Stakeholders’ perceptions of abuse of children with disabilities at a special school in Zimbabwe

2012 ◽  
pp. 1-19
Author(s):  
Martin Musengi ◽  
Almon Shumba
Keyword(s):  
Students With Disabilities ◽  
Corporal Punishment ◽  
Children With Disabilities ◽  
Verbal Abuse ◽  
Special School ◽  
Hearing Impairments ◽  
Behaviour Modification ◽  
Perceptions Of Students ◽  
Perceptions Of Abuse ◽  
Purposive Sample

The study sought to determine: (a) the perceptions of students with disabilities, their teachers, caregivers and parents about what constitutes child abuse of children with disabilities; and (b) how these stakeholders view the school’s efforts to help children with disabilities avoid abuse and cope with instances of abuse. A purposive sample of 14 children with various disabilities, 7 teachers who taught and counselled these children and 2 caregivers who looked after the children in their hostels at the residential school participated in this study. Seven parents of children with disabilities were also interviewed. Data were analysed using themes in this study. Teachers, parents and caregivers reported that young girls with disabilities were forced into sexual relations by older boys and men. Children with visual and hearing impairments reported that corporal punishment was administered on them; and embarrassing name-calling and verbal abuse by some teachers and caregivers as behaviour modification strategies.

Technology at Home: Implications for Children with Disabilities

2007 ◽  
Vol 22 (3) ◽  
pp. 43-56 ◽  
Author(s):  
Emily C. Bouck ◽  
Cynthia M. Okolo ◽  
Carrie Anna Courtad
Keyword(s):  
Students With Disabilities ◽  
Computer Use ◽  
Children With Disabilities ◽  
Home Environments ◽  
Future Directions ◽  
Communication Devices ◽  
And Function ◽  
At Home

Given the prominence technology holds in today's schools and society, it seems crucial to explore its use and function in home environments for students with disabilities, particularly when considering everyday technology such as “smart” toys, computers, and communication devices. Unfortunately, little research or literature has been devoted to this issue. This paper reviews the literature on smart toys for children in general, and extrapolates what we have learned from smart toys and computer use in the home to children with disabilities. It suggests future directions for research, and proposes that the field of technology in the home for children with disabilities is wide open and clearly in need of study.

Restraint and Seclusion of Students with Disabilities

2015 ◽  
Vol 23 (1) ◽  
pp. 189-239 ◽  
Author(s):  
Darcie Lyons
Keyword(s):  
Human Rights ◽  
Students With Disabilities ◽  
Children With Disabilities ◽  
Duty Of Care ◽  
International Human Rights Law ◽  
Human Rights Law ◽  
Cultural Shift ◽  
Rights Of The Child ◽  
United Nations Convention ◽  
Harm Prevention

Students with disabilities are being subjected to restraint and seclusion in some schools in Victoria, Australia. The practices are being used for purposes such as punishment, behaviour change and harm prevention. This article analyses the legality of the practices under the Victorian Charter of Human Rights and Responsibilities and the United Nations Convention on the Rights of the Child, which Australia has ratified. It concludes that the use of restraint and seclusion on students with disabilities in some Victorian schools has violated children’s rights, under both domestic and international human rights law. The Australian and Victorian governments have failed to recognise the presumption against the use of restraint and seclusion on children with disabilities in school and have failed to justify the associated rights limitations. A cultural shift is required to ensure that children with disabilities no longer experience unlawful rights violations, injuries and mental anguish as a result of restraint and seclusion in the very institutions that have a duty of care to protect them.

scholarly journals A study of the status of access facilities available for children with disabilities studying in BMC school at Mumbai

2021 ◽  
Vol 4 (2) ◽  
pp. 54-63
Author(s):  
Arun A Banik ◽  
Aninda Duti Banik
Keyword(s):  
Mental Retardation ◽  
Students With Disabilities ◽  
Children With Disabilities ◽  
School Principal ◽  
Significant Difference ◽  
The Disabled ◽  
The Status ◽  
Free Environment ◽  
Visually Handicapped ◽  
Descriptive Survey

The present study title “A study of the status of access facilities available for children with disabilities studying in BMC school”, a descriptive survey designed was made with the aim to study the status of access facility available for the children with disabilities viz. hearing impairment, mental retardation, physically handicapped (Locomotors Disability), visually handicapped in BMC recognized schools. Further to give recommendation in order to promote the access needs for children with disabilities in school. Looking into the prospective of the study it also aim to create an awareness on the issue of barrier free environment for children with disabilities. As a part of tool of the study, self-made questionnaire was developed and validated by a group of professionals. 10 BMC recognized schools were selected in and around Mumbai and the questionnaire was administered by the researcher and taken information from the school principal.Mean average and percentage was calculated from the obtained data. On an average, overall 14.38% schools or centers with disabilities were having access facilities for students with disabilities. With respect to schools or centers related to Locomotors Disabilities, Hearing Disabilities, Mental Retardation, and Visually Handicapped study findings were 14.4%, 14.3%, 13.7% and 15.1% respectively, having access facilities for the children with disabilities in BMC schools. Where the data was subjected to statistical analysis and it was found that there was no significant difference (p>0.05) in terms of access facilities between the schools or centers for disabilities. Results indicated that there were very insufficient as well as inadequate access facilities across all children with disabilities in the BMC recognized schools. The results has shown an impact in the education of the disabled students as they need full accessible educational support to undertake their successful study. Hence, Government and all other educational authorities are suggested to take up this issue in a positive manner to improve the quality of education as there is a much needed access facilities in all the schools.

scholarly journals Education Support Worker's Perspectives on Their Work with Children with Disabilities in New Zealand Kindergarten Settings

2021 ◽  
Author(s):  
◽  
Pamela Jean Backhouse
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Students With Disabilities ◽  
Quantitative Research ◽  
Children With Disabilities ◽  
Policy Implications ◽  
Self Report ◽  
Future Research ◽  
Wide Range ◽  
Education Support

<p>International literature has focused on paraprofessionals working with students with disabilities in schools and similarly there is some investigative research on teacher aides working with children with disabilities in New Zealand schools. However there is little enquiry into Education Support Workers (ESWs) perspectives of working with children with disabilities in New Zealand Early Childhood Education settings. This study is intended to contribute to addressing this important gap in the literature. ESWs are allocated as primary supports for children with disabilities who need extra learning support and require intervention. This qualitative and quantitative research study is positioned within a sociocultural framework of the Te Whāriki (1996) Early Childhood curriculum which promotes inclusive practices for all children. One-hundred and three ESW respondents from the kindergarten sector completed and returned a questionnaire. Data collection included the role and proximity of an ESW, the child’s interactions with others, and the ESW’s relationship with the child with disabilities. The results revealed ESWs have a wide range of roles and responsibilities in their work with children with disabilities. They work in collaboration with teachers in determining their work with a child and integrate a child into the environment. The development of social skills and involving everyone in the child’s learning was a top priority. Also included was the building of relationships between the child, peers, teachers, and parents. In this study ESWs used a combination of positions such as working alongside, hovering, opposite, and behind and at the same time the child primarily interacted with the ESW, teachers, and peers. Even though there were some ESWs who worked exclusively with a child, the child still interacted in combination with the ESW, teachers, and peers. This result showed inclusion of others irrespective of the ESW’s close proximity. The ESW’s relationship with a child was reported as warm, caring, and positive and also described as very close, perhaps due to the nature of support for some children. This study explored ESWs’ perspectives on their work with children with disabilities and used self report. Theoretical and policy implications are discussed in the context of the ECE curriculum. Although some insight has been generated by ESWs’ participation in this study, there is still an urgent need for future research to ensure Ministry of Education policy and practice line up for children with disabilities and their families, in order for them to receive an equitable fair education as valued members of our community.</p>

scholarly journals Behavioral Problems among Visually Impaired Children Studying at Special School for Blindness

2019 ◽  
Vol 1 (2) ◽  
pp. 10
Author(s):  
Amany A. Mohamed ◽  
Aml S. A. Abdelrahem ◽  
Sanaa M. Ahmed
Keyword(s):  
Visual Impairment ◽  
Behavioral Problems ◽  
Visually Impaired ◽  
Child Behavior Checklist ◽  
Demographic Variables ◽  
Special School ◽  
Correlational Design ◽  
Impaired Children ◽  
Purposive Sample ◽  
Visually Impaired Children

Background: Visual impairment and blindness are significant ophthalmic disorders around the world. Behavioral problems in visually impaired children considered as one of the most serious health problems. Aim: The study aimed to assess behavioral problems among visually impaired children studying at a special school for blindness and assess the association between behavioral problems scores and selected demographic variables of studied children. Methods: The research design adopted for this study was descriptive correlational design. Sample: A purposive sample composed of one hundred and one (101) parents of children with visual impairment. Setting: The children studying at El Nour School for blindness in Minia city. Tools: The data were collected using the parents' interview questionnaire and Child Behavior Checklist/4-18 (CBCL/4-18). Results: Withdrawn syndrome represented the highest clinical level among the studied children, followed by clinical aggressive behavior. Also, less than a fifth of them had clinical internalizing problems, and 17.8% of them had clinical externalizing problems. A highly statistically significant correlation revealed between the score of total behavior syndromes and age of studied children. Conclusion: Visually impaired children had problems in the total social competence score and all its subscales. About one-third of them had borderline and clinical problems regarding total score of behavioral syndromes. Also, internalized and externalized problems had reported. The study recommended further intervention studies are necessary, which include parents' class about behavioral problems of visually impaired children and methods to limit its effect on children life.

scholarly journals The Difficulties of Adapting the Main Educational Program for University Students with Disabilities Hearing

2017 ◽  
Vol 9 (1) ◽  
pp. 23-37
Author(s):  
A.G. Stanevskiy ◽  
Z.F. Stolyarova
Keyword(s):  
Students With Disabilities ◽  
Normal Level ◽  
Educational Program ◽  
Cognitive Impairments ◽  
Comparative Characteristic ◽  
Universal Method ◽  
Hearing Impairments ◽  
State Technical ◽  
Conceptual Systems ◽  
Disabled Students

The article analyzes in detail various features of how learning process participants interact with each other, as well as classifies possible (observed) impairments of cognitive qualities in students, as compared to the normal level. It also determines and scrutinizes mutual connections between certain impairments, along with their effect on perception during learning. The usage of orientated graphs measuring labour-intensiveness during the acquisition of the main educational program (MEP) provided a comparative characteristic of impaired students’ performance (hearing impairments) as compared to unimpaired ones. The solution that allows for MEP adaptation is presented in the form of courses that accompany every profile discipline, along with special cognitive technologies. The account of minimization or/and compensation of certain cognitive impairments in disabled students, as practiced at Bauman Moscow State Technical University, is given. Generalized goals of accompaniment courses are formulated. The examples are given (based on calculus and geometry courses) of using logical matrixes as a universal method of teaching conceptual systems that involve generic and specific relations. The accompaniment courses are shown to meet the metasubjective requirements. Special requirements for teachers working with hearing impaired students are formulated.

Challenges and Potential Solutions for Enabling Inclusion in Secondary Schools

2005 ◽  
Vol 29 (2) ◽  
pp. 93-105 ◽  
Author(s):  
Michelle Pearce ◽  
Chris Forlin
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Primary School ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Teaching Methods ◽  
Children With Disabilities ◽  
School Structure ◽  
Creative Solutions

Children with disabilities are increasingly being included in mainstream classes in Australian schools. In addition, many children with disabilities who are currently enrolled in primary school will be moving to secondary school in the next few years. For secondary schools to meet this challenge, it is important that the reasons for their difficulties are understood and ways of overcoming them are explored. This paper provides a discussion of the specific challenges for secondary schools regarding inclusive education, including the school structure, teaching methods, curriculum, external exams, training and the nature of adolescence. A discussion of a broad range of issues will highlight potential solutions to common concerns in secondary schools. While the inclusion of students with disabilities in secondary schools will undoubtedly identify many challenges, it is argued that these may inspire creative solutions that will benefit all children.

Special Education Teachers’ Perceptions of Students’ With Disabilities Ability, Instructional Needs, and Difficulties Using Visual Representations to Solve Mathematics Problems

2018 ◽  
Vol 42 (2) ◽  
pp. 175-188
Author(s):  
Delinda van Garderen ◽  
Amy Scheuermann ◽  
Apryl L. Poch
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Special Education Teachers ◽  
Mathematical Problem ◽  
Visual Representations ◽  
Training And Development ◽  
Teachers Perceptions ◽  
Mathematics Problems ◽  
Perceptions Of Students ◽  
Instructional Needs

In this article, we present findings that examined special education teachers’ perception of students’ with disabilities ability, instructional needs, and difficulties for using visual representations (VRs) as a strategy to solve mathematics problems. In addition, whether these perceptions differed by instructional grade or setting currently teaching was examined. Survey data from 97 in-service teachers revealed, regardless of instructional setting or grade level taught, that they believe students with disabilities have the ability to learn about and use VRs and need to be taught to use VRs. Furthermore, the special education teachers perceived students with disabilities to have difficulty with all aspects related to using VRs in mathematical problem-solving. Implications for teacher training and development are provided.

A Parent’s Guide to Support Technologies for Preschool Students with Disabilities

2013 ◽  
pp. 1340-1356
Author(s):  
Laura Baylot Casey ◽  
Robert L. Williamson
Keyword(s):  
Young Children ◽  
Special Needs ◽  
Students With Disabilities ◽  
Children With Disabilities ◽  
Assistive Technologies ◽  
The Internet ◽  
Preschool Students ◽  
Young Children With Disabilities ◽  
Multiple Uses ◽  
Source Of Information

Parents encounter many challenges when facing the need to raise and support a child with a disability. Many find technology to be of assistance, first turning to the Internet as a source of information and later turning to assistive technologies to directly support the needs of their child. This chapter outlines the multiple uses of technology related to the raising and support of young children with disabilities. The information provided serves to give an overview perspective while simultaneously providing actual specifics related to technology that can be useful to parents throughout the journey of raising a child with special needs.

Barriers to Including Children with Disabilities in Egyptian Schools

2020 ◽  
pp. 000-000
Author(s):  
Elsayed Elshabrawi A. Hassanein ◽  
Taha Rabie Adawi ◽  
Evelyn S. Johnson
Keyword(s):  
Qualitative Study ◽  
Inclusive Education ◽  
Special Education Teachers ◽  
Children With Disabilities ◽  
Cultural Barriers ◽  
Teachers Perceptions ◽  
Inclusive Settings ◽  
Teachers Beliefs ◽  
Depth Interviews ◽  
Purposive Sample

Abstract This study set out to investigate teachers' perceptions of barriers to including children with disabilities in general schools in Egypt. This descriptive, qualitative study drew on a purposive sample of twelve general and special education teachers within two educational districts in Cairo, Egypt. Through in-depth interviews, teachers were asked about their perceptions of the barriers that hinder the implementation of inclusive education in Egypt. Four categories of barriers were identified: structural-organizational, personal, interpersonal and socio-cultural barriers. The findings showed that these barriers are related and interact to affect teachers' beliefs about the possibility of the implementation of inclusion in Egypt. In addition, the study argues that “barriers to inclusion” is a very complicated issue that includes many interrelated contextual factors that should be addressed to implement inclusion effectively. The results indicate that differential change procedures should be followed if we would like to enhance the learning of children with disabilities in inclusive settings.

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