Access to schools and learning outcomes of children with disabilities in Pakistan: findings from a household survey in four administrative units

2021 ◽  
pp. 1-29
Author(s):  
Neha B. Upadhayay ◽  
Qahraman Kakar
Keyword(s):  
Learning Outcomes ◽  
Children With Disabilities ◽  
Household Survey ◽  
Administrative Units

scholarly journals Manajemen Pembelajaran Pendidikan Agama Islam Berbasis Inklusi bagi Anak Disabilitas di Kota Makassar

2020 ◽  
pp. 1
Author(s):  
Rd. Zaky Miftahul Fasa
Keyword(s):  
Learning Outcomes ◽  
Inclusive Education ◽  
Learning Process ◽  
Teaching And Learning ◽  
Children With Disabilities ◽  
Learning Activities ◽  
Islamic Education ◽  
Diverse Learning ◽  
Outcomes For Children ◽  
Study Techniques

Inclusive education, especially in the Islamic education (PAI) subject, is a guaranteed concept for citizens to get their right for education without exception. This study aims to determine how inclusion-based PAI learning management for children with disabilities in Makassar City uses qualitative methods and uses observation, interview and documentation study techniques. There are four findings in this study, namely: (1) learning planning has been prepared by Islamic Education teachers based on the curriculum of 2013 and adapted to the characteristics of the child and documented in the form of a syllabus and learning implementation plan, (2) the implementation of PAI teaching and learning activities are implemented with a strategy diverse learning; selecting and using varied learning methods; as well as the use of learning media, (3) evaluation of Islamic Education learning outcomes for children with disabilities is carried out by using test and non-test techniques, (4) there are obstacles in learning Islamic Education with children with disabilities, namely the competence of Islamic Education teachers in presenting the learning process, supporting facilities and the lack of handbooks (textbooks) for PAI for children with disabilities so that Islamic education learning is not optimal.

scholarly journals Clinical epidemiological characteristics of mycetoma in Eastern Sennar locality, Sennar State, Sudan

2021 ◽  
Vol 15 (12) ◽  
pp. e0009847
Author(s):  
Rowa Hassan ◽  
Kebede Deribe ◽  
Ahmed Hassan Fahal ◽  
Melanie Newport ◽  
Sahar Bakhiet
Keyword(s):  
Disease Burden ◽  
Age Groups ◽  
Household Survey ◽  
The State ◽  
Cluster Sampling ◽  
Community Based ◽  
Epidemiological Features ◽  
North Eastern ◽  
Administrative Units ◽  
Epidemiological Characteristics

Mycetoma epidemiological features remain uncharacterised. Few studies have been conducted in a community-based setting to explore the epidemiological features and risk factors for mycetoma in Sudan. To bridge this gap, this study was conducted in Eastern Sennar Locality, Sennar State, Sudan, to report the clinical, epidemiological characteristics of mycetoma patients and the disease burden in the state. We used cluster sampling; sixty villages were randomly selected across the locality’s five administrative units, and a household-to-household survey was conducted. We collected data using pre-designed questionnaires at the community, household, and individual levels. We performed descriptive analyses of the data and produced prevalence maps using ArcGIS 10.5 ([ESRI] Inc., Redlands CA, USA). A total of 41,176 individuals were surveyed, and 359 mycetoma patients were identified. The overall prevalence of mycetoma was 0.87% (95%CI = 0.78–0.97%), the prevalence among males was 0.83% (95%CI = 0.71–0.96%), and females 0.92% (95% CI = 0.79–1.06%). Individuals in the age group 31–45 years had the highest prevalence among the different age groups (1.52%, 95% CI = 1.23–1.86%). The prevalence map showed patients clustered within the central and north-eastern part of the locality, while villages in the south-western part had few or no cases. In conclusion, this clinical epidemiological study is pioneering and shows that mycetoma is prevalent in certain parts of Sudan. This data obtained will support the design of measures to reduce the disease burden in the state. The survey procedures and protocols can be adopted for further studies in Sudan and beyond.

Instructional Supervision in Special Education: Strategies for Rural Programs

1993 ◽  
Vol 12 (2) ◽  
pp. 3-9 ◽  
Author(s):  
Bonnie S. Billingsley ◽  
Philip R. Jones
Keyword(s):  
Special Education ◽  
Instructional Leadership ◽  
Rural Areas ◽  
Children With Disabilities ◽  
Instructional Supervision ◽  
Critical Function ◽  
Teacher Needs ◽  
Administrative Units ◽  
Supervisory Staff

Instructional supervision in special education is a critical function of administrative units. However, providing instructional leadership in rural areas can be problematic due to low numbers of children with disabilities, few supervisory staff, greater teacher needs, and lack of perceived alternatives. This article provides a framework for supervisory tasks in special education, outlines funding and organizational alternatives for providing supervision in rural areas, and suggests specific strategies for dealing with barriers to supervision in rural programs.

From the President: Working Early-Intervention Magic in Community Settings

ASHA Leader ◽  
2013 ◽  
Vol 18 (2) ◽  
pp. 5-7 ◽  
Author(s):  
Patty Prelock
Keyword(s):  
Early Intervention ◽  
Children With Disabilities ◽  
Community Settings ◽  
The Way

Children with disabilities benefit most when professionals let families lead the way.

A Proposal to Establish Standardized Learning Outcomes for Resonance Across Graduate Programs in Speech-Language Pathology

2014 ◽  
Vol 24 (1) ◽  
pp. 21-26
Author(s):  
Helen M. Sharp ◽  
Mary O'Gara
Keyword(s):  
Learning Outcomes ◽  
Training Programs ◽  
Graduate Training ◽  
Graduate Programs ◽  
Core Knowledge ◽  
Speech Language Pathology ◽  
Entry Level ◽  
The Public ◽  
Language Pathology ◽  
Graduate Training Programs

The Council for Clinical Certification in Audiology and Speech-Language Pathology (CCFC) sets accreditation standards and these standards list broad domains of knowledge with specific coverage of “the appropriate etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates” and assessment, intervention, and methods of prevention for each domain” (CCFC, 2013, “Standard IV-C”). One domain in the 2014 standards is “voice and resonance.” Studies of graduate training programs suggest that fewer programs require coursework in cleft palate, the course in which resonance was traditionally taught. The purpose of this paper is to propose a standardized learning outcomes specific to resonance that would achieve the minimum knowledge required for all entry-level professionals in speech-language pathology. Graduate programs and faculty should retain flexibility and creativity in how these learning outcomes are achieved. Shared learning objectives across programs would serve programs, faculty, students, accreditation site visitors, and the public in assuring that a consistent, minimum core knowledge is achieved across graduate training programs. Proficiency in the management of individuals with resonance disorders would require additional knowledge and skills.

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