Relevant bibliographies by topics / School children Children with disabilities

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'School children Children with disabilities'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "School children Children with disabilities"

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Adam, Tas, and Arthur Tatnall. "School Children with Learning Disabilities." International Journal of Actor-Network Theory and Technological Innovation 4, no. 2 (April 2012): 10–24. http://dx.doi.org/10.4018/jantti.2012040102.

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This article presents a report on an investigation into the use of Information and Communications Technologies (ICT) to aid in the education of students with Learning Disabilities. The study was framed by the use of actor-network theory. The term ‘Learning Difficulties’ (sometimes also referred to as Special Needs) is used in reference to a large heterogeneous group of students who are seen to have significant difficulties in the acquisition of literacy and numeracy skills and need extra assistance with schooling. Another more specific term is ‘Learning Disabilities’ that refers to the sub-set of students who constitute a small sub-group that exhibit severe and unexplained problems. The reported study involved case studies and participant observation of the use of ICT in two outer suburban Special Schools in Melbourne, and an investigation of the role and impact of Education Department policies on these school environments. Research at the two Special Schools revealed that use of ICT can have a very beneficial impact on these students by improving their self-esteem and facilitating their acquisition of useful life skills.
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Moyi, Peter. "School participation for children with disabilities in Kenya." Research in Comparative and International Education 12, no. 4 (November 20, 2017): 497–511. http://dx.doi.org/10.1177/1745499917740654.

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In Kenya, policies to increase access to quality education have largely focused on reducing rural/urban, gender, and income inequality. Yet, many children do not attend or fully participate in school because they have physical and mental disabilities. The goal of this paper is to examine school enrollment, attendance, and primary school completion patterns for children with disabilities in Kenya. The study used the 2007 Kenya National Survey for Persons with Disabilities. The aim of the survey, the first of its kind in Kenya, was to estimate the number of people with disabilities, their regional distribution, and their demographic and socio-economic characteristics. The study finds that children with disabilities face significant obstacles to schooling. Schools are unable to offer services to children with disabilities, hence making it difficult for them to attend school. These children are significantly less likely to enroll in school, attend school, and complete primary school.
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Holttum, Sue. "School inclusion for children with mental health difficulties." Mental Health and Social Inclusion 19, no. 4 (November 9, 2015): 161–68. http://dx.doi.org/10.1108/mhsi-08-2015-0030.

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Purpose – The purpose of this paper is to highlight research on the exclusion from school of children with disabilities, and especially those identified as experiencing emotional disturbance. Two studies of schools that are inclusive are then described in order to examine how they achieve good results. Design/methodology/approach – Three papers are summarized. The first examines things that predict children with disabilities being excluded from school, including characteristics of children and of schools. The second is a qualitative study of four English schools involved in a national programme aimed at improving children’s mental health. The third is a case study of one American school identified for its high inclusivity and excellent educational results. Findings – In the first study, children with emotional disturbance, and African-American children were most likely to be excluded from school. The study of four English schools suggested that implementation of the national programme was variable but leadership and planning seemed vital, as well as whole-school commitment. The high-performing inclusive American school had whole-school commitment, high quality planning alongside flexibility, on-going further training for teachers, and close pupil tracking. Originality/value – The study of school exclusion was the first to examine children and schools together, as well as different disabilities and ethnicity. The study of English schools highlights the experiences of those directly involved in implementing a national programme to promote children’s mental health. The study of a high-performing inclusive school in America discovered much in common with inclusive high-performing schools in England, suggesting that some practices can be identified across the two cultures that aid successful inclusion of children with disabilities including mental health difficulties.
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Hoang, Khanh Mai. "Factors influencing the integration in school of children with disabilities." Science and Technology Development Journal 19, no. 3 (September 30, 2016): 70–76. http://dx.doi.org/10.32508/stdj.v19i3.480.

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This paper presents the results of research on factors affecting the integration of children with disabilities in schools in three special education schools in HCM City. We surveyed 126 parents of children with disabilities (blind, deaf, and some children with disabilities) and 33 teachers by means of questionnaire. Results showed that school factors such as extracurricular activities, group activities, ability to communicate with teachers, etc. have a direct impact on the integration of children in schools (the ability to communicate, the level of cooperation, group activities, etc.); besides, sibling relationships in the family also affect a child's ability to communicate at school.
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Azatyan, Tereza, and Arevik Alaverdyan. "Children With Intellectual Disabilities: Challenges In Education." Armenian Journal of Special Education 2, no. 2 (August 19, 2020): 77–85. http://dx.doi.org/10.24234/se.2020.2.2.236.

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Educational policies aimed at school inclusion have led to increased enrollment of students with special education needs in mainstream schools. As a result, there is an increase in problems and challenges that children face while studying at school. The article aims to highlight some of the difficulties and challenges that elementary school children with intellectual disorder face while studying in a mainstream school. In this study, we have conducted a literature review that examines the level of development of higher mental functions in children with intellectual development problems: attention, perception, thinking, memory, speech.
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Hatton, Chris. "School absences and exclusions experienced by children with learning disabilities and autistic children in 2016/17 in England." Tizard Learning Disability Review 23, no. 4 (October 1, 2018): 207–12. http://dx.doi.org/10.1108/tldr-07-2018-0021.

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Purpose The purpose of this paper is to examine data on absences and exclusions from school amongst children with learning disabilities and autistic children in England in 2016/2017. Design/methodology/approach Data were drawn from Department for Education statistics for the school year 2016/2017 on school absences (authorised and unauthorised) and school exclusions (fixed-period and permanent) for children in the primary special educational needs categories of moderate learning difficulty (MLD), severe learning difficulty (SLD), profound and multiple learning difficulty (PMLD) and autistic spectrum disorder (ASD). Findings Authorised school absence rates were higher for all groups of children investigated compared to children without special educational needs, primarily due to illnesses and health-related appointments. Rates of unauthorised school absences were low. Rates of fixed-period and permanent school exclusions were higher for children with MLD and ASD compared to children without SEN, and lower for children with SLD and PMLD. Reasons given for exclusions were similar across children (persistent disruptive behaviour, physical assault against a pupil, verbal abuse against an adult), although physical assault against an adult was also commonly mentioned for children with SLD, PMLD or ASD. Social implications Reducing school absences for children with learning disabilities and autistic children will involve co-ordination of health and social care support arrangements to ensure they are convenient and efficient for children and families. In terms of exclusions, schools need to consider the extent to which they are making reasonable adjustments for children with learning disabilities and autistic children. Originality/value This paper presents in one place statistics concerning school absences and school exclusions for children with learning disabilities and autistic children in England.
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Riley, Richard W. "Improving the Reading and Writing Skills of America's Students." Learning Disability Quarterly 19, no. 2 (May 1996): 67–69. http://dx.doi.org/10.2307/1511248.

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We have learned a great deal about the academic challenges that children with learning disabilities face in school. The National Longitudinal Transition Study (Valdes, Williamson, & Wagner, 1990) data show, for example, that grade point averages of children with learning disabilities are lower than those of other students, that children with learning disabilities frequently receive failing grades, and that they are more likely to drop out of school entirely. Only 61% of out-of-school youth with learning disabilities graduated from high school compared to 76% for the general population of youth. The group of students ages 6 to 21 who are identified as having specific learning disabilities and served under the Individuals with Disabilities Education Act (IDEA) is the largest among all disability groups served — around 2.5 million students, representing more than half of all students with disabilities. This number continues to grow. We have learned some promising practices for teaching reading and writing to children with learning disabilities. The practices involve beginning early and working with the children on a daily basis, including the summer months. Most children who are classified as having learning disabilities in public schools have reading disabilities (Kavale & Forness, 1985).
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Holahan, Gail Grigg, Jacqueline McFarland, and Beverly A. Piccillo. "Elementary School Science for Students with Disabilities." Remedial and Special Education 15, no. 2 (March 1994): 86–93. http://dx.doi.org/10.1177/074193259401500204.

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This paper reviews science curriculum issues surrounding the education of children with disabilities. Our nation's leadership has expressed serious concern regarding the role of science and mathematics in the education of our children, and children with disabilities cannot be excluded from this interest. we explore the background of science education for children with disabilities and examine three curricula designed especially for children with disabilities: Biological Science Curriculum study, full option science system, and science for all children.
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Laganovska, Egija. "MOTOR COORDINATION DIFFICULTIES IN CHILDREN WITH LEARNING DISABILITIES." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 26, 2016): 86. http://dx.doi.org/10.17770/sie2016vol3.1434.

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Nowadays increasing the number of children with learning disabilities in comprehensive schools of Latvia, so it is necessary preventive measures during schooltime. One of the support measures are short movement activity in academic lessons. The aim of article is theoretical analyze the correlations between motor coordination difficulties and the child's academic achievement and find out primary school teachers' views on possible support for children with learning disabilities. Main findings – development of motor coordination in children of primary schools is effective when using short movement breaks in classroom. Research methods: analysis of scientific and methodological literature, a survey of primary school teachers from Riga (88 respondents), data collection and analysis.
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Vu Thi Thanh, Nga. "Need of supporting children with autism and parents in primary schools in Hano." Journal of Science Educational Science 65, no. 7 (July 2020): 105–13. http://dx.doi.org/10.18173/2354-1075.2020-0082.

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The paper analyzes the research results on three inclusive primary schools in Hanoi to summarize the basic needs of children with autism and their families such as: desiring to have specific policies for children with disabilities; receiving financial and social policy support; having empathy and sharing of teachers and parents at school; participating in training courses on methods of educating children... In which, the need to have a social worker team working in schools is extremely necessary to support solving the difficulties and barriers of children with disabilities at school. Enhancing their study as well as the link between families, schools and social forces helps to ensure equal rights in education for children with disabilities.
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Dissertations / Theses on the topic "School children Children with disabilities"

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Hall, Jeanna Kay. "All God's children an inclusive Sunday school program for children with mental disabilities /." Theological Research Exchange Network (TREN), 2005. http://www.tren.com/search.cfm?p062-0252.

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Dickinson, Karen L. "Children with and without disabilities perceptions and responses towards bullying at school /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file 0.58 Mb., 143 p, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3205427.

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Lau, Luen-fong Sandra. "Severely mentally handicapped school leavers in Hong Kong preparation & placement /." Click to view the E-thesis via HKUTO, 1990. http://sunzi.lib.hku.hk/HKUTO/record/B3862607X.

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Leung, Hoi-san. "A boarding school mentally retarded children /." Click to view the E-thesis via HKUTO, 1994. http://sunzi.lib.hku.hk/hkuto/record/B31982074.

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Leung, Hoi-san. "A boarding school :bmentally retarded children /." Hong Kong : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25945269.

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Penny, Anne Marie. "School access, children with motor disabilities in rural Uganda." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ62560.pdf.

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Chung, See-lung. "The school effectiveness of a special school for moderately mentally handicapped children in Hong Kong : curriculum area /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21304087.

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Yu, Shing-ip Francis. "Perceptions of school effects and school effectiveness among key personnel in two local special school for physically handicapped children." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20135063.

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Hoofman, Jessica. "Effects of Alternative Seating on Children with Disabilities." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7522.

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Children with disabilities in school settings often display problem behavior. These challenging behaviors can be inattention, disruptions in class, difficulties with transitions between tasks, and low task motivation. These types of behaviors can lead to problems for the students with their peers, teachers, and school staff. One way to decrease problem behavior is to implement antecedent manipulations to prevent problem behavior from ever occurring. One type of antecedent manipulation is using alternative seating in the classroom, such as stability balls or stabili-t stools. However, little research has been conducted to evaluate different types of alternative seating, therefore this study used an alternating treatments design to evaluate the effects of stability balls versus stabili-t stools on in-seat and on-task behavior in an academic setting. Results indicated increases in both in-seat and on-task behavior with the use of both alternative types of seating. In-seat behavior increased more substantially then on-task behavior with alternative seating. Social validity results indicated that stability balls were not well liked by teachers and therapists, however the stabili-t stools were found to be acceptable. Both types of alternative seating were chosen by participants in the choice phase, however the stabili-t stool was chosen more often.
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Sagahutu, Jean Baptiste. "Barriers to school attendance among children with disabilities in Rwanda." Thesis, University of the Western Cape, 2008. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_4002_1273603356.

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The number of children with disabilities under the age of 18 years around the world varies from 120 to 150 million. In many countries, throughout the world, the majority of children with disabilities either do not receive any form of education or, if they receive any, it is often inappropriate. UNESCO estimates that more than 90% of children with disabilities in developing countries do not attend schools. Rwanda has recently started inclusive education in a number of schools around the country for ensuring that children with disabilities have access to education. Despite this, in Rwanda, many children with disabilities do not attend school and this number is not known. This study aimed to identify the barriers to school attendance by children with disabilities in Rwanda.

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Books on the topic "School children Children with disabilities"

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Virginia, Richardson. School children at-risk. London: Falmer Press, 1989.

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Rethinking learning disabilities: Understanding children who struggle in school. New York: Guilford Press, 2010.

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Tobin, Susan G. School discipline of students with disabilities. Columbus: Ohio Legal Rights Service, 1999.

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McKeever, Murphy Suzanne, ed. The educator's guide to feeding children with disabilities. Baltimore: P.H. Brooks Pub., 1999.

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Weber, Jayne Dixon. Transitioning "special" children into elementary school. Boulder, Colo: Books Beyond Borders, 1994.

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Campbell, Peters Elizabeth, ed. Cotting School. Charleston, SC: Arcadia Pub., 2008.

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New York (State). Legislature. Legislative Commission on Expenditure Review. Screening of public school children: Program audit. Albany, N.Y. (111 Washington Ave., Albany 12210-2277): The Commission, 1985.

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Kaplan, Paul S. Pathways for exceptional children: School, home, and culture. Minneapolis/St. Paul: West Pub. Co., 1996.

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Educating children with facial disfigurement: Creating inclusive school communities. London: RoutledgeFalmer, 2004.

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Matt, Brown, ed. Friends at school. New York: Star Bright Books, 1995.

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Book chapters on the topic "School children Children with disabilities"

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Reedy, Katherine. "Transitioning From High School to College." In Transitioning Children with Disabilities, 183–94. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-134-6_12.

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Sharma, Neerja, and Rekha Sharma Sen. "Children with Disabilities and Supportive School Ecologies." In The Social Ecology of Resilience, 281–95. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4614-0586-3_22.

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Whitaker, Diane Beaseley, and Elana M. Scheiner. "Evaluating School-Aged Children with Visual Disabilities." In Handbook of Children with Special Health Care Needs, 153–67. New York, NY: Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4614-2335-5_8.

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Meier, Irene, Nicole Conners, and Gloria D. Campbell-Whatley. "Children with Disabilities and Those At Risk." In A School Leader’s Guide to Implementing the Common Core, 101–22. New York, NY : Routledge, 2016.: Routledge, 2016. http://dx.doi.org/10.4324/9781315769868-7.

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Manor-Binyamini, Iris. "Indigenous Communities and Children with Disabilities in the World: Unique Characteristics of Indigenous Communities and Children with Disabilities." In School-Parent Collaborations in Indigenous Communities, 3–36. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-8984-9_1.

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Manor-Binyamini, Iris. "School Professionals and Parents of Children with Disabilities." In School-Parent Collaborations in Indigenous Communities, 65–92. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-8984-9_3.

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Walker, Bryce. "The Role of Technology on Preparing Students with Language-Based Learning Differences for Transition to Public High Schools." In Transitioning Children with Disabilities, 77–93. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-134-6_6.

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Yalof, Jed, and Marie C. McGrath. "Assessing and Intervening with Children with Nonverbal Learning Disabilities." In Best Practices in School Neuropsychology, 579–96. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2012. http://dx.doi.org/10.1002/9781118269855.ch23.

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Bøttcher, Louise, and Jesper Dammeyer. "Development in Primary School Age for Children with Disabilities." In Development and Learning of Young Children with Disabilities, 93–109. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39114-4_5.

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Lechtenberger, DeAnn. "National Information Center for Children and Youth with Disabilities (NICHCY)." In Encyclopedia of Cross-Cultural School Psychology, 659–60. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_279.

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Conference papers on the topic "School children Children with disabilities"

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RANI, Dr UMA. "Children with Learning Disabilities and Normal School Going Children." In Annual International Conference on Cognitive and Behavioral Psychology. Global Science & Technology Forum (GSTF), 2013. http://dx.doi.org/10.5176/2251-1865_cbp13.11.

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McNicholas, Caroline Wood, Katie Sears, and Pamela Orpinas. "73 School-related victimisation among children with disabilities." In SAVIR 2017. BMJ Publishing Group Ltd, 2017. http://dx.doi.org/10.1136/injuryprev-2017-042560.73.

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Sanches-Ferreira, Manuela, Mónica Silveira-Maia, and Sílvia Alves. "ADJUSTING SCHOOL ENVIRONMENT FOR CHILDREN WITH PROFOUND AND MULTIPLE DISABILITIES." In International Conference on Education and New Developments. inScience Press, 2019. http://dx.doi.org/10.36315/2019v1end030.

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Putra, Muh Abduh Dwi, Sulaiman Mamar, and Rismawati. "Cultural Pattern of Children with Disabilities (Difabel) - Study of Children with Special Needs (Tunagrahita) in Sekolah Luar Biasa (SLB) Biromaru." In 2nd International Conference Postgraduate School. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0007554109270930.

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Kondrateva, Anastasiia Andreevna. "Obuchenie inostrannomu iazyku detei s OVZ s ispol'zovaniem IKT." In II Сollection of articles. Publishing house Sreda, 2018. http://dx.doi.org/10.31483/r-21972.

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This article deals with the issue of teaching a foreign language to children with disabilities using information computer technologies. The principles of creation of interactive programs and methods of their use are analyzed. Identified and justified the effectiveness of such programs for preschool children and primary school students. Based on the study of several popular online training programs, the degree of necessity and variability of their use for certain categories of children with disabilities are determined.
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Molchanova, Yulia Anatolyaevna. "Conditions For Effective Teaching Speaking For Secondary School Children With Disabilities." In International Scientific Congress «KNOWLEDGE, MAN AND CIVILIZATION». European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.05.311.

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Emelyanova, Irina A. "Special Features Of Speech Communication Of Primary School Children With Disabilities." In AmurCon 2020: International Scientific Conference. European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.06.03.35.

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Frolova, Lyudmila Sergeevna. "Features of tolerance among schoolchildren in the context of inclusive education." In International Research-to-practice conference. Publishing house Sreda, 2019. http://dx.doi.org/10.31483/r-22216.

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The article is devoted to the problems of spiritual and moral education of schoolchildren through a tolerant attitude towards children with disabilities in conditions of inclusive education in a secondary school. The model of inclusive education is revealed, which is based on the following conviction: tolerance education among schoolchildren in an inclusive education is systematic and complex work, where the participants are teachers, children and their parents, as well as society and its relationship to such children. The difficulties arising during inclusive schooling are represented. However, there are new opportunities for inclusive education for the spiritual and moral education of the younger generation, which have a positive effect on the adaptation in society of children with disabilities, and the spiritual and moral development of healthy children.
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Soendari, Tjutju. "Adaptive Reading Learning Program for Children with Intellectual Disabilities in Inclusive Elementary School." In 1st International Conference on Educational Sciences. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007048407890795.

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Králíková, Jitka, and Hana Válková. "Trends in BMI by Age Periods of Pupils with Intellectual Disability." In 12th International Conference on Kinanthropology. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9631-2020-52.

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Childhood obesity is becoming increasingly important in children because it occurs in earlier age periods. Children with intellectual disabilities belong to a high-risk group in the area of obesity. Their disability limits them in everyday life both in the possibilities of participation in physical activities and in the field of lifestyle. Currently, there is not real data in BMI age trends for children with intellectual disabilities. The aim of the research is to find out the trends of BMI in children with mild and moderate intellectual disability in different age periods and to find out whether summer holidays have an effect in BMI trend in some age periods. The methods used were quantitative and comparative research. BMI indicators were mea-sured using an In-Body machine. T-test was used to identify statistically significant differ-ences between periods. Trends were measured in children aged 6–20 years (the number of participants in each measurement: n = 49, n = 55, n = 56, n = 55) in over two years in the region Zlín in the Czech Republic. Trends are evaluated using box charts. The conclusion is that the trend of BMI of school-age pupils is positively accelerating, summer holidays have no affect BMI values. The BMI trend in pubescence pupils is fluctuating with a decrease in BMI values during the summer holidays. The BMI trend in adolescence pupils is convex, summer holidays have no effect on BMI values. BMI trends of all ages are within the normal weight. Astatistically significant difference in BMI is only for pupils of school age between September 2017 and June 2018. It is beneficial finding for practice that children with intellectual disability in the Czech Republic have much better results in BMI indicators and trends than children with intellectual disability in abroad.
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Reports on the topic "School children Children with disabilities"

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Schelzig, Karin, and Kirsty Newman. Promoting Inclusive Education in Mongolia. Asian Development Bank, November 2020. http://dx.doi.org/10.22617/wps200305-2.

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Children with disabilities suffer disproportionately from the learning crisis. Although they represent only about 1.5% to 5% of the child population, they comprise more than half of out-of-school children globally. Inspired by a commitment that every child has the right to quality education, a growing global drive for inclusive education promotes an education system where children with disabilities receive an appropriate and high-quality education that is delivered alongside their peers. The global commitment to inclusive education is captured in the Sustainable Development Goal 4—ensuring inclusive and equitable education and promoting lifelong learning opportunities for all. This paper explores inclusive education for children with disabilities in Mongolia’s mainstream education system, based on a 2019 survey of more than 5,000 households; interviews with teachers, school administrators, education ministry officials, and social workers; and visits to schools and kindergartens in four provinces and one district of the capital city. Mongolia has developed a strong legal and policy framework for inclusive education aligned with international best practice, but implementation and capacity are lagging. This is illustrated using four indicators of inclusive education: inclusive culture, inclusive policies, inclusive practices, and inclusive physical environments. The conclusion presents a matrix of recommendations for government and education sector development partners.
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Hayes, Anne M. Assessment as a Service Not a Place: Transitioning Assessment Centers to School-Based Identification Systems. RTI Press, April 2020. http://dx.doi.org/10.3768/rtipress.2020.op.0064.2004.

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The World Health Organization and World Bank (2011) estimate that there are more than 1 billion people with disabilities in the world. To address this population’s diverse needs, the United Nations drafted their Convention on the Rights of Persons with Disabilities (CRPD) in 2006. Article 24 (Education) of the CRPD requires ratifying countries to develop an inclusive education system to address the educational needs of students with disabilities alongside their peers without disabilities. Despite substantive improvements and movement toward inclusive education, many low- and middle-income countries (LMICs) continue to struggle with accurately identifying and supporting students with disabilities, including knowing how to effectively screen, evaluate, and qualify students for additional services (Hayes, Dombrowski, Shefcyk, & Bulat, 2018a). These challenges stem from the lack of policies, practices, and qualified staff related to screening and identification. As a result, many students with less-apparent disabilities—such as children with learning disabilities—remain unidentified and do not receive the academic supports they need to succeed in school (Friend & Bursuck, 2012). This guide attempts to address the lack of appropriate, useful disability screening and identification systems and services as countries look to educate all students in inclusive settings. Specifically, this guide introduces viable options for screening and identification related to vision, hearing, and learning disabilities in inclusive classrooms in LMICs. It also provides guidance on how LMICs can transition from an assessment-center model toward a school-based identification model that better serves an inclusive education system.
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Tiruneh, Dawit, Ricardo Sabates, and Tassew Woldehanna. Disadvantaged Schools and Students in Ethiopia: Why is the GEQIP-E Reform Necessary? Research on Improving Systems of Education (RISE), April 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/026.

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This Insight provides an overview of the prevalence of inequity in access to quality primary education for children and particularly girls living in the emerging regions, and children with disabilities in Ethiopia.
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Styugina, Anastasia. Internet game "Sign me up as an astronaut" for the formation of the social and psychological experience of younger adolescents with disabilities by means of game psychocorrection. Science and Innovation Center Publishing House, December 2020. http://dx.doi.org/10.12731/sign_me_up_as_an_astronaut.

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In the practice of a teacher-psychologist at the School of Distance Education, the game “Sign me up as an astronaut”, developed by the author, was tested, aimed at developing the skills of social and psychological interaction in younger adolescents with disabilities through the awareness and strengthening of personal resources by means of game psychocorrection. The specifics of the work of a psychologist at the School of Distance Education are determined by the following circumstances: - students have a severe disability and the corresponding psychophysical characteristics: instability of the emotional-volitional sphere, lack of motivation, severe physical and mental fatigue, low level of social skills, etc. - the use of distance educational technologies in psychocorrectional work; - lack of methodological recommendations for psychocorrectional work in conditions of distance technologies with school-age children. Such recommendations are available mainly for adults, they relate to the educational process, but they do not cover the correctional process. There is enough scientific and methodological literature on psychological and pedagogical correction, which is the basis for ensuring the work of a practicing psychologist, but there are difficulties in transferring these techniques, games, etc. - to the remote mode of correctional and developmental work, especially in the form of group work. During the game, various social and psychological situations are solved, which are selected strictly according to the characteristics of the social experience of the participants.
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Tofaris, Elizabeth, Faisal Bari, and Rabea Malik. Research on Children with Disabilities Influences Education Policy in Pakistan. REAL Centre, University of Cambridge and The Impact Initiative, May 2019. http://dx.doi.org/10.35648/20.500.12413/11781/ii333.

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Agostinelli, Francesco, Morteza Saharkhiz, and Matthew Wiswall. Home and School in the Development of Children. Cambridge, MA: National Bureau of Economic Research, July 2019. http://dx.doi.org/10.3386/w26037.

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Casado del Río, MA, M. Garmendia Larrañaga, and C. Garitaonandia Garnacho. Internet and Spanish children with learning and behavioural problems and other disabilities. Revista Latina de Comunicación Social, March 2019. http://dx.doi.org/10.4185/rlcs-2019-1350en.

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Seybold, Patricia. Innovation in Education: School Children Improve their Families’ Livelihoods. Boston, MA: Patricia Seybold Group, November 2009. http://dx.doi.org/10.1571/bp11-25-09cc.

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Caffery, Susan, and Mary Alice McCubbins. The Effects of Self-Esteem Enhancement on School Aged Children. Fort Belvoir, VA: Defense Technical Information Center, May 1999. http://dx.doi.org/10.21236/ada364170.

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Kimball, Carol. Recovery from Stuttering in a Sample of Elementary School Children. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2253.

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