The research on the status, rehabilitation, education, vocational development, social integration and support services related to intellectual disability in China

2010 ◽  
Vol 31 (6) ◽  
pp. 1216-1222 ◽  
Author(s):  
Lihui Wu ◽  
Zhuoying Qiu ◽  
Daniel Wong ◽  
Lucy Wong Hernandez ◽  
Qianlei Zhao
Keyword(s):  
Intellectual Disability ◽  
Social Integration ◽  
Support Services ◽  
Vocational Development ◽  
The Status

Arab Migrant Teachers in the United Arab Emirates and Qatar

2017 ◽  
Author(s):  
Natasha Ridge ◽  
Soha Shami ◽  
Susan Kippels
Keyword(s):  
Mixed Methods ◽  
Social Integration ◽  
United Arab Emirates ◽  
Comparative Approach ◽  
Policy Recommendations ◽  
Economic Motivation ◽  
Employment Conditions ◽  
Teacher Migration ◽  
The Status ◽  
Contractual Agreements

Globally, studies on migrant teachers have tended to focus on Africa and Asia, while the topic of teacher migration in the Middle East in general, and in the Gulf in particular, has not been examined before. This study examines the status of Arab migrant teachers through both an educational and institutional lens. The research employs a mixed-methods comparative approach to investigate contractual agreements, employment experiences, and social integration of Arab teachers in Qatar and the UAE. The results of the study are consistent with literature on the economic motivation behind migration. Arab migrant teachers come to the Gulf largely in order to make money and, in turn, to be able to provide for their families. In addition to examining the motivations for migration, the study also found that the majority of Arab migrant teachers come to the Gulf with the intention of living and working for significant periods of time. Examining issues such as how the uncertain employment conditions for expatriate Arab teachers manifest in their commitment to teaching, the chapter concludes by providing policy recommendations for improving the conditions and output of Arab migrant teachers in the UAE and Qatar.

Educational Service Provision for Students with Mild Intellectual Disability: Teachers, Schools, Integration and Resources

1996 ◽  
Vol 20 (1) ◽  
pp. 12-24 ◽  
Author(s):  
Phil Foreman ◽  
Ian Dempsey ◽  
Greg Robinson ◽  
Robert Conway
Keyword(s):  
Intellectual Disability ◽  
Support Services ◽  
Service Provision ◽  
New South ◽  
Educational Services ◽  
Educational Service ◽  
Mild Intellectual Disability ◽  
South Wales ◽  
Integration Program ◽  
Comprehensive Picture

This paper reports the results of part of a three stage examination of services to students with mild intellectual disability in two educational regions of New South Wales. The purpose of the study was to obtain a comprehensive picture of the educational services being provided to these students. The stages in the study included a questionnaire completed by 68 teachers, an interview administered to a sub-sample of 27 teachers, and observations in seven classrooms. The results of the study reported in this paper relate to characteristics of the teachers and school and classroom variables, the nature of integration occurring in these settings, and the resources accessed and needed by these teachers. The study found that the average class size was 13.3 children; boys out-numbered girls by 1.66:1; fewer than half of the children also participated in an integration program; about half of the teachers had been trained in special education; and most teachers would have preferred more support services than they were receiving.

scholarly journals Democracy: Between the essentially contested concept and the agonistic practice: Connolly, Mouffe, Tully

2010 ◽  
Vol 21 (1) ◽  
pp. 65-87
Author(s):  
Michal Sladecek
Keyword(s):  
Social Integration ◽  
Political Theory ◽  
Liberal Democracy ◽  
The Political ◽  
Radical Pluralism ◽  
William Connolly ◽  
The Status ◽  
Specific Interpretation ◽  
Points Of View ◽  
Essentially Contested Concept

The text considers points of view of theoreticians of the radical pluralism (democracy): Connolly (William Connolly), Mouffe (Chantal Mouffe) and Tully (James Tully) with regard to the status and the nature of concepts in the political discourse, as well as the consequences of these conceptual presumptions to understanding democracy. The three authors emphasize the essential contestability of political concepts, the paradox of liberal democracy and the need to revise standard rational consensus theories of democracy. Also, the three authors take over the specific interpretation of Vittgenstein to the direction of political theory the centre of which consists of everyday contingent practices of politics as well as dissent about their assessment. The text analyzes the extent to which this reading is compatible to Wittgenstein's position. The author defends the opinion that the essential contestability does not imply agonism and denial of the significance of rules and tries to indicate to the points of illegitimate transition from antiessentialism to unconsensus rules. Also, the text underlines the flaws of dissent conception of democracy and social integration.

Stress and Anxiety Among Parents of Children With Communication Disorders

2018 ◽  
pp. 141-156 ◽  
Author(s):  
Kadambari Naniwadekar
Keyword(s):  
Autism Spectrum Disorder ◽  
Intellectual Disability ◽  
Everyday Life ◽  
Support System ◽  
Communication Disorders ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Communication Disorder ◽  
Multiple Disability ◽  
The Status

Parenting is a wonderful and rewarding experience, but in the case of parents of children with communication disorder, this experience is often accompanied with high levels of stress, due to difficulties, frustrations, and challenges that these parents face in everyday life. This chapter was carried out to find the status of stress in parents of children with communication disorder and also to find the levels of stress among mothers as well as fathers, and the level of support system available. The results revealed that most of the parents experience stress and anxiety in bringing up their child with communication disorder, although the stress being more in the mothers. Gender of the child also played a crucial role in determining the levels of stress. The results highlighted the fact that parents of children with autism spectrum disorder have a higher level of stress followed by parents of children with intellectual disability, multiple disability, and hearing impairment.

scholarly journals Disability inclusion in higher education in Uganda: Status and strategies

2016 ◽  
Vol 5 (1) ◽  
Author(s):  
Paul Emong ◽  
Lawrence Eron
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Support Services ◽  
Policy Framework ◽  
Persons With Disabilities ◽  
Disability Support Services ◽  
Disability Support ◽  
The Status ◽  
Legal Frameworks

Background: Uganda has embraced inclusive education and evidently committed itself to bringing about disability inclusion at every level of education. Both legal and non-legal frameworks have been adopted and arguably are in line with the intent of the Convention on the Rights of Persons with Disabilities (CRPD) on education. The CRPD, in Article 24, requires states to attain a right to education for persons with disabilities without discrimination and on the basis of equal opportunities at all levels of education. Objectives: Despite Uganda’s robust disability legal and policy framework on education, there is evidence of exclusion and discrimination of students with disabilities in the higher education institutions. The main objective of this article is to explore the status of disability inclusion in higher education and strategies for its realisation, using evidence from Emong’s study, workshop proceedings where the authors facilitated and additional individual interviews with four students with disabilities by the authors. Results: The results show that there are discrimination and exclusion tendencies in matters related to admissions, access to lectures, assessment and examinations, access to library services, halls of residence and other disability support services. Conclusion: The article recommends that institutional policies and guidelines on support services for students with disabilities and special needs in higher education be developed, data on students with disabilities collected to help planning, collaboration between Disabled Peoples Organisations (DPO’s) strengthened to ensure disability inclusion and the establishment of disability support centres.

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