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Journal articles on the topic 'Physically challenged students'
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Marquez, Stella, Lemuel Guigue, and Samantha Loraine Salaysay. "Experiences of Physically-Challenged Students Toward Physical Education Activities." University of Bohol Multidisciplinary Research Journal 12, no. 1 (2024): 14–31. https://doi.org/10.15631/yrmdy402.
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The experiences of physically-challenged students within physical education activities settings have been a topic of increasing attention and concern. Physically-challenged learners (PCLs) need physical activities, yet there are increasing worries that these students still struggle with practical sessions. These barriers not only limit physical participation but also contribute to a cycle of exclusion and negatively impact the social and emotional well-being of students with disabilities. Addressing these environmental and systemic issues is crucial for fostering a more inclusive and supportive physical education framework that enhances self-esteem and promotes equal opportunities for all students. This study was conducted to explore the lived experiences of the physically-challenged students toward Physical Education activities. The study utilized the descriptive phenomenological inquiry aided by a semi-structured interview. Eight enrolled university students during the first semester of SY 2024-2025 were randomly selected and included in the study upon obtaining their consent for participation. Data revealed that the challenges faced by physically-challenged students included difficulties in participation and social interactions that led to feelings of exclusion and frustration highlighting the need for more inclusive practices within the physical education programs.
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Knight, Diane, and Donna Wadsworth. "Inclusion Classrooms: Physically Challenged Students." Childhood Education 69, no. 4 (1993): 211–15. http://dx.doi.org/10.1080/00094056.1993.10520934.
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Aliyu, Murtal, and Abubakar Mohammed. "Information Needs and Seeking Behavior of Physically Challenged Students in Adamawa State." Indian Journal of Information Sources and Services 8, no. 1 (2018): 40–45. http://dx.doi.org/10.51983/ijiss.2018.8.1.505.
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This study is an investigation of Information Needs and Information Seeking Behaviour of Physically Challenged Students in Adamawa State. The research design adopted for the study was survey research design. 472 physically challenged students in the school formed the population of the study. Sample size of 214 was used. 214 structured questionnaires were administered and 200 was returned and used for the study. Major findings of the study are that the physically challenged student needs information to meet educational, recreational, social and personal development purposes; they seek information occasionally; and that acquisition of new knowledge and the desire to be in tune with trending issues are what often trigger them to seek information; majority of respondents reveals that problem of what type of information resources and services to be provided physically challenged student are the challenges faced when determining the kind of information needed by physically challenged students; similarly, majority of respondents reveals that inadequate library resources and absence of assistive technology are some of challenges faced by the school in meeting the information sought by physically challenged students. The study recommended that adequate library resources and services should be made to the physically challenged students in the school to curtail almost all the problems associated with information needs and information seeking behaviour of physically challenged raised in the study.
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Akobe, Daniel Oluwatosin, Lois Funmilola Adeboye, and Amina Lukman Badaru. "Awareness and use of library resources by the physically challenged students for improved academic performance in selected special schools in Abuja." Library and Information Perspectives and Research 6, no. 2 (2024): 95–105. http://dx.doi.org/10.47524/lipr.v6i2.96.
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The effective use of library resources is of paramount importance in enhancing the academic performances of the physically challenged students in special schools. The paper explores awareness and use of library resources among the physically challenged students in some selected special schools in Abuja. It assesses the current level of awareness and usage and discusses the barriers for the optimum use of library resources by physically challenged students in special schools. Libraries have a significant role in providing access to educational material and assistive technologies that would help in learning requirements for physically challenged students. A descriptive survey design was adopted for the research. The populations of the study were all the identified students with mobility, hearing and visual impairments. The total number of physically challenged students was 120 from where a sample of 80 was taken. Questionnaire was used to collect data for the study. The collected data was analyzed using frequencies and percentages. The study found that physically challenged students in selected special schools in Abuja have low awareness of library resources. For instance, awareness of braille books, talking books, and encyclopedias is at 62.5%, 20%, and 16.3%, respectively. Most students use the library primarily as a reading room, rather than accessing its available resources. The study revealed a lack of necessary assistive technologies, such as screen readers and alternative input devices, which hinders students’ ability to fully engage with library services. The study concludes that the effective use of library resources can greatly enhance the academic performance of physically challenged students. However, the current level of awareness and utilization of these resources is low due to various accessibility challenges and a lack of assistive technologies.
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Otsupius, Anthonia Ighiebemhe, and Oseremen Ebhote. "Managing and enhancing inclusive digital-enabled literacy: An examination of special education for the physical challenge in selected villages in Edo North, Nigeria." Humanities Journal 1, no. 3 (2024): 2024012. http://dx.doi.org/10.31893/humanitj.2024012.
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Digital literacy is vital for pupils, especially the inclusion of individuals who are physically challenged. Students with impairments encounter greater barriers in obtaining the skills essential to success. This study analyzes the disability digital gap, success factors for obtaining digital skills, and consequences of a digital literacy curriculum established for special education classes in Edo North, Edo State, Nigeria. The study utilized a survey research design. Data for this research were acquired from both primary and secondary sources. This helped the researchers better comprehend the opinions of all the potential responders. The respondents were randomly recruited from the two centers and their neighborhoods. The population of this study included 200 participants, consisting of physically challenged/special children from each of the study areas, teachers who instructed the physically challenged students from each of the study areas, parents of the physically challenged students from each of the study areas and community people from each of the study areas at Auchi and Afuze Physical Challenge School Centers in Edo North. The findings from this research demonstrate that digital technologies allow physically challenged children a platform to increase their confidence, express themselves and communicate with others and that digital storytelling platforms give them a method of expressing their opinions.
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Kazi Moushumi Akter, Kazi Humayun Kabir, and Homayora Yeasmin. "Students’ perception on existing facilities for physically challenged students in higher education institution: a comparative study on Khulna University and govt. BL College, Khulna." Research in Agriculture Livestock and Fisheries 11, no. 1 (2024): 61–67. http://dx.doi.org/10.3329/ralf.v11i1.73052.
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Extra facilities are essential to the success of physically challenged students in higher education. In a study of 67 general and 13 physically challenged students of Khulna University and Govt. BL College, Khulna, the participant responded to interviews on existing facilities for physically challenged students in higher education institutions. This study also compares inequalities among physically challenged and general students. Findings show that physically challenged students can achieve success in higher education through special facilities. To ensure human rights for all and to develop human resources through an educated workforce, inclusive education is must for physically challenged students. Higher education is considered as a way to gain much knowledge where the institution's environment plays an important role in the amplification of knowledge. The study obtained students' perception of existing facilities for physically challenged students in higher education institutions and essential measures that should be taken to make them human resources. Students indicated that teachers' and friends' attitudes are satisfied in both two institutions but, a little more concern for administrative authority is needed for environmental and service facilities as well as inclusive education. Res. Agric. Livest. Fish. Vol. 11, No. 1, April 2024: 61-67.
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Abdulmojeed, Somotan Oluwayomi, and Atoyebi Adeola Olusegun. "Self-Image as Predictor of Stigma Consciousness among Physically Challenged Students in Tertiary Institutions in Oyo State, Nigeria." American International Journal of Education and Linguistics Research 3, no. 2 (2020): 1–6. http://dx.doi.org/10.46545/aijelr.v3i2.151.
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The study investigated the levels of stigma consciousness among physically challenged students in tertiary institutions in Oyo State. It ascertained the effect of stigma consciousness on the academic performance of physically challenged students. Also, the study determined the relative influence of self-image on stigma consciousness of physically students. Furthermore, it examined the influence of self-image on stigma consciousness of physically challenged students. These were with a view to providing information on the factors that could influence stigma consciousness of the physically challenged students. The study adopted the descriptive survey research design. The population for the study comprised physically challenged students in tertiary institutions in Oyo State. Three institutions (University of Ibadan, The Polytechnic Ibadan and Emmanuel Alayande College of Education, Oyo) were purposively selected within Oyo State because they have the physically challenged students. A sample size of 120 physically challenged students were selected from the institutions using proportionate random sampling technique. One adapted instrument with two scales was used to collect data from the students. The scales were “Stigma Consciousness Scale (SCS) and Self-Image Questionnaire (SIQ). Data collected were analysed using percentage, frequency counts, one-way ANOVA and multiple regressions. The results of the study showed that 4.8%, 88.6%, 6.7% of tertiary institutions in Oyo State demonstrated low, moderate and high levels of stigma consciousness respectively. The results showed that there was no significant effect of stigma consciousness on the academic performance of the physically challenged students (F (2.102) =0.059, p=0.943). It was also discovered that there was a significant positive influence of self-image on stigma consciousness of physically challenged students (N=105, t= 0.198, p< 0.05). Finally, the results showed that the self-image (β =0.019, F=1.98, p<0.05) contributed significantly in influencing stigma consciousness with coefficient of multiple regression (R2) of 0.164 at p < 0.05. It was concluded that self-image could influence stigma consciousness among physically challenged students in tertiary institutions.
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Wassmuth, Birgit L. "Using a Digital Camera to Teach Physically Challenged Students." Journalism & Mass Communication Educator 52, no. 4 (1997): 80–84. http://dx.doi.org/10.1177/107769589705200409.
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SUDHIER, K. G., and V. S. MIDHULA SOMAN. "Assistive Technologies for Physically Challenged Students in Kerala: a study on user's awareness and perception." Journal of Knowledge & Communication Management 15, no. 01 (2021): 35–49. https://doi.org/10.5958/2277-7946.2021.00004.8.
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The aim of the study was to investigate the physically challenged student’s awareness and use ofassistive technologies in the schools of Kerala. The survey questionnaire tool was used to collectdata from 111 physically challenged students, who are studying in 45 schools in Thiruvananthapuram,Ernakulam and Kozhikode districts. The analysis revealed that 55 (49.5%) students are aware ofassistive technologies. Girls are more aware and updated (50.5%) than the boys (49.5%). All thephysically challenged students who participated in the study opined that they didn’t get any instructionon using the library services and e-resources. It was found that school authorities (87.4%) are themajor sources for giving training to physically challenged. It was also noted that no student is confidentenough about the ability to use assistive technologies and devices and 24.3 per cent studentsconsidered their ability to use assistive technologies are average. Among the students, 66 (59.5%)have an e-mail account and almost all the students responded positively on the availability of computereducation in their schools and the response rate is 96.4 per cent.
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Ajayi, Rachael Adejoke, and Temitope Raheedat Aranmolate. "Appropriation of Adult Education for Academic Achievement Towards Sustaining the Rights of Physically Challenged Students in Higher Institutions in Lagos." Journal of Education and Practice 7, no. 3 (2023): 14–24. http://dx.doi.org/10.47941/jep.1313.
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Purpose: The study examined the appropriation of adult education for academic achievement towards sustaining the rights of physical challenged students in higher institutions in Lagos.
 Methodology: The research design employed in the study was a descriptive survey. The population consisted of all higher institutions located in Lagos State. To gather data, a simple random sampling technique was utilized to choose ten (10) higher institutions from which fifteen (15) physically challenged students were selected from each institution. This amounted to a sample size of one hundred and fifty (150) respondents for the study. The data collection process utilized a self-developed questionnaire as the primary instrument. It was developed in 2 Likert scale of Agreed and Disagreed. The instrument was moderated by experts who affirmed its validity. The reliability of the instrument was assessed through the utilization of the Pearson Product Moment Correlation Coefficient (PPMC). The data collected were then analyzed using statistical tools such as simple percentage and standard deviation.
 Findings: The study's findings indicated that adult literacy significantly contributes to adult sustainable development, fostering economic, social, and environmental sustainability. Furthermore, it establishes conducive circumstances for empowering active global citizens. By effectively employing adult education, individuals with physical challenges can acquire a comprehensive comprehension of various concepts and lead their lives in a proficient manner.
 Unique Contributions to Theory, Policy and Practice: Adult education has a wide-ranging positive influence on various aspects relevant to adults. Importantly, these advantages extend beyond the professional sphere and encompass different aspects of daily life for individuals with physical challenges. These benefits extend beyond the professional realm and extend to various facets of everyday life for physically challenged individuals. As a result, it is recommended that to guarantee the sustainability of the human rights of physically challenged students, the government should assume the primary responsibility of providing trained and qualified teachers/facilitators, along with other supportive staff, who will cater to the educational needs of these special students.
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Anurag, Kulkarni, Kachare Pratiksha, Gawade Gopal, and Prashant Avhad Prof. "Voice Based Digit Writer For Physically Challenged." Journal of Analog and Digital Devices 4, no. 2 (2019): 24–27. https://doi.org/10.5281/zenodo.3334980.
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A new concept of pen is coming now that is Automatic Pen Writer with Voice recognition. Voice Controlled Robot (VCR) is a mobile robot. The robot’s action can be controlled by the user through mobile phone by giving specific person’s voice commands. The robot will receive the voice commands from the person through the microphones and then the robot will execute the actual work. This project is specially made for physically challenged students who can not to write the exams like others. In this project the voice message will be recorded using the application in the mobile phone, and then the voice that is recorded will be sent to Arduino board by the help of Bluetooth. Through which the instructions will be sent to the robot. The robot writer will function based on the received Voice command.
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Axelrud, Abraham. "Cooperative Education for Homebound Students: An Innovation for the Physically Challenged." Journal of Education for Business 65, no. 3 (1989): 134–36. http://dx.doi.org/10.1080/08832323.1989.10118594.
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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 (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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Kazantseva, Anzhela, Elena Kazantseva, and Olga Kolmakova. "Constructing Individual Formative Itineraries for Health Impact Assessment Students." SHS Web of Conferences 50 (2018): 01081. http://dx.doi.org/10.1051/shsconf/20185001081.
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The paper deals with some specificity problems of training differentially physically challenged students basing on the remote system of MOODLE. The authors describe the advantages of online training, represent the notion essence of “individual formative itineraries”, the consideration of personal aims, possibilities and requirements necessities being included concerning every health impact assessment student. Basing on the analysis made, a technology has been developed including the following stages of individual formative itineraries constructing with the MOODLE system used in the process: diagnostic, projecting, technologic, ratable. A sequence of activities in the joint work performed by an educator and a student is described for each stage within a separate training discipline with regard to projecting an individual formative itinerary. The technology presented is oriented at achieving a higher efficiency of training physically challenged students at higher school.
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Noorani, Zainab, and Ajab Ali Lashari. "Narratives on the Digital Leadership Practices in Pakistan- Issues, Challenges, Opportunities, Needs and Constraints in the Changing Paradigm through the Lens of Marginalized Community Members." Global Sociological Review VIII, no. II (2023): 63–69. http://dx.doi.org/10.31703/gsr.2023(viii-ii).08.
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The research paper aims to identify the challenges, issues, needs, and constraints faced by digital leaders of marginalized community members. The study's overall strategy is based on a phenomenological case study research design. The methodology of this research paper is qualitative, and through criterion sampling, the data was collected from the school working for physically disabled children. The total sample size is fifteen, consisting of senior students and teachers. The semi-structured interviews were conducted with physically challenged students and teachers. It was derived that students need to be educated about digital literacy. The world is going towards digitalization, so students must know how to use gadgets, apps, etc. The teachers face challenges as they teach visually impaired and deaf children. The students concluded that they want inclusivity in society, providing them opportunities by providing various workplace and societal facilities. The teachers suggested that opportunities must be provided to students at the state level so that they can be considered valuable members of society.
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Parveen, Dr Zahida, Abdul Qudoos, and Dr Abdul Basit. "Investigating Barriers of Transportation for Physically Challenged Students and Improving Accessibility at a Public University of Lahore." International Journal of Trends and Innovations in Business & Social Sciences 2, no. 2 (2024): 193–200. http://dx.doi.org/10.48112/tibss.v2i2.793.
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Equal education is right of everyone with or without disability. Transport plays key role for physically challenged students to get education at public universities. The current study was conducted to analyze the barriers of transportation faced by physically challenged students studying in a public university of the Punjab, Pakistan through action research. The study was qualitive research in its design by opting action research. Eleven participants from the institution were involved in this research process. Purposive sampling technique was used to collect the data. Information was collected through field notes, observations, interviews and focus groups discussion. Study consisted of four phases/ steps of participatory actions research. Thematic analysis technique was employed to analyze the date. Results of study demonstrated that there is a dire need for implementation of policies and procedures developed by Higher Education Commission to implement at higher education institutions for special needs students to enhance the accessibility of persons with disabilities.
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Mazumdar, I., and A. Suryavanshi. "Effect of Ujjayi and Bhastrika Pranayama on selected physiological variables of physically challenged students." British Journal of Sports Medicine 44, Suppl_1 (2010): i69. http://dx.doi.org/10.1136/bjsm.2010.078725.229.
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DR., PATRICK IKECHUKWU ECHEBE, and ALOYSIUS CHINEDU UGOH. "Counselling needs of challenged children: Experience of special education teachers in Rivers State of Nigeria." GPH-International Journal of Educational Research 06, no. 11 (2023): 106–14. https://doi.org/10.5281/zenodo.10437665.
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<strong>To study specifically intends to identify the various challenges experienced by the physically challenged and contributes to knowledge in the aspect of assisting them cope with their situation. The researchers observed that counsellors and therapists are not found in most schools for the physically challenged in Rivers State. The study tried to find out the counselling needs of these children, their problems and emotions, the way they express these and the ways in which the counsellors can bring interventions. Four research questions were formulated to guide the study. Extensive literature review was carried out. A descriptive case study research design was used. The population of the study consists of students, teachers, workers and helpers in special education schools and centres in the state. The percentage method of data analysis was used to rate the relevant factors studied. The research findings included the following needs of the population of the children, their problems and how these problems are vented, as well as how counselling can bring out helping interventions. Relevant conclusions and recommendations were also made.</strong>
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Soman, V. S. Midhula, and K. G. Sudhier. "Assistive Technologies for Physically Challenged Students in Kerala: a study on user’s awareness and perception." Journal of Knowledge & Communication Management 11, no. 1 (2021): 35–49. http://dx.doi.org/10.5958/2277-7946.2021.00004.8.
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P. Fetalieva, Laura, Elmira A. Ramazanova, Patimat Sh. Gitinova, Hadizhat O. Omarova, and Elmira O. Makaeva. "BIOTECHNOLOGICAL COMPETENCE OF A TEACHER IN THE CONDITIONS OF INCLUSIVE EDUCATION." Humanities & Social Sciences Reviews 7, no. 5 (2019): 1053–59. http://dx.doi.org/10.18510/hssr.2019.75140.
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Purpose of the study: The paper discusses a specific experience that is a part of the professional standard of a teacher, examines the ability of a teacher to teach children with special environmental needs.
 Methodology: Methods of working with physically challenged children (PCC) are described in the works by V. V.Linkov, N. N. Malofeev, N. M. Nazarov, etc. They consider various methods and techniques of organizing educational work with children having health problems.
 Results: The Russian schools from Dagestan have gained some experience in the inclusive education of younger schoolchildren. A number of inclusive classes are functioning in school No.4 in the city of Makhachkala which is the capital of Dagestan. Teachers working in inclusive classes have significant difficulties in implementing the objectives of inclusion. They create the necessary conditions for educational work with physically challenged children; teachers accumulate their experience in teaching children with special educational needs. The levels of biotechnological needs are realized and the coefficients of students learning at the ascertaining and formative stages of the experiment are calculated. At the control stage, measurements were taken and positive trends in the organization of the educational work with physically challenged children were detected.
 Applications of this study: This research can be used for the universities, teachers, and students.
 Novelty/Originality of this study: In this research, the model of Biotechnological Competence of a Teacher in the Conditions of Inclusive Education is presented in a comprehensive and complete manner.
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MURUGAN, M., and R. JEYSHANKAR. "Problems Faced by Physically Challenged Students in Accessing and Utilizing the Library Resources and Services of College Students in India." Productivity 61, no. 4 (2021): 470–84. http://dx.doi.org/10.32381/prod.2021.61.04.10.
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Larsson, Lena, Susanne Linnér, and Katarina Schenker. "The doxa of physical education teacher education – set in stone?" European Physical Education Review 24, no. 1 (2016): 114–30. http://dx.doi.org/10.1177/1356336x16668545.
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In this paper, we critically examine the potential of assessment components in physical education teacher education (PETE) to either reinforce or challenge PETE students’ conceptions of what a physical education (PE) teacher needs to know to teach this school subject. To understand the mechanisms that may contribute to the difficulty of challenging these taken-for-granted beliefs (doxa) within PETE, we draw on the theories and concepts of Pierre Bourdieu. Two different kinds of empirical material are analysed: one consists of 62 essays, written by PETE students before starting their degree programme, dealing with their conceptions of PE teachers’ competencies, while the second consists of course booklets and assessment components used within one PETE programme. The study shows that implicit prerequisites and conditions in assessment components are very similar to the conceptions of competencies in PETE students’ statements. The study also shows that taken-for-granted beliefs may be challenged, but at the same time, we argue, the use of socially critical perspectives in PE practice may also (in the name of the doxa) stigmatise those who are not physically active in their leisure time as well as those who do not look fit and sporty, and thus does not challenge the way power and social superiority or inferiority appear in PE.
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Mauti, Jared Momanyi, Titus Ogalo Pacho, and Benard Omenge Nyatuka. "Effect of Students’ Inclusivity on Efficacy of 100% Transition in Public Secondary Schools in Kisii County, Kenya." East African Journal of Education Studies 6, no. 1 (2023): 196–210. http://dx.doi.org/10.37284/eajes.6.1.1108.
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This study investigated the effect of students’ inclusivity on the efficacy of 100 per cent transition in public secondary schools in Kisii County, Kenya. The study adopted both descriptive survey and mixed research designs. The study targeted a total of 33,593 students, 4,986 teachers, and 186 principals out of which a sample of 380 students, 357 teachers, and 27 principals was selected. Regression analysis showed that the variations of students’ inclusivity could result in improved efficacy of learner’s transition in secondary schools in the County by 32.4%, and it was statistically significant, p<.05. Additionally, ANOVA (F (1,206) = 62.842, P=.000<.05) showed a statistically significant effect of inclusivity on the efficacy of 100% transition in the County. The interviews conducted showed that public secondary schools did not have requisite physical facilities like ramps to support learning to physically challenged students, and also, most physical facilities were poorly maintained. Braille machines for visually impaired students also lacked in most secondary schools. An inclusive process of selecting students’ representatives through a democratic process was in most schools; however, Students’ Councils excessive empowerment need to be checked to curb instances of bullying their colleagues
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Грабчук, Ксения, and Kseniia Grabchuk. "PRINCIPLES OF PERMANENCY AND CONTINUITY IN THE INCLUSIVE EDUCATION IN KRASNODAR KRAI." Bulletin of Kemerovo State University. Series: Humanities and Social Sciences 2017, no. 4 (2017): 17–23. http://dx.doi.org/10.21603/2542-1840-2017-4-17-23.
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<p>The article is devoted to the organization of inclusive education on the basis of the principles of permanency and continuity. Тhe author considers the experience of inclusive education in the educational organizations of Krasnodar Krai. The author has analysed problems of realization of inclusive education, such as insufficient availability of professional education for students with health limitations or physically challenged students and insufficient social and information availability of vocational training.</p><p>The author points out a long-felt need for inclusive education for all people with health limitations on all education levels. The organization of inclusive education on the basis of the principles of permanency and continuity will be possible only if a regional legislation of general and professional education for people with special needs is developed. Other requirements include creation of barrier-free environment in the educational organizations and ensuring social and information availability of vocational training. Тhe author emphasizes that it is necessary to develop a system of vocational guidance for children with special needs and physical challenges.</p>
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Ashiqur, Rahman, and Akther Farhana. "Condition of Inclusivity in Public University of Bangladesh Specifically for the Disabled Student: A Case Study on Jahangirnagar University." International Journal of Social Science and Human Research 04, no. 03 (2021): 313–25. https://doi.org/10.47191/ijsshr/v4-i3-12.
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Education is a challenge for Physically Challenged Students (PCS). Accessibility in the buildup environments of university campus for PCS is a worldwide concern. A country can’t uplift its socio-economic conditions unless and until people from all level ofthe society get the equal access in every facilities and services provided by government. Every student with disability has the right to equal enjoyment and access in a residential university. In Bangladesh, increased numbers of students with disabilities have been accessed to higher educational opportunities. However, also the government has imposed some legal legislation for the education and the inclusive design for the PCS. So, this study concerns about the accessibility in higher educational institutions for PCS. This research has highlighted the accessibility condition of the buildup areas of the Jahangirnagar University campus in Bangladesh and the problems faced by the PCS which created because of the existing structural design. It also explores the relation between types of barriers and different structures in university for the PCS’s. At the end this study tries to provide some guidelines forensuringbetteraccessibilityofthephysicallychallengedstudents.
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Masoga, Mogomme Alpheus. "Students with Disabilities at Two Higher Education Institutions Selected from South Africa: A Social Model of Disability." International Journal of Higher Education 10, no. 6 (2021): 238. http://dx.doi.org/10.5430/ijhe.v10n6p238.
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Learners with disabilities are faced with unprecedented challenges in their pursuit of integration in the institutionalized higher education system in South Africa. The aim of this paper is to explore the recruitment and integration of students with disabilities (SWDs) at selected rural universities in South Africa in terms of facilities for physically challenged students. Personal conversations and informal discussions and desk and documentary research have collectively informed the present discourse. By utilizing a social model of disability, this study proposes that both institutions need to accelerate the provision of user-friendly facilities to accommodate various categories of SWDs either currently enrolled or those aspiring to study at the institutions. Considering the evaluations and observations explored in this opinion paper, the academic community of both institutions will need to pay attention to the special needs of SWDs because the absence of this attention will negatively impact the outcome of the academic life of learners.
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Kim, SoHyeon, and JaeJeong Park. "The Experiences and Implications of the Homeroom Teacher on Physical Activity Education for the Lower Elementary Grades." Korean Association For Learner-Centered Curriculum And Instruction 24, no. 9 (2024): 737–57. http://dx.doi.org/10.22251/jlcci.2024.24.9.737.
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Objectives This study explored the reality of physical activity education in the lower grades through the experi-ences of elementary school teachers and made suggestions for strengthening and revitalizing physical activity ed-ucation in the lower grades. Methods Four lower elementary school classroom teachers interested in and experienced in physical activity edu-cation were selected as participants in the study, and data were collected through in-dept interviews and analysis of literature and documents. The collected data were analyzed through Yin’s five-step analytical cycle, and the an-alyzed data were subjected to triangulation, participant verification, and peer review to enhance the validity of the study. Results In “Students Growing Up Physically Active,” teachers believed that lower elementary students love to be physically active and that diverse and active physical education can help them adjust to school life and grow physi-cally, mentally, and emotionally. However, in “Teachers who are overwhelmed by physical activity,” teachers felt burdened and challenged to teach physical activity due to a variety of factors. In “Teaching Physical Activity Necessary,” there was a lack of physical activity in the lower elementary curriculum and a lack of physical activity education in schools. Conclusions In order to strengthen and revitalize physical activity education in the lower grades of elementary school, we suggested strengthening the importance of basic movement competency education in the lower grades, implementing systematic physical education in the lower grades, improving awareness of physical activity education in the lower grades, and improving the educational environment.
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Maypa, Aurielle Lisa Z., Dave E. Marcial, and Jade O. Montemayor. "STUDENT ENGAGEMENT, CHALLENGES AND COPING MECHANISMS IN HIGH SCHOOL ONLINE DISTANCE LEARNING DURING COVID-19 PANDEMIC." Information Technologies and Learning Tools 93, no. 1 (2023): 1–13. http://dx.doi.org/10.33407/itlt.v93i1.5148.
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Most educational institutions made sure that instruction was uninterrupted at the start of the COVID-19 pandemic. As a flexible learning method, most schools chose online distance learning (ODL). Consequently, the Internet is among the many tools that ensures continuity in teaching and learning. Many schools have adopted ODL using their learning management system (LMS). However, schools are challenged in attaining the expected engagement among students. Students must cope with the new learning environment wherein they are physically separated from teachers and peers. This research aims to assess the engagement of senior high school in the ODL environment. Specifically, it describes the respondent’s engagement profile, preferred learning resources and activities, and challenges faced in ODL. Student logs from the university LMS during the second semester of 2020 – 2021 were utilized for engagement profiling. On the other hand, an online survey was conducted among 424 students to gather their preferred learning resources, activities, and challenges experienced in ODL. Results show that assignments and files are the most common resources used during the ODL. It shows that attendance and quizzes are what students often visit. Quiz and Wiki are where students spend their time. The result indicates that Slideshows and PDF or MS word materials are the most preferred learning materials. The Lesson is the most preferred learning activity, and students perceived that this activity is the most useful in the ODL. Lack of motivation or confidence earned the highest mean of 3.49, described as “every time.” Heavy workload, procrastination, lack of interaction, and technical issues are rated “every time,” showing that respondents are heavily challenged. In terms of coping, the result indicates that daily login and breaking down responsibilities were the most common mechanism. Communicating with the teachers yielded the lowest coping mean. The study concludes that engaging students in online distance learning are very challenging, especially when learners are not ready. Preferences in terms of learning resources and activities are multi-faceted. There is a need to improve the variation of asynchronous activities like interactive multimedia, such as gamification.
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MCCLELLAND, MOLLY L., and DARRELL K. KLEINKE. "Innovative Educational Collaboration between Colleges to Improve Disabilities and Enhance Learning." Michigan Academician 40, no. 2 (2011): 107–16. http://dx.doi.org/10.7245/0026-2005-40.2.107.
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ABSTRACT Interdisciplinary collaboration in higher education can produce valuable learning experiences beyond that of a single discipline approach. The University of Detroit Mercy College of Engineering and College of Health Professions have effectively collaborated yielding results that benefit not only the student but physically challenged individuals living in the Detroit area. Teams of engineering students and nursing students work together on projects to build assistive devices that improve the lives of people in need. This paper describes the techniques, goals and objectives used in multidisciplinary collaborative education. Students who have completed the course have described an enhanced understanding of how to effectively collaborate with members of other disciplines. Clients who have worked with the multidisciplinary teams have benefited by receiving assistive devices that have significantly improved their activities of daily living.
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F A, Dan, Odok E A, and Osaji N N. "Biological Variables And Sports Participation Among Secondary School Students In Obudu Local Government Area Of Cross River State, Nigeria." Global Journal of Educational Research 23, no. 2 (2024): 159–67. http://dx.doi.org/10.4314/gjedr.v23i2.4.
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ABSTRACT The purpose of this study was to examine biological variables and sports participation among secondary school students in Obudu Local Government Area of Cross River State, Nigeria. To achieve this purpose, two null hypotheses were formulated and tested at 0.05 level of significance. The literature review was reviewed according to the variables of the study. Survey research design was considered most appropriate for the study. Simple random sampling technique was adopted to select the seven public secondary while systematic random sampling technique was adopted to select the two hundred and fiftynine (259) students (respondents) used for the study. A structured questionnaire was the instrument used for data collection. The instrument was duly validated by relevant authorities. To test the various hypotheses formulated for the study, Pearson product moment correlation statistical tool was used for data analysis. The result obtained revealed that there was no significant relationship between physical disability, body type and sports participation among secondary school students. Based on these findings it was recommended among other things that school administrators should continue to organize sporting activities for physically challenged students in order to incorporate them into school sports activities in the study area.
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Lamanauskas, Vincentas, Rita Makarskaitė-Petkevičienė, Gabriel Gorghiu, Elena-Ancuţa Santi, and Costin Pribeanu. "Exploring the Students’ Perceived Academic Value in an Exclusive Online Learning Environment." Revista Romaneasca pentru Educatie Multidimensionala 13, no. 4 (2021): 01–16. http://dx.doi.org/10.18662/rrem/13.4/467.
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The pandemic generated by the COVID-19 challenged the education system to face the constraints of exclusively online teaching and learning. Like many other areas of life, education required rapid adaptation and finding the best solutions to continue the instructional-educational process. Teachers and researchers, educational policymakers, the community, students, and even parents, have made efforts to minimize social, emotional, cognitive losses so that the current generation is not deprived of quality education and to benefits from the optimal conditions that influence their development as autonomous, creative, physically and mentally healthy personalities. In this context, unexpected challenges arose, which teachers had to face: how to achieve a quality education in an exclusively online environment (deprived of face-to-face interaction), how to communicate effectively and transmit not only words but attitudes, examples of conduct, principles, and values, how to motivate students and how to keep in touch with each of them. The research aims to explore the students’ perceived academic value of online/distance lectures using online learning platforms (Microsoft Teams and Zoom). A model has been developed and tested on a sample of 298 university students from Lithuania and Romania. The results show that perceived enjoyment and perceived learning effectiveness are the main antecedents of the perceived academic value.
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Khairunnisa. "Digital Learning Strategies in Improving the Learning Experience of Elementary Students in View of Gender." Journal of Contemporary Gender and Child Studies 1, no. 2 (2022): 41–46. http://dx.doi.org/10.61253/jcgcs.v1i2.105.
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This study aims to describe blended learning in order to improve the experience of elementary school students in terms of gender. This study uses a qualitative description with a phenomenological approach, namely describing or describing the object of study in terms of events as they appear or as they are. The results of the study show that learning can be carried out online using blended learning, so there is a need for full learning focus and attention because students feel happy and challenged when participating in learning activities in class. Student learning experiences are influenced by supporting and inhibiting factors. Students who are physically and mentally healthy as well as good environmental conditions can foster good student interest in learning. Blended learning is very useful for learning during a pandemic like today because it can trigger children's interest in learning and make them more motivated to learn.
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Kondam Ambareesha, S. Pradeep Reddy, C. Saroja. "Effect of Yoga on Respiratory Endurance Test in Medical Students." International Journal of Physiology 7, no. 2 (2019): 12–16. http://dx.doi.org/10.37506/ijop.v7i2.186.
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 Introduction
 Yogic practices can be considered to be a very good exercise for maintaining proper health and also has a profound effect on the lung functions of an individual. They are also used as psycho-physiological stimuli to increase the physiological functions and human performance. The present work is undertaken as there was no reported data on comparison of pranayama & suryanamaskar practitioners in various pulmonary endurance functions.
 Materials & Method
 The present study was conducted at MNR Medical College & Hospital, Sangareddy. The Institute Ethical Committee approved the study protocol. Informed consent was taken from all the subjects. The study was conducted with 80 subjects (aged between 18 to 20 years), under the supervision of a qualified yoga trainer. Inclusion Criteria: Medical students of age between 18–20 years, Only volunteers who are interested in practicing Yoga, Non alcoholic & non smokers. Exclusion criteria: Previous experience of yoga training and physically challenged persons.
 Results
 The MVV, 40 mm endurance and chest expansion were significantly increased (p<0.005) in the pranayama group (Group-II) and suryanamaskar group (Group-III). But the RR was significantly decreased (p<0.005) in pranayama (Group-II), suryanamaskar (Group-III) and combined group (Group-IV) than control group (Group-I), (p<0.005).
 Conclusion
 The regular practice of pranayama and Suryanamaskar practice induces more beneficial effects than physical exercise which mostly affects skeletal muscles. To meet the modern life style which is full of challenges and stress, an all-round personality development has become mediatory for the student, this aspect of relaxation and detachment is lacking in our education system and it is this new dimension (yoga) that needs to be added to the curriculum.
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
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Avanesyan, Gana G. "Psychological Make-up of Inclusive Education and its Ties with the Development of Digital Technologies." ITM Web of Conferences 35 (2020): 05001. http://dx.doi.org/10.1051/itmconf/20203505001.
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This paper discusses psychological make-up of inclusive education, the importance of a barrier-free environment for physically challenged people. It looks at difficulties of obtaining university level education, problems of interpersonal communication and socialization, points out the leading role of digital technologies in the modern world and necessity of their introduction into the inclusive educational environment. Based on the results of MAI students survey we describe difficulties of communication with physically challenged peers, discuss different forms of psychological assistance inside the educational process. It turned out that contemporary youth is conscious of inclusive education problems. They are interested in removal of existing barriers and expanding social boundaries of communication including with people suffering from various health restraints. Young people also think that inadequate awareness of the problem leads to inaction and makes it impossible to give necessary psychological support to peers with special needs. The paper also discusses psychological and pedagogical support for people with special needs that can become the most accessible type of help in the future, and how introduction of digital technologies into inclusive education helps to solve main problems of their socialization and inclusion into society. We also touch an important question of the need for special correction-al training of the academic teaching staff in the inclusive education development system inside an institute of higher education.
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McCord, Kieren H., Steven K. Ayer, Logan A. Perry, et al. "Student Approaches and Performance in Element Sequencing Tasks Using 2D and Augmented Reality Formats." Education Sciences 12, no. 4 (2022): 247. http://dx.doi.org/10.3390/educsci12040247.
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In civil and construction engineering education research, a focus has been on using 3D models to support students’ design comprehension. Despite this trend, the predominant mode of design communication in the industry relies on 2D plans and specifications, which typically supersede other modes of communication. Rather than focusing on the presentation of less common 3D content as an input to support students’ understanding of a design, this paper explores more common 2D inputs, but compares different visualization formats of student output in two educational interventions. In the first intervention, students document a construction sequence for wood-framed elements in a 2D worksheet format. In the second, students work with the same wood-framed design, but document their sequence through an augmented reality (AR) format where their physical interactions move full-scale virtual elements as if they were physically constructing the wood frame. Student approaches and performance were analyzed using qualitative attribute coding of video, audio, and written documentation of the student experience. Overall, results showed that the 2D worksheet format was simple to implement and was not mentally demanding to complete, but often corresponded with a lack of critical checks and a lack of mistake recognition from the students. The AR approach challenged students more in terms of cognitive load and completion rates but showed the potential for facilitating mistake recognition and self-remediation through visualization. These results suggest that when students are tasked with conceptualizing construction sequences from 2D documentation, the cognitive challenges associated with documenting a sequence in AR may support their recognition of their own mistakes in ways that may not be effectively supported through 2D documentation as an output for documenting and planning a construction sequence. The results presented in this paper provide insights on student tendencies, behaviors, and perceptions related to defining construction sequences from 2D documentation in order for educators to make informed decisions regarding the use of similar learning activities to prepare their students for understanding the 2D design documents used in industry.
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Hill, Joanne, Alex Baird, Kurtis Wesley, Jeremie Tchibonkola, and Alex Stewart-Psaltis. "Commuting students before and during COVID-19: academic identity across home and campus spaces." Widening Participation and Lifelong Learning 26, no. 1 (2024): 90–112. http://dx.doi.org/10.5456/wpll.26.1.90.
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Commuter students are believed to lack academic engagement because they do not `stick around´ on campus, but narratives of student belonging as tied to campus presence were challenged by emergency remote learning during the COVID-19 pandemic. This paper reports on a longitudinal project on geographical, cultural and emotional dimensions of student practices of learning in an English widening participation university. We use theories of student belonging and mobilities as thinking tools to understand the relationships between students, spaces and learning practices in constructing fluid understandings of academic identity for commuting and residential students. Between 2016 and 2021, 28 students were interviewed. Geographical and cultural distance from university, but closeness to family or the domestic duties of home, affected commuter student practices of learning differently before and during emergency remote learning. When distance was enforced, remote learning was not necessarily easier for commuters, who had complex responses to losing social interaction. By rethinking how the benefits of being physically on campus are conceptualised and communicated, and how commuter identity is shaped by continuing interactions across home, digital, travel and campus spaces, we argue that commuter students′ multiple experiences should inform the post-pandemic university.
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Karunarathne, Buddhika, and Vishaka Nanayakkara. "Utilising Blended Learning for Large Classes to Deliver an Introductory Programming Course." European Conference on e-Learning 23, no. 1 (2024): 170–77. http://dx.doi.org/10.34190/ecel.23.1.2846.
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Higher education institutions are constantly pushed to increase the student intake and produce industry-ready graduates. The pressure generally arises from the governing bodies, originating from socio-political factors. It is particularly evident in the field of Information Communication Technology (ICT) where there is a growing need for quality graduates. Undergraduate programmes in the field of ICT generally offer introductory computer programming courses that are mandatory at early stages of the degree programme. Consequently, the number of students registering for such courses can increase drastically. The students are coming from diversified backgrounds. While some students may have prior experience in computer programming, a larger majority may not have any prior knowledge or experience. Increased class size meets the constraint of the limited availability of physical classroom space and would require the class to be separated into smaller groups for face-to-face activities. Large classes are also challenged with the increased man-power requirement in terms of lecturers, instructors, and teaching assistants. Maintaining student engagement and interactivity becomes increasingly difficult in a large class. Grading of assessments becomes time-consuming and needs and requires increased manpower. Based on the observations and learning from an ongoing introductory programming course, this study evaluates the procedure for overcoming the challenges faced by the teaching staff, especially with a class size exceeding 1000. To cover the theoretical components, recorded video lectures are provided. The class is divided into groups consisting of approximately 100 students and live, online, interactive group discussions are conducted. The live, online smaller group discussions allow students to clarify doubts regarding the content. This also allows the distribution of the limited teaching and assistant staff. Students who need further assistance are encouraged to meet the teaching assistants physically. Thus, the workload is distributed effectively, and it helps ensure the dedicated support and attention is provided to the students. Auto graded programming assignments are effectively employed for formative and summative assessments, which reduces the grading workload significantly. The findings of this study provide insights on course design to effectively deliver the content and conduct assessments overcoming the challenges presented by increased class size.
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Ghulam Fatima, Rukhsana Bashir, Samina Ashraf, and Dur-e-Nayab. "Financial Autonomy for Unemployed and Disadvantaged Adolescents with Disabilities through Punjab Vocational Training Institutions." Journal of Accounting and Finance in Emerging Economies 6, no. 2 (2020): 635–41. http://dx.doi.org/10.26710/jafee.v6i2.1267.
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The central focus of this quantitative exploration was to know the awareness level of poor and disadvantaged students with disabilities (hearing impaired, visually impaired, physically handicapped and mild mentally challenged) about demand driven skill training provided by Punjab Vocational Training Institutions. A sample of 105 students with disabilities (male and female) enrolled in elementary and secondary level special education schools and centres located in Lahore division were selected through simple random sampling technique. A self developed and validated questionnaire (Cronbach Alpha 0.92) on five point Likert scale was used to elicit their responses. Descriptive statistics were used for data analysis. ANOVA was employed to find difference in awareness level among the students of four disabilities, t-test was used to find difference on the basis of gender, type of schools (public & private), and locale (urban & rural). No significant mean difference was found on the basis of gender. There was a significant difference on the basis of type of schools and disabilities. Recommendations were made to Government of the Punjab, Punjab Special Education Department, and private sector to increase employability through the enrolment of students with disabilities in Punjab Vocational Training Institutions.
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Харитонова, Ольга, Olga Kharitonova, Анна Звоненко, Anna Zvonenko, Ксения Суходоева, and Ksenia Sukhodoyeva. "PREPARING THE ACADEMIC STAFF FOR THE IMPLEMENTATION OF INCLUSIVE EDUCATION AT A HIGHER EDUCATION INSTITUTION." Bulletin of Kemerovo State University. Series: Humanities and Social Sciences 2017, no. 3 (2017): 50–54. http://dx.doi.org/10.21603/2542-1840-2017-3-50-54.
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The article considers the problem of preparing faculty members for teaching physically challenged students and those with limited health capacities in the context of inclusive education. The current state of inclusive practice in higher education is analyzed, taking into account normative legal documents and the needs of society. The paper describes possible psychological and pedagogical difficulties that may be encountered by university staff while beginning to teach students with special needs. The authors of the article have singled out three components of the pedagogical activity of academic staff - motivational, informational and methodological - which make it possible to approach the process of inclusive education comprehensively. The content of each component is described and supported by the monitoring results of the faculty members of the Saint-Petersburg National Research University of Information Technologies, Mechanics and Optics (ITMO University) participating in the creation of special conditions for students with special needs. The conclusion is made about the need to create a special system for training academic staff, which makes it possible to solve the problems of organizing the education of the increasing amount of students with special needs.
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Zadorozhnaya, Oksana V., and Elena N. Novokhatko. "Self-Attitude Parameters as Predictors of Psychological Well-Being in Students with Limited Health Capacities." SibScript 26, no. 5 (2024): 823–33. http://dx.doi.org/10.21603/sibscript-2024-26-5-823-833.
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Psychological well-being is a system of optimal psychological qualities and states manifested as life strategy and a system of personal attitude to the world and oneself. Self-attitude is an intrapersonal phenomenon of individual projections in the field of self-awareness. In assessing psychological well-being, it acts as a guiding vector for self-development and self-actualization. In case of people with disabilities, psychological well-being largely depends on self-attitude as a predictor. This study featured the effect of self-attitude on psychological well-being in university students with limited health capacities. The study involved 60 students aged 18–25. The list of methodological tools involved Sentence Completion (J. M. Sacks, S. Levy), Subjective Well-Being Scale (adapted by M. V. Sokolova), and Personal Self-Attitude (V. V. Stolin, S. R. Pantileev). The study established differences in the assessment of psychological well-being by students with and without disabilities. Physically challenged students tended to demonstrate low self-esteem, associated with negative emotional and health experience. They also had specific parameters of self-attitude with a vector of positivity and trends towards personal growth. These parameters are a motivating component of social behavior that determines the general perception of psychological well-being by students with disabilities.
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Busari, A. O., and Mike S. Eniola. "The Effects of Therapeutic Management Approach on Depressive Symptomatology and Cognitive Task Performance among the Physically Challenged Students of Rehabilitation Centre, Ibadan, Nigeria." Anthropologist 10, no. 1 (2008): 25–30. http://dx.doi.org/10.1080/09720073.2008.11891025.
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U. Oji, Eszekiel, Augusta C. Okanume, and Chinazom C. Nwabueze. "Enhancing the Language Education of Students with Special Needs in Nigeria through Information and Communication Technology (ICT): Challenges and Prospects." Asian Journal of Education and Social Studies 50, no. 7 (2024): 65–73. http://dx.doi.org/10.9734/ajess/2024/v50i71445.
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New technologies contribute to the improvement of the learning process, by offering richer sources of language learning materials. We have witnessed in this age the emergence of multimedia programmes and other technologies to help learners with impairments. Computerized assisted instructions, joysticks, communication boards and software packages promote creativity and make learning more interesting even for people with special needs. The aim of this paper is to discuss the role of ICT in enhancing language education for physically challenged learners so as to increase their function abilities. The paper looks at the concept of special education in Nigeria and the advantages of using ICT in special education. It examines ICT resources for learners with hearing impairment, ICT resources visually impaired learners, ICT resources for speech impaired learners and ICT resources for learners with learning disability. It also takes a look at the challenges and prospects of the using of ICT in special education in Nigeria. It recommends among others that to ensure the effective use of ICT in the education of people with special needs giving its role in enhancing teaching and learning, the educational authorities should ensure access to appropriate technology in order to help achieved the educational goals and standards. They should also provide time for the teachers to plan and learn how to integrate the technology. This could be done through in-service and pre-service training of teachers.
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Salim, Malim Huzaifa, Sami Jaitapkar, Faki Ziyaan, and Kazi Ibrahim. "Voice Based Lift Control." International Journal for Research in Applied Science and Engineering Technology 10, no. 5 (2022): 3526–29. http://dx.doi.org/10.22214/ijraset.2022.42962.
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Abstract: The idea of this project is to develop an elevator system that accepts the destination input via external microphone, and taking the elevator to the destination accordingly. The paper the analysis of the lift model controlled by voice and sensor control panel, The model is constructed by using average powered controller, it has voice recognition, programmable terminal and logical lift program, which mnnect them all. The model can be easily reprogrammed in to have various working regimes and thus is suitable for training students with the broad automation specialization. This system will enable the residential and commercial places to minimize the cost spent of lifts men. The modification of the welt •known DTW (Dynamic Time 'Warping) algorithm was used This device is very helpfulfor paralysis, short height gmple and physically challenged persons.
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Howley, Donal, Ben Dyson, Seunghyun Baek, Judy Fowler, and Yanhua Shen. "Opening up Neat New Things: Exploring Understandings and Experiences of Social and Emotional Learning and Meaningful Physical Education Utilizing Democratic and Reflective Pedagogies." International Journal of Environmental Research and Public Health 19, no. 18 (2022): 11229. http://dx.doi.org/10.3390/ijerph191811229.
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When it comes to teaching social and affective outcomes pertaining to health and physical activity within Physical Education (PE) settings, such learning historically has been observed as manifesting itself as hoped-for-by-products rather than intentionally-taught-for curricular outcomes. The purpose of this study was to explore understandings and experiences of Social and Emotional Learning (SEL) and Meaningful Physical Education (MPE) utilizing democratic and reflective pedagogies. A qualitative case study design was implemented in an alternative high school setting in the USA across 10 months. Participants included the Teacher–Researcher (TR), one Physical Education (PE) teacher, a critical friend, two teaching assistants, and 16 ninth-grade alternative high school students aged 14–15 (eight girls/eight boys). Methods involved a TR journal, post–lesson teaching reflections, interviews, and focus groups, with inductive and deductive analysis applied. The following themes were constructed: It really made you think; making movement meaningful; being a better classmate; and doing things differently. Results demonstrate how utilizing democratic and reflective approaches grounded in social constructivist learning theory innovatively promoted SEL and MPE. It allowed students to reflect, interrogate and discuss how movement experiences inside and outside of PE influenced their pursuit of a physically active life. Participants articulated experiencing a more inclusive learning experience that challenged the purpose and subject matter of previous PE and physical activity. Teaching for SEL and MPE using common language and terminology around pre–identified and defined competencies, skills, and features drawn from these conceptual frameworks as demonstrated here, can help contribute to more concrete and uniform learning experiences within and across settings. Doing so led participants to demonstrate more holistic and broader understandings of what constituted participation in PE and physical activity, as well as how to promote and participate in meaningful movement and physical activity within and outside of school to promote healthy living. We call for further embedding of democratic and reflective pedagogies in PE teacher education and professional development that provides teachers and students with the opportunity to do so going forward.
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I. Razinkov, Pavel, Dmitry V. Martynov, and Oksana P. Razinkova. "ASSESSMENT OF THE ECONOMIC POTENTIAL OF THE ENTERPRISE." Humanities & Social Sciences Reviews 7, no. 5 (2019): 1173–79. http://dx.doi.org/10.18510/hssr.2019.75155.
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Purpose of the study: The article deals with the problems of forming and increasing the efficiency of using the basic production assets of an enterprise.
 Methodology: Methods of working with physically challenged children (PCC) are described in the works by V .V.Linkov, N .N. Malofeev, N. M. Nazarov, etc. They consider various methods and techniques of organizing educational work with children having health problems.
 Results: The analysis of the effectiveness of the formation and use of the basic production assets of a machine-building enterprise has been carried out, and measures have been considered to improve their formation and use.
 Applications of this study: This research can be used for the universities, teachers, and students.
 Novelty/Originality of this study: In this research, the model of assessment of the economic potential of the enterprise is presented in a comprehensive and complete manner.
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Abdulkarim, Aishatu Ahmed, Adekunle T. Otuneye, Patience Ahmed, and Dennis R. Shattima. "Factors associated with adolescent malnutrition among Nigerian students." Bangladesh Journal of Medical Science 15, no. 2 (2016): 243–48. http://dx.doi.org/10.3329/bjms.v15i2.20619.
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Objectives: The objective of this study was to determine the factors associated with malnutrition among adolescents. Design: This was a cross-sectional study conducted among adolescents (10-19 years) in secondary schools. A multistage sampling technique was employed.Setting: Senior secondary schools in The Abuja Municipal area council, Federal Capital Territory, Nigeria. Participants: A total of 1700 students from 8 selected schools. All schools in the Abuja Municipal Area council (AMAC) were stratified into urban and rural schools. Eight schools were selected by balloting from a list of schools obtained from the Education centre. A school was selected from each of the four major districts of AMAC and four schools were selected from the rural making a total of 8 schools. Although the consent of the school authorities was obtained, individual subject also consented to the study before being enrolled.Study: The study excluded those adolescents who were physically challenged thus limiting physical activity. Sociodemographic information was obtained using an interviewer administered questionnaire. Subjects height and weight was taken using the floor-type height (H) and weight (W) measuring scale model ZT-120 using Massachusetts Department of Public Health Protocol. Main outcome measure: The nutritional status was determined using the formula: BMI= W/H2, where W=weight (in kilograms) and H=height (in meters). The age and sex specific height and BMI percentile for each subject was determined using the 2007 WHO Height and BMI growth charts for age 5-19 years. The students were then classified into one of the following categories using previously used standards: normal, stunted, wasted, overweight or obese. Data was analyzed using SPSS version 17 statistical package. A regression analysis of all investigated factors was done to determine those with significant association to malnutrition.Results: The mean age was 14.43±1.94 years; male 688, female 862, M:F ratio 1.1.3. Mean BMI, weight and height were 20.31±3.07kg/m2, 51.07±10.80 kg, and 157.88±9.33 cm. The prevalence of overweight, stunting, obesity and wasting was documented as 13.2% (205/1550), 11.3% (175/1550), 2.6% (41/1550) and 1.7% (27/1550) respectively. Low social class, male gender, hawking after school and rural setting were associated with stunting (p<0.05) and female gender and watching Television for more than 3 hours daily were associated with overweight (p<0.05). Obesity occurred more in urban areas.Bangladesh Journal of Medical Science Vol.15(2) 2016 p.243-248
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G.P., Ranjitha, Rai Siddhant Sinha, Augustin Paul, and R. Sai Shiva Jayanth. "How does pandemic force social enterprises to evolve? – A case study of ThankUFoods." Emerald Emerging Markets Case Studies 12, no. 3 (2022): 1–21. http://dx.doi.org/10.1108/eemcs-08-2021-0244.
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Learning outcomes After completion of this case, students would be able to understand the challenges faced by social entrepreneurship in a time of pandemic, as well as gain a perspective of the background, history, evolution and the setup of such organizations; appreciate the role of marketing methods in tackling the challenges faced and how the management of such enterprises could use them on the ground; evaluate possible future options/pathways that could be taken in the backdrop of a pandemic and, more importantly, in a developing country context; and apply the elements of social entrepreneurship theory and suggest a way ahead for ThankUfoods (TUF). Case overview/synopsis TUF is a social enterprise that empowers visually and physically challenged people by using while profitably selling food products. Few years of existence, it was facing a major dilemma regarding strategies to continue its existing business and the way forward. Because of the pandemic, the traditional offline business models became redundant on which TUF was heavily dependent. At the same time, TUF had to balance providing support to its employees, staying financially afloat and upholding its parent organization’s core objectives, the India Association for Blind (IAB). IAB was founded to rescue and provide livelihood for specially abled people. TUF was formed as a sister concern that combined charitable work and profit earning to make visually challenged people self-sufficient. At this juncture, the protagonist of the case Mr Abdul Raheem, chief executive officer of TUF and vice president of IAB, approached consultants to chart the way forward. He was forced to explore novel options ranging from conceptual ones, such as setting the right objectives and revisiting mission and vision, to more operational ones, such as venturing into online space, increasing advertisements and achieving breakeven sales. This case study highlights the overall journey of TUF, the underlying constraints, the new challenges faced and the dilemma ahead. Further, it covers the context and challenges peculiar to an emerging market setting. More importantly, it provides a setting for the students to be in the protagonist’s position and ponder – how should a social enterprise functioning in an emerging market function in times of pandemic crises? If it decides to explore novel options, what should be those, how can it proceed, and what to be cautious about. Complexity academic level The target audience for the case study are students from MBA and BBA courses, management trainees who are interested to learn about the challenges social entrepreneurship face at the time of crisis. This case study could be used to explain concepts about social entrepreneurship, brand positioning, e-commerce marketing and decision-making in the time of pandemics/crises. The case is also suitable for senior management personnel who participate in executive education programs. Supplementary materials Teaching notes are available for educators only. Subject code CSS 3: Entrepreneurship
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Kiyota, Kimiyasu, Takaaki Ishibashi, Manabu Shimakawa, and Kazuyuki Ito. "Effects of Social Implementation Education for Assistive Device Engineers at NIT (KOSEN) through the Development of a Digital Reading Device for the Visually Impaired." Sensors 22, no. 3 (2022): 1047. http://dx.doi.org/10.3390/s22031047.
Full textAbstract:
Assistive technology (AT) is any item, device, software, or product system used to enhance, maintain, or improve the functional abilities of people with disabilities. There are many people with disabilities in the world, including the visually impaired, the hearing impaired, and the physically impaired. We established the National KOSEN Support Equipment Development Network (KOSEN-AT) with technical college faculty members 10 years ago to assist these disabled and elderly people. However, Japan is facing the challenge of a rapidly aging society, and the digital transformation of assistive device development for people with disabilities has not been adequately addressed. A major reason for this is the lack of engineers in Japan who can develop products with an understanding of the needs of people with disabilities and the elderly. In this paper, we describe a new initiative of the GEAR 5.0 program, a practical engineer education program that will enable the development of assistive devices for the physically challenged and the elderly, which started in 2020 at the National Institute of Technology in Japan. We believe that it is necessary to educate technicians not only with conventional specialized skills, but also with a full understanding of the concept of disability and basic skills in assistive technology. Next, we developed “Touch Talker”, a digital text reading system for the visually impaired. As a part of the GEAR 5.0 program, we conducted an evaluation experiment in which students from a technical college experienced visual impairment in the same blindfolded environment as visually impaired people to evaluate the developed assistive device. To verify its importance, we developed a digital text-to-speech system for the visually impaired, “Touch Talker”, as part of the GEAR 5.0 program. We thought that by conducting evaluation experiments in the same blindfolded environment as visually impaired people, we could make technical college students aware of the difficulties of operating digital devices due to visual impairment. The results of the experiment showed that the developed “Touch Talker” was effective for both the visually impaired group and the blindfolded technical college student group. The evaluation results also showed a similar trend, confirming that the evaluation by blindfolded technical college students is effective for the development of assistive devices for the visually impaired. In addition, the technical college students who participated in the evaluation experiment were able to understand the difficulty of operating digital devices by experiencing visual impairment. It was suggested that the perspective of the people involved is important in the development of assistive devices.
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Prosper, Anthony Mensah, Gyamfi Abraham, and Agbezudor Theresa. "The Teacher's Knowledge about Special Needs Learners: A Fundamental Element for the Implementation of Inclusive Education." International Journal of Arts and Social Science 5, no. 6 (2023): 01–10. https://doi.org/10.5281/zenodo.7754721.
Full textAbstract:
Presbyterian College of Education, Akropong in Ghana, was one of the pilot institutions that has undertaken inclusive Education programme for students with special needs where students with disabilities (visual impairment, hearing impairment and the physically challenged) learn and share the same facilities with their non-disabled counterparts. Since the pilot project was started in 2003, no systematic study has been carried out to ascertain the extent to which the institution has been able to implement the concept of inclusive education. The aim of the study therefore was to assess Presbyterian College of Education as an inclusive educational institution. A case study design; in which tutors and students at Presbyterian College of Education, Akropong were interviewed, was adopted for the study. A convenience sampling and census techniques were used to recruit 35 students with disabilities and 15 tutors at Presbyterian college of education in the Eastern region of Ghana. In-depth interview and observational techniques were used to assess the views of the participants about inclusive education with regards to teachers’ knowledge about how to handle and teach students with special needs. The findings of the study revealed that currently, the teachers have very limited knowledge about how to handle and teach students with special needs. The findings further revealed that generally, the teachers had inadequate understanding of inclusive education before the programme was introduced. Also, lack of preparation on the part of teachers to teach students with special needs was revealed. This is because the teachers’ knowledge on the concept of inclusive education is very critical in educating persons with disability. Based on this finding, it is recommended that in-service training should be organised to educate teachers at the College of Education level to facilitate inclusion.
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Ahmed, Salawu, Nuhu Ateiza Isiaka, and Isah Alhaji Tauheed. "Effectiveness of Inclusive Design for Children with Disabilities in Nigerian Education Buildings." International Journal of Architecture and Urbanism 8, no. 1 (2024): 17–29. http://dx.doi.org/10.32734/ijau.v8i1.15532.
Full textAbstract:
The United Nations Educational, Scientific, and Cultural Organisation (UNESCO) report that twenty million Nigerian children lack access to basic school education. This is due to inadequate support for children with unique educational needs and impairments in primary school buildings. This study aims to assess how inclusive design ideas have been applied in Abuja public primary school buildings to accommodate children with unusual academic needs, including disabilities, in Nigeria. A descriptive study design with a survey technique was employed as the methodology. A standardised questionnaire with a five-point Likert scale was used to collect information and was delivered to a sample size of 133 people. According to the data, physically challenged pupils and older staff were more concerned with the proportions of overall desires and security, skills, and perception. Additionally, no ramps were installed in the school buildings, prohibiting disabled students from moving vertically, and students with impairments have difficulty reaching areas of conveniences. These findings indicate that inclusive design ideas have not been included into the architectural designs of Federal Capital Territory Administration (FCTA) community primary academic buildings. The findings suggest the need for strong legislation to create an inclusive design special unit to ensure all architectural designs meet FCTA institutional standards for primary school building delivery