Journal articles: '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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Vincent, Ranjeetha Golde, and Shobha G. "Classroom practices of teachers on learning disabilities in children." International Journal of Educational Management 34, no. 3 (December 2, 2019): 562–75. http://dx.doi.org/10.1108/ijem-07-2019-0228.

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Purpose The purpose of this paper is threefold: to study the classroom practices followed by the government and private school teachers in handling children with learning disabilities; to study the differences in practice levels of government and private school teachers with respect to learning disabilities among children; and to study the influence of Socio-demographic factors of teachers on the level of their classroom practices toward learning disabilities in children. Design/methodology/approach As per the questionnaire development, the present study consisted of a self-developed tool (appendix) by the researcher, to assess the classroom practices of the teachers toward learning disabilities in children. In sum, 10 percent of the total sample size was considered for the pilot study, to know the feasibility, reliability and validity of the developed tool. The sampling technique used was convenient sampling. The data were collected through the survey method from 40 government and 40 private school teachers. Findings Both groups of teachers had low to moderate levels of practice with respect to handling children with learning disabilities in the classrooms. The findings disclosed significant association between demographic variables like monthly income, place of residence, and present school experience and selected features related to learning disabilities. A significant association was observed with teachers’ gender, having special training on handling children with learning disabilities and having children with learning disabilities in the classroom. A significant association was also found between schools offering regular training programs for teachers on teaching, handling and awareness of learning disabilities and practice level of the respondents. Research limitations/implications The study is limited to the assessment of classroom Practices of government and private primary school teachers toward learning disabilities in children. Practical implications The researcher, on the basis of the findings of the present study, suggests that trainings/workshops/intervention measure for teachers are much needed in order to help them in identifying and handling children with LD in a regular classroom especially at the primary level. Social implications Trainings can be provided in the areas of teaching skills, inclusive education, intervention measures/managing children with learning disabilities in the classroom, special education, counseling, classroom habits of a teacher, etc. This will ensure that teachers are empowered thus becoming powerful, operative and competent in teaching children with different needs and handling the uniqueness of each and every child. The school organizations and the government authorities can be informed on the need for such measures. This study recommends that there is a need for improving the classroom practice of teachers, in order to help children, benefit and get equal opportunities as their non-disabled peers. Originality/value This research paper is based on the findings collected from 80 primary teachers from various schools across the city.

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Kabasakal, Esma, Hilal Özcebe, and Umut Arslan. "Are the health needs of children with disabilities being met at primary schools?" Journal of Intellectual Disabilities 24, no. 4 (January 8, 2019): 448–58. http://dx.doi.org/10.1177/1744629518818657.

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The aim of this study was to provide current information about the health profile and needs of mainstreamed primary school children with disabilities and special educational needs during their school hours. The Study population is composed of students with special educational needs and disabilities attending mainstream primary schools located in three selected Turkish districts with low, moderate, and high socioeconomic status and literacy rates separately. Parents of 404 students from 72 primary schools constituted the research sample. The study showed that 13.4% of the students with disabilities had chronic illnesses and 8.9% had health problems requiring access to emergency medical care when the condition recurs (such as epileptic seizures, fainting, or falling). Of the students with disabilities, 39.9% usually or sometimes needed medical care during school hours in the previous week. Health needs of nearly half of the students with disabilities were met at school. Special health needs and risks of children with disabilities also continue at school along with other possible health concerns.

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Hande, Miray, Fahriye Burcu, and Hazal Mertz. "Children with Special Needs in School Activities." Journal Educational Verkenning 1, no. 2 (December 24, 2020): 8–12. http://dx.doi.org/10.48173/jev.v1i2.53.

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Not every child born in this world always experiences normal development. Many of them experience obstacles, disturbances, delays, or have risk factors so that to achieve optimal development, special treatment or intervention is required. This group became known as children with special needs or extraordinary children. In understanding children with special needs or outside children, it is necessary to have an understanding of the types of disabilities (children with special needs) and the consequences that occur to sufferers. Children with special needs are referred to as children with disabilities because they include children whose growth and development experience deviations or abnormalities, both physically, mentally, emotionally, and socially when compared to normal children.

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Kasmakova, Larisa. "The use of goalball elements in the correction of physical fitness." SCIENCE AND SPORT: current trends 7, no. 4 (December 2019): 104–10. http://dx.doi.org/10.36028/2308-8826-2019-7-4-104-110.

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The purpose: Development and testing of the program for correction of physical fitness and psychomotor de- velopment of children of secondary school age with intellectual disabilities based on the goalball techniques, in the framework of the educational experiment. Objectives of the study. The first objective is to identify the features of physical fitness and psychomotor de- velopment of schoolchildren with intellectual disabilities. The second objective is to develop a program for correction of physical fitness of children of secondary school age with intellectual disabilities and to test it in the framework of the educational experiment. The third objective is to assess the effectiveness of the program for correction of physical fitness and psychomotor development in adaptive physical education for children of secondary school age with intellectual disabilities. Methods and organization of the research. The study involved 64 schoolchildren studying in schools for chil- dren with disabilities. The study included educational testing of physical and psychomotor qualities of school- children with intellectual disabilities and comparison of the results relative to the age norms. Results. The research revealed deviations from the age norms of children with intellectual disabilities in terms of the development of flexibility, speed, coordination, speed-power abilities and psychomotor qualities. We designed a program for correction of physical fitness and psychomotor development of children of secondary school age, based on the goalball techniques. The pilot program proved effective.

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Reynolds, Arthur J., and Barbara Wolfe. "Special Education and School Achievement: An Exploratory Analysis With a Central-City Sample." Educational Evaluation and Policy Analysis 21, no. 3 (September 1999): 249–69. http://dx.doi.org/10.3102/01623737021003249.

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Is placement in special education during the elementary grades associated with higher school performance? To shed light on this question, we investigated the relationship between participation in special education programs during Grades 1–6 and school achievement among 1,234 low-income children participating in the Chicago Longitudinal Study. About 15% of the study sample received special education services (half in learning disabilities and half in other disabilities), 22% were retained in grade, and 50% changed schools more than once over the elementary grades. Controlling for school achievement prior to placement in special education, as well as for family background school experiences, and school attributes, children receiving special education services had lower reading and math achievement scores than other children, especially during Grades 4–6. Children with learning disabilities benefited less from special education services than did children with other disabilities. Grade retention and school mobility during the primary grades were associated with significantly lower reading and math achievement above and beyond prior achievement and other factors. Continued scrutiny of special education services and retention practices, at least as they currently exist in large cities, may benefit children with learning difficulties.

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Ghimire, Sasmita. "Knowledge of Primary School Teacher Regarding Learning Disabilities in School Children." Journal of Nobel Medical College 6, no. 1 (August 22, 2017): 29–35. http://dx.doi.org/10.3126/jonmc.v6i1.18084.

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Background: Learning disability refers to a heterogeneous group of disorders manifested by difficulty in reading, writing, spelling and reasoning ability. It usually show up when a child has difficulty reading, speaking, writing, figuring out a math problem, communicating with parents or paying attention in class. Children with learning disability can succeed in school and can have successful career in life if right support and intervention is provided to them.Material & Methods: Quantitative approach with Descriptive crosssectional design was used to assess the knowledge of primary school teachers. A structured knowledge questionnaire was developed focusing on learning disabilities. The study was carried out in 16 schools of Dharan, Nepal. About 150 primary school teachers were selected by convenience sampling technique. Structured knowledge questionnaire was used to collect needed data on knowledge of primary school teachers. The data collected were tabulated and analyzed by using descriptive and inferential statistics.Results: Majority, 79 (52.67%) of the primary school teachers had moderately adequate knowledge and 71 (47.33%) had inadequate knowledge regarding learning disabilities. There was a significant association of knowledge of primary school teachers with demographic variables such as class involved in teaching.Conclusion: The school teachers have inadequate knowledge regarding learning disabilities. The teachers play an important role in identifying learning disabilities in school children at initial state. The children with learning difficulties should be helped at early stage and proper training and guidance should be provided to them.Journal of Nobel Medical CollegeVolume 6, Number 1, Issue 10 (January-June, 2017), Page:

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Banik, Arun A., and Aninda Duti Banik. "A study of the status of access facilities available for children with disabilities studying in BMC school at Mumbai." IP Journal of Otorhinolaryngology and Allied Science 4, no. 2 (August 15, 2021): 54–63. http://dx.doi.org/10.18231/j.ijoas.2021.012.

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The present study title “A study of the status of access facilities available for children with disabilities studying in BMC school”, a descriptive survey designed was made with the aim to study the status of access facility available for the children with disabilities viz. hearing impairment, mental retardation, physically handicapped (Locomotors Disability), visually handicapped in BMC recognized schools. Further to give recommendation in order to promote the access needs for children with disabilities in school. Looking into the prospective of the study it also aim to create an awareness on the issue of barrier free environment for children with disabilities. As a part of tool of the study, self-made questionnaire was developed and validated by a group of professionals. 10 BMC recognized schools were selected in and around Mumbai and the questionnaire was administered by the researcher and taken information from the school principal.Mean average and percentage was calculated from the obtained data. On an average, overall 14.38% schools or centers with disabilities were having access facilities for students with disabilities. With respect to schools or centers related to Locomotors Disabilities, Hearing Disabilities, Mental Retardation, and Visually Handicapped study findings were 14.4%, 14.3%, 13.7% and 15.1% respectively, having access facilities for the children with disabilities in BMC schools. Where the data was subjected to statistical analysis and it was found that there was no significant difference (p>0.05) in terms of access facilities between the schools or centers for disabilities. Results indicated that there were very insufficient as well as inadequate access facilities across all children with disabilities in the BMC recognized schools. The results has shown an impact in the education of the disabled students as they need full accessible educational support to undertake their successful study. Hence, Government and all other educational authorities are suggested to take up this issue in a positive manner to improve the quality of education as there is a much needed access facilities in all the schools.

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Husadani, Rizki, Nunuk Suryani, and Munawir Yusuf. "Needs Analysis: Social Skills-Based Learning Model For Children With Learning Disabilities at an Inclusive School." JPI (Jurnal Pendidikan Indonesia) 10, no. 1 (March 10, 2021): 90. http://dx.doi.org/10.23887/jpi-undiksha.v10i1.28845.

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This study aims to explore the needs of social skills-based learning models for inclusive schools for children with learning disabilities. The research method used was a quantitative descriptive approach. The research subjects were teachers who teach children with learning disabilities in eight inclusive elementary schools in Surakarta. The technique to get the data collection used was a structured questionnaire with Likert scale. Then, it was analyzed using descriptive statistical analysis techniques by categorizing i.e. The analysis results showed that the level of needs of a social skills-based learning model for children with learning disabilities was very high with final percentage of 83%. Therefore, it was necessary to develop a skill-based learning model for children with learning disabilities in an inclusive school to assist teachers in developing social skills for children with learning disabilities.

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Sit, Cindy H. P., Wendy Y. Huang, Jane J. Yu, and Thomas L. McKenzie. "Accelerometer-Assessed Physical Activity and Sedentary Time at School for Children with Disabilities: Seasonal Variation." International Journal of Environmental Research and Public Health 16, no. 17 (August 30, 2019): 3163. http://dx.doi.org/10.3390/ijerph16173163.

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Schools are salient locations for children with disabilities to accrue physical activity (PA) and to diminish sedentary time (ST). We examined seasonal variation in accelerometer-assessed PA and ST among children with disabilities during the school day in three school settings (physical education (PE) lessons, recess and lunchtime). Children (n = 270) from 13 special schools for those with five disability types (visual impairments, hearing impairments, physical disabilities, intellectual disabilities (ID), and social development problems) participated. Their PA and ST were assessed during three winter and three summer school days using accelerometry. Linear mixed models were performed to determine seasonal variation in the proportion of time they spent in moderate-to-vigorous physical activity (MVPA) and ST in the three settings. On average, the children spent 4.5% (18.6 min) and 4.0% (15.6 min) in MVPA at school during winter and summer days, respectively. They were more physically active during winter (especially during recess and lunchtime), but there were no seasonal differences for ST. Thus, children’s year-round engagement in PA needs to be promoted, especially during summer.

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Brandenburg, Joline E., Lainie K. Holman, Susan D. Apkon, Amy J. Houtrow, Robert Rinaldi, and Maurice G. Sholas. "School reopening during COVID-19 pandemic: Considering students with disabilities." Journal of Pediatric Rehabilitation Medicine 13, no. 3 (November 23, 2020): 425–31. http://dx.doi.org/10.3233/prm-200789.

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Over 80% of the children in the world have had their education impacted by COVID-19. For children with disabilities who receive special education services, access to in-person education and other resources at school is particularly important. The American Academy of Pediatrics advocates for students to attend school in person, without specifics for how children with disabilities can safely return to school. To appropriately plan and accommodate children with disabilities we must prioritize safety, allow for adherence to the Individuals with Disabilities Education Act, and preserve essential school staff. The less cumbersome default of confining students with disabilities to home is not acceptable. We provide an outline describing why Individual Education Plans and 504 plans are important, how they are related to the COVID-19 pandemic, and recommendations for measures to help with safe return to school for children with disabilities.

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Pearce, Michelle, and Chris Forlin. "Challenges and Potential Solutions for Enabling Inclusion in Secondary Schools." Australasian Journal of Special Education 29, no. 2 (2005): 93–105. http://dx.doi.org/10.1017/s1030011200025288.

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Children with disabilities are increasingly being included in mainstream classes in Australian schools. In addition, many children with disabilities who are currently enrolled in primary school will be moving to secondary school in the next few years. For secondary schools to meet this challenge, it is important that the reasons for their difficulties are understood and ways of overcoming them are explored. This paper provides a discussion of the specific challenges for secondary schools regarding inclusive education, including the school structure, teaching methods, curriculum, external exams, training and the nature of adolescence. A discussion of a broad range of issues will highlight potential solutions to common concerns in secondary schools. While the inclusion of students with disabilities in secondary schools will undoubtedly identify many challenges, it is argued that these may inspire creative solutions that will benefit all children.

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Meister, Eduardo Kaehler, Isac Bruck, Sérgio Antônio Antoniuk, Ana Chrystina de Souza Crippa, Sandra Regina Baggio Muzzolon, Adriane Spessatto, and Reni Gregolin. "Learning disabilities: analysis of 69 children." Arquivos de Neuro-Psiquiatria 59, no. 2B (June 2001): 338–41. http://dx.doi.org/10.1590/s0004-282x2001000300005.

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With this article we intend to demonstrate the importance of evaluation and follow up of children with learning disabilities, through a multidisciplinary team. As well as to establish the need of intervention. We evaluate 69 children, from Aline Picheth Public School, in Curitiba, attending first or second grade of elementary school, through general and evolutionary neurological examination, pediatric checklist symptoms, and social, linguistic and psychological (WISC-III, Bender Infantile and WPPSI-figures) evaluation. The incidence was higher in boys (84,1%), familiar history of learning disabilities was found in 42%, and writing abnormalities in 56,5%. The most frequent diagnosis was attention deficit and hyperactivity disorder, in 39,1%. With this program, we aimed to reduce the retention taxes and stress the importance of this evaluation, and, if necessary, multidisciplinar intervention in the cases of learning disabilities.

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Hatton, Chris, and Eric Emerson. "Trends in the identification of children with learning disabilities within state schools in England." Tizard Learning Disability Review 21, no. 2 (April 4, 2016): 108–12. http://dx.doi.org/10.1108/tldr-01-2016-0002.

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Purpose – The purpose of this paper is to present data drawn from the Department for Education (DfE)concerning trends in the number of children identified as having a learning disability within state schools in England. Design/methodology/approach – Data based on the school census conducted by the DfE was examined annually for 2009/2010 to 2014/2015, to determine the number of children identified as having moderate learning difficulty (MLD), severe learning difficulty (SLD) or profound multiple learning difficulty (PMLD) within state schools in England, at two levels: having a Statement of Educational Needs/Education Health Care Plan, or at School Action Plus. Findings – The number of children identified as MLD reduced substantially over time, for both statemented children and children identified at the School Action Plus level. In contrast, the smaller number of statemented children with SLD or PMLD increased over time, in line with increasing school rolls and epidemiological trends. Research limitations/implications – Further work is needed to understand the sharp reduction in the number of children being identified as having MLD within schools, and the educational support being offered to this group of children. Better information is also needed on children with learning disabilities not being educated in the state school sector. Originality/value – This paper highlights important trends in the identification of children with learning disabilities in state schools in England, with consequences for how large groups of children are being supported.

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Sit, Cindy H. P., Koenraad J. Lindner, and Claudine Sherrill. "Sport Participation of Hong Kong Chinese Children with Disabilities in Special Schools." Adapted Physical Activity Quarterly 19, no. 4 (October 2002): 453–71. http://dx.doi.org/10.1123/apaq.19.4.453.

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The purpose was to examine sport participation (excluding physical education classes) of school-aged Chinese children with disabilities attending special schools in Hong Kong. A sample of 237 children, ages 9 to 19, attending 10 special schools in Hong Kong, responded to a sport participation questionnaire in individual interviews. Data were analyzed by gender, two school levels, and five disability types. Results relating to participation frequency and extent indicated that girls were significantly less active than boys. Children with physical disability, visual impairment, and mental disability were less active than children with hearing impairment and maladjustment. Children with different types of disabilities varied in their participation patterns and choices of physical activities as well as their motives for sport participation, nonparticipation, and withdrawal. We concluded that disability type is more related to children’s participation behaviors in sport and physical activities than to gender and school level.

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Bagnato, Karin. "Coping Strategies of Primary School Students With Specific Learning Disabilities." International Journal of Digital Literacy and Digital Competence 8, no. 4 (October 2017): 39–52. http://dx.doi.org/10.4018/ijdldc.2017100104.

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This article focuses on proving whether there are differences among children with or without learning disabilities when choosing coping strategies that may be functional to solve problematic situations. The participants were 32 children with learning disabilities and 32 children without learning disabilities aged between 8 and 11. Results show that children with learning disabilities have less often coping behaviour rather than their peers with typical development. This demonstrates the need to opt for educational actions as soon as possible fostering suitable strategies in order to face problematic situations.

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Radojlović, Jasmina. "Family background and school achievement school children with physical disabilities." Zdravstvena zastita 39, no. 6 (2010): 43–47. http://dx.doi.org/10.5937/zz1006043r.

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Mantey, Efua Esaaba. "Parental Involvement: A Response to Children with Disability’s Education." African Research Review 14, no. 1 (April 28, 2020): 27–39. http://dx.doi.org/10.4314/afrrev.v14i1.3.

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Drawing on the fact that education of children is a human right issue, the study explored parent’s involvement in the education of their children with disabilities. Using quantitative research methodology, 166 respondents were sampled from two selected basic schools in Koforidua, Ghana. Results indicated that, often the demand on parents such as time, work, house chores, and many other commitments impede their preference to be involved in their children’s education. The school activities most parents involved themselves in are the Parent Teachers Association’s (P.T.A.) meetings. This is because parents do not see themselves as having interest in many of the other activities children in school are involved in. Equally, though some parents from poor background may want to educate their child with disability, the cost involved in educating the child is high. Evidence showed that there was a moderate level of parents’ involvement in the education of their children with disability and that the level of involvement is associated with the socio-economic status of such parents. The study concluded that parental involvement in their children with disabilities education leads to positive learning outcomes and academic achievements. It was recommended among others that parents should get involved in decisions concerning the education of their children with disability; parents must honour invitations from schools and speak with school staff and teachers. Again, parents should disabuse their minds of the perceptions that taking their child with disability to school is of no benefit and a waste of resources. Key Words: Parents, children with disabilities, education

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Kostina, Liubov M., Elvira B. Dunaevskaya, and Valentina I. Bogomyagkova. "Attitude of primary school children to children with disabilities in inclusive education." Comprehensive Child Studies 2, no. 4 (2020): 263–70. http://dx.doi.org/10.33910/2687-0223-2020-2-4-263-270.

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Mancini, Marisa C., Wendy J. Coster, Catherine A. Trombly, and Timothy C. Heeren. "Predicting elementary school participation in children with disabilities." Archives of Physical Medicine and Rehabilitation 81, no. 3 (March 2000): 339–47. http://dx.doi.org/10.1016/s0003-9993(00)90081-9.

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Sung, Won Jin, Woo Jin Kim, Youngdeok Hwang, Joon Sung Kim, Seong Hoon Lim, and Bo Young Hong. "Body composition of school‐aged children with disabilities." Pediatrics International 62, no. 8 (August 2020): 962–69. http://dx.doi.org/10.1111/ped.14248.

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Mancini, Marisa C., Wendy J. Coster, Catherine A. Trombly, and Timothy C. Heeren. "Predicting elementary school participation in children with disabilities." Archives of Physical Medicine and Rehabilitation 81, no. 3 (March 2000): 339–47. http://dx.doi.org/10.1053/apmr.2000.0810339.

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Coleby, Marian. "THE SCHOOL-AGED SIBLINGS OF CHILDREN WITH DISABILITIES." Developmental Medicine & Child Neurology 37, no. 5 (November 12, 2008): 415–26. http://dx.doi.org/10.1111/j.1469-8749.1995.tb12025.x.

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Foreman, Phil. "Services for Children with Down Syndrome." Australasian Journal of Special Education 18, no. 1 (1994): 37–46. http://dx.doi.org/10.1017/s1030011200023046.

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Parents of 221 school-aged children with Down syndrome completed a questionnaire about their experiences with service-providers from the time of diagnosis of their child’s disability. These experiences were compared with those of 782 parents of children with moderate or severe intellectual disability, with disabilities other than Down syndrome. Down syndrome was the earliest diagnosed disability, the average age of suspicion being two weeks and of diagnosis four weeks. Two-thirds of the children with Down syndrome had at least one additional disability, some having up to four additional disabilities. Some differences were apparent between older and younger children in the sample. Parents of younger children with Down syndrome were less likely to report inaccurate predictions about their child’s health and development. Children with Down syndrome were significantly more likely than children with other disabilities to be receiving speech therapy and significantly less likely to be receiving occupational therapy or physiotherapy. Parents of younger children with Down syndrome were more likely than parents of older children with Down syndrome or of children with other disabilities to regard an integrated school placement as ideal for their child, and their children were more likely to be in integrated settings.

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Martina, Dr A. Turin, Dr P. Swarna Kumari, and A. Bhuvaneswari A. Bhuvaneswari. "Academic Performance of Identified Children with Learning Disabilities in Regular Schools." Paripex - Indian Journal Of Research 3, no. 3 (January 15, 2012): 44–46. http://dx.doi.org/10.15373/22501991/mar2014/14.

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Rispoli, Kristin M., Leslie R. Hawley, and Marianne C. Clinton. "Family Background and Parent–School Interactions in Parent Involvement for At-Risk Preschool Children With Disabilities." Journal of Special Education 52, no. 1 (February 14, 2018): 39–49. http://dx.doi.org/10.1177/0022466918757199.

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Using data ( N = 1,350) from the Head Start Family and Childhood Experiences Survey, this study examined sociodemographic predictors of parent involvement in educationally enriching activities at home for low-income children with disabilities compared with children without disabilities. Analyses examined whether associations were moderated by aspects of parent–school interactions. Parent involvement was greater for White compared with Black and Hispanic parents of all children. Higher parental education related to greater involvement at the end of the year only for parents of children with disabilities. Parent perceptions of teacher support and school communication differentially moderated associations between predictors and parent involvement for children with and without disabilities. Results inform an individualized approach to fostering involvement among low-income parents of children with disabilities in early education.

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Antony, Pavan John. "Special Education History, Current Status and Future: India." Journal of International Special Needs Education 16, no. 1 (March 1, 2013): 5–16. http://dx.doi.org/10.9782/2159-4341-16.1.5.

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Education of all children in public schools, including those with disabilities, continues to be an unresolved issue in many countries around the globe. While education of all children is mandated by law and considered a basic human right in many countries, the current status of implementation varies. India, for example, is an ancient country that adopted several laws and policies for its citizens with disabilities after gaining independence from British rule. Today, India legally requires the education of all children in schools; however, despite this, millions of children with disabilities continue to remain out of school or receive little or no education. This paper discusses the special education history, legal system, current status and future for people with disabilities in India.

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Damayanti, Rizky Novri, Sulsalman Moita, and Aryuni Salpiana Jabar. "SISTEM PELAYANAN PENDIDIKAN TERHADAP ANAK PENYANDANG DISABILITAS (Studi Kasus di Sekolah Khusus Negeri 1 Kendari)." WELL-BEING: Journal of Social Welfare 2, no. 1 (June 5, 2021): 174. http://dx.doi.org/10.52423/well-being.v2i1.20004.

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The purpose of this study was to examine educational services for children at the Kendari 1 State Special School and to determine the factors supporting and inhibiting educational services for children at the Kendari 1 State Special School. This research uses descriptive qualitative research with data techniques, interviews, and documentation. The results of the study indicate that services for children with disabilities are certainly different from other general children or must be in accordance with the needs of these children where in providing lessons or providing facilities so that they must have a special strategy or program. Supporting factors for children with disabilities in Kendari 1 State Special School are the government, family, teachers and the environment. Meanwhile, the inhibiting factors for children with disabilities in Kendari 1 State Special School are lack of teachers or teaching staff, school entry flows and lack of facilities and infrastructure.

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Alesi, Marianna, Gaetano Rappo, and Annamaria Pepi. "Self-Esteem at School and Self-Handicapping in Childhood: Comparison of Groups with Learning Disabilities." Psychological Reports 111, no. 3 (December 2012): 952–62. http://dx.doi.org/10.2466/15.10.pr0.111.6.952-962.

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Recent research has focused on the role of self-esteem and self-handicapping strategies in the school domain. Self-handicapping refers to maladaptive strategies employed by adults and children for protection and maintenance of positive school self esteem. In this study the self-esteem and the self-handicapping strategies of children with dyslexia, reading comprehension disabilities, and mathematical disabilities were compared to a control group with normal learning. There were 56 children whose mean age was 8 (23 girls, 33 boys), attending Grade 3 of primary school. These pupils were selected by scores on a battery of learning tests commonly used in Italy for assessment of learning disabilities. Analyses suggested these children with dyslexia, reading comprehension disabilities, and mathematical disabilities had lower ratings of self-esteem at school and employed more self-handicapping strategies than did children whose learning was normal. More research is required to identify and examine in depth the factors that promote adaptive strategies to cope with children's reading difficulties.

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Park, Soyoung, Sunmin Lee, Monica Alonzo, and Jennifer Keys Adair. "Reconceptualizing Assistance for Young Children of Color With Disabilities in an Inclusion Classroom." Topics in Early Childhood Special Education 41, no. 1 (February 18, 2021): 57–68. http://dx.doi.org/10.1177/0271121421992429.

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In this article, we draw on DisCrit to critically analyze how a group of early childhood educators approached assistance with young children of color with disabilities in a Head Start inclusion classroom. Using examples from data collected over one school year, we demonstrate how child-centered assistance advances justice for young children of color with disabilities who are often subjected to a surveillance culture in schools. We critique assistance that aligns with the medical model of disability and aims to change young children of color with disabilities to conform to ableist, racist expectations of schooling. We offer examples of assistance practices that contrastingly aim to support young children of color with disabilities to pursue their own interests and purposes. Through these counterstories, we reconceptualize assistance as a practice that can support young children of color with disabilities to be more fully themselves.

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Stepanova, M. I., B. Z. Voronova, and T. V. Shumkova. "On the new sanitary rules for schools, teaching children with disabilities." Russian Pediatric Journal 19, no. 1 (April 29, 2019): 35–38. http://dx.doi.org/10.18821/1560-9561-2016-19-1-35-38.

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In the article there is presented an overview of health legislation regulating the work of schools for education of children with disabilities. There are considered modern sanitary and epidemiological requirements, which define a safe learning environment for children. The organization of the educational activities is shown to be obliged to take into account features of psychophysical development, individual possibilities and a state of health of pupils with disabilities. Training classes are available only in the first shift on a 5-days school week, starting not earlier than 8 hours. There are given recommendations on the organization of a day regimen of children with limited abilities of health in day and day and night their stay in school.

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Jablan, Branka, Jasmina Kovacevic, and Milja Vujacic. "Peculiarities of mathematics instruction for beginners for children with disabilities in regular primary schools." Zbornik Instituta za pedagoska istrazivanja 42, no. 1 (2010): 165–84. http://dx.doi.org/10.2298/zipi1001165j.

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The paper studies the issue of education of visually impaired children, hearing impaired children and children with intellectual disabilities in regular primary schools in the context of mathematics instruction for beginners. The authors state the basic characteristics of mathematics instruction for beginners with respect to the contents studied in the first four grades of primary school, as well as the key problems and educational needs of visually impaired children, hearing impaired children and children with intellectual disabilities. The basic characteristics of inclusive education and the key role of teacher in this process are pointed out. Starting from the developmental peculiarities of children with disabilities, the authors emphasize the importance of applying an individualized approach in teaching mathematics. Possible didactic and methodical solutions are discussed, as well as different approaches in teaching this subject that can facilitate learning of mathematical contents to visually impaired children, hearing impaired children and children with intellectual disabilities. Bearing in mind the peculiarities of inclusive education, i.e. the need for the children with disabilities to participate in common activities with the other children in the class, the authors emphasize the importance of encouraging interaction and communication among children in the process of learning mathematical contents.

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Asbjørnslett, Mona, Gunn H. Engelsrud, and Sølvi Helseth. "‘Friendship in all directions’: Norwegian children with physical disabilities experiencing friendship." Childhood 19, no. 4 (December 20, 2011): 481–94. http://dx.doi.org/10.1177/0907568211428093.

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This article examines how Norwegian children with physical disabilities experience friendship during the transition between primary and secondary school. The research was based on 38 life mode interviews with 15 children. Two themes were explored: (1) different kinds of friends: friends with disabilities, friends without disabilities and technology-mediated friendships; and (2) qualities of friendship: understanding, intimacy and trust, mutuality and friendships with children both with and without disabilities. The conclusion is that children with physical disabilities adapt to different, but mutual friendships.

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Ansari, Arya, and Michael A. Gottfried. "Early Childhood Educational Settings and School Absenteeism for Children With Disabilities." AERA Open 4, no. 2 (April 2018): 233285841878557. http://dx.doi.org/10.1177/2332858418785576.

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Data from the Early Childhood Longitudinal Study Kindergarten Class of 2010–2011 were used to examine the implications of preschool and full-day kindergarten enrollment for the subsequent school absences of 2,056 children with disabilities. Results suggest that children with disabilities who went to preschool were absent less frequently in kindergarten, but these benefits did not persist through the end of first grade. Conversely, children with disabilities who attended full-day kindergarten programs were absent more frequently during the kindergarten year as compared with children in part-day programs, but these children experienced a sharper drop in absenteeism throughout the following school year resulting in no differences in school absences in first grade. No multiplicative benefits emerged for attending both preschool and full-day kindergarten. And even though these aforementioned benefits of preschool diminished rapidly, there were lingering academic benefits through the end of first grade because of improvements in earlier school attendance.

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Paleeri, Sankaranaryanan, and Lima Raj Lima Raj. "Attitude And Suggestive Measures of Regular School Teachers on Inclusive Education of Children With Learning Disabilities." Global Journal For Research Analysis 3, no. 7 (June 15, 2012): 256–58. http://dx.doi.org/10.15373/22778160/july2014/92.

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Chadwick, Dawn, and Coral Kemp. "Critical Factors of Successful Transition to Mainstream Kindergarten for Children with Disabilities." Australasian Journal of Special Education 26, no. 1-2 (2002): 48–66. http://dx.doi.org/10.1017/s1030011200024945.

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This study investigated the transition of 314 children with disabilities to mainstream kindergarten classes in state schools in New South Wales from the perspectives of parents, sending service providers and receiving teachers. Results indicated that the majority of parents and kindergarten teachers considered the transition and early integration to have been successful, regardless of the child’s disability or the severity of the disability. The factors that related positively and significantly to teacher perception of successful integration were (a) receiving school attitude and school community acceptance of the integrated child, (b) receiving teacher perception of the adequacy of the support received, (c) preparation of the child for the mainstream school placement, specifically classroom skills and self-help skills, (d) preparation of parents of other children in the class, and (e) receiving teacher perception of the value of liaising with parents. The implications of this research for planning and programming for transition to school for young children with disabilities are discussed.

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Judina, T. A. "Comparative Analysis of the Characteristics of the Social Situation of Development Primary School Children Studying in Inclusive Classes." Psychological-Educational Studies 12, no. 3 (2020): 31–44. http://dx.doi.org/10.17759/psyedu.2020120302.

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The article discusses the results of an empirical study focused on the comparative analysis of the characteristics of the social situation of development in normatively developing primary school children and children with disabilities studying in inclusive education. The study sample consisted of 14 primary school teachers and 328 students from two educational complexes in Moscow at the age from 7 to 11 years, including 18 children with a disability status , confirmed by the PMPK. The following methods were used: sociometry, the “Color Test of Relationship”, criterion-oriented observation in the classroom, interviews with teachers, analysis of individual cases. Research data indicates that the social status of children with disabilities is on average lower than the social status of their normatively developing classmates. In addition, children with disabilities have a low level of self-esteem more often than their peers without disabilities. It was shown that primary school children more often demonstrate positive emotional attitude than positive social attitude, i.e. choosing as partners for joint activities, towards their classmates with disabilities.

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Kojić, Miroslava, Zagorka Markov, and Smiljana Kojić-Grandić. "Preparing children with disabilities for school from pre-school teachers' perspective." Sinteze 8, no. 16 (2019): 13–36. http://dx.doi.org/10.5937/sinteze8-24176.

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Majoko, Tawanda. "Inclusion of Children With Disabilities in Physical Education in Zimbabwean Primary Schools." SAGE Open 9, no. 1 (January 2019): 215824401882038. http://dx.doi.org/10.1177/2158244018820387.

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Since Zimbabwe adopted inclusion in 1994 in alignment with the world, the number of children with disabilities educated in regular schools has significantly increased. Teachers experience diverse challenges when including children with disabilities in physical education (PE) in regular classrooms. This qualitative study carried out individual interviews, document analysis and nonparticipant observations with 24 Zimbabwean primary school teachers to explore pedagogical practices for including children with disabilities in PE in regular classrooms. A comparative approach of organizing individual interviews, document analysis and observation data with continual adjustment was used throughout the analysis. Although participants had individual and institutional concerns, including inadequate preparation and resources, about the inclusion of children with disabilities in PE in regular classrooms, they had positive dispositions toward it. Knowing individual children, having positive social relationships with children, fostering positive social relationships among children, supporting collaborative structures and cultures, and utilizing adapted instruction facilitated the inclusion of children with disabilities in PE in regular classrooms. Individual and institutional capacity building, including comprehensive preservice and in-service teacher training and the passage and enforcement of specific policies and legislation on inclusion, could enhance the inclusion of children with disabilities in PE in regular classrooms. This study serves as a baseline for future studies on the subject.

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Weinberg, Warren A., Anne McLean, Robert L. Snider, Anne S. Nuckols, Jeanne W. Rintelmann, Paul R. Erwin, and Roger A. Brumback. "Depression, Learning Disability, and School Behavior Problems." Psychological Reports 64, no. 1 (February 1989): 275–83. http://dx.doi.org/10.2466/pr0.1989.64.1.275.

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It is possible that recurrent depression (primary affective illness) is the most significant variable related to school problems of a behavioral nature in children manifesting developmental specific learning disabilities. The association of school problems and depression was investigated at a private school for children with developmental specific learning disabilities. These children were of normal intelligence and were free of primary conduct or thought disturbances. Prior to entering school, 95% of the students fulfilled criteria for developmental specific learning disabilities and 64% for depression with or without hyperactivity. Students manifesting no diagnosable behavioral condition prior to entrance continued to be relatively free of behavioral problems during their stay at school. Students with both depression and hyperactivity showed the most problematic behavior followed by students with depression without hyperactivity.

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Obradovic, Svetlana, and Nadezda Krstic. "Teachers’ intuition and knowledge in detecting specific learning disabilities." Zbornik Instituta za pedagoska istrazivanja 44, no. 2 (2012): 316–31. http://dx.doi.org/10.2298/zipi1202316o.

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The aim of the study was to investigate primary school teachers? proficiency in detecting the ability-achievement discrepancy as a landmark of possible specific developmental learning disabilities (SLD). Twenty-two teachers in five schools attempted to select, in accordance with their perception and out of a larger preliminary sample, those students whose school results revealed: (a) discrepancy between school achievement and general abilities (the group of purportedly disharmonic children, GPD) or (b) concordance between general abilities and achievement (the group of purportedly harmonic children, GPH). The children were tested by REVISK, while teachers re-assessed students? reading, writing and arithmetic performance against a simple structured questionnaire based on demands of the approved elementary school program delineated by the Ministry of Education of the Republic of Serbia. Research results indicate that more than 60% of children originally qualified to GPH have actually shown significant discrepancy between targeted scholastic skills and (normal) general intelligence. The data suggested some association between students? disparity in attainment and teachers? attribution accuracy, while the only homogenous quantitative marker of misplaced children were decreased values on some of the REVISK Verbal subscale tests. This study has shown that teachers can use their professional knowledge to enhance their capability to detect children with specific learning disabilities. In absence of criterion-referenced tests of reading, writing and mathematics, a structured approach to the projected course of skill progress might support teachers? confidence regarding likely SLD.

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

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