Sanctuaries, “Special Needs,” and Service: Religious Leader Perceptions on Including Children with Disability

The increasing fisibility of the children with disability or special needs enhanced the debate and efforts for a new philosohy related to the treatment‎ of disability problematics in general and, especially, to their education. The concept of diasbility has evolved to a model of integration and social inclusion, especially the social ‎inclusion of children with disability in common schools‎. The law 'On the protection from discrimination' prohibits discrimination on grounds of disability, and refusal of registration in an educational institution because of this ground. Furthermore, this law provides the obligation of statal institutions to take positive measures to make possible the enhance of education of vulnerable groups, including children with disability or special needs. These provisions would lack if not accompanied with the creation of a legal framework that explicitly provide for this inclusion philosophy and create the proper mechanisms to make it applicable. It is evident the indispensability of a multi-dimensional treatment of this problematic, that requires also the collaboration of many actors.‎ ‎The innovative stands just in the creation of mechanisms that would make possible such an inclusion. This process requires directors of educational institutions and active and teachers, devoted on the integration of children with disability in every aspect of teaching and educational process.

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IS THE GENDER OF A TEACHER A DETERMINANT OF ATTITUDE TOWARDS INCLUSION? : A CASE STUDY IN SELECTED SCHOOLS OF BHOPAL

BSSS Journal of Education ◽

10.51767/je1006 ◽

2021 ◽

Vol 10 (1) ◽

pp. 50-56

Author(s):

Yachana Saxena ◽

Keyword(s):

Special Needs ◽

Inclusive Education ◽

Children With Special Needs ◽

Children With Disability ◽

Significant Difference ◽

Teachers Attitudes ◽

Relationship Of ◽

The Relationship ◽

Attitudinal Measurement

Inclusive-education (IE) remains to be an unexplored but essential area in education with a lot of unanswered questions, especially pertaining to the views of teachers’ attitude towards Children with Special Needs (CWSN). This study examined the relationship of gender, a relevant teachers’ personal variable with teachers’ attitudes towards CWSN. This quantitative study was designed to investigate teachers’ attitudes towards Children with Special Needs with an exclusive comparison between female and male Educators. Data was collected from 260 teachers of Bhopal using a self-developed survey instrument entitled Multidimensional Attitudinal Measurement of Teachers towards Children with Disability Scale (MAMTCD-Scale). The findings revealed a non-significant difference in attitude between male and female educators.

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Inclusión de personas invidentes y débiles visuales en los programas de enseñanza musical.

Sincronía ◽

10.32870/sincronia.axxv.n79.28a21 ◽

2021 ◽

Vol XXV (79) ◽

pp. 534-549

Author(s):

Rosa Alhelí Agustina Cervantes Macías ◽

◽

Sergio Ángel Sandoval Antúnez ◽

Keyword(s):

Special Needs ◽

20Th Century ◽

Inclusive Education ◽

Visually Impaired ◽

Children With Disabilities ◽

Research Work ◽

Musical Education ◽

Cultural Activities ◽

Children With Disability ◽

Impaired People

We begin this article by discussing the issue of inclusive education and education for children with special needs included blind or visually impaired. In addition, we present the general characteristics of inclusive education and highlight the valuable avtivity of the teacher and writer, Alicia Molina, who has worked about disability in Mexico and in the same way, strugglles to achieve the inclusion of children with disability in arts and cultural activities. we present the general characteristics of inclusive education and give recognition to teacher and writer, Alicia Molina, who taken on the task of informing about disabiliti in Mexico and also works to ackieve the inclusion of children with disabilities in art and cultural activitis. In a succint way, we present the profile of some great musicians of the 20th century, to conclude with a brief description linked to the research work we are completing regarding the musical education of young blind andvisually impaired people.

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Chronic Peritoneal Dialysis in Children with Special Needs or Social Disadvantage or Both: Contraindications are not Always Contraindications

Peritoneal Dialysis International ◽

10.3747/pdi.2009.00202 ◽

2012 ◽

Vol 32 (4) ◽

pp. 424-430 ◽

Cited By ~ 9

Author(s):

Nejat Aksu ◽

Onder Yavascan ◽

Murat Anil ◽

Orhan Deniz Kara ◽

Alkan Bal ◽

...

Keyword(s):

Peritoneal Dialysis ◽

Special Needs ◽

Vesicoureteral Reflux ◽

Psychosocial Problems ◽

Infectious Complications ◽

Social Disadvantage ◽

Children With Special Needs ◽

Chronic Peritoneal Dialysis ◽

Dialysis Unit ◽

Children With Disability

ObjectiveOur aim in the present study was to identify outcomes in children with special needs or social disadvantage, or both, receiving chronic peritoneal dialysis (CPD) treatment in a pediatric dialysis unit.MethodsAmong 110 children started on CPD in our unit during the period between November 1995 and November 2008, we identified 13 patients (8 girls, 5 boys) with major physical, mental, or psychosocial problems. Age at CPD initiation in the group with disability ranged from 4.0 years to 16.5 years (median: 7.5 years). Under lying diseases were vesicoureteral reflux (4 patients), neuropathic bladder and vesicoureteral reflux (3 patients), chronic pyelonephritis (3 patients), amyloidosis (2 patients), and Alport syndrome (1 patient). Challenges encountered were adverse family or social circumstances (4 patients), cerebral palsy (3 patients), Down syndrome (1 patient), rectovesical fistula in conjunction with ectopic anus and previous multiple abdominal surgery (1 patient), blindness and deafness (1 patient), ventriculoperitoneal shunt (1 patient), colostomy and malnutrition (1 patient), and mental retardation and blindness (1 patient). All catheters were implanted percutaneously.ResultsMedian duration of dialysis was 18 months (range: 6 – 124 months). The frequency of peritonitis was not different between children with and without disability ( p > 0.05). In children with disability compared with children without disability, the frequencies of catheter- related infections (1 episode/79.3 patient–months vs 1 episode/32.4 patient–months) and of catheter-related non-infectious complications (1 episode/238 patient–months vs 1 episode/115.7 patient–months) were lower ( p < 0.05). Chronic peritoneal dialysis was terminated in 5 children (for renal transplantation in 3, switch to hemodialysis in 1, death in 1).ConclusionsOur results suggest that, with appropriate family support and an experienced multidisciplinary team, CPD can be effectively performed in children with special needs or social disadvantage, or both.

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From Volunteering to Academic Programming: A Case Example

Perspectives of the ASHA Special Interest Groups ◽

10.1044/persp1.sig17.7 ◽

2016 ◽

Vol 1 (17) ◽

pp. 7-11 ◽

Cited By ~ 2

Author(s):

Cindy Gill ◽

Sneha Bharadwaj ◽

Nancy Quick ◽

Sarah Wainscott ◽

Paula Chance

Keyword(s):

Special Needs ◽

Cultural Relevance ◽

Master's Program ◽

Speech Language Pathology ◽

Community Based ◽

Charitable Organization ◽

Language Pathology ◽

The University

A speech-language pathology master's program that grew out of a partnership between the University of Zambia and a U.S.-based charitable organization, Connective Link Among Special needs Programs (CLASP) International, has just been completed in Zambia. The review of this program is outlined according to the suggested principles for community-based partnerships, a framework which may help evaluate cultural relevance and sustainability in long-term volunteer efforts (Israel, Schulz, Parker, & Becker, 1998).

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