An inclusion initiative in Singapore for preschool children with special needs

2011 ◽  
Vol 31 (2) ◽  
pp. 143-158 ◽  
Author(s):  
Lay See Yeo ◽  
Maureen Neihart ◽  
Hui Nee Tang ◽  
Wan Har Chong ◽  
Vivien S. Huan
Keyword(s):  
Preschool Children ◽  
Special Needs ◽  
Children With Special Needs

Development of the language subtest in a developmental assessment scale to identify Chinese preschool children with special needs

2011 ◽  
Vol 32 (1) ◽  
pp. 297-305 ◽  
Author(s):  
Anita M.-Y. Wong ◽  
Cynthia Leung ◽  
Elaine K.-L. Siu ◽  
Catherine C.-C. Lam ◽  
Grace P.-S. Chan
Keyword(s):  
Preschool Children ◽  
Special Needs ◽  
Assessment Scale ◽  
Children With Special Needs ◽  
Developmental Assessment

Gross Motor Assessment of Preschool Children with Special Needs: Instrument Selection Considerations

1994 ◽  
Vol 11 (3) ◽  
pp. 245-260 ◽  
Author(s):  
Lauriece L. Zittel
Keyword(s):  
Preschool Children ◽  
Special Needs ◽  
Ecological Validity ◽  
Assessment Tools ◽  
Assessment Instrument ◽  
Children With Special Needs ◽  
Technical Adequacy ◽  
Motor Assessment ◽  
Gross Motor ◽  
Instrument Selection

Accurate gross motor assessment of preschool children with special needs is necessary for quality intervention. This paper will identify critical factors for the selection of a preschool gross motor assessment instrument. Nine commercially available tools that purport to measure gross motor skill are critiqued, in table form, according to identified criteria. The criteria include purpose of the assessment, technical adequacy of the tool, nondiscriminatory factors, administrative ease, instructional link, and ecological validity of the instrument. Key features within each of the criteria will be used to review and analyze each instrument. This review illustrates that assessment tools vary in their ability to meet the assessment needs of preschool children suspected of having motor delays, and such tools therefore must be carefully selected.

scholarly journals CREATING THE QUESTIONNAIRE TO DETERMINE THE EFFECT OF STRESS FACTORS ON INTERPERSONAL COMMUNICATION AND ADAPTATION OF SENIOR PRESCHOOLERS WITH SPECIAL NEEDS

2019 ◽  
Keyword(s):  
Preschool Children ◽  
Special Needs ◽  
Interpersonal Communication ◽  
High Reliability ◽  
Reliability And Validity ◽  
Optimal Number ◽  
Stress Factors ◽  
Children With Special Needs ◽  
Number Of Factors ◽  
The Impact

The article analyzes the concept of stress, stressful factors in senior preschool children with special needs. The types of stressful factors and signs of stress condition of the senior preschool children with special needs are determined. The indicators of social and psychological adaptability to stress of senior preschool children with special needs are determined. The questionnaire was developed to determine the inflence of stress factors on interpersonal communication between parents and a child with special needs, a child with peers, and checked its reliability and validity. All questions were related to stressful factors, interpersonal communication of the child with their parents or peers, and reflcted the context of various spheres of life of social reality. The scales of the questionnaire were verifid using the method of parallel factor analysis, which determined the optimal number of factors. The high reliability indexes of the questionnaire scales according to the α-Kronbach criterion were obtained, which substantiates the expediency of using the created author’s questionnaire. Three types of validity were selected and substantiated: competitive, obvious, meaningful. The level of inflence of stressful factors was determined by the correlation of responses on scales of «interpersonal communication between parents and the child», «interpersonal сommunication of a child with peers» with a scale «the impact of social stressful factors», which was calculated using the correlation analysis Kendall. The discriminativeness of the questionnaire was calculated.

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