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Relevant bibliographies by topics / Mentally handicapped children – Movement education

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Academic literature on the topic 'Mentally handicapped children – Movement education'

Author: Grafiati

Published: 4 June 2021

Last updated: 28 July 2025

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Journal articles on the topic "Mentally handicapped children – Movement education"

1

Shumaieva, Svitlana. "DEVELOPMENTAL STAGES OF SPECIAL EDUCATION TEACHER TRAINING PROGRAMS IN THE UNITED STATES OF AMERICA." Collection of Scientific Papers of Uman State Pedagogical University, no. 1 (March 30, 2023): 88–94. http://dx.doi.org/10.31499/2307-4906.1.2023.276947.

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The article analyzes the developmental stages of special education teacher training programs in the United States of America. It was founded that for many years there were no licensing requirements or programs to train teachers to work with children with special educational needs. The civil rights movement, legislative revisions, and court cases changes in special education teacher training and service delivery models for students with disabilities. The article describes three eras of teacher training each differed from the previous one by improving conditions for children with disabilities. T

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2

O'Donnell, David, and Margaret A. Crosswaite. "Dental Health Education for Mentally Handicapped Children." Journal of the Royal Society of Health 108, no. 1 (1988): 8–10. http://dx.doi.org/10.1177/146642408810800105.

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3

Bouffard, Marcel. "Movement Problem Solutions by Educable Mentally Handicapped Individuals." Adapted Physical Activity Quarterly 7, no. 2 (1990): 183–97. http://dx.doi.org/10.1123/apaq.7.2.183.

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Educable mentally handicapped persons lag well behind nonhandicapped children in the development of both fine and gross movement skills. These persons have difficulty in solving movement problems. Based upon recent work done in cognitive science, it is argued that this lag in movement skill development is related to five major sources: (a) deficiencies in the knowledge base or lack of access to it, (b) lack of spontaneous use of strategies, (c) inadequate metacognitive knowledge and understanding, (d) lack of executive control, and (e) inadequate motivation and practice. A seven-step procedure

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4

Kurniawan, Dimas Dwi, and Donny Avianto. "Pemanfaatan Augmented Reality Untuk Media Pembelajaran Alat Transportasi Bagi Anak Tunagrahita Sedang." Journal of Information System Research (JOSH) 5, no. 1 (2023): 261–70. http://dx.doi.org/10.47065/josh.v5i1.4394.

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A comparison between conventional teaching methods and modern technology reveals a significant difference in the effectiveness and efficiency of educating moderately mentally handicapped children or D3 C class. The available learning materials lack innovation. Monotonous material design that doesn't support interactivity can reduce the interest and engagement of mentally handicapped children. Therefore, the development of more engaging materials that meet their needs is required. D3 C class students with intellectual disabilities require special attention in the use of educational media, consi

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5

Sanli, Esat, and Yasar Barut. "The Determination of the Needs of the Families with a Mentally Handicapped Child According to Their Mood." Khazar Journal of Humanities and Social Sciences 19, no. 3 (2016): 68–81. http://dx.doi.org/10.5782/2223-2621.2016.19.3.68.

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Numerous domain experts who provide service to disabled individuals have focused on only disabled children for many years and the family has not generally dwelled on during this time. But today, it is more clearly seen that meeting the needs of family means meeting the needs of the child. The families may reveal different sensual reactions according to their children’s special condition. In case it is known whether these sensual reactions affect their requirement areas and the intensity of their needs, the quality of the given assistance can be increased.This research was made to determine whi

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6

Baroody, Arthur J. "Brief Report: Basic Counting Principles Used by Mentally Retarded Children." Journal for Research in Mathematics Education 17, no. 5 (1986): 382–89. http://dx.doi.org/10.5951/jresematheduc.17.5.0382.

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Evidence of basic counting principles has been found in retarded children (Gelman, 1982), including those who are moderately handicapped (Baroody & Snyder, 1983). However, Gelman found no evidence of a stable-order or a cardinality principle in mentally handicapped children with a mental age (MA) of less than 4½ years. The current study examined retarded children in the same MA category to (a) evaluate the hypothesis of a critical MA for learning basic counting principles and (b) further examine how an understanding of counting develops.

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7

Baroody, Arthur J. "Mental-addition development of children classified as mentally handicapped." Educational Studies in Mathematics 19, no. 3 (1988): 369–88. http://dx.doi.org/10.1007/bf00312453.

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8

Efilti, Erkan. "Investigating the Psychological Resilience of Fathers with Mentally Handicapped Children." lnternational Electronic Journal of Elementary Education 11, no. 4 (2019): 353–60. http://dx.doi.org/10.26822/iejee.2019450793.

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9

Yang Qiwen, Wu Ruisi, and Hamdan Mohd Ali. "INVESTIGATION AND RESEARCH ON PARENTS' PARTICIPATION IN CHILDREN'S PHYSICAL EDUCATION OF INTELLECTUALLY HANDICAPPED CHILDREN PHYSICAL EDUCATION OF INTELLECTUALLY HANDICAPPED CHILDREN." International Journal of Social Science and Business Management 2, no. 01 (2024): 106–21. http://dx.doi.org/10.59021/ijssbm.v2i01.91.

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With the development of special education, the education of exceptional children has also received more and more attention. Generally, the education and training of parents of special children brand behavioral intervention are keys to helping special children. The ecological theory of child development believes that parents are the critical factors influencing the development of exceptional children; children' learning occurs in the natural environment and runs through daily life activities. The family is the earliest environment for children, and parents are children's first teachers. Educati

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10

Sherrill, Claudine. "Fostering Creativity in Handicapped Children." Adapted Physical Activity Quarterly 3, no. 3 (1986): 236–49. http://dx.doi.org/10.1123/apaq.3.3.236.

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The purpose of this paper is to increase awareness of creativity as a goal of adapted physical education, to describe assessment techniques, and to suggest instructional approaches for developing creativity in the movement setting. Creative behaviors that can be developed in handicapped children and youth include fluency, flexibility, originality, elaboration, risk-taking, courage, curiosity, and imagination. Research on creativity and handicapped children is identified and cited. Assessment instruments reviewed are Torrance Tests of Creative Thinking, Wyrick Test of Motor Creativity, Torrance

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Dissertations / Theses on the topic "Mentally handicapped children – Movement education"

1

McConachie, H. R. "Involvement of parents of young mentally handicapped children in teaching." Thesis, University of Manchester, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.376282.

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2

Khamis, Vivian Edward. "Parental attitudes toward the special education placement of their mentally handicapped children." Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/558373.

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The purpose of this study was to determine the knowledge level and degree of satisfaction of parents whose mentally handicapped child was receiving special education and/or related services provided by public school systems.One-hundred and thirty parents responded to three instruments constructed for this study.Findings MANOVA results revealed significant differences among the three parental groups (parents of mild, moderate, and severe/profound children) on the attitude measure toward the special education placement of their children. Post hoc tests and mean comparison data indicated that par

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3

鍾國棟 and Kwok-tung Michael Chung. "The effects of extrinsic reinforcement on extrinsic motivation amongstmildly mentally handicapped children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956385.

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4

Sloper, Patricia. "A study of factors surrounding the transition from preschool to school for children with Down's syndrome." Thesis, University of Manchester, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.233130.

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5

Chio, Fong-i., and 招鳳儀. "Evaluation of social skills training for mild grade mentally handicapped children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961526.

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6

Chio, Fong-i. "Evaluation of social skills training for mild grade mentally handicapped children." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2227828X.

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7

Lau, Luen-fong Sandra, and 劉鑾芳. "Severely mentally handicapped school leavers in Hong Kong: preparation & placement." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B3862607X.

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8

Chen, Elaine, and 陳思敏. "Mildly mentally handicapped peers as tutors in a social skills programfor autistic children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B38626019.

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9

Cheung, Chiu-kwan. "Job satisfaction among moderately mentally handicapped school teachers in Hong Kong." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14710201.

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10

Williams, Valjean. "An analysis of the social acceptance of seven mainstreamed mentally handicapped children in a regular classroom." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1995. http://digitalcommons.auctr.edu/dissertations/504.

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This study investigated the peer acceptance of the mentally handicapped child mainstreamed in the regular classroom. In search of a solution to the problem, two concerns were addressed: 1. Is the mainstreamed mentally handicapped student accepted by his peers in the regular classroom? 2. Is the mainstreamed handicapped student ever chosen for leadership in the regular classroom by his peers? The problem was stated as a null hypothesis: There was no statistically significant difference in the relationship of the mentally handicapped and the “normal” child when placed in the regular classroom wh

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Books on the topic "Mentally handicapped children – Movement education"

1

Miles, Christine. Special education for mentally handicapped pupils: A teaching manual. Mental Health Centre, 1990.

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2

Bill, Gillham. A basic attainments programme for young mentally handicapped children. Croom Helm, 1987.

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3

McConachie, Helen. Parents & young mentally handicapped children: A review of research issues. Croom Helm, 1986.

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4

Organisation, Irish National Teachers'. Accommodating difference: An INTO policy document on the integration of children with disabilities into mainstream national schools. INTO, 1993.

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5

Ashton, Ian B. Autistic children: One way through : the Doucecroft School approach. Souvenir Press (E&A), 1987.

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6

Organisation, Irish National Teachers'. Providing education for pupils with severe and profound handicap. Irish National Teachers' Organisation, 1996.

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7

Longhorn, Flo. Religious education for very special children. ORCA Computers, 1993.

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8

Longhorn, Flo. Religious education for very special children. Catalyst Education Resources, 1996.

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9

Egbebike, A. N. Special education for handicapped children in Nigeria: With emphasis on the mentally retarded. Pacific Publishers, 1993.

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10

Kelly, Dolores Mary. Special education: Towards the integration of children with special education needs. University College Dublin, 1996.

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Book chapters on the topic "Mentally handicapped children – Movement education"

1

Harris, John. "The Contribution of Developmental Psychology to the Education of Mentally Handicapped Children in Special Schools." In Child Psychology in Action. Routledge, 2017. http://dx.doi.org/10.4324/9781315183329-ch7.

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Conference papers on the topic "Mentally handicapped children – Movement education"

1

Ardisal, Ardisal, and Pinna Patika Sari Almar. "Improve Introducing the Concept of Space through Fantasy Gymnastics for Mentally Handicapped Children." In International Conference of Early Childhood Education (ICECE 2017). Atlantis Press, 2018. http://dx.doi.org/10.2991/icece-17.2018.45.

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