Transportation Problems and School Well-Being among Students with Disabilities

2008 ◽  
Author(s):  
Benjamin Graham ◽  
Chris Keys ◽  
Susan McMahon
Keyword(s):  
Students With Disabilities ◽  
Well Being ◽  
Transportation Problems

Art activities as a means of emotional development of preschool students with disabilities in inclusive education

2021 ◽  
pp. 251-259
Author(s):  
Lyudmila N. Makarova ◽  
Inessa V. Smolyarchuk ◽  
Svetlana N. Isaeva
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Emotional Development ◽  
Well Being ◽  
Diagnostic Methods ◽  
Emotional States ◽  
Visual Activity ◽  
Preschool Students ◽  
Number Of Children ◽  
Art Activities

The work presents a scientific study of an emotional preschool student with disabilities by means of art activities in inclusive education. The number of children with the status of “child with disabilities” in preschool institutions is increasing annually. We study children “included in inclusive practice” as children, who need not only a special educational conditions, but also conditions that provide them with emotional well-being, emotional responsiveness, adequate expression of their own feelings. The results of an experimental study carry out on the basis of kindergartens in the city of Tambov are presented. 40 preschool students with disabilities took part in the experimental work. The study of the emotional sphere is carried out with the help of diagnostic methods: “Anxiety Test” (R. Tammle, M. Dorkey, V. Amen); “Locomotive” (S.V. Veliyeva); “Non-existent animal” (M.Z. Drukarevich); “Cactus” (M.A. Panfilova); “Methods for studying the ability to recognize emotional states” (L.F. Fatikhova, A.A. Kharisova). The results of the study show a low level of emotional development in preschool students with disabilities. The conducted research presents the program “Rainbow of Colours” aimed at emotional development and overcoming negative emotional states in preschool students with disabilities by means of artistic activity in an inclusive education. The pedagogical program includes work with children, parents and educators. In the developing parts of the experiment, methods of work that provide the skills of emotional self-expression of children in visual activity, influencing their awareness of their feelings, experiences and emotional statesare also used. The work presents a comparative analysis of the emotional development of preschool students with disabilities using non-traditional means of visual activity at the control stage. The obtained experimental data confirm the effectiveness of the tested program and can be used in the system of inclusive education.

Profiles of Psychological Resilience in College Students With Disabilities

2018 ◽  
Vol 37 (5) ◽  
pp. 635-651 ◽  
Author(s):  
Rahul Ganguly ◽  
Harsha N. Perera
Keyword(s):  
Students With Disabilities ◽  
Well Being ◽  
Mixture Modeling ◽  
The Other ◽  
Psychological Resilience ◽  
Academic Satisfaction ◽  
Factor Mixture Modeling ◽  
College Students With Disabilities ◽  
Career Optimism ◽  
Distal Outcome

The present article reports on research conducted to identify profiles of psychological resilience using factor mixture models. We also examine gender as a predictor of resilience profile membership and career optimism, academic satisfaction, and psychological well-being as outcomes of profile membership. Based on resilience data from university students with disabilities, factor mixture modeling revealed three distinct profiles of resilience (viz., “vulnerable,” “spirituality-dominant,” and “engaged-resilient”). Results also revealed that females were almost 4 times as likely to be in the spirituality-dominant profile than the vulnerable profile. Finally, distal outcome analyses revealed that career optimism, academic satisfaction, and well-being were higher in the engaged-resilient profile than the other profiles. Notably, spirituality-dominant and vulnerable individuals possessed about the same levels of career optimism, satisfaction, and well-being. The findings have important implications for the theory and assessment of resilience, suggesting the tenability of a person-centered assessment of psychological resilience.

LGBTQ+ college students with disabilities: demographic profile and perceptions of well-being

2019 ◽  
Vol 18 (1) ◽  
pp. 60-77
Author(s):  
Ryan A. Miller ◽  
Sandra L. Dika ◽  
David J. Nguyen ◽  
Michael Woodford ◽  
Kristen A. Renn
Keyword(s):  
College Students ◽  
Students With Disabilities ◽  
Well Being ◽  
Demographic Profile ◽  
College Students With Disabilities

Prevalence of Attention Deficit Hyperactivity Disorder Among Pupils in Primary Schools in Ghana

2018 ◽  
Vol 23 (2) ◽  
pp. 69-78
Author(s):  
Daniel Ntiakoh-Ayipah ◽  
Joslin Alexei Dogbe ◽  
Maxwell Peprah Opoku ◽  
Frank Twum ◽  
Michael Owusu ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Students With Disabilities ◽  
Attention Deficit ◽  
Primary Schools ◽  
Rating Scale ◽  
Well Being ◽  
Persons With Disabilities ◽  
Hyperactivity Disorder ◽  
Regular Classrooms ◽  
Teachers And Parents

Abstract In recent times, international deliberations have centered on inaccessibility of essential services to persons with disabilities. These systematic discriminations have accounted for high rates of poverty and deplorable living standards among persons with disabilities. Deliberate attempts are being made to safeguard the rights and well-being of persons with disabilities. In Ghana, one major development is the implementation of inclusive education, to open regular classrooms to children with disabilities. While much is known about the challenges faced by teachers, in terms of lacking skills, facilities and resources to teach students with disabilities in regular classrooms, little attention has been given to their ability to identify students with disabilities. This case study explored the prevalence, common sub-types and distribution of Attention Deficit Hyperactivity Disorder (ADHD) among pupils in primary schools in Ghana. The school and home version of the ADHD Rating Scale IV were used to rate 374 pupils by their teachers and parents. Cluster sampling was used to select 15 schools from a district to take part in this study. The estimated prevalence of ADHD was 7% and more boys were identified with ADHD than girls. With regards to teachers' ratings, most of the pupils fell under inattentive sub-type while hyperactive was the most common sub-type identified by parents. Both teachers and parents identified twenty-one pupils. The need for stakeholders' engagement on public education on ADHD its symptoms and management, have been discussed extensively.

scholarly journals The Training Program Promoting Students’ Self-Realization in the Integrated Educational Environment

2020 ◽  
pp. 45-51
Author(s):  
Olga Kuprieieva
Keyword(s):  
Coping Strategies ◽  
Training Program ◽  
Students With Disabilities ◽  
Time Perspective ◽  
Self Regulation ◽  
Well Being ◽  
Active Coping ◽  
Educational Environment ◽  
Psychological Hardiness ◽  
Self Development

The article presents the training program (for personality-oriented training) developing psychological qualities and personal resources of students’ self-realization in the integrated educational environment: psychological hardiness, value-semantic and motivational resources (meaningfulness of life, motives for self-development, values of self-realization, time perspective); resources of self-regulation (self-attitude, self-efficacy, autonomy); active coping strategies. The study purpose was to reveal the content of the training program promoting students’ self-realization in the integrated educational environment and the features of its implementation. The correlation analysis was used to identify links among the components of self-realization of students with disabilities and their personal characteristics – self-attitudes, life values and meanings, basic beliefs, psychological hardiness, time perspective, used coping strategies. The comprehensive empirical study involved 325 students with disabilities and 225 students without disabilities studying in integrated university groups (Kyiv). The targets for psychological influence and meaningful parts of the proposed training promoting self-realization were identified. The training program was a personality-oriented training and included a set of psychological techniques and methods promoting continuous personal growth, activating psychological mechanisms of self-development, self-improvement, self-activation and self-realization of potential capabilities. The training program was developed on the principles of humanistic and positive psychology; the proactive conceptual model of disability; the resource-oriented approach used in psychological counselling and psychotherapy; the concept of self-determined behaviour. The purpose of the proposed training program was to promote students’ self-realization via development of their psychological qualities and personal resources: psychological hardiness, value-semantic and motivational resources (meaningfulness of life, motives for self-development, values of self-realization, time perspective); resources of self-regulation (self-attitude, self-efficacy, autonomy); active coping strategies. The training program was based on self-realization components selected by us and consisted of three meaningfully related parts: «I and my inner world» (psychological resources of personal self-realization) including three modules; «I and the Other» (social resources of personal self-realization) with two modules; «I am in the World and Life» (instrumental resources maintaining life quality and psychological well-being) with two modules. Approbation of the program has showed its high efficiency. The analysed components of students’ self-realization – psychological hardiness, self-attitude, self-acceptance, meaningful life goals, active coping – showed their significant growth, and as a consequence, improved students’ psychological well-being.

scholarly journals Psychological Well-being of Students with Disabilities in an Inclusive Blended Learning Environment

2019 ◽  
Vol 11 (2) ◽  
pp. 30-42 ◽  
Author(s):  
M.A. Odintsova ◽  
M.G. Kulyatskaya
Keyword(s):  
Learning Environment ◽  
Coping Strategies ◽  
Students With Disabilities ◽  
Personality Development ◽  
Personal Characteristics ◽  
Well Being ◽  
Life Goals ◽  
Traditional Learning ◽  
Psychological Well Being ◽  
Flexible System

The inclusive mixed learning environment is considered as a multifaceted, affordable and flexible system that effectively combines distance and traditional technologies and provides psychological well-being and personality development for all students, regardless of whether they have certain restrictions or not. The article showed the psychological well-being of students with disabilities is determined by environmental (macro factors); socio-psychological (mesofactors); personal characteristics of students, their ability to overcome difficulties (microfactors). It was established that the various components of psychological well-being and students' coping strategies have different significance depending on the specifics of university educational environment. The ability to master various types of activities, effectiveness in coping with difficulties (environmental management) is typical for students of two groups of an inclusive mixad learning environment. Life goals are more shaped in healthy students in an inclusive mixed learning environment. An inclusive environment has been found to be favorable for healthy and disabled students, who, in terms of their psychological well-being, do not differ from healthy students of traditional learning environment and use less constructive coping strategies to a lesser degree. Particular attention should be paid to such characteristic of psychological well-being of students with disabilities as self-acceptance, which distinguishes them from healthy students of the two groups.

scholarly journals INCLUSIVE HIGHER EDUCATION: SOCIO-PSYCHOLOGICAL WELL-BEING OF STUDENTS

2019 ◽  
Vol 21 (2) ◽  
pp. 51-73 ◽  
Author(s):  
V. Z. Kantor ◽  
Yu. L. Proekt
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Quantitative Methods ◽  
Social Space ◽  
Well Being ◽  
Educational Process ◽  
Educational Work ◽  
Disabled Students ◽  
Psychological Well Being

Introduction. Nowadays, substantial intensification of inclusive processes in educational system (especially in higher education) identifies the need for thorough research of psycho-pedagogical foundations for the development of inclusive education culture.The aimof this research was to identify and compare the levels and factors of social-psychological well-being of healthy students, students with disabilities and students of inclusive groups.Methodology and research methods. At the methodological level, the research was based on the proposition that inclusive education assumes the formation and support of such an integrative socio-psychological space, in which neither students with disabilities nor healthy students feel anxiety in the course of interaction in the classroom or out-of-class situation. As the main methodological tool,a specially designed questionnaire was used for fixing the socio-emographic characteristics of the respondents, as well as for clarifying the problematic experiences of students and their attitudes to using social support resources, for identifying the characteristics of students’ assessments of the conditions of higher education, their satisfaction and involvement in student life and attitudes towards inclusive education. The received results of monitoring were processed by means of the following qualitative and quantitative methods of the analysis: the content analysis; the analysis of percentage with the use of the Pearson’s chi-squared test (χ2); comparative analysis with the use of Student’s t-test; the median test and one-factorial dispersive analysis; correlation and factorial types of the analysis. The statistical software packages Statistica 7.0 were employed for the calculation of the results.Results and scientific novelty. The authors clarified the patterns of formation of the barrier-free socio-psychological environment of the university, which implements the concept of inclusive education. It was established that there are no global differences in the parameters of socio-psychological well-being between students with disabilities and students without disabilities. This determines the favourable social and psychological prerequisites for development of inclusive higher education. Belonging to the same socio-typological and age group and the same leading activity cause the similar experience (e.g. similar problems and difficulties) of both groups of students. The type of disabling health condition, i.e. a disabled student with the defined particular nosological group determines only the specifics of the difficulties, which might be faced in higher school. The conclusion was drawn that successful inclusion of students with disabilities in educational process and social space of university contributes to positive students’ perception of the high school environment.Practical significance. The research outcomes might be used to define the content, directions and forms of work to support students in the conditions of inclusive education. Thus, it is recommended to further develop the system of inclusive education through the following actions: to optimise social conditions of disabled students; to hold rehabilitational and psychological training sessions focused on communication; to organise educational work in order to raise students’ awareness of special technical means of inclusive education; to involve inner circle of people (parents, friends, fellow students) close to disabled students in the process of socio-psychological support. 

scholarly journals Social Support in the Structure of Personality Resources in Individuals with Disabilities

2015 ◽  
Vol 11 (3) ◽  
pp. 120-134 ◽  
Author(s):  
D.A. Leontyev ◽  
A.A. Lebedeva ◽  
T.A. Silantieva
Keyword(s):  
Social Support ◽  
Students With Disabilities ◽  
Self Regulation ◽  
Well Being ◽  
Psychological Resources ◽  
Subjective Well Being ◽  
Individuals With Disabilities ◽  
Distinctive Features ◽  
Developmental Conditions

The paper focuses on the issues of social support of individuals with disabilities and describes its role in the development and maintenance of subjective well-being of persons in situations of disability. A special external resource for overcoming unfavorable developmental conditions, social support is interlocked in a continuous relationship with psychological resources of personality. One of its distinctive features is that it implies the subject's activity aimed at overcoming difficult life situation on his/her own. When the person's bodily resources are insufficient (as it happens in situations of physical disabilities), the role of macro- and microso¬cial resources in supporting his/her well-being naturally increases. However, when both social and bodily resources are scarce, it is the individual's personality that stands in the gap. The research described in the paper explored the relationship between microsocial resources (support of family and friends, satisfaction with this support) and psychological resources of resistance and self-regulation of personality. The sample consisted of 210 subjects (48 students with disabilities, 162 healthy subjects). The outcomes revealed certain differences between the subsamples with low and high rates of social support which suggest that the subjects' perceptions and evaluations of the support contribute to their psychological resources of coping and self-regulation, acti¬vating and/or reinforcing the existing potential of their personalities.

Ableism and Social Justice

2015 ◽  
pp. 203-220
Author(s):  
Alice-Ann Darrow
Keyword(s):  
Social Justice ◽  
Students With Disabilities ◽  
Well Being ◽  
Educational Success ◽  
Persons With Disabilities ◽  
Disability Culture ◽  
Social Inequities ◽  
The Social ◽  
Majority Culture ◽  
Educational Implications

Many of the societal injustices historically perpetrated against persons with disabilities are well known: educational segregation, inaccessible public buildings and programs, and lack of employment opportunities. Less obvious and rarely acknowledged are issues related to the social integration of persons with disabilities and the resulting educational implications. Students with disabilities who are socially accepted and well assimilated into their school and are more likely to graduate and to secure employment. Indicators of social inequities are often subtle and overlooked, thus making teachers powerless to facilitate classroom interactions that contribute to the well-being and educational success of students with disabilities. The ability to embrace diversity in all its facets and to advance social justice requires that educators (1) understand disability culture and its place within the majority culture, (2) recognize stereotypic and stigmatizing views of persons with disability, and (3) create socially and musically inclusive environments for students with disabilities.

scholarly journals Perceived control, academic performance and well-being of Ghanaian college students with disability

2012 ◽  
Vol 1 (1) ◽  
Author(s):  
Frances E. Owusu-Ansah ◽  
Peter Agyei-Baffour ◽  
Anthony Edusei
Keyword(s):  
Academic Performance ◽  
Sample Size ◽  
Students With Disabilities ◽  
Perceived Control ◽  
Well Being ◽  
Primary Control ◽  
Subjective Well Being ◽  
Persons With Disabilities ◽  
Tertiary Institutions ◽  
The Impact

Background: Empirical evidence abounds showing the impact of perceived control on subjective well-being in several spheres of functioning, including academic performance. At tertiary institutions, such as the Kwame Nkrumah University of Science and Technology, Ghana, little is known about the needs of students with disabilities, as very few persons with disabilities attend institutions of higher learning.Objectives: This study examined the relationship between perceptions of control and the academic and subjective well-being of students with disabilities.Method: A total of 69 students with disabilities participated in this cross-sectional descriptive study. Using trusted control and subjective well-being scales, data were subject to descriptive analyses.Results: Consistent with previous works, perceived control increased with increased subjective well-being, moderated by gender. In addition, forms of secondary control appeared to aid primary control in the tenacious pursuit of goals. However, neither perceived control nor self-esteem was predictive of academic performance.Conclusion: Limitations of sample size notwithstanding, the findings of the study can be considered provocative. Implications for clinical utility in facilitating context-specific interventions for this marginalised group are discussed. Replication with a larger sample size in other tertiary institutions is suggested for future work.

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