Current state of inclusion of children with special needs in child care programmes in one Canadian province

This study collates the current state of knowledge regarding the sense of humor attitude in the social interactions among children with special needs, which aims to explore the current state of knowledge and quality of empirical evidence relating to humor among children with special needs. In the study there were involved 78 students of Emerald School of Cinere in South Jakarta. There were more over 20% students in normal condition and students with special needs were 80%. Research had assessed humor in the classroom and humor expression in different groups including those with autism, down syndrome, and other special needs. This study was designed by using the descriptive qualitative method to analyze, describe, and explain the data. The procedure of data collection was done by observation and filled the questionnaire of the Richmond Humor Assessment Instrument (RHAI). The result of the study showed that there were 47, 08% of favorable criteria, and 52, 92% of unfavorable ones. Based on gender, more boys answered favorable criteria compared to girls. Moreover, boys were dare to express their senses of humor than the girls. The girls showed their shynesses to express their sense of humor. The results of the study showed that the children with special needs in Emerald school had less sense of humor. Furthermore, the role of humor in communication development, social facilitation, creativity, and stigma had all received some limited attention among children with special needs in Emerald School, South Jakarta.

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Die Umsetzung schulischer Inklusion nach der UN-Behindertenrechtskonvention in den deutschen Bundesländern

10.5771/9783748924401 ◽

2021 ◽

Author(s):

Sebastian Steinmetz ◽

Michael Wrase ◽

Marcel Helbig ◽

Ina Döttinger

Keyword(s):

Structural Analysis ◽

Young People ◽

Special Needs ◽

Inclusive Education ◽

Education System ◽

Children With Special Needs ◽

Special Educational Needs ◽

Children And Young People ◽

Current State ◽

German States

The study examines the current state of implementation of the UN Convention on the Rights of People with Disabilites (CRPD) with regard to the inclusion of children with special needs in mainstream schools in the German states. It provides a comprehensive structural analysis of this area. Article 24 of the convention obliges the signatory states to guarantee an inclusive education system at all levels. In order to examine the extent to which the German states (Länder) implement this requirement in law and practice in their school systems, empirically measurable indicators were formed on the basis of the provisions of the CRPD. Even more than 10 years after ratification of the CRPD, the majority of the German states still face major challenges. Only a few German states are currently undergoing a process of transformation, which is why the majority of children and young people with special educational needs continue to be trained in special and segregated structures.

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Child Care Workers’ Perspectives on Transition Services for Pre-school Children with Special Needs in Hong Kong

International Journal of Special Education (IJSE) ◽

10.52291/ijse.2020.35.3 ◽

2021 ◽

Vol 35 (1) ◽

Author(s):

Selena K. W. Lo ◽

Mantak Yuen ◽

Ryder T. H. Chan

Keyword(s):

Hong Kong ◽

Child Care ◽

Young Children ◽

Special Needs ◽

Primary Schools ◽

Transition Planning ◽

Children With Special Needs ◽

Child Care Workers ◽

Special Child ◽

Care Workers

Transitions that all young children have to make (including children with special needs) involve: starting school, moving from kindergarten to primary school, and sometimes moving from one school to another. With increasing awareness of the importance of early childhood education and intervention, transition planning for young children is attracting much more attention and action. Research suggests that there is a relationship between children’s successful transitions and the outcomes of their development in cognition, literacy, social adjustment, and adaptive skills. However, the perspectives of teachers in transition planning were not sufficiently explored in the literature in the Chinese context. This paper focuses on the experiences, ideas, and perspectives of pre-school child care workers on the vertical transition of children from pre-school special centres to other educational institutions in Hong Kong. Individual face-to-face interviews were conducted with child care workers who work in special child care centres. Importance of transition planning for children with special needs, the role of pre-school special child care workers, challenges in the process, and suggestions for improvement are discussed. In particular, methods for facilitating the parents’ choice of appropriate primary schools are shared.

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