and disability as protected grounds; the decision to coalesce human rights and equality legislation under the direction the EHRC; the development of an Equalities Framework; the promulgation of a new Equality Act (2009) with the aim of creating a single legal framework to cover all equality legislation together with the development of specific Equality Duties for the public sector around the areas of gender, race and disability with the aim of ‘mainstreaming’ equality. Barbara Roche, the then Minister responsible for equality co-ordination across the UK Government described these changes as ‘the most significant review of equality in over a quarter of a century’.
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Hogan, M. "Mental health reform under policy mainstreaming: needed, but uncertain." Epidemiology and Psychiatric Sciences 23, no. 1 (November 13, 2013): 11–16. http://dx.doi.org/10.1017/s2045796013000632.
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October 2013 marks the 50th anniversary of President John F. Kennedy's message to the US Congress on the need to reform mental healthcare. Much has changed in that time. In 2006, Frank and Glied summarized these changes and the forces behind them, finding that the well-being of people with mental illness was ‘better but not well.’ They also conclude that most improvements have been due to ‘mainstreaming,’ the inclusion of those with mental illness in broad reforms such as Medicare, Medicaid and Social Security. With the gradual assimilation of mental health concerns, leadership and resources into mainstream programmes and agencies, future improvements will require that these programmes are accessible and oriented to people with mental illness. The passage of broad health reform legislation in 2010 (the Affordable Care Act) reinforces this change; several of its provisions attempt to make healthcare more relevant to the population with mental illness. In this editorial, I discuss a set of challenges which remain for the population with mental illness in the healthcare system, and the prospects for change. These challenges include: (1) improving basic mental healthcare in primary care, (2) improving mental healthcare for children, (3) earlier detection and treatment of psychotic illness, (4) disability and unemployment and (5) the challenge of sustaining an adequate, speciality public mental healthcare system under conditions of mainstreaming. In general, I conclude that the prospects for successful reform are uncertain. Establishing mental healthcare specialization in mainstream systems has not been notably successful to date.
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Loice Mwikali Maluki. "CHRISTIAN RESPONSE TO CHALLENGES FACED BY CHILDREN WITH DISABILITIES." Kabarak Journal of Research & Innovation 7, no. 1 (August 8, 2019): 15–33. http://dx.doi.org/10.58216/kjri.v7i1.113.
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Children with disabilities are among the most marginalized and excluded in the society. This study aimed at ascertaining the typologies of disabilities among CWD in Malindi Sub-County; challenges faced by CWD, parents and caregivers, how they mitigate them and the role of St. Francis Xavier Roman Catholic Church in addressing the plight of CWD and its efficacy. A qualitative methodology was used to collect primary data. Structured and semi - structured interviews and focus group discussions were used in collecting data. The result indicated the existence of various types of disabilities among CWD in Malindi Sub County; including physical disability, mental disabilities, visual impairment, and hearing and speech impairments. Challenges faced by CWD included neglect, abuse by the able-bodied, inability to access assistive devices, mobility challenges, lack of awareness of rights, inability to access buildings and facilities and proper housing, inability to access specialized healthcare, inability to acquire employment, inability to socialize, and inability to access specialized education. Challenges faced by parents include joblessness and poverty, inability to access disability-specialized public amenities, marital and family breakups, stress, inability to access information, communication challenges, inability to access government funding, negative attitude by society, insecurity, negative impact of disability on siblings, and lack of formal training in disability issues. The study concluded that though the church had put in place some measures in addressing the plight of CWD, the efforts have not been efficient. To achieve efficacy, the study proposed that the church should set up full-fledged disability ministries; involve parents and the entire society in the planning and mainstreaming disability issues and build synergy and proper working relationships with government and other stakeholders.
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Loice Mwikali Maluki. "Christian Response to Challenges Faced by Children with Disabilities." Kabarak Journal of Research & Innovation 10, no. 1 (November 25, 2020): 48–66. http://dx.doi.org/10.58216/kjri.v10i1.108.
Full textAbstract:
Children with disabilities are among the most marginalized and excluded in the society. This study aimed at ascertaining the typologies of disabilities among CWD in Malindi Sub-County; challenges faced by CWD, parents and caregivers, how they mitigate them and the role of St. Francis Xavier Roman Catholic Church in addressing the plight of CWD and its efficacy. A qualitative methodology was used to collect primary data. Structured and semi - structured interviews and focus group discussions were used in collecting data. The result indicated the existence of various types of disabilities among CWD in Malindi Sub County; including physical disability, mental disabilities, visual impairment, and hearing and speech impairments. Challenges faced by CWD included neglect, abuse by the able-bodied, inability to access assistive devices, mobility challenges, lack of awareness of rights, inability to access buildings and facilities and proper housing, inability to access specialized healthcare, inability to acquire employment, inability to socialize, and inability to access specialized education. Challenges faced by parents include joblessness and poverty, inability to access disability-specialized public amenities, marital and family breakups, stress, inability to access information, communication challenges, inability to access government funding, negative attitude by society, insecurity, negative impact of disability on siblings, and lack of formal training in disability issues. The study concluded that though the church had put in place some measures in addressing the plight of CWD, the efforts have not been efficient. To achieve efficacy, the study proposed that the church should set up full-fledged disability ministries; involve parents and the entire society in the planning and mainstreaming disability issues and build synergy and proper working relationships with government and other stakeholders.
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Sherpa, Dawa, and Khagendra Baraily. "Exploration of Teachers' Role in Resource Class: A Case from an Integrated School." AMC Journal 2, no. 1 (March 18, 2021): 41–55. http://dx.doi.org/10.3126/amcj.v2i1.35786.
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This study aimed at exploring the teacher’s role in resource class especially focusing on how resource teacher contributes to mainstreaming of children with disability. For this purpose, the researcher applied hermeneutics phenomenology as a research design. Five resource teachers from two integrated school from Kathmandu valley were selected as research participants by purposive sampling. The researchers adopted in depth interview and class observation to gather the rigorous information. Data analysis had been carried out along with the categorization of themes of collaboration, observation of activities of resource teachers and understanding of service delivery model. From the interview protocol the responses were transcribed and basic themes had been organized. Main themes were extracted from the basic themes. Main theme had been discussed with thematic network to draw final conclusion. The findings showed that the roles and responsibility of resource teachers are to support general teacher, to teach basic adaptive skills for children with the disability, creating collaborative environment with the parents and professionals. Therefore, the resource teacher’s roles to identification of need for children with disability, co-operation with parents and general teachers that contributes to transition planning in the individualized education plan. The findings provided implications that produced a plan to assist in the collaboration between the two educational environments.
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Bhattarai, Tikaram. "Values for Inclusion of Children with Disability in Mainstream Education." GS WOW: Wisdom of Worthy Research Journal 2, no. 1 (2024): 97–104. http://dx.doi.org/10.62078/grks.2024.v02i01.009.
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This study aims to identify and explore the values that extend the inclusion of differently able children for mainstreaming in the general education with focus to the significance of changing trend of values. Values for inclusion of children with disability are crucial especially to plugging special education to the general one. The study is based on review and perception of interviewer. Key findings highlight the importance of diversity, fairness, collaboration, and empowerment as important values using efforts closer to inclusive schooling. The inclusion of children with impairments in mainstream school is contingent upon the fulfillment of numerous fundamental ideals, as this study has identified. Diversity, equity, collaboration, and empowerment were constantly emphasized as essential values in the interviews with educators, parents, and officials. Educator emphasized the importance of professional development and educational justice. Parents stressed the value of their children learning along with classmates and the non-discrimination policy. The importance of healthy policies, allocation of sufficient financing, and an inclusive curriculum was emphasized by policymakers. Each and every stakeholder group also considered respect and empathy to be essential. Keywords: Inclusion, Disability, Mainstream Education, Values, Diversity, Equity, Collaboration, Empowerment
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Ngcobo, Lindokuhle. "The Welfare of Women Living with Disabilities in the Rural Areas of South Africa: A Policy Assessment." African Journal of Gender, Society and Development (formerly Journal of Gender, Information and Development in Africa) 12, no. 4 (December 1, 2022): 93–111. http://dx.doi.org/10.31920/2634-3622/2022/v11n4a5.
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In most developing countries, people with disabilities, particularly women, are ignored and neglected in terms of service delivery, policy inclusion, and gender mainstreaming in public and private sectors and society in general, and South Africa is not immune to this pandemic. In spite of the South Africa government’s attempts to improve the rights of women with disabilities, there has been a gap in the local implementation of these programmes and regulations. Thus, the difficulties faced by women with disabilities endure and are more apparent in rural regions than in urban ones. This article evaluates the well-being of women with disabilities in Nkandla Local Municipality using qualitative analysis in accordance with relevant policies. The study is anchored on the Feminist Disability Theory, policy implementation, and Stakeholder Theory, which are meant to support and shape the objectives of this study. The research findings reveal that most women with a disability experience various challenges related to health care, education, transport and infrastructure, inclusion, participation, and abuse. These obstacles further diminish their ability to exercise their rights. Consequently, the study suggests that the government should demonstrate political will and that resources for organisations that execute disability policies should be enhanced. The resourcing of these institutions will allow them to execute their mandate effectively and ensure the progressive realization of disabled women’s rights. In addition, the researchers advocate for additional empirical study to improve awareness of the concerns and obstacles affecting women with disabilities and disability rights.
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Satapathy, S., and S. Kasi. "(A196) Psychological Distress, Quality of Life and Post-Traumatic Stress among Tsunami Affected People with Disabilities." Prehospital and Disaster Medicine 26, S1 (May 2011): s55. http://dx.doi.org/10.1017/s1049023x11001920.
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The study investigated psychological impact of tsunami of men and women with disabilities two years after the tsunami disaster. A total of 248 tsunami affected people with disabilities aged between 16 to 85 years were included in the final sample. And the sample consisted of 132 males with the men age 37.9 years, and 116 females with the men age 40.6 years. SRQ (psychological distress), IES (post-traumatic stress), WHO- DAS (psychosocial disability functioning) and QOL (quality of life) were administered. In addition to scale administration to 248 people, formal discussions were held with 27 mentally retarded people and their guardians/parents, thus making the total sample of 275. Main effects of gender were found significant on IES i.e. post-traumatic stress and main effects of type of disability was found significant on physical QOL, psychological QOL, and post-traumatic stress. Main effects of severity of disability was found significant on all variables. t-tests have been found out to study the inter group differences. All findings have been discussed in the light of supporting studies and theories. Long-term psychosocial and psychiatric interventions are suggested to be provided till the reconstruction and rebuilding phase continues, however, the challenge still remains for the strategy of mainstreaming disabled specific designed interventions within the community based psychosocial care services framework.
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Eldemire-Shearer, Denise, Kayon M. Donaldson-Davis, Julian McKoy Davis, and Douladel M. Willie-Tyndale. "PERSPECTIVE FROM A CARIBBEAN ISLAND, JAMAICA." Innovation in Aging 3, Supplement_1 (November 2019): S390—S391. http://dx.doi.org/10.1093/geroni/igz038.1436.
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Abstract Jamaica is prone to hurricanes and associated flooding. The older adult population is vulnerable given the increasing ageing population (12% over age 60), high rate of disability (20% - 30%) low literacy levels, increased feminization, and high numbers of old-old. This paper describes strategies employed in disaster management with a special focus on older persons as a vulnerable group. The significant contribution of social networks to disaster mitigation will also be discussed. Age-friendly strategies include older person representation on local disaster committees; mainstreaming the needs of older persons in community disaster plans; training of disaster workers on ageing and the special needs of older persons; maintaining community lists of frail, single and house-bound older persons. Social networks especially faith-based organisations are integral in disaster preparedness and recovery activities.
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Majnemer, Annette, Patrick J. McGrath, Jennifer Baumbusch, Chantal Camden, Barbara Fallon, Yona Lunsky, Steven P. Miller, et al. "Time to be counted: COVID-19 and intellectual and developmental disabilities—an RSC Policy Briefing." FACETS 6 (January 1, 2021): 1337–89. http://dx.doi.org/10.1139/facets-2021-0038.
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The COVID-19 pandemic has impacted the lives and well-being of all people globally, with consequences being observed across all domains from physical and mental health, to education and employment outcomes, to access to community supports and services. However, the disproportionate impact of the COVID-19 pandemic and its associated public health restrictions on individuals with intellectual and developmental disabilities (IDD) has largely been overlooked. Not only do people with IDD have a greater risk of severe complications and death from the virus as shown in large-scale studies, but they also face significant short- and long-term consequences of COVID-related public health measures on their mental health and well-being. At a time when this vulnerable population is already feeling undervalued, ignored, and forgotten, it is imperative that the risks facing adults and children with IDD—as well as their families and caregivers—are recognized, valued, and addressed through a disability-inclusive approach to Canada’s pandemic policy response planning. This requires both a mainstreaming of disability inclusion into all COVID-19 response and recovery policies as well as disability-specific policies to address the unique barriers and challenges encountered by people with IDD during the pandemic. The recommendations in this policy briefing aim to achieve a more inclusive, accessible, and sustainable Canada for people with IDD both during and after the pandemic—an approach that will result in benefits for all of society.
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Soresi, Salvatore, and Laura Nota. "A Social Skill Training for Persons with Down's Syndrome." European Psychologist 5, no. 1 (March 2000): 34–43. http://dx.doi.org/10.1027//1016-9040.5.1.34.
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Social skills are generally considered essential to adjustment processes in school and working life, and to the social mainstreaming of both disabled and nondisabled subjects. The definition itself of learning disabilities considers deficits in interpersonal relationships as essential to a disability diagnosis. With reference to Behavioral Social Skills Training (SST), a program was devised to teach social abilities to an experimental group of subjects with Down's syndrome attending the first years of a vocational school for disabled youths. The program is made up of ten didactic units aiming at increasing the ability to enact positive relational behaviors with teachers and peers, and ten didactical units aiming at favoring generalization. Evaluation of training effectiveness, carried out according to criterion tests, direct observations, and teachers' evaluations, suggest that the program can in fact improve the social skills of persons with Down's syndrome.
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Brasile, Frank M. "Wheelchair Sports: A New Perspective on Integration." Adapted Physical Activity Quarterly 7, no. 1 (January 1990): 3–11. http://dx.doi.org/10.1123/apaq.7.1.3.
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For decades, the integration of handicapped children and adults into the mainstream of society has been promoted as a valuable and necessary concept. With the advent of the Rehabilitation Act of 1973 and Public Law 94-142, the trend of mainstreaming individuals with handicaps into the “normal” world has led to the termination of many special schools and special recreation programs. This manuscript explores the potential of a new technique for integrating the disabled and the nondisabled. It is hypothesized that such integration will lead to a deeper commitment to, as well as a keener insight into, the plight of the disabled individual in regard to the attitudinal and architectural barriers that are still so prevalent in our society today. It is time to truly place more of a focus upon the ability of the participant, not the disability.
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Alshehri, Majed. "Higher Education Saudi Faculty Perspectives on the Instruction and Inclusion of Students with Autism Spectrum Disorder and Intellectual Disabilities." Migration Letters 20, no. 6 (September 2, 2023): 647–66. http://dx.doi.org/10.59670/ml.v20i6.3512.
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A total of 90 special education Saudi Arabian faculty members in 20 institutions of higher education were surveyed using the Revised Opinion Relative to Mainstreaming Survey to understand the preparation of pre-service teachers and their readiness to implement evidence-based practices to elementary students with an intellectual disability or autism spectrum disorder. The descriptive research design was utilized. Results revealed that although faculty noted interest in preparing pre-service teachers to support students with intellectual disabilities or autism, several barriers impeded their ability to effectively prepare teachers, such as a lack of collaboration in course development and fieldwork experience between departments of special and general education, the readiness of general education teachers to support students with autism/intellectual disabilities in the general settings, the use of evidence-based practices, and limited faculty interest to improve their knowledge and skills in this area. Limitations and implications for practice and future research are also discussed.
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Shrestha, Salpa. "Inclusion of Students with Intellectual Disability at Mainstream Classroom in Nepal." Asian Journal of Inclusive Education 07, no. 01 (December 31, 2019): 29–48. http://dx.doi.org/10.59595/ajie.07.1.3.
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The constitution of Nepal provides an inherent right to every child with special education need to attend community school nearby. But lack of necessary infrastructure and appropriate teacher trainings hinders the inclusive education process. In this context, the teachers’ attitude plays a major role in mainstreaming students with special education need in regular classroom. This study was carried out to measure the attitude of teachers towards the practice of inclusive education for one of the largest group of students with special education needs, the students with intellectual disability (SWID). The quantitative study investigated: a) the demography of teachers affecting the attitude and b) degree of strength of attitude affecting the intention of teachers to practice inclusive education in their classroom. The study design adopted the theory of planned behavior. Total of 197 general education teachers teaching in 33 different schools of Kathmandu participated in the study. The sub-scales of attitude significantly explained the variance in Intention with a strong effect. The perceived behavior control was a major behavioral predictor of intent of teachers to practice inclusiveness in the classroom. The age and level of experience of the teachers had inverse proportional relationship with the intention of teachers to teach SWID.
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Siambombe, Abednico, and Innocent Isaac. "Inclusion and disability mainstreaming : a case of the Integrated Learning Skills and Entrepreneurship Advancement Initiative (ILESEA) Project in Binga District, Zimbabwe." Ubuntu : Journal of Conflict Transformation 7, no. 1 (June 14, 2018): 135–55. http://dx.doi.org/10.31920/2050-4950/2018/v7n1a7.
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Lewis, Allen, Kristin Graham, and Abbas Quamar. "Beyond Discipline-based Expertise: Preparing Global Leaders in Rehabilitation." Journal of Applied Rehabilitation Counseling 45, no. 2 (June 1, 2014): 26–31. http://dx.doi.org/10.1891/0047-2220.45.2.26.
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Graduate education for rehabilitation counselors should now go beyond discipline-based expertise to the point of preparing global leaders in rehabilitation. The world is becoming increasingly small due to technology, as we rapidly approach the reality of that proverbial global village. Rehabilitation counselors can expand their base of influence, and thus, importance by functioning in a global context. To accomplish this, it is necessary to go beyond the typical preparation of rehabilitation counselors to integrate seven new skills into graduate rehabilitation counselor education. The skills are intercultural competency, anticipating the future, making organizations learning entities, using a comprehensive framework for planning change, data-driven decision making, critical thinking, and transformational leadership. An overview of each of these skills is provided along with strategies for infusing the skills immediately into Council on Rehabilitation Education-accredited graduate rehabilitation programs. There is also value in mainstreaming the International Classification of Functioning, Disability and Health (ICF) framework and including training in developing social capital as additional complementary elements in preparing global leaders in rehabilitation.
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Ananthi G Pillai and K. Devamanokari. "Academic assessment by general educators in inclusive schools on special needs." International Journal of Science and Research Archive 8, no. 1 (January 30, 2023): 459–64. http://dx.doi.org/10.30574/ijsra.2023.8.1.0090.
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Academic assessment of students with diversified needs the model of Inclusive setup has gained more appreciation from the policy makers, teachers and parents in the past years. It is also established as an innovative approach and structured way of teaching and learning which helps in academic progress of children with disability and mainstreaming children with special needs in general schools. Role of regular teachers in assessing children with special needs is highly challenging in inclusive setup along with non-disabled children in the class room. Formative and summative approaches are applied in schools for assessment of students with special needs and general students in the same classroom setup. Teachers in general education face many difficulties in assessing written tests and oral examination for children with disabilities who are enrolled in inclusive setup. This research aims to discover the effect of assessment methods used by the primary teacher educators in evaluating disabled children. The result exhibited that activity-based methods paved way for quality assessment of children with various disabilities enrolled in inclusive education.
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Bailey, Jeff, and Diana du Plessis. "An Investigation of School Principals’ Attitudes Toward Inclusion." Australasian Journal of Special Education 22, no. 1 (1998): 12–29. http://dx.doi.org/10.1017/s1030011200024234.
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This paper reports on an investigation of the attitudes of 225 principals employed in Queensland state schools, toward inclusion of students with disabilities. The justification for the study lay in the important role of school principals in implementing social justice strategies, together with the need to focus on attitudes toward inclusion, as opposed to mainstreaming or integration. The approach to inclusion taken in this study was the placement of students with disabilities and special needs in classrooms with children who do not have such disabilities or needs, together with the provision of support for the included student. A 30‐item scale measuring attitudes toward inclusion was developed and administered. In an attempt to identify the influence of factors which might be seen to influence inclusion attitudes, the following demographic variables were used for analysis: principals’ age and gender; type and size of school; previous and present experience with students with disabilities; and special education qualifications. The results showed the large majority of school principals were positive about inclusion. It was found that the demographics age, gender, and school size had no impact on attitudes toward inclusion. Using a two‐factor solution and a clustering of types of disability, significant differences emerged on the basis of type of school (secondary vs primary), type of disability (a combination of sensory, learning, intellectual, speech) vs aggressive behaviour, and previous teaching experience with students with disabilities. In terms of the implementation of inclusion, all respondents were equally cautious, pointing to the need for further training of teachers, aides and principals, and additional resources to ensure effective inclusion.
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Rose Joseph. "Demystifying Race and Class as Special Needs in Toni Morrison’s God Help the Child." Creative Launcher 8, no. 5 (October 31, 2023): 189–201. http://dx.doi.org/10.53032/tcl.2023.8.5.18.
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The present research article examines the experiences of characters in God Help the Child (2015) within the framework of issues that require mainstreaming such as racism, ethnicity and class and how they amount to special needs. This special need gets its place in literature because the subject matter and themes of literature often derive their appeal from the twist that results when literary representations undermine, contradict, equal, or surpass the real, or at least our sense of it, the reason why mimesis is often achieved in literature through a figurative portrayal of reality. Literary tropes in other words, help to amplify literary themes within the framework of assumptions that appeal to our definition of reality. Thus, the concept of special needs like any other figurative connotations, serves to expatiate and interrogate issues of racial and class portrayal in the text. Elaborating the concept and idea of special needs/disability to include identity formation rather than the physical or mental characteristics, establishes a case for the “othering” of minority identities who suffer discrimination on the basis of their identities be it racial or class difference.
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Shumaieva, Svitlana, and Svitlana Kovalenko. "HISTORY OF INCLUSIVE EDUCATIONAL PRACTICES IN THE USA." Collection of Scientific Papers of Uman State Pedagogical University, no. 1 (March 31, 2021): 157–63. http://dx.doi.org/10.31499/2307-4906.1.2021.228834.
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The article analyzes the historical stages of inclusive education in the United States: the first – 1960 – the stage of segregation and marginalization of people with special educational needs, the second (from 1968 to 1975) – the stage of normalization, the idea of involving disabled students in the educational environment, the third stage – educational mainstreaming (1975–1983), the fourth stage – (1983–2004) – inclusive education characterized by joint training of people with special needs with peers using typical development, the fifth –mixed educational system – a comprehensive inclusive education system starting in 2004 and until now in the United States.It was determined that the definition of “special educational needs” (learning disability), means developmental delay, disorder of one or more processes related to speaking, reading, pronunciation, writing or arithmetic abilities as a result of possible cerebral dysfunction, but not in the result of mental disorders, loss of sensitivity, cultural, educational or upbringing factors. It has been found that disorder or disability is not one specific concept, but often a mixture of disorders grouped under one broad term, and inclusive education is seen as “the process of addressing and responding to the diverse needs of students by ensuring their participation in learning, cultural activities and community life and reducing exclusion in education and the learning process”. Now intellectual level is determined by using standard intelligence tests, mostly Stanford-Binet, that allows to use individualized curricula as a basis for teaching children with disabilities in inclusive settings. But it is still clear that even in such circumstances, the problems of inclusive education remain to be complex and ambiguous.
Keywords: special educational needs, children with disabilities, inclusive environment, inclusion, child with special educational needs, inclusive education, state acts, US general education system.
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KORKMAZ, Zafer, and Fırat ÜNSAL. "ANAOKULU MÜDÜRLERİNİN KAYNAŞTIRMA EĞİTİMİNE İLİŞKİN GÖRÜŞLERİ: BİR ODAK GRUP ÇALIŞMASI." SOCIAL SCIENCE DEVELOPMENT JOURNAL 7, no. 33 (September 15, 2022): 177–85. http://dx.doi.org/10.31567/ssd.722.
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In Turkey, as in many other countries, laws, and regulations protect every child's right to an education. This encompasses all disabilities that need special education. Distinct features and disability groups cannot benefit from education without specific adjustments in general education for students who vary considerably from their classmates and have different disability groups. Starting special education at an early age is one of the most fundamental concepts of special education and is incredibly important, just as it is crucial to start education at an early age in kindergarten education. This research aims to ascertain the perspectives and recommendations of school administrators who have inclusive pupils in their kindergartens on inclusive education. The study included a qualitative research approach known as focus group discussions. At the end of the study, it is discovered that the majority of the information resources of kindergarten principals working in kindergartens are gathered in the form of university education, in-service training, school guidance service, and individual efforts, and that mainstreaming students only have a hazy understanding of their rights as outlined in the constitution, laws, regulations, and directives. When working with special education children, the topics they need assistance with are communication, family education, behaviour shaping, and the preparation of individual education plans, and the resources they use to guide families are books, special education specialists, child mental health specialists, relevant departments of universities, guidance research centres, and so on. It is expanding as a school guidance service. Participating kindergarten principals generally indicated that inclusive education was very helpful to their pupils, while a few participants claimed that the lack of adequate physical conditions and opportunities hindered this advantage. Keywords: Preschool education, kindergarten, special education, inclusive education.