Relevant bibliographies by topics / People with mental disabilities Mainstreaming in education

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Academic literature on the topic 'People with mental disabilities Mainstreaming in education'

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Published: 4 June 2021
Last updated: 14 February 2022

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Journal articles on the topic "People with mental disabilities Mainstreaming in education"

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Shylina, Nataliia. "The problem of training children with special educational needs in both family and educational institutions." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky, no. 3 (128) (October 31, 2019): 42–49. http://dx.doi.org/10.24195/2617-6688-2019-3-6.

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The article is devoted to the problem of inclusive education, namely, education and upbringing in both family and preschool institutions. The author analyzes the domestic and foreign experience of working with children with special educational needs. The following approaches are described: expanding access to education (its main goal is to expand educational opportunities for people with mental and physical disabilities, ethnic minorities, and people from disadvantaged sections of society), mainstreaming (this approach implies that children with disabilities communicate with their peers on holidays, during their leisure time), integration (means bringing the needs of children with mental and physical disorders into line with the habitual traditional education system), and inclusiveness (it is such an educational activity when people with limitations and needs can be trained together with people without any disabilities). The program for helping children with attention deficit hyperactivity disorder, which is used in educational institutions in Norway, is considered; it includes the following: technology for the dissemination of knowledge among parents and professionals, inclusive education technology for children with different developmental abnormalities (ADHD, Turrett syndrome, Asperger syndrome, mental retardation) in the system of general education, technology for diagnosing ADHD varieties and comorbid disorders. The term “tutoring: has been defined and the importance of education in the system of inclusive education has been revealed. The main ideas of Russian scientists about inclusive education have been characterized: the ideas represented by S. V. Alyohina, O. R. Yarskaya-Smirnova, V. P. Hudonis, T. O. Dobrovolskaya, M. M. Malofeev. The main researches of Ukrainian scientists (M. Malofeyev, V. Sinov, M. Sheremet, L. Andrushko, V. Bondar, A. Kolupayev, T. Yevtukhova, V. Lyashenko, I. Ivanov, O. Savchenko, M. Svarnyk, O. Stolyarenko, A. Shevchuk and others) have been analyzed. A survey aimed at revealing parents’ attitude towards the problem of raising children with special needs has been conducted. The urgency of family education of children with special educational needs has been substantiated. A number of socio-pedagogical problems related to the functioning of families with special children in society have been determined. Keywords: inclusive education, education of children with special educational needs, tutor, family education, extended access to education, mainstreaming, integration, inclusion.
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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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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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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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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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Simpson, Richard L., and Brenda Smith Myles. "Parents' mainstreaming modification preferences for children with educable mental handicaps, behavior disorders, and learning disabilities." Psychology in the Schools 26, no. 3 (July 1989): 292–301. http://dx.doi.org/10.1002/1520-6807(198907)26:3<292::aid-pits2310260311>3.0.co;2-s.

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Boutin, Daniel L. "Exploring Postsecondary Education and Competitive Employment for People with Mental Illness." Journal of Applied Rehabilitation Counseling 40, no. 2 (June 1, 2009): 13–21. http://dx.doi.org/10.1891/0047-2220.40.2.13.

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As more people with psychiatric disabilities seek postsecondary education opportunities to improve their employability and to eventually earn wages averaging higher than those without collegiate experience, institutions of higher education throughout the United States are seeing significant increases in the enrollments of this population. The State-Federal Vocational Rehabilitation (VR) Services program continues to serve as a valuable resource for people with disabilities who attend colleges and universities across the nation. A hierarchical logistic regression analysis was used to determine the effectiveness of VR services for people with psychiatric disabilities who also received college and university training. The Rehabilitation Services Administration 911 database for fiscal year 2006 was used to identify nine services related to the successful closure of this group of consumers. Results are discussed in relation to their importance for rehabilitation counselors.
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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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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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J. Razza, Nancy, Laura Schwartz Dayan, Daniel Tomasulo, and Michelle S. Ballan. "Intellectual disability and mental health: is psychology prepared?" Advances in Mental Health and Intellectual Disabilities 8, no. 6 (October 28, 2014): 381–89. http://dx.doi.org/10.1108/amhid-04-2014-0010.

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Purpose – The purpose of this paper is threefold: to document the relationship between intellectual disability (ID) and psychopathology; to raise awareness of the ongoing lag in professional training for psychologists in the area of mental health treatment for people with intellectual disabilities; and, to provide recommendations for advancing professional education and, ultimately, adequate mental health treatment availability for people with intellectual disabilities. Design/methodology/approach – The paper reviews the literature on prevalence of mental health problems in people with intellectual disabilities. At the same time, the paper reviews the training of psychologists relative to the burgeoning growth in awareness of the mental health needs of people with intellectual disabilities. Findings – The paper concludes that ID is a significant risk factor for psychopathology. In addition, the paper concludes that the education of psychologists regarding the mental health needs of people with intellectual disabilities is insufficient. The authors document the need for incorporating research and treatment advances related to intellectual disabilities and mental health into to the professional training of psychologists. The paper also describe the potential this training holds for improving both the lives of people with intellectual disabilities and the overall competence of psychologists. Practical implications – This paper provides a literature-based rationale for the need to include education in the mental health needs of people with intellectual disabilities into the general training of mental health professionals. In addition, it provides specific recommendations for how such training can be incorporated into graduate psychology programs. Originality/value – This paper provides mental health professionals with a review of the growth in understanding of the enormous, unmet mental health needs of people intellectual disabilities, and of the critical role of ID in development of mental health problems. Moreover, this paper builds the case for an important revision in the training of psychologists to include competence in understanding and treating mental health problems across the full spectrum of intellectual functioning.
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Dissertations / Theses on the topic "People with mental disabilities Mainstreaming in education"

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Anderson, Kecia C. "Parent/guardian attitudes toward mainstreaming children with severe mental disabilities." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998andersonk.pdf.

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Anderson, Allison Rey. "Teacher perceptions of required support for increased integration of high school students with learning disabilities." Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/186851.

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The purpose of this study was to determine what support and programmatic changes high school teachers view as necessary for the successful implementation of a mainstreaming program as described in the Regular Education Initiative (REI). The REI is a position statement from the U.S. Department of Education, Office of Special Education and Rehabilitation Services, that calls for a new partnership between regular and special educators in addressing the needs of all children with learning problems, including those with disabling conditions. This study utilized the standardized focus group interview method to determine the opinions of high school general education and special education teachers regarding the resources, professional development, and programmatic changes which would support an increase in mainstreaming of students with learning disabilities (LD). Several unanticipated themes emerged in the interviews, giving indications of teachers' beliefs about students with LD, changes in the structure of the general education classroom with mainstreamed students, LD as a viable category of special education, and reactions to assumptions found in the REI. Teachers were largely unsupportive of changes suggested in the REI, believing that they were unprepared to deal with students with special needs, and preferring to retain the continuum of services provided by a special education department. Beliefs about LD as a special education category, and attitudes toward students with LD were largely positive. Although teachers' understanding of what constitutes a learning disability was inconsistent and vague, there was agreement in the viability of this special education category. Teachers reported positive reactions toward students with LD and appreciation for the services that accompany them into the general education classroom. In response to the research questions, teachers preferred the presence of a special education teacher in the general education classroom or access to special education personnel, over more materials or texts. There was some speculation that general education teachers, while willing to adjust some classroom practices for students with different learning styles, were less committed to the prospect of reconceptualizing the knowledge base of general education teachers, preferring to rely on the presence of special education teachers for specialized strategies and materials. Special educators and general educators were in agreement on most issues related to the research questions. Results of this study hold implications for teachers, researchers, school administrators, and particularly special education department chairs and directors.
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Tan, Guat Lan Abi. "The attitudes of students towards people with disabilities in integrated environments in Singapore." Faculty of Education, 2009. http://ro.uow.edu.au/theses/3037.

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This thesis examined the attitudes of regular students in Singapore towards peers with physical and sensory disabilities who were integrated into the mainstream classroom. The concept of integration impacting on the attitudinal development in this study is based on the socio-cultural perspectives of child development (Bronfenbrenner, 1989; Vygotsky, 1993) and the discourse of contact experience (Allport, 1954; Zajonc, 2001). Child development theorists advocate that children’s learning requires support structures such as informed adults to guide learning and that development is intricately intertwined with the socio-cultural contexts. Alternatively, contact theory suggests that the contact experience has an inherent positive impact on attitudes and behaviour. The 397 participants were grade 4 and grade 5 students from integrated and regular classes in integrated and regular schools in Singapore. Qualitative and quantitative methodologies were used to assess the attitudes of regular students in both integrated and regular classes towards people with disabilities. The participants completed a researcher-designed questionnaire, took part in focus group interviews and were observed in class. The integrated class teachers were also interviewed.This study supported the conclusion that an integrated learning environment had a significant impact on regular students’ attitudes towards people with disabilities. In the quantitative study, regular students in integrated classrooms were found to have negative attitudes towards peers who had a disability. On the other hand, students in regular classes were found to be generally more able to appreciate the strengths of people with disabilities. The findings challenged the ‘contact model’ that states that contacts with people with disabilities influence children’s attitudes in a positive way. The qualitative study highlighted the importance of the socio-cultural context and the quality of the contact experience in students’ attitudes towards people with disabilities. It was found that contact which was supported by specific school and classroom programs at school and class level was associated with positive attitudes of regular students towards peers with disabilities. Such support programs promoted inclusive ideals, positive differentiation and provided opportunities for meaningful experiences. The study affirmed the significant role of the teacher in facilitating the positive contact experience. The integrated class with the teacher, who modelled positive communication that promoted acceptance and positive perception, was found to have more positive attitudes. The teachers in the integrated classes, where students’ attitudes towards people with disabilities were found to be negative, were lacking in knowledge of special education and needed guidelines to intervene with their special needs students. This suggests that appropriately informed teaching practice that encourages social interaction among students could help reduce misunderstanding and stereotyping of people with disabilities. The social-cultural contexts at a broader level were also examined in this research. It was found that societal aspirations for academic excellence had an impact on students. The students in this study displayed signs of being anxious over their academic performance being affected by the presence of peers with disabilities. Regular students perceived integration as acceptable only if it was not at the expense of their academic performance.The findings of this study have significant implications for the future of integration in Singaporean schools and understanding the impact of integration on regular students. The study affirmed that positive integrated learning experiences articulated through supportive school cultures, effective classroom practice and enlightened teachers could affect regular students’ attitudes towards people with disabilities in a positive way. However, an achievement-focused culture can impact on students’ acceptance of people with disabilities. Achievement pressure experienced by regular students is entwined with societal values and this can challenge the potential outcomes of integration programs in the Singaporean context.
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Cordes, Trudy Lyn Education Faculty of Arts &amp Social Sciences UNSW. "A conceptual approach to the work, leisure and retirement education of adults with an intellectual disability." Awarded by:University of New South Wales. School of Education, 2005. http://handle.unsw.edu.au/1959.4/32265.

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Work, leisure and retirement are fundamental aspects of life for individuals with an intellectual disability, just as with the general population. Many educational efforts have taught knowledge and skills to persons with an intellectual disability to improve their functioning in the work and leisure domains. More recently, retirement concerns have become particularly salient because so many individuals now live much longer. The present study looked at using a conceptual approach to improve education in these three domains. It employed the principles that instruction works much better when it proceeds from an individual=s existing concepts and that instruction should teach useful concepts that an individual can apply to improve his or her real world functioning. This conceptual approach has not been used much with the education of persons with an intellectual disability. In Study 1, sixty adults with an intellectual disability were interviewed to determine their existing concepts of work, leisure and retirement and their work and leisure histories. Most had solid concepts of work and leisure, but with some gaps, particularly in notions of volunteer work and occupational status. Most reported satisfactory work and leisure lives. Most had a relatively poor concept of retirement at best and had done little or no retirement planning. These data suggested some key targets for an educational program to improve their knowledge and functioning in these domains. In Study 2, these data were used to develop an instructional program that focussed on gaps in knowledge of volunteer work, banking, budgeting and participation in satisfying leisure activities and in retirement planning. This instructional program was delivered over eight weeks to a class consisting of nine adults with an intellectual disability, with some success. This general conceptual approach can be usefully applied to teaching in other important domains with persons with an intellectual disability. They can be taught key concepts which they can use to live their lives more purposely and independently.
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Houminer, Tirzah. "Children with Down's syndrome who learn : the effects of mainstreaming." Thesis, McGill University, 1986. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=74047.

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Brown, Patricia A. "Mandated transition services : an examination of the linkages between policy, secondary special education programs, and student outcomes /." Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/7592.

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Killackey, Rita. "The obligation of the church to provide catechesis for those handicapped in mind a study of canon 777, 4 /." Theological Research Exchange Network (TREN), 1999. http://www.tren.com.

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Li, Ping-ying Eria. "Self-determination of young adults with mild mental handicap : implications for education and vocational preparation /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21451291.

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Rucker, Randall W. "Religious education and curriculum for the mentally disabled adult in the local church especially for churches with limited resources /." Theological Research Exchange Network (TREN), 1993. http://www.tren.com.

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Li, Ping-ying Eria, and 李萍英. "Self-determination of young adults with mild mental handicap: implications for education and vocationalpreparation." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31238920.

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Books on the topic "People with mental disabilities Mainstreaming in education"

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Massachusetts. Governor's Commission on Mental Retardation. Strategies for change: Supporting community inclusion for persons with mental retardation. Boston, Mass: The Commission, 1996.

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Klassen, Renata E. Factors related to the integration of moderately mentally handicapped students into secondary schools in Saskatchewan. Regina, Sask: Research Centre, Saskatchewan School Trustees Association, 1988.

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The acceptance of children with intellectual disabilities in basic schools. [Lusaka]: Republic of Zambia, Ministry of Finance and National Planning, 2005.

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Patricia, O'Brien. Mainstreaming secondary school students with visual impairments. Wellington: New Zealand Council for Educational Research, 1989.

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Martin, Kaufman. Mainstreaming: Learners and their environment. Cambridge, MA: Brookline Books, 1985.

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Maryam Ṣāliḥ ʻAbd Allāh Ashqar. Damj dhawī al-iḥtiyājāt al-khāṣṣah fī al-mujtamaʻ: Mainstreaming. [Qatar]: al-Markaz al-Thaqāfī al-Ijtimāʻī, al-Jamʻīyah al-Qaṭarīyah li-Taʼhīl Dhawī al-iḥtiyājāt al-khāṣṣah, 2003.

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Furia, Paola Di, and Antonio Scarlato. L'Educarsi, integrazioni nel sistema handicap grave. Milano, Italy: F. Angeli, 1999.

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Font, Carles Monereo i. Integració educativa: Sistemes i tècniques. [Barcelona]: Generalitat de Catalunya, Departament d'Ensenyament, Secretaria General, 1988.

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Developmental/adapted physical education. 5th ed. San Francisco: Pearson Benjamin Cummings, 2011.

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Horvat, Michael A. Developmental/adapted physical education. 5th ed. San Francisco: Pearson Benjamin Cummings, 2011.

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Book chapters on the topic "People with mental disabilities Mainstreaming in education"

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Groce, Nora Ellen. "People with Disabilities." In Social Injustice and Public Health, 155–74. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190914653.003.0008.

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This chapter addresses the social injustice experienced by people with disabilities and how this social injustice impacts their health. More than 1 billion people live with a physical, sensory, intellectual, or mental health impairment significant enough to make a difference in their daily lives. The chapter addresses poverty, access to healthcare, disability-specific resources, HIV/AIDS and disability, and the Convention on the Rights of Persons with Disabilities. The author asserts that a critical next step is building awareness that people with disabilities must be included in all work on development, social justice, and health, and building the commitment to do so. What distinguishes people with disabilities is not their common needs, but the fact that many of these needs continue to be unmet. Public health workers can play important roles in meeting this challenge, ensuring that disability issues are routinely included in all phases of public health practice, education, and research.
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Mathew, Nisha Elizabeth, Amelia Walter, and Valsamma Eapen. "Mental Health Challenges in Children With Intellectual Disabilities." In Research Anthology on Mental Health Stigma, Education, and Treatment, 745–71. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-8544-3.ch044.

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There is limited evidence base regarding mental health issues in people with intellectual disability (ID), and hence, findings from the general population are often applied to ID groups. Available evidence suggests that individuals with ID experience higher rates of mental health disorders than the general population, although findings are mixed with regard to the determinants of this increased prevalence. Further, the consequences of this comorbidity for individuals, families, and the wider community are often overlooked including the multiple challenges in identifying and managing these concerns. Accurate diagnosis and effective intervention are currently hindered by factors including the applicability of standardized psychiatric classification systems, gaps in service delivery models and access to such services, as well as unmet training needs. It is critical that further research is carried out to examine the specific challenges facing individuals with ID along with facilitating appropriate mental health services to individuals with ID.
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Painter, Kirstin, and Maria Scannapieco. "Children and Adolescents with Mental Illness and the Education System." In Understanding the Mental Health Problems of Children and Adolescents, 284–94. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190927844.003.0018.

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Since schools play an important role in addressing children’s mental illness and in giving necessary support to children, parents and caregivers have to understand their children’s rights and the laws and regulations that can protect children within school settings. Two federal laws mentioned in this chapter are the Individuals with Disabilities Education Act, which requires the educational system to give eligible children with disabilities the same opportunities as children without disabilities, and Section 504 of the Rehabilitation Act of 1973, which prohibits discrimination against people with disabilities. Schools are required to accommodate children with disabilities to make sure they receive the same education and resources as their peers. In addition to these laws, school social work professionals working with children with mental health issues need to develop intervention plans that best meet the needs of each specific child. This chapter provides a list of relevant evidence-informed intervention strategies that social workers can refer to in their future practice.
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Boucher, Steve. "Inherent Requirements and Social Work Education." In Research Anthology on Mental Health Stigma, Education, and Treatment, 681–97. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-8544-3.ch040.

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The aim of this chapter is to contribute to addressing issues of access and equity in social work education for people with mental health disabilities. The objective is to carefully consider the introduction of inherent requirements in universities, and particularly in relation to social work education, in Australia. A targeted review of relevant literature including legislation, policy, and practice standards frameworks identifies the parameters of inherent requirements and possible areas of discrimination. Consideration of the use of inherent requirements in social work education is from a human rights social justice perspective that acknowledges the strength and resources of people and communities and actively advocates for the protection of disability rights.
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Boucher, Steve. "Inherent Requirements and Social Work Education." In Mental Health Policy, Practice, and Service Accessibility in Contemporary Society, 57–73. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7402-6.ch004.

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The aim of this chapter is to contribute to addressing issues of access and equity in social work education for people with mental health disabilities. The objective is to carefully consider the introduction of inherent requirements in universities, and particularly in relation to social work education, in Australia. A targeted review of relevant literature including legislation, policy, and practice standards frameworks identifies the parameters of inherent requirements and possible areas of discrimination. Consideration of the use of inherent requirements in social work education is from a human rights social justice perspective that acknowledges the strength and resources of people and communities and actively advocates for the protection of disability rights.
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Aleshina, Ekaterina Yuryevna, Belyanina Lubov, Nikolai Tankov, Olga Simakova, Sedrak Sedrakyan, Anna Ahtyan, and Ema Akhtian. "Research Competence for Teaching Students With Disabilities Act (IDEA) in Russian General Education." In Advances in Educational Technologies and Instructional Design, 151–71. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3485-3.ch008.

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Research Competence for Teaching Students with Disabilities Act (IDEA) in Russian General Education needs of students with disabilities are caused by patterns of impaired development: difficulties of interaction with environment (first of all, with surrounding people), problems of individual development; the smaller speed of reception and processing of sensory information; the smaller volume of the information remaining in memory; problems of verbal expression (for example, difficulties in development of verbal generalizations and in nomination of objects); problems of development of any movements (slowness, difficulties of coordination); the slow rate of mental development as a whole; increased fatigability. Taking into account special educational requirements, special educational conditions are created for children with disabilities. Difficulties in interactions with social environment are also caused by special features of development of students with disabilities.
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Aleshina, Ekaterina Yuryevna, Belyanina Lubov, Nikolai Tankov, Olga Simakova, Sedrak Sedrakyan, Anna Ahtyan, and Ema Akhtian. "Research Competence for Teaching Students With Disabilities Act (IDEA) in Russian General Education." In Research Anthology on Physical and Intellectual Disabilities in an Inclusive Society, 608–28. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3542-7.ch032.

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Research Competence for Teaching Students with Disabilities Act (IDEA) in Russian General Education needs of students with disabilities are caused by patterns of impaired development: difficulties of interaction with environment (first of all, with surrounding people), problems of individual development; the smaller speed of reception and processing of sensory information; the smaller volume of the information remaining in memory; problems of verbal expression (for example, difficulties in development of verbal generalizations and in nomination of objects); problems of development of any movements (slowness, difficulties of coordination); the slow rate of mental development as a whole; increased fatigability. Taking into account special educational requirements, special educational conditions are created for children with disabilities. Difficulties in interactions with social environment are also caused by special features of development of students with disabilities.
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Sudakov, Dmitrii Valerievich, Oleg Valerievich Sudakov, Artiom Nikolaevich Shevtsov, Evgenii Vladimirovich Belov, and Viktoriia Vitalevna Sviridova. "About Some Aspects of Educational Work of Students with Reduced Capabilities in Medical University." In Psychological and Pedagogical Issues of Modern Education, 129–40. Publishing house Sreda, 2021. http://dx.doi.org/10.31483/r-98831.

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The article is devoted to the study of some aspects of teaching students with health limitations and disabilities in a medical university. Currently, in Russia and around the world, inclusive and integrated education continues to develop, elements of which can be found in medical universities. At the same time, a complete transition to an inclusive education of medical students is impossible for a number of reasons, at the head of which are certain requirements for the future physician, who must have a certain amount of health, not only physical, but also mental. Unfortunately, not enough research is devoted to the aspects of teaching students with health limitations and disabilities in medical universities – the study of which became the purpose of the presented work. The objects of the research conducted from 2018 to 2021 at the N.N. Burdenko, 30 medical students served, divided in-to 3 groups of 10 people, depending on the etiology of their pathology. So, 1st group consisted of students with insignificant disabilities. The 2nd group included students with disabilities established from their birth or childhood. The 3rd group consisted of future physicians whose disability was established during their studies at a university (often as a result of an accident). In the work, the sex and age composition of the subjects was determined, the ratio of students to existing faculties was studied, the pathology most often encountered in persons with disabilities and disabilities was studied, the attitude of others to the respondents was deter-mined, as well as their own opinion regarding various aspects of the educational process at a medical university. The work is of interest for the staff of the departments of a medical university who are related to working with students with health limitations or disabilities.
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Detterman, Robin, Jenny Ventura, Lihi Rosenthal, and Ken Berrick. "Schools as Systems." In Unconditional Education. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190886516.003.0007.

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The work of changing schools means acknowledging that we are, in fact, changing systems. Often, these are long-established systems enacted by multiple stakeholders invested in their preservation. Many efforts to promote educational equity attempt to tackle a single problematic aspect of the school in the hope that addressing an identified need in one area will improve the system as a whole. Some schools adopt a new math curriculum, hoping it will yield higher 4-year graduation rates. Other schools introduce computer-based learning, believing it will improve the ability of teachers to differentiate content. Still others practice mindfulness with students to reduce suspension rates. Efforts such as these are praiseworthy, but the piecemeal approach often fails to translate into meaningful change. At the other extreme, many schools choose to implement various reform efforts simultaneously—a new math curriculum, for instance, supplemented by computer-based learning and followed by a schoolwide mindfulness exercise. The result, generally, is mile-wide and inch-deep efforts that leave already overtaxed schools and principals with the challenge of running multiple initiatives at once, very likely without the resources to implement any one of them successfully (Cuban, 1990). Piecemeal or duplicative approaches to school transformation are particularly troubling as they rarely produce the systemic transformation required to reduce broadscale inequities within the system. When problems are identified in isolation, solutions tend to address symptoms rather than the underlying causes of the most acute or prevalent manifestations. More often than not, addressing the root cause requires some level of attention to the system itself. When these systems-level changes are ignored, similar problems are likely to occur again in the future. Nowhere is this more true than in the systems designed to address learning and mental health challenges in schools. Special education services rely largely on pull-out approaches to service delivery only after students have shown substantial deficits in their learning. The words mental health are often synonymous with clinicians providing closed-door therapy to specific students or supporting young people with disabilities who have been placed in specialized, segregated settings.
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Minow, Martha. "Making Waves: Schooling and Disability, Sexual Orientation, Religion, and Economic Class." In In Brown's Wake. Oxford University Press, 2010. http://dx.doi.org/10.1093/oso/9780195171525.003.0007.

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The historic treatment of students with disabilities in many ways resembles racial segregation in schools. Brown’s influence in this field is clear but complicated. Also complicated are debates over equal treatment of students who identify as gay, lesbian, bisexual, or transgendered. Religious students—and religious schools—elicit further variations on the educational equality debate with consequences for social integration and intergroup relations. Compulsory education laws in the United States for many years exempted students with mental and physical disabilities, and many school systems excluded such students or assigned them to separate institutions well into the 1970s. Before Brown, court challenges to this treatment of students with disabilities failed either on the assumption that the child’s impairments made schooling inappropriate or that the presence of the child with disabilities would harm the best interests of other children and the school. Even schools set up for students with disabilities could exclude a student by asserting that the child’s limitations would prevent educational progress. During the 1920s, communities established separate schools for students who were blind, deaf, or severely retarded, and many schools established separate classrooms for students who were considered to be slow learners. Misclassifications assigning students to separate classrooms or schools was not uncommon, and especially affected students who were immigrants or members of minority groups. This process of segregating persons with disabilities often relegated such persons to squalid residential institutions and imposed forced sterilization, justified in terms set by the eugenics movement. Those children with disabilities who did receive services did so largely in classrooms or schools removed from their peers. Parent advocacy organizations and civil rights activists challenged these practices, often with explicit references to Brown v. Board of Education. Parents and educators pressed for both more funding and experiments placing students with disabilities in regular educational settings. Integration, also called “mainstreaming” and “inclusion,” became a central goal through litigation, legislation, and advocacy for individual students, but for some children, advocates also pursued specialized instruction in separate settings. Intertwined with failures in the treatment of students with disabilities was the problem of racially discriminatory treatment.
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Conference papers on the topic "People with mental disabilities Mainstreaming in education"

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Pietrafesa, Emma, Sergio Iavicoli, Agnese Martini, Rosalba Simeone, and Antonella Polimeni. "Occupational safety and health education and training: an innovative format and experience." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11051.

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Health begins at home and in community where people live and work, in fact, the World Health Organisation (WHO) defines health as ‘a state of complete physical, mental and social well-being’. Experts and professionals, of all sectors and specialities, need to take account the Occupational Safety and Health (OSH) in all aspects of their working lives. Mainstreaming OSH into education concerns integrating one policy area – OSH – into another – education. This study started from a first analysis of an international and national OSH training offer, in which some critical aspects emerged: there are mostly sectoral training courses, qualifying some prevention actor roles, most linked to traditional risks, and primarily focused on the safety aspects rather than the health ones. The current study is related to an innovative format and experience for an integrated management of OSH in the evolution of the world of work. The concept was born from the need to train new professionals figures when the rapid demographic changes and technological innovation are changing the working world and therefore also the required skills to prevention actors. A first test has been conducted on 26 students who attended the first edition of this innovative training.
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De Bell, Leendert, and Linda Drupsteen. "How to scale the societal impact of work integration social enterprises? Evidence from The Netherlands." In CARPE Conference 2019: Horizon Europe and beyond. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/carpe2019.2019.10191.

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The number of social enterprises is increasing rapidly. Social enterprises are looking for new, innovative and economically sustainable ways to tackle structural societal challenges that generally fall outside the direct focus and objectives of the public and private sector. Social enterprises are primarily mission-driven, where profit is not a goal in itself but a means of creating social impact with regard to a specific social problem. The intended impact areas of social enterprises broadly range from poverty reduction, sustainability, healthcare, or labor participation of vulnerable groups. With respect to the latter impact area, many initiatives have been taken across Europe to prevent and combat marginalization of vulnerable groups as a result of long unemployment spells, which may cause financial and social pressure, as well as decay of physical and psychological health conditions. Nevertheless, the nature and extent of these initiatives vary considerably across countries (CEDEFOP, 2018). Social enterprises, in collaboration with other relevant stakeholders such as ‘conventional’ companies or local governments, can play a key role in addressing these challenges. This proposal builds on research that was completed earlier this year at HU concerning the scaling of social enterprises with a particular focus on work integration of people with a distance to the labor market (so-called WISEs) (e.g. people with low qualifications, young people disengaged from education, people with mental or physical disabilities, refugees, former prisoners, former addicts, or people who have difficulties finding a job due to their age etc.). One of the outcomes of this research showed that it is difficult for WISEs to transcend its societal impact beyond the local level. In practice, the effective realization of both social and economic value is not easy for many WISEs, but the interaction with and between different actors in the external environment or ecosystem also plays a crucial role in its success. More research is needed on what works in successfully addressing the work integration of vulnerable groups in different parts of Europe, and under what conditions. The aim is to come to a joint EU research proposal, in which WISEs play a central role, to contribute to innovative and more structural solutions for labor participation of vulnerable groups.
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