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Academic literature on the topic 'Educational Level Attitude Physically Challenged Disability'
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Journal articles on the topic "Educational Level Attitude Physically Challenged Disability"
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Esther, Ejeh, and Joseph Alila. "EFFECT OF EDUCATIONAL LEVEL ON ATTITUDE TOWARDS THE PHYSICALLY CHALLENGED PERSONS IN KOGI STATE, NIGERIA." International Journal of Advanced Research 9, no. 10 (2021): 952–57. http://dx.doi.org/10.21474/ijar01/13633.
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People living with physical challenges constitutes part of the larger society and should be given the inclusive opportunity to engage fully in societal activities. The plight of persons with disabilities in Kogi State, Nigeria, has attracted increasing concern over the years. Thus, the present study aimed to examine the variations in attitude towards the person with physical challenges in Kogi State based on educational level. The study adopted a cross-sectional research design. One hundred and seventeen (n=117) participants randomly pooled from different locations in the Kogi State, Nigeria, participated in the study. The participants completed a self-report measure of the modified version of the Attitudes towards Disabled Persons (SADP) Scale. The result revealed that the participants primarily showed positive attitudes towards persons with physical challenges despite their educational level. Also, the result of the simple linear regression conducted to test the hypothesis revealed that educational level does not predict attitude towards the physically challenged.
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Torres Paz, Luis Edwin, Juan Carlos Granados Barreto, Edgardo José Torres Lozada, David Bustamante Cerna, and Yurick Franz Arroyo Fernández. "Profesorado en Educación Física vinculado a la discapacidad e inclusión en Perú (Teachers in Physical Education linked to disability and inclusion in Peru)." Retos 49 (June 20, 2023): 905–13. http://dx.doi.org/10.47197/retos.v49.98676.
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Respecto a los futuros profesores de Educación Física (EF), como de todas las áreas de la currícula, habría que preguntarse cuáles son, cómo y las razones de sus actitudes ante la discapacidad e inclusión. Este trabajo buscó analizar las actitudes de universitarios peruanos de la carrera de Educación Física (EEF), así como los factores vinculados a la actitud de los futuros docentes de EF y desafíos que se les presentan. Participó un total de 160 universitarios (97 hombres y 63 mujeres) con una edad media de (DT=1.84), pertenecientes a la Universidad Nacional Pedro Ruiz Gallo, Universidad Particular de Chiclayo, Universidad Nacional José Faustino Sánchez Carrión y Universidad Nacional de Educación, a quienes se implementó el cuestionario Factores asociados a la actitud hacia la discapacidad en estudiantes de Educación Física (Palomino y Quispe, 2020) y la Escala de Actitudes hacia las Personas con Discapacidad (Palomino y Quispe, 2020). Se demostró que un número significativo de los estudiantes de la carrera de EF poseen una actitud positiva hacia la discapacidad e inclusión. Además, indicadores destacados para la actitud fueron el sexo, experiencia social y nivel educativo. Paralelamente, los factores que influye sobre la actitud son de tipo formativo, personal-experiencial y contextual, y algunos desafíos fueron la capacitación, sensibilización, terminología y falta de expertos. Palabras clave: educación física, inclusión, actitudes, profesorado, discapacidad Abstract. Regarding future Physical Education (PE) teachers, as with all areas of the curriculum, one should ask what, how and the reasons for their attitudes towards disability and inclusion. This work sought to analyze the attitudes of Peruvian university students in the Physical Education (EEF) major, as well as the factors linked to the attitude of future PE teachers and challenges that are presented to them. A total of 160 university students participated (97 men and 63 women) with an average age of (DT=1.84), belonging to the Pedro Ruiz Gallo National University, the Private University of Chiclayo, the José Faustino Sánchez Carrión National University and the National University of Education. to whom the questionnaire Factors associated with the attitude towards disability in Physical Education students (Palomino and Quispe, 2020) and the Scale of Attitudes towards People with Disabilities (Palomino and Quispe, 2020) were implemented. It was shown that a significant number of PE students have a positive attitude towards disability and inclusion. In addition, prominent indicators for attitude were gender, social experience, and educational level. At the same time, the factors that influence attitude are formative, personal-experiential, and contextual, and some challenges were training, awareness, terminology, and lack of experts. Keywords: physical education, inclusion, attitudes, teachers, disability
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C. Onah, Festus, and Kelechi T. Ugwu. "FACTORS INFLUENCING THE ATTITUDESOF NIGERIANS TOWARD PERSONS WITH PHYSICAL CHALLENGES." International Journal of Advanced Research 9, no. 5 (2021): 395–99. http://dx.doi.org/10.21474/ijar01/12851.
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The present study aimed to examine the factors influencing the attitudes of Nigerians toward people with a physical disability. The study hypothesized that education and exposure to the physical challenge would influence attitudes toward people with a physical disability. The design of the study was cross-sectional. The participants comprise one hundred (100) workers drawn from state and local government civil service in the Enugu State, Nigeria, using a random sampling technique. Data were collected through a self-administered survey questionnaire, using a modified version of the Scale of Attitudes towards Disabled Persons (SADP). The result revealed that the participants largely showed positive attitudes towards persons with physical challenges. Two hypotheses were tested using multiple regression analysis and the analysis revealed that educational leveldid not influence attitude towards the physically challenged. However, it was found that exposure to a person with physical challenges influenced the attitudes toward people with a physical disability.
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Dr., Sujoy Kanti Ghoshal. "Educational Development of Physically Challenged Persons in India - Policies and Challenges." International Journal of Trend in Scientific Research and Development 2, no. 4 (2018): 1614–22. https://doi.org/10.31142/ijtsrd13038.
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Education is the most important vehicle for social, economic and political transformation. Unfortunately, globally numerous Physically Challenged Persons PCPs and particularly Children with Disabilities CWDs do not get adequate opportunity of education because of social neglect, and absence of support systems in the home and inadequacy of sufficient facilities particularly in schools. The situation is worst for low income countries compare to high income countries. In India, as for all children, education is vital for CWDs in itself but also instrumental for participating in employment and other areas of social activity. However, educational outcomes for children and adults with disabilities remain poor in both rural and urban India. The circumstance is more vulnerable for girl children with disability. The situation is started to change. The NSSO data shows some improvement in literacy level. The MHRD has introduced various programmes to provide educational opportunities to PCPs in an inclusive environment and emphasize on the requirement of appropriate vocational training skills to make them self reliant and productive members of the society. But, the coverage under the scheme has remained limited. Eventually, CWDs should have equal access to quality education, because this is key to human capital formation and their participation in social and economic life. Dr. Sujoy Kanti Ghoshal "Educational Development of Physically Challenged Persons in India - Policies and Challenges" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-2 | Issue-4 , June 2018, URL: https://www.ijtsrd.com/papers/ijtsrd13038.pdf
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Karimov, Farid. "Formation Aspects of an Accessible Environment in Modern Landscape Architecture in Azerbijan." Problemy Ekorozwoju 16, no. 2 (2021): 226–33. http://dx.doi.org/10.35784/pe.2021.2.24.
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Despite the recent complex reconstruction in Azerbaijan, public spaces, parks and boulevards still do not fully respond to inclusivity. A long-term comprehensive action plan should be developed, and targeted actions should be undertaken to address these short comings. Thus, in order to achieve full accessibility, equipment and construction should be carried out not only in parks, but also in public spaces, taking into account the needs and interests of people with different categories of disability. It is also necessary to improve the regulatory framework, to promote public awareness, to develop a positive attitude towards physically challenged people, and to train new generations of professionals to take action to ensure a high level of working on this field in the future.
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Lakshman, I. M., and D. M. Y. Abeywardhana. "Facilitating Student-Centered Learning or Violation of Equality? Student Attitudes about Online Sociology Lessons at the University of Colombo During the Pandemic." Vidyodaya Journal of Humanities and Social Sciences 08, no. 02 (2023): 143–56. http://dx.doi.org/10.31357/fhss/vjhss.v08i02.11.
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This study explores student attitudes on online teaching that took place during 2020 in three sociology courses at the University of Colombo. A sample of 44 students who volunteered to write an essay about their online-learning experience was chosen for study from among the First, Third and Fourth/Final Year students. These essays were. analysed thematically to see the students’ level of engagement, enjoyment and challenges faced. In general, a positive attitude was identified among students regarding online learning. The positive attitude emerged mainly from a sense of enjoyment that has been lacking in the traditional classroom. The e-library containing materials in Sinhala and Tamil was appreciated as it helped students overcome the barrier of not having access to the physical library. Students also expressed some negative attitudes and they were mostly related to challenges encountered. These challenges which included lack of internet access, affordability and lack of IT knowledge clearly violated the equity principle rooted in the country’s free education policy. In the absence of these facilities, educational loss has been inevitable for some. The study proposes the need to improve infrastructure and students’ IT skills in order to secure maximum benefits of the online programme and to sustain equality among different socio-economic groups in society. The need for developing a unique style of online teaching that takes into account the medium of instruction, students’ IT knowledge and disability status while promoting asynchronous activities is noted. Financial assistance to students for overcoming affordability issues is also recommended.
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S, S. Janhavi. "Overview of International Conventions on the Rights of Persons with Disabilities." Innovation The Research Concept 9, no. 5 (2024): E10—E18. https://doi.org/10.5281/zenodo.12665813.
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This paper has been published in Peer-reviewed International Journal "Innovation The Research Concept" URL : https://www.socialresearchfoundation.com/new/publish-journal.php?editID=8417 Publisher : Social Research Foundation, Kanpur (SRF International) Abstract : The problems of the disabled are not only those caused by their disability but also those of adjustment in a world whose apathetic or holistic attitude towards them magnifies their troubles and threatens their very existence as human being. With the change of time, there has been paradigm shifting towards addressing the problem of disability. There is more focus on temperament and rehabilitation of physically and mentally challenged persons rather than welfare orientation. Physical handicap refers human Herman limitations irrespective of whether disability is attributable to disease, injury or inheritance. Physical disability will lead to a limitation of physical function whether locomotors, sensory or effective special organism medical definition of physical impairment is adopted and subsequently extended to include sensory, and cognitive forms, in contrast to a definition of disability in socio-political term, as the outcome of an oppressive relationship between people with impairments and the rest of society. [1] As many as possible 80 per cent of all disabled persons live in isolated rural areas in the developing countries. They often live-in areas where medical and other related services are scarce, or even totally absent, and where disabilities are not and cannot be detected in time. When they do receive medical attention, if they receive it at all, the impairment may have become irreversible. In many countries, resources are not sufficient to detect and prevent disability. In such countries, the disability problem is further compounded by the population explosion, which inexorably pushes up the number of disabled persons in both proportional and absolute terms. There is, thus, an urgent need, as the first priority, to help such countries to develop demographic policies to prevent an increase in the disabled population and to rehabilitate and provide services to the already disabled. Therefore, at international level many international conventions create obligations on the signatory states to take measures to make the differently challenged persons to enjoy their human rights. Union of Physically Impaired Against Segregation (UPISA) of Britain has defined the impairment and disability in the following terms.
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Neilson, Wendy, and Ashlie Brink. "The importance of educating student teachers in inclusive education. A disability perspective." Kairaranga 9, no. 2 (2008): 16–21. http://dx.doi.org/10.54322/kairaranga.v9i2.122.
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In schools today inclusion involves a challenge to attitudes and expectations within educational communities. The New Zealand Disability Strategy (Minister for Disability Issues, 2001), is a guide for government action to promote a more inclusive society. Out of its 15 Objectives, Objective 1encourages and educates the community and society to understand, respect and support disabled people. Objective 3 looks at providing the best education for disabled people.Objective 5 fosters leadership by disabled people. The summary states that New Zealand will be fully inclusive when it's a society that highly values our lives and continually enhances our full panicipation. Educators must be committed to The New Zealand Disability Strategy because its main locus is about a fully inclusive community. Often, through role models, strong messages challenge negative assumptions and prove that there are alternative ways of looking at the world. Generally, those who are the most critical to implementing inclusion, such as teachers, are introduced to the notion by individuals for whom it is a theoretical, rather than a lived concept. This article involves a sharing of experiences of two women who are involved in teaching inclusion at tertiary level, who live with physical disabilities and who have proved this to be a powerful combination in changing attitudes.
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Ashiqur, Rahman, and Akther Farhana. "Condition of Inclusivity in Public University of Bangladesh Specifically for the Disabled Student: A Case Study on Jahangirnagar University." International Journal of Social Science and Human Research 04, no. 03 (2021): 313–25. https://doi.org/10.47191/ijsshr/v4-i3-12.
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Education is a challenge for Physically Challenged Students (PCS). Accessibility in the buildup environments of university campus for PCS is a worldwide concern. A country can’t uplift its socio-economic conditions unless and until people from all level ofthe society get the equal access in every facilities and services provided by government. Every student with disability has the right to equal enjoyment and access in a residential university. In Bangladesh, increased numbers of students with disabilities have been accessed to higher educational opportunities. However, also the government has imposed some legal legislation for the education and the inclusive design for the PCS. So, this study concerns about the accessibility in higher educational institutions for PCS. This research has highlighted the accessibility condition of the buildup areas of the Jahangirnagar University campus in Bangladesh and the problems faced by the PCS which created because of the existing structural design. It also explores the relation between types of barriers and different structures in university for the PCS’s. At the end this study tries to provide some guidelines forensuringbetteraccessibilityofthephysicallychallengedstudents.
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Abdulhameed, Hasan Talafha. "Factors Influencing Academic Performance and Achievement of Students with Disabilities." International Journal of Social Science and Human Research 05, no. 3 (2022): 911–26. https://doi.org/10.5281/zenodo.6361941.
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Students with disabilities face diverse challenges which greatly affect their access and full participation in academic programmes at academic institutions of all levels. Therefore, the aim of the current empirical study is to identify the factors influencing the academic performance and achievement of disabled students. The study was guided by the Social Cognitive Theory (SCT). Based on the review of the relevant literature, the study concluded that there are several factors that influence the academic performance and achievement of students with disabilities such as: emotional factors such as the disabled students’ fear, depression, low self-confidence, feelings of shame, withdrawal, low self-concept, and feelings of inferiority. Moreover, other factors include the disabled student’ family background along with their socio-economic status, the educational level of the parents, the lack of the parents’ encouragement and motivation, the authoritarian nature of some families of students with disabilities, the negative attitudes of some teachers towards the students with disabilities and the weakness of the instructional strategies implemented by the teachers, the societal attitudes towards disabled students and well as the students’ attitudes towards themselves, the physical barriers within the academic institutions’ environment, etc. finally, multiple detailed solutions and recommendations were suggested by the study.
Conference papers on the topic "Educational Level Attitude Physically Challenged Disability"
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Buicabelciu, Oana. "BLENDED LEARNING USING MULTITOUCH AND SENSORY RESPONSIVE TECHNOLOGIES IN KINDERGARTEN: THE FUNLAB PROJECT, BUCHAREST, 2014." In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-106.
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E-learning has been spreading more and more in the Romanian schools in order to support the traditional teaching process. Computer-assisted instruction has many advantages, such as active learning strategies, students' involvement in learning, and development of more complex technical skills in tune with greater demands for social and societal insertion. However, there are still many controversies related to the phenomenon of human alienation, reduction of basic interpersonal relations, therefore having negative effects upon the emotional-affective dimension of personal and interpersonal relationships. Referring to persons with disabilities, it is commonly agreed that technology is not just their ally, but often the only chance to compensate their natural induced impairments. People with disabilities use technology to communicate, move, fulfill their basic needs, and self-care, overcoming the 'assisted-person' status and gaining more independence and greater control upon the quality of their lives. Still, questions remain: can or will technology ever help them decisively to overcome social barriers, those last challenges to social progress and the emergence of societies showing an inclusive frame of mind? Those 'walls of discrimination' created between ignorance and tolerance can actually be torn down, at some point, so that disability may be addressed as a sample of human diversity and not as a disadvantage? How can we use technology to get a positive answer to this issue sooner? Using these questions for starters, a project dedicated to the training of inclusive mindsets through play and teamwork from the early age has begun in Bucharest at the Special Kindergarten for the Hard of Hearing no. 65 in March 2014. Fun Lab is a project that combines latest learning technologies through sensory stimulation using cutting-edge equipment with problem-solving strategy based on mutual interaction and support in order to solve amusing tasks, which brings persons with sensory disabilities and regular people of all ages together. We wish to reform the way of looking at disability within the community, to prevent indifference or intolerance, discrimination (even the positive one). We wish to reform the way of thinking of persons with disabilities, both with or without sensory impairments, but having "ignoring or indifference disabilities", in the way of a common effort to real equal opportunities and rights to life and education of all those involved. And because communication between these dramatically different communities is often difficult or impossible, we chose a universal way, so to speak, to communicate, at local, international or even intergalactic level... what else could unite us more tightly and make us interact to each other than technology? We bet on technology, this gigantic destroyer of humanity, as it was often described, to reverse it against its long standing meaning, that is to maim and extinct human relationships and human in generally in the favor of the machine. We plan to reverse the poles and use technological systems to close different communities, to make them interact and know each other, to accept each other and to support each other, completing to one each other in order to achieve a common goal - progress. Project Goal Our goal is a kind of "domino" relationship between the progress of approach and education strategies for rehabilitation of preschoolers with sensory and associated multi-sensory disabilities and the social progress of the community within they will find their place. Non-acceptance and indifference come from ignorance and lack of relationship; by offering a common "toy", we hope to improve not only the life of persons with deficiencies, but the personal progress desire of those from the greater community, referring to attitude toward deficiency in general, toward impairment and limits, even physical ones, toward knowledge or relationship. Activities and results What we plan for ourselves through this project is offering work techniques and abilities for teachers, students and parents, as education partners, by organizing of interactive workshops "Sensory-lab"-like, in which we blend fun, relaxation and out of daily routines with a subtle and positive learning process through play and fun. We use multi-touch technologies and sensory responsive equipments, such as: multi-touch 27" monitor computer charged with hundreds of apps and games from the mains AppStores (sensory training, speech therapy apps, deaf signs apps, sport and motric coordination games, music, team play games, memory and attention games, cognitive and communication development games using virtual realities), 3D archive library and also sound, light and movement responsive equipments. Through participation at "sensory-lab" workshops, the life of the school community will improve and the mutual interactions between the two categories of persons: those who can hear and those who cannot, even if we talk about preschoolers or their parents. As a result of "sensory-lab" activities we expect an increase of the interest in common events and an increased involvement in education and extra-curricular activities of parents and local community.