Curricular Skills Valued by Parents of Children Attending Special Developmental Schools in Victoria

2001 ◽  
Vol 25 (1-2) ◽  
pp. 4-16
Author(s):  
Helena Skora ◽  
Bob Pillay ◽  
Ishwar Desai
Keyword(s):  
Parental Involvement ◽  
Intellectual Disabilities ◽  
Significant Relationship ◽  
Children With Disabilities ◽  
Educational Programs ◽  
Research Literature ◽  
Background Factors ◽  
School Week ◽  
Typical School ◽  
Effective Programs

The need for parental involvement in developing effective programs for children with disabilities is highlighted in the conceptual and research literature as well as in the legislation and policies of a number of countries. The present study was undertaken to investigate the curricular skills valued by parents of children with moderate to severe/profound intellectual disabilities attending Special Developmental Schools in Victoria, Australia. The study examined whether a significant relationship existed between selected background factors and the value parents placed on particular curricular skills. In addition, the study attempted to identify the percentage of a typical school week that parents felt should be spent on particular skills within the educational programs offered to their children.

scholarly journals Family involvement, adolescent self-concept and academic achievement

2015 ◽  
Vol 5 (3) ◽  
pp. 293-311
Author(s):  
Ana Álvarez ◽  
Natalia Suárez ◽  
Ellián Tuero ◽  
José C. Núñez ◽  
Antonio Valle ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Multivariate Analysis ◽  
Parental Involvement ◽  
Family Involvement ◽  
Significant Relationship ◽  
Study Data ◽  
Self Concept ◽  
First Year ◽  
Achievement Scores ◽  
The Relationship

The purpose of this work was to analyze the specific relationship between parental involvement, dimensions of student self-concept and achievement. 503 students of Secondary Education (ESO) and the first year of Baccalaureate course participated in the study. Data were collected using two questionnaires (Family Involvement Questionnaire and Self-Concept Scale for Adolescents) and academic achievement scores. Data were analyzed using multivariate analysis of variance and paths analysis. The results obtained suggest a significant relationship between the dimensions of perceived family involvement and the dimensions of self-concept (except for parents' praise behaviors). What's more, the relationship between perceived family involvement and achievement is partially mediated by the academic self-concept.

scholarly journals On the new sanitary rules for schools, teaching children with disabilities

2019 ◽  
Vol 19 (1) ◽  
pp. 35-38
Author(s):  
M. I. Stepanova ◽  
B. Z. Voronova ◽  
T. V. Shumkova
Keyword(s):  
Learning Environment ◽  
Children With Disabilities ◽  
State Of Health ◽  
Educational Activities ◽  
Safe Learning Environment ◽  
School Week ◽  
Health Legislation

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.

Contextual Factors Influencing the Sociability of Preschool Children with Disabilities in Integrated and Segregated Classrooms

1997 ◽  
Vol 63 (3) ◽  
pp. 389-404 ◽  
Author(s):  
Joanne Curry Sontag
Keyword(s):  
Preschool Children ◽  
Public School ◽  
Significant Relationship ◽  
Children With Disabilities ◽  
Antisocial Behaviors ◽  
Community Based ◽  
Factors Influencing ◽  
Solitary Play ◽  
Integrated Classrooms ◽  
Educational Placements

This study compared the contextual classroom features of public school segregated classrooms and community-based integrated classrooms for preschool children with disabilities, examining the relations between classroom characteristics and child sociability. A total of 16 children were pair-matched and observed in their classrooms. Results showed that the contexts of the two classroom conditions were similar. Differences in child sociability were not found. Solitary play and antisocial behaviors were infrequently observed. The findings suggested a significant relationship between teacher verbal prompting and child sociability. Children were much more likely to talk to their peers when a verbal prompt was given. The study presented implications for the educational placements of preschool children.

Working Together: Collaboration Among Professionals

1986 ◽  
Vol 10 (1) ◽  
pp. 21-27 ◽  
Author(s):  
Peter Mittler
Keyword(s):  
Problem Solving ◽  
Intellectual Disabilities ◽  
Special Needs ◽  
Multidisciplinary Approach ◽  
Children With Disabilities ◽  
Children With Special Needs ◽  
Collaborative Practices ◽  
Joint Planning ◽  
Working Together

ABSTRACTChildren with disabilities, and those with physical and intellectual disabilities in particular, need co-ordinated multidisciplinary approach as no single profession can hope to achieve very much single-handed. In order to provide appropriate services we should work with and through others who interact with these children. While one of the hallmarks of the good professional is collaboration, collaborative practices are all too infrequent. Some related problems currently affecting the development of services for children with special needs in the U.K. are outlined. Examples of actual and possible productive practice between and among teachers and other professionals are provided, with the desirability of active and systematic joint planning and problem solving, emanating from a base of shared training, stressed.

Exercise, physical activity, and children with physical or intellectual disabilities

2017 ◽  
Author(s):  
Merrilee Zetaruk ◽  
Shareef F Mustapha
Keyword(s):  
Intellectual Disabilities ◽  
Children With Disabilities ◽  
Sport Participation ◽  
Deaf Children ◽  
Psychological Benefits ◽  
Athletic Activity ◽  
Diverse Range ◽  
Prosthetic Devices ◽  
Cord Injury ◽  
Elite Level

Many physical and psychological benefits of exercise and sport participation exist for blind or deaf children, as well as children with disabilities such as cerebral palsy, myelomeningocoele, spinal cord injury, and amputations. There are also a number of challenges these children must face in these endeavours. It is important to understand the injuries to which children with disabilities are predisposed and general strategies for prevention. Some adaptations via adjustments in rules and use of specialized wheelchairs and prosthetic devices allow participation in a more diverse range of athletic activity for this population. Many opportunities exist for children with disabilities, including Down syndrome and other intellectual disabilities, to participate in sports at a local or recreational level, all the way to the elite level in the Paralympic Games and Special Olympic World Games. It is important that health professionals become familiar with the unique challenges faced by these individuals.

scholarly journals Family involvement, adolescent self-concept and academic achievement

2015 ◽  
Vol 5 (3) ◽  
pp. 293-311
Author(s):  
Ana Álvarez ◽  
Natalia Suárez ◽  
Ellián Tuero ◽  
José C. Núñez ◽  
Antonio Valle ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Multivariate Analysis ◽  
Parental Involvement ◽  
Family Involvement ◽  
Significant Relationship ◽  
Study Data ◽  
Self Concept ◽  
First Year ◽  
Achievement Scores ◽  
The Relationship

The purpose of this work was to analyze the specific relationship between parental involvement, dimensions of student self-concept and achievement. 503 students of Secondary Education (ESO) and the first year of Baccalaureate course participated in the study. Data were collected using two questionnaires (Family Involvement Questionnaire and Self-Concept Scale for Adolescents) and academic achievement scores. Data were analyzed using multivariate analysis of variance and paths analysis. The results obtained suggest a significant relationship between the dimensions of perceived family involvement and the dimensions of self-concept (except for parents' praise behaviors). What's more, the relationship between perceived family involvement and achievement is partially mediated by the academic self-concept.

Digital Inclusion for People with an Intellectual Disability

2018 ◽  
pp. 260-284
Author(s):  
Darren D. Chadwick ◽  
Melanie Chapman ◽  
Sue Caton
Keyword(s):  
Intellectual Disabilities ◽  
Communication Technologies ◽  
Theoretical Models ◽  
Research Literature ◽  
Information Communication ◽  
Digital Inclusion ◽  
Current State ◽  
People With Intellectual Disabilities ◽  
Use Of The Internet ◽  
Digital Exclusion

People with intellectual disabilities face both societal and digital exclusion. This chapter focuses on the current state of evidence around the use of the Internet and Information Communication Technologies (ICT) by people with intellectual disabilities (ID). It considers the factors underpinning the digital exclusion of people with ID and the current levels and nature of Internet and ICT use by this group. It then discusses the benefits and barriers in relation to theoretical models and literature detailing the risks of being online and the role of support in facilitating and preventing digital inclusion. The chapter concludes by summarizing the current state of the research literature and highlighting areas where more research is required to increase the digital inclusion and self-determination of people with ID.

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