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Journal articles on the topic 'People with disabilities – Education – Nigeria'

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Published: 4 June 2021

Last updated: 6 February 2022

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1

Obiakor, Festus E., and Michael O. Afọláyan. "Analysis and Opinion: Building Paradigms for the Change of Special Education in Nigeria." Journal of International Special Needs Education 15, no. 1 (January 1, 2012): 44–55. http://dx.doi.org/10.9782/2159-4341-15.1.44.

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Traditionally, colonization and other societal problems such as cultural attitudes and beliefs, negative perceptions, lack of funding, poor teacher education as well as a lack of significant viable legal mandates have culminated to hindering opportunities to help all persons with disabilities in Nigeria. To this end, the article proposes intentional and proactive policy change that the government of Nigeria must embark upon so as to build paradigms that deviate from its current passive attitude to active engagement and conscious support for its people with disabilities.

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2

ELEWEKE, Jonah, and Gabriel SOJE. "CHALLENGES OF EMPOWERING PEOPLE WITH DISABILITIES IN NIGERIA FOR NATIONAL DEVELOPMENT." Journal of Special Education and Rehabilitation 3-4, no. 17 (January 1, 2016): 122. http://dx.doi.org/10.19057/jser.2016.14.

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3

Alade, Eunice B. "Community-based vocational rehabilitation (CBVR) for people with disabilities: experiences from a pilot project in Nigeria." British Journal of Special Education 31, no. 3 (September 1, 2004): 143–49. http://dx.doi.org/10.1111/j.0952-3383.2004.00345.x.

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Olaleye, Adeniyi O., Olayinka A. Anoemuah, Oladapo A. Ladipo, Grace E. Delano, and Grace F. Idowu. "Sexual behaviours and reproductive health knowledge among in‐school young people with disabilities in Ibadan, Nigeria." Health Education 107, no. 2 (February 27, 2007): 208–18. http://dx.doi.org/10.1108/09654280710731566.

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5

N. E., Andrew-Essien, and Ojule I. N. "Health-Related Quality of Life of People with Physical Disability in South-South, Nigeria." International Journal of Innovative Research in Medical Science 5, no. 11 (November 21, 2020): 542–49. http://dx.doi.org/10.23958/ijirms/vol05-i11/985.

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Background: The global increase in non-communicable diseases and increased aging of most populations is projected to have a profound effect on the overall prevalence of disability. Quality of life is a concept that has become fundamental to assessing life and living of all individuals more so for people with disabilities. In this study, we focused on assessing the quality of life of persons with mobility disabilities in Rivers State, Nigeria, identifying factors that influence their quality of life from their perspective. Materials and Methods: A descriptive, cross-sectional design was used in conducting this study among 179 subjects with a physical disability, specifically mobility impairment. The inclusion criterion was all persons with a physical disability. Exclusion criteria were children (0-17 years) with any form of disability, persons with intellectual, visual and hearing impairments. We used a Two-Stage sampling process using a computerized random number generator. The study tool was the (7) WHOQOL - BREF questionnaire which was both self and interviewer-administered. Data were analyzed using both descriptive and inferential statistics. Significance was set at P≤0.05. Results: The lowest and the highest mean scores of WHOQOL-BREF domains were found for the social relationships domain (Mean = 10.58) and the environmental health domain (Mean = 23.52), respectively. The mean age of respondents was 38.49 ± 10.89years. Respondents ≤34 years of age had a higher mean overall QoL scores (2.71 ± 1.04) than those above 34 years (2.57 ± 1.10). A significance was observed between age and physical health. Education years was significantly associated with two domains (psychological and environment), Employment status was associated with two domains (psychological and social relationships), and the onset of disability associated with the psychological domain (p<0.05). Conclusion: Quality of life was relatively low across the four health-related domains, with the social relationship domain recording the lowest mean QoL scores. The factors that had significant positive relationships with various domains of quality of life were level of education, gender, age, occupation and activities of daily living. In Nigeria, disability status is still largely absent from routine data collection. This study adds to bridging the gap in evidence-based research on disability.

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Ajayi, Julius, Remi Aworemi, Christopher Wojuade, and Toyin Adebayo. "Problems Affecting the Accessibility of Physically-Challenged Individuals to Intermediate Public Transport Services in Oyo State, Nigeria." Logistics & Sustainable Transport 11, no. 1 (February 1, 2020): 114–20. http://dx.doi.org/10.2478/jlst-2020-0008.

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AbstractThe greatest challenge of physically-challenged individuals is mobility, thereby making access to public transportation essential to independent living for these individuals. The study was conducted in Oyo State. Multistage sampling method comprising purposive and simple random sampling was used to select a sample size of 226 students from three special education centres in the state. Findings revealed that factors such as operators’ impatience/discrimination, waiting time and lack of assistance were major problems that affects accessibility to IPTs. Furthermore, results showed that difficulties experienced by the physically-challenged individuals differ significantly by the nature of disability as evidenced by a chi-square value of 37.218, p<0.05. It was therefore recommended that government should listen more to these transport disadvantaged people living with disabilities and integrate their concerns/suggestions in the design, implementation and monitoring of transport infrastructure and services as well as providing sustainable transport means to their transport challenges.

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Adisa, O., and R. Asuelime. "COVID-19 Mutual Disabilities in Edo State Gubernatorial Electoral Process." Journal of Intellectual Disability - Diagnosis and Treatment 9, no. 3 (June 1, 2021): 206–12. http://dx.doi.org/10.6000/2292-2598.2021.09.02.7.

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The conduct of elections in Nigeria is generally associated with manipulation, which has often undermined the credibility and fairness of the process since the country gained its independence. COVID-19 poses a very serious challenge to the electoral process, considering the nature of the disease, which has led to the promotion of limited physical interaction as an approach to mitigate its transmission and safeguard the health of the people while at the same time impacting negatively on state's electoral justice. While elections remain a key factor to the attainment of political positions in a democratic setting globally, several scholars and media reports have made attempts to assess the political intrigues in the state of Edo as a result of the tense atmosphere created by political gladiators. The use of the pandemic and various forms of propaganda to destabilise the camp of perceived opponents with the aim of winning public support are notable strategies employed by the main contending political parties and their candidates as the election approaches. Therefore, this article evaluates the impediments and political manoeuvrings in the electoral process in the state of Edo, considering the increasing number of corona-virus infections, the country's frail electoral system, and the desire to maintain credible democratic consolidation in the country.

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8

Kato, Yoshiro. "Continuing education for people with disabilities." Journal of Human Environmental Studies 12, no. 2 (2014): 169–76. http://dx.doi.org/10.4189/shes.12.169.

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9

Herz, S. E. "Violence against people with disabilities." Academic Medicine 74, no. 10 (October 1999): 1058–60. http://dx.doi.org/10.1097/00001888-199910000-00004.

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10

Maurya, Priyanka. "Technology Supported Education for People with Disabilities." TechnoLearn: An International Journal of Educational Technology 7, no. 1and2 (2017): 35. http://dx.doi.org/10.5958/2249-5223.2017.00004.3.

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11

Kelman, Lucy V., William R. Lindsay, Frank M. McPherson, and Zelda Mathewson. "Smoking Education for People with Learning Disabilities." British Journal of Learning Disabilities 25, no. 3 (September 1997): 95–99. http://dx.doi.org/10.1111/j.1468-3156.1997.tb00019.x.

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12

Mara, Daniel. "Higher Education for People with Disabilities – Romanian Education Experience." Procedia - Social and Behavioral Sciences 142 (August 2014): 78–82. http://dx.doi.org/10.1016/j.sbspro.2014.07.591.

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13

ARDESA, YOPI HARWINANDA. "Rights Of Disabilities To Education, Occupation, Health, Social Welfare, And Accessibility." Jurnal Keterapian Fisik 5, no. 1 (May 4, 2020): 48–54. http://dx.doi.org/10.37341/jkf.v5i1.211.

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Background: People with disabilities are those with physical or mental limitations in long term. People with disabilities have some rights they deserve such as rights to education, occupation, health, social welfare, and accessibility. Method and Subject: This research was conducted on December 2019, in Colomadu Sub District using questionnaire with cross-section design. The subject used consisted of 23 quadriplegic persons. Result: Out of 23 quadriplegic persons, the result of analysis showed significant score of 0.236 between people with disabilities and right to education, of 0.167 between people with disabilities and right to occupation, of 0.313 between people with disabilities and right to health, of 0.150 between people with disabilities and right to social welfare, and of 0.762 between people with disabilities and right to accessibility, with p > 0.05. Conclusion: The rights of people with disabilities (disability people) have not been fulfilled yet in Colomadu Sub District.

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Gryshchenko, Ivan, and Valentina Yatsenko. "SOCIO-ENTREPRENEURIAL APPROACH IN HIGHER EDUCATION INSTITUTIONS ON THE EXAMPLE OF INCLUSIVE EDUCATION." Management 32, no. 2 (April 16, 2021): 41–52. http://dx.doi.org/10.30857/2415-3206.2020.2.3.

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Background and objectives. In Ukraine, until the mid-2000s, social policy with regard to people with disabilities was primarily compensatory in nature. Now the situation is gradually changing, the objectives of social policy are recognized to ensure equal rights and opportunities for people with and without disabilities. With the signing (2008) and ratification (2012) of the UN Convention on the Rights of Persons with Disabilities, our country has assumed the obligation to ensure the full social participation of people with disabilities in society. One of the resources that increase the chances of people with disabilities to master various spheres of life can be higher professional education, especially in an inclusive format.Methods. The study used: biographical method and interview method – to collect and summarize the information obtained; statistical method – to process the results of the survey, predictive method – to summarize various aspects of the use of inclusive education format in the system of higher professional education. Findings. The potential of the institute of higher professional education as a channel of social inclusion is proposed to use both at the macro level through the use of the model of socio-entrepreneurial approach of forming a system of higher professional inclusive education, and at the micro level through the identification and description of practices of forming an inclusive format of education in a particular university and tracing the life trajectories of people who received higher professional education in an inclusive format.Conclusion. The analysis of the successes and difficulties of higher professional education for people with disabilities shows that there is an objective need to consolidate the efforts of the higher education community with regional public organizations, executive authorities, regional and city institutions of health, education and social protection to support young people with disabilities.

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15

Silvers, Anita. "Teaching To/By/About People with Disabilities." Teaching Philosophy 30, no. 4 (2007): 341–44. http://dx.doi.org/10.5840/teachphil20073041.

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16

KONOVALOV, Aleksey Yurevich, Esedulla Mallaalievich OSMANOV, and Sergey Yurevich DUTOV. "ADAPTIVE PHYSICAL EDUCATION IN THE SYSTEM OF INCLUSIVE INTERMEDIATE VOCATIONAL EDUCATION IN THE TAMBOV REGION." Tambov University Review. Series: Humanities, no. 177 (2018): 118–28. http://dx.doi.org/10.20310/1810-0201-2018-23-177-118-128.

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With the signing of the United Nations Convention “On the Rights of People with Disabilities” the attitude of the state to people with health limitations and disabilities began to change radically for the better way. In this regard, a number of legal acts were adopted, including the state program “Accessible environment” for 2011–2020, the purpose of which is to create conditions conducive to the integration of people with health limitations in society and improve the level and quality of their lives. One of the promising tools for professional adaptation and social integration of people with disabilities and people with health limitations are means of adaptive physical culture in the process of obtaining professional education, which, however, are currently not sufficiently developed and require further study. The aim of our research is to study the indicators characterizing the effectiveness of the process of adaptive physical education of people with health limitations and disabilities in the system of regional inclusive intermediate vocational education. The results of the study indicate a lack of effectiveness in this area, which requires the development of targeted scientifically based measures to improve the motor activity of people with health limitations and disabilities. we discover that the indicator of the number of people with health limitations and disabilities with high motor activity is formed under the positive influence of the number of sports sections in the institution, the number of sports events with the joint participation of students without disabilities, and people with health limitations, within the institution, at the municipal and regional level, the level of funding. The obtained formulas of forecast can be used to calculate the projected number of people with health limitations with high motor activity, with an increase in a particular indicator by a certain number of points. The established indicators should be used to develop measures to execution the process of adaptive physical education in the system of regional inclusive intermediate vocational education.

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17

Steinfeld, Edward. "Evacuation of People with Disabilities." Journal of Security Education 1, no. 4 (October 20, 2006): 107–18. http://dx.doi.org/10.1300/j460v01n04_10.

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18

Etieyibo, Edwin. "Rights of Persons with Disabilities in Nigeria." Afrika Focus 33, no. 1 (February 27, 2020): 59–81. http://dx.doi.org/10.1163/2031356x-03301005.

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This paper employs the conceptual-analytical method to analyse literature and news reports on disabilities, and international legal documents and instruments on human rights and the rights of persons with disabilities to which Nigeria is a signatory. This study is conducted in the context of exclusionary and discriminatory practices against persons with disabilities in Nigeria. The practices and rights that are examined are in the areas of education and accessibility with regard to adults and children with disabilities, work and employment, and the employment or use of children with disabilities in alms-soliciting. The paper’s broad objective in critically discussing these practices is to make a case for why and how they violate the rights of persons with disabilities.

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19

Okon, Emmanuel O. "The Path to Inclusive Growth in Nigeria: Are People with Disabilities Carried Along?" American Economic & Social Review 2, no. 1 (January 9, 2018): 6–19. http://dx.doi.org/10.46281/aesr.v2i1.150.

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The growing disconnect between the improving macro-economic indicators and the growing descent into poverty of over 170 million Nigerians is clearly anindicative of the fact that economic growth in Nigeria is non-inclusive as the country may have only attained what is known as growth without development. Using a purely descriptive and analytical methodology, this paper shows that inclusive growth is the growth that generates employment opportunities and reduces the depth and severity of the incidence of poverty. However, people with disability have in many cases been denied of job opportunities in Nigeria. This paper argues that the country cannot have inclusive growth unless disability is made an integral part of her growth. Considering that the economic inclusion of people with disabilities is a cross-cutting issue, successful results require complementary activities in multiple sectors. However, inclusion of people with disabilities in work/employment can lead to greater economic self-sufficiency. Though it should not be promoted as the only option for economic inclusion, self-employment can be a good alternative, especially in a country like Nigeria where there is a general dearth of opportunities for formal sector jobs. In that regard, this paper suggests that microfinance institutions should extend credit and other financial services for self-employment of people with disabilities. Better still, specialized microfinance should be established for people with disabilities to provide supporting or complementary services.

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20

Czajka, Roman, and Józefina Furmańczyk. "Physically disabled people in higher education buildings." BUILDER 284, no. 3 (February 24, 2021): 78–81. http://dx.doi.org/10.5604/01.3001.0014.7442.

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The aim of this study is to present analyses carried out in higher education buildings in terms of accessibility for people with physical disabilities. The essence of the research is to find solutions that improve both the physical and mental condition of people with reduced mobility. Methodology of this paper was introduced on two levels. First was analysis of literature and design solutions, that have a direct impact on the movement of disabled students and employees around educational institutions. Second was preparation of sketches and diagrams presenting the research results (graphical method). The above research and analyses extend the study field on the concept of movement of people with physical disabilities to issues of educational facilities and present a series of design guidelines, that can be proposed in this type of space. People with physical disabilities are very often excluded from academic life due to insufficient adaptation of facilities to their needs and capabilities. well organized space ensures physical safety, protecting the user from injuries, while the design of the aesthetics of the interior space can contribute to the improvement of mental health.

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Willner, Paul, and Chris Hatton. "CBT for People with Intellectual Disabilities." Journal of Applied Research in Intellectual Disabilities 19, no. 1 (March 2006): 1–3. http://dx.doi.org/10.1111/j.1468-3148.2006.00300.x.

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22

Heslop, Pauline, Emily Lauer, and Matt Hoghton. "Mortality in People with Intellectual Disabilities." Journal of Applied Research in Intellectual Disabilities 28, no. 5 (May 23, 2015): 367–72. http://dx.doi.org/10.1111/jar.12196.

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23

KONOVALOV, Aleksey Yurevich, Yuriy Nikolaevich KONOVALOV, and Esedulla Mallaalievich OSMANOV. "ADAPTIVE PHYSICAL EDUCATION DEVELOPMENT IN THE SYSTEM OF INCLUSIVE PROFESSIONAL EDUCATION." Tambov University Review. Series: Humanities, no. 174 (2018): 71–76. http://dx.doi.org/10.20310/1810-0201-2018-23-174-71-76.

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The formation of a new ideology, legislation and practice in the field of inclusive professional education of disabled people is developed in Tambov Region under the Ministry of Education and Science of the Russian Federation, the Federal Educational and Methodical Center. The center of this model is the basic professional educational organization (Tambov Regional State Autonomous Professional Educational Institution “Training College of Field Technologies”), which provides support for the functioning of the system of inclusive professional education of people with disabilities. In the regional state professional organizations there are 169 students of the disabled people and 134 people with disabilities. The socio-demographic characteristics of persons with disabilities who study in the conditions of the Center of Inclusive Education (structural subdivision of the Training College of Field Technologies) are considered. The studied characteristics will allow to use them for events to develop adaptive physical education in secondary professional education.

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SOETAN, A. A., O. S. APANTAKU, P. B. ABDULSALAM-SAGHIR, and A. F. O. AYINDE. "PARTICIPATION OF PEOPLE WITH DISABILITIES IN AGRICULTURAL ACTIVITIES IN OGUN STATE, NIGERIA." Journal of Humanities, Social Science and Creative Arts 14, no. 1 (November 6, 2020): 63–77. http://dx.doi.org/10.51406/jhssca.v14i1.2050.

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People with disabilities (PLWDs) are generally believed to be incapacitated in all spheres of life endeavours. This study assessed their participation in agricultural activities as well the determinants affecting their participation. Stratified random sampling technique was used to select 268 respondents from persons who are: physically challenged (PC), with visually impairment (VI), speech impaired (SI) and lepers (L) from a list of registered members of the Joint National Association of Persons with Disabilities list in Ogun State. Data collected through interview guide were analysed using descriptive statistics, Chi-square, Pearson's Product Moment Correlation and Binary Logistic Regression. Few (30.6%) of the respondents participated in agricultural activities. The agricultural activities mostly participated by PC were egg production (41.4%), cassava production (31.0%) and free range chicken production(27.6%). Also, persons with PVI engaged in free range chicken (44.0%), cassava (32.0%) and maize (28.0%) productions while lepers were engaged in millet (78.6%), cassava (46.4%) and free range chicken (35.7%) production. Few PC (6.9%) and PVI (16.0%) were engaged in broiler production, while 48.0% percent (PC), 32.0% (VI) and 10.7% (lepers) of the PWDs who participated in agricultural activities had access to extension agents. The binary logistic regression results showed that the determinantswhichsignificantly(p<0.01) influenced PWDs’ likelihood of participation in agricultural activities were access to agricultural training (β = 4.14), access to agricultural inputs (β=3.46), access to agricultural credit or loan (β =2.59),access to assistive technologies (β =3.28)and access to land (β=2.11). The constraints encountered by PWDs participating in agriculture were lack of funds (x̅ = 4.02), inaccessibility to land (x̅ = 3.72), inadequate infrastructure (x̅ = 3.16), inadequate assistive technology (x̅ = 3.05) and negative attitude of people towards PWDs (x̅ = 2.81) as well as negative attitude of people to PWDs (x̅ = 2.81). The study recommended that provision of lands, agricultural trainings, inclusive agricultural extension service delivery, assistive technology and change of negative mindset towards PWDs, may enhance their participation in agricultural activities.

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VRĂSMAȘ, Traian. "EDUCATION OF PEOPLE WITH DISABILITIES. VISIONS, POLICIES AND CURRICULUM." Revista de Pedagogie - Journal of Pedagogy LXVI, no. 1 (July 4, 2018): 25–45. http://dx.doi.org/10.26755/revped/2018.1/25.

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26

Carroll, Stacey M. "Inclusion of People with Physical Disabilities in Nursing Education." Journal of Nursing Education 43, no. 5 (May 1, 2004): 207–12. http://dx.doi.org/10.3928/01484834-20040501-07.

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Fitzgerald, Hayley, and Annette Stride. "Stories about Physical Education from Young People with Disabilities." International Journal of Disability, Development and Education 59, no. 3 (September 2012): 283–93. http://dx.doi.org/10.1080/1034912x.2012.697743.

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Cho, Joohee, and Moon Seok Park. "Distorted images of people with disabilities in education textbooks." Journal of Educational Studies 50, no. 4 (December 31, 2019): 301–29. http://dx.doi.org/10.15854/jes.2019.12.50.4.301.

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29

Hurst, Alan. "Widening Participation in Higher Education and People with Disabilities." Personnel Review 21, no. 6 (June 1992): 19–36. http://dx.doi.org/10.1108/00483489210021071.

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30

Shustova, Natalia E., Olga V. Karina, and Marina A. Luchenkova. "Features of participatory interaction among people with disabilities." Perspectives of Science and Education 51, no. 3 (July 1, 2021): 302–15. http://dx.doi.org/10.32744/pse.2021.3.21.

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Introduction. The urgency of the problem of participatory interaction is due to the fact that the development of modern society cannot be imagined outside the concept of creating a space of equal opportunities. In this regard, the issues of participatory interaction in the system “people with disabilities – society” are in the focus of attention of specialists in various fields of knowledge. The research purpose was to identify the types of participatory interaction in society that are typical for people with disabilities. Materials and methods. The study was conducted in the Saratov Region of the Russian Federation (N=100). The sample included young people with disabilities aged 15-23. The author’s questionnaire “Degree of Participation Manifestation” was used as a diagnostic tool. The results were processed using the standard package of IBM SPSS Statistics 21 (two-stage cluster analysis). Research results. Four types of participatory interaction of people with disabilities were identified: actively cooperating (25%), moderately included (17%), non-initiating (29%), inertly accepting (29%) types. Features of participation are determined by the vector of participatory interaction, the modality of the life perspective and the activity of people with disabilities (the importance of predictors is equal to 1; 0.83 and 0.75, respectively). Discussion and conclusion. Research results showed that young people with disabilities are involved in participatory interaction to varying degrees. Moreover, the overwhelming majority of respondents consider participatory interaction as an important condition for the effective fulfillment of individual capacity and a full-quality life in society. In this regard, the author’s typology can be used in specialists’ practical activities when constructing a space of equal opportunities.

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Tanatova, D. K., T. N. Yudina, and I. V. Korolev. "Motivating People with Disabilities to Engage in Physical Education and Sports." Social’naya politika i sociologiya 19, no. 4 (December 28, 2020): 170–77. http://dx.doi.org/10.17922/2071-3665-2020-19-4-170-177.

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the article considers the results of a sociological study aimed at identifying the needs of people with disabilities in sports activity and determining the factors that prevent the realization of these needs, the formation of motivation for physical education and sports in this category of the population. The data on the individual needs of people with disabilities of various nosologies in physical activity are systematized. The assessment of satisfaction of people with disabilities with the created conditions for physical education and sports is given. The impact of the pandemic on the physical activity of people with disabilities has been studied.

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Coles, Jonathan, Peter Mittler, and Valerie Sinason. "Changing Policy and Practice for People with Learning Disabilities." British Journal of Educational Studies 44, no. 3 (September 1996): 326. http://dx.doi.org/10.2307/3122460.

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Williams, Peter, and Christian Hennig. "Optimising web site designs for people with learning disabilities." Journal of Research in Special Educational Needs 15, no. 1 (October 22, 2013): 25–36. http://dx.doi.org/10.1111/1471-3802.12034.

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CONWAY, SALLY, and DONALD MEYER. "Developing support for siblings of young people with disabilities." Support for Learning 23, no. 3 (August 2008): 113–17. http://dx.doi.org/10.1111/j.1467-9604.2008.00381.x.

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35

Higbee, Jeanne L. "Going to College: Expanding Opportunities for People With Disabilities." Journal of College Student Development 48, no. 2 (2007): 234–36. http://dx.doi.org/10.1353/csd.2007.0013.

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36

Hollingsworth, Maurice. "Computing Technologies: A Cornerstone for Educational and Employment Equity." Canadian Journal of Higher Education 22, no. 1 (April 30, 1992): 14–26. http://dx.doi.org/10.47678/cjhe.v22i1.183120.

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The rate of employment for people with disabilities is very low relative to employment levels of non-disabled people. One factor that appears to contribute to greater employment is the level of education achieved by the individual. The impact of higher levels of education on employment is reflected in the general population, but is particularly apparent in the statistics of people with disabilities. Unfortunately, disproportionately few people with disabilities take advantage of postsecondary education. Technology is important for people with disabilities as a vehicle to education and eventually to employment. Computing technologies have been demonstrated as a powerful assistive tool to aid people with disabilities in an academic environment, especially as we are rapidly moving into the information age. These factors lead to the recommendation that we need to (a) provide "equity tools" for disabled students in postsecondary settings to enable access to computing technologies, (b) provide accompanying instruction and academic support, (c) educate students in the human services fields in the roles and processes of computing technologies, and (d) research and disseminate information on the equity tools and applications of these tools.

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Jaramillo-Alcázar, Angel, Sergio Luján-Mora, and Luis Salvador-Ullauri. "Inclusive Education: Mobile Serious Games for People with Cognitive Disabilities." Enfoque UTE 9, no. 1 (March 30, 2018): 53–66. http://dx.doi.org/10.29019/enfoqueute.v9n1.236.

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Nowadays, the use of mobile devices is increasingly frequent. In many occasions they are used as a means of entertainment for people through video games. Serious games is a category of video games used as teaching methods in different environments. They use fun as a strategy for the learning process. However, the vast majority do not focus on vulnerable groups such as people with cognitive disabilities, because they do not consider accessibility parameters in their design. Some video games development companies have proposed general guidelines for the implementation of accessible video games, but they have not been formalized as good practices or standards. This article presents a compilation and analysis of different accessibility guidelines for the development of mobile serious games for people with cognitive disabilities. It also proposes a model to evaluate the access of serious games for people with cognitive disabilities and applies it in a case study. Finally, an evaluation tool is proposed for mobile serious games developers focused on people with cognitive disabilities.

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Thị Thanh Thủy, Đỗ. "Stigma towards people with disabilities – Obstacles in implementing inclusive education for children with disabilities." Journal of Science, Educational Science 60, no. 6BC (2015): 97–101. http://dx.doi.org/10.18173/2354-1075.2015-0115.

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Asim qızı Yolçiyeva, Zülfiyyə. "Organization of inclusive physical education classes for persons with disabilities." SCIENTIFIC WORK 67, no. 06 (June 21, 2021): 54–57. http://dx.doi.org/10.36719/2663-4619/67/54-57.

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As we know, there are many fields of pedagogical science. One of the most important areas is special pedagogy. Special pedagogy studies the issues of education and upbringing of children with physical and mental disabilities. People with disabilities are those who are relatively disabled in terms of any part of the body or the brain. In our country, special attention is paid to the education of people with disabilities. Inclusive education creates conditions for the protection of social equality, education and other special needs of children with disabilities. According to the teaching methodology, inclusive education prevents discrimination against children, allows people with various diseases to get a perfect education and succeed. Its main task is to create an environment for vocational training of people with disabilities. In modern times, people with disabilities should not be seen as sick, but as people with disabilities. This shapes the social approach to disability. The social model allows these children to exercise their rights to develop their skills. The purpose of inclusive physical education is to teach students to move together, which promotes the improvement and development of human psychophysical abilities. Different exercises should be chosen for each lesson and combined in such a way as to have a comprehensive effect on the body and ensure that each student can perform. It is necessary to ensure the general requirements and their specificity when arranging lessons. Sports have a great impact on the development of the personality of children with disabilities as normal children. Sport is one of the most important conditions for everyone and is acceptable for any age group. All these procedures are more effective when performed in unison. Let's protect our child's life together for a healthy life and step into a healthy future Key words: Inclusion, inclusive education, inclusive physical education, a person with disabilities, special education

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Olsen, Angela. "More than pictures: who sets the agenda for sexuality education for people with learning disabilities?" Tizard Learning Disability Review 22, no. 2 (April 3, 2017): 66–70. http://dx.doi.org/10.1108/tldr-01-2017-0002.

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Purpose The purpose of this paper is to provide a commentary on Cameron and Matthews’ paper “More than pictures: developing an accessible resource”. Design/methodology/approach It reflects on how much people with learning disabilities are involved in research and resource development and how the attitudes of caregivers impact on how people learn about sexuality. Findings Most published research is written by people who do not have learning disabilities but people with learning disabilities are taking part in research and they are making changes to the way things happen. Parents, educators and caregivers are often reluctant to discuss sexuality with people with learning disabilities and this affects how much people can understand about it. Originality/value This paper argues for greater involvement of people with learning disabilities in research processes.

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Stavis, Paul F. "The Rights of People With Mental Disabilities." Mental Retardation 35, no. 5 (October 1997): 402–5. http://dx.doi.org/10.1352/0047-6765(1997)035<0402:br>2.0.co;2.

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Lyon, Lori, and Rick Houser. "Nurse Educator Attitudes Toward People With Disabilities." Nursing Education Perspectives 39, no. 3 (2018): 151–55. http://dx.doi.org/10.1097/01.nep.0000000000000282.

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Uysal, Aynur, Bağdat Albayrak, Burcu Koçulu, Fatma Kan, and Tuba Aydın. "Attitudes of nursing students toward people with disabilities." Nurse Education Today 34, no. 5 (May 2014): 878–84. http://dx.doi.org/10.1016/j.nedt.2013.09.001.

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Hough, Christine. "Training in the community for people with disabilities." Nurse Education Today 11, no. 1 (February 1991): 77. http://dx.doi.org/10.1016/0260-6917(91)90130-3.

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Nikolić, Milena. "Attitudes of education and rehabilitation students towards individuals with intellectual disabilities." Hrvatska revija za rehabilitacijska istraživanja 57, no. 1 (June 24, 2021): 116–27. http://dx.doi.org/10.31299/hrri.57.1.6.

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The attitudes of education and rehabilitation students towards people with intellectual disabilities are very important, because they aim to be future professionals who will provide educational and rehabilitation treatment to these people, as well as advocates for their rights and needs. This study aimed to analyse the attitudes of students towards people with intellectual disabilities and to determine whether their attitudes differed based on self assessments and sources of knowledge about intellectual disabilities, ways of getting to know a person with intellectual disabilities, and number of years of education. The study involved 100 students undergoing their first cycle of studies at the Faculty for Special Education and Rehabilitation, University of Tuzla. The Mental Retardation Attitude Inventory-Revised (MRAI-R) and a general questionnaire were used in this study. The results show that students express positive attitudes towards people with intellectual disabilities, they are positive about educational integration of these people, and respect their rights. They do not express to need to socially distance from them and do not attribute unfavourable characteristics to these people. There were no differences in attitudes based on self-assessments of knowledge and the sources of knowledge about intellectual disabilities, or the way in which they got to know a person with intellectual disabilities. There was a significant difference in attitudes based on the number of years of education: fourth-year students were observed to express the highest degree of positive attitudes towards people with intellectual disabilities globally and towards the integration of these people in society, and they expressed the lowest level of social distance. Given the small sample of research subjects, as well as the fact that the study involved students of one education and rehabilitation faculty. in Bosnia and Herzegovina, the results obtained and the conclusions derived from them should be considered with caution. Future research should include a larger sample of education and rehabilitation students to verify the results obtained in this study.

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Toquero, Cathy Mae Dabi. "‘Sana All’ Inclusive Education amid COVID-19: Challenges, Strategies, and Prospects of Special Education Teachers." International and Multidisciplinary Journal of Social Sciences 10, no. 1 (March 30, 2021): 30–51. http://dx.doi.org/10.17583/rimcis.2020.6316.

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People with Special Educational Needs and Disabilities (SEND) are confronted with diverse challenges as COVID-19 caused tremendous disruption in face-to-face educational settings. Apart from this situation, teachers are also facing difficulties in making their lessons adaptive and responsive to the educational learning needs of people with SEND. This article explores the challenges, strategies, and prospects of teachers for inclusive education during the pandemic. Using a qualitative approach, the researcher gathered data through Messenger chatbot and emails with five special education teachers in the Philippines. Findings revealed that the teachers’ experience educational apprehensions, intermittent virtual socialization, and psychological crisis. However, the teachers assisted the parents in supervising their children with disabilities' through online communication, homeschooling, parental engagement, psychological safety, and empathetic language strategies. The special education teachers also look forward to inclusivity in school policies and government-driven emergency interventions for people with developmental disabilities.

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Táboas-Pais, María Inés, and Ana Rey-Cao. "Disability in Physical Education Textbooks: An Analysis of Image Content." Adapted Physical Activity Quarterly 29, no. 4 (October 2012): 310–28. http://dx.doi.org/10.1123/apaq.29.4.310.

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The aim of this paper is to show how images of disability are portrayed in physical education textbooks for secondary schools in Spain. The sample was composed of 3,316 images published in 36 textbooks by 10 publishing houses. A content analysis was carried out using a coding scheme based on categories employed in other similar studies and adapted to the requirements of this study with additional categories. The variables were camera angle, gender, type of physical activity, field of practice, space, and level. Univariate and bivariate descriptive analyses were also carried out. The Pearson chi-square statistic was used to identify associations between the variables. Results showed a noticeable imbalance between people with disabilities and people without disabilities, and women with disabilities were less frequently represented than men with disabilities. People with disabilities were depicted as participating in a very limited variety of segregated, competitive, and elite sports activities.

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Burdekin, Brian. "Human Rights and People with Disabilities." International Journal of Disability, Development and Education 42, no. 1 (January 1995): 7–16. http://dx.doi.org/10.1080/0156655950420103.

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Mittler, Peter. "Education for All or for Some? International Principles and Practice." Australasian Journal of Special Education 19, no. 2 (January 1995): 5–15. http://dx.doi.org/10.1017/s1030011200023411.

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It is axiomatic that people with intellectual disabilities have the same human and civil rights to education as other citizens and that they must therefore have the same opportunities to attend their local schools and educational facilities. This is a fine vision. But it is far from the reality experienced by the majority of people with intellectual disabilities across the world.No country in the world has reason to be satisfied with the quality of the educational facilities which it provides for people with intellectual disabilities. But enough examples of good practice exist in different countries to make it possible for all of us to reappraise ways in which a higher quality of inclusive education and schooling could be provided for people with intellectual disabilities and the contribution that we can make personally and professionally to that process.In the field of intellectual disabilities, we need to define education in very broad terms as anything which systematically promotes learning and development. Defined in this way, education is a lifelong process which neither begins nor ends with schooling. Similarly, it is carried out by many people who are not teachers. Parents are at the heart of this process from the outset. The years spent at school are clearly of vital importance but they are only one element of the educational process. There is a sense in which all work with people with intellectual disabilities is educational, whatever the setting, in so far as it helps them to learn and to develop knowledge, skills and understanding.

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Doyle, Joanna. "Improving sexual health education for young people with learning disabilities." Paediatric Care 20, no. 4 (May 2008): 26–28. http://dx.doi.org/10.7748/paed2008.05.20.4.26.c8251.

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