Who Wants George? Recruiting Alternative Families for Children with Disabilities

1998 ◽  
Vol 22 (1) ◽  
pp. 40-45
Author(s):  
Hedi Argent
Keyword(s):  
Children With Disabilities ◽  
Disabled Children ◽  
Individual Child ◽  
Alternative Families ◽  
The Right ◽  
Impaired Children

What are the best ways of finding families for disabled children? Who chooses to have them and why? Hedi Argent identifies some of the needs of disabled children who require permanent care and explores the type of qualities to look for, and those to avoid, in the search for prospective carers. Taking the case of George, among others, she emphasises the importance of devising recruitment publicity that is specially tailored to fit the situation of each individual child. Given the right approach, she argues, carers can be found for even the most severely impaired children. This article is based on the book, Taking Extra Care — Respite, shared and permanent care for children with disabilities (BAAF, 1997), by Hedi Argent and Ailie Kerrane.

scholarly journals Urgensi Identifikasi dan Asesmen Anak Berkebutuhan Khusus Usia Dini

2020 ◽  
Vol 6 (2) ◽  
pp. 108
Author(s):  
Muchamad Irvan
Keyword(s):  
Special Needs ◽  
Children With Disabilities ◽  
Deaf Children ◽  
Children With Special Needs ◽  
Disabled Children ◽  
Special Services ◽  
Blind Children ◽  
Mentally Retarded Children ◽  
The Right ◽  
Different Characteristics

Anak berkebutuhan khusus (ABK) merupakan anak yang tumbuh dan berkembang dengan berbagai perbedaan dengan anak-anak pada umumnya. Istilah anak berkebutuhan khusus tidak merujuk pada sebutan untuk anak dengan kecacatan, namun merujuk pada layanan khusus yang diperlukan anak berkebutuhan khusus. Terdapat berbagai jenis kategori dalam lingkup istilah anak berkebutuhan khusus. Dalam konteks pendidikan khusus di Indonesia anak berkebutuhan khusus di kategorikan dengan istilah anak tunanetra, anak tunarungu, anak tunagrahita, anak tunadaksa, anak tunalaras, dan anak cerdas dan bakat istimewa. Setiap anak berkebutuhan khusus memiliki karakteristik yang berbeda-beda antara satu dengan yang lain. Lebih daripada itu, setiap anak berkebutuhan khusus juga memerlukan layanan khusus yang disesuaikan dengan kemampuan dan karakteristik mereka. Perlu dilaksanakan kegiatan identifikasi dan asesmen untuk mengetahui karakteristik dan kebutuhan mereka. Hal tersebut dianggap penting guna mendapatkan layanan yang tepat sesuai dengan karakteristik, kebutuhan dan kemampuan. Children with special needs (ABK) are children who grow and develop with various differences from children in general. The term children with special needs does not refer to children with disabilities, but instead refers to special services needed by children with special needs. There are various types of categories within the scope of the term children with special needs. In the context of special education in Indonesia, children with special needs are categorized by the terms blind children, deaf children, mentally retarded children, disabled children, children with disabilities, and intelligent children and special talents. Every child with special needs has different characteristics from one another. More than that, every child with special needs also requires special services that are tailored to their abilities and characteristics. It is necessary to carry out identification and assessment activities to determine their characteristics and needs. This is considered important in order to get the right service according to the characteristics, needs and capabilities.

scholarly journals Promulgation of RTE-Act among Disabled Children

2016 ◽  
Vol 3 (2) ◽  
Author(s):  
Krishna Mohan P ◽  
Dr. M. Ravi Babu
Keyword(s):  
Elementary Education ◽  
Children With Disabilities ◽  
Compulsory Education ◽  
Well Being ◽  
Point Of View ◽  
Educational Systems ◽  
Disabled Children ◽  
Legal Concept ◽  
Education Act ◽  
The Right

Disability is not merely a physical fact, but also involves a normative, cultural, and legal concept. The society’s perception of a disabled person also reflects its idea of a normally functional human being and the definition as considered by the society gives us an insight into the society’s self image. The recognition by the society of the terms mentally and physically disabled also implies a responsibility of the society towards the people who fit that description. A society with deep ethos of social responsibility is likely to be more open in its definition of disability. The Right of Children to Free and Compulsory Education Act, 2009 is landmark legislation in the history of the Nation that makes elementary education a fundamental right for children between the ages of 6-14. But millions of children with disabilities got left out in the Act. Being a Challenged Person i would like to extent to knowledge about educational and psychological well being of disabled children’s. In my point of view there are many challenges and issues are not implementing properly the challenges like lack of awareness, not involving the teachers directly, there is no implementation in lower level educational systems, there is any reviews of the act at least yearly once. Etc. This paper highlights some of the challenges that are faced by children with disabilities in achieving their right to education. If we can implement all above issues related challenges all most maximum numbers of disabled children are benefit in future. This paper also disseminates knowledge by giving suggestions for effective implementation of RTE for the children with disabilities.

scholarly journals Feeding difficulties in disabled children leads to malnutrition: experience in an Indian slum

2003 ◽  
Vol 90 (6) ◽  
pp. 1097-1106 ◽  
Author(s):  
Aisha K. Yousafzai ◽  
Suzanne Filteau ◽  
Sheila Wirz
Keyword(s):  
Nutritional Status ◽  
Children With Disabilities ◽  
Cross Sectional Study ◽  
Nutritional Deficiencies ◽  
Disabled Children ◽  
Cross Sectional ◽  
Feeding Difficulties ◽  
The Disabled ◽  
Feeding Difficulty ◽  
Weight For Age

The aim of the present study was to explore the nature, extent and probable causes of nutritional deficiencies among children with disabilities living in Dharavi, a slum in Mumbai, India. A cross-sectional study was conducted to investigate whether the nutritional status of children with disabilities, aged 2–6 years (n141), was worse than that of non-disabled sibling controls (n122) and neighbour controls (n162). Data on food patterns, anthropometry, micronutrient status and feeding difficulties reported by parents were collected. The mean weight for age of the children with disabilities (−2·44 (sd 1·39)Zscores;n120) was significantly lower (P<0·05) compared with the sibling (−1·70 (sd 1·20)Zscores;n109) and neighbour (−1·83 (sd 1·290)Zscores;n162) control groups. The children with disabilities had significantly lower (P<0·05) mean haemoglobin levels (92 (sd 23) g/l;n134) compared with siblings (102 (sd 18) g/l;n103) and neighbours (99 (sd 18) g/l;n153). Relative risk (RR) analysis indicated that the disabled children with feeding difficulties were significantly more likely (P<0·05) to be malnourished, by the indicator of weight for age (RR 1·1; 95 % CI 1·08, 1·20) compared with the disabled children without a feeding difficulty. They were also significantly more likely to be malnourished using the indicators of height for age (RR 1·3; 95 % CI 1·19, 1·43) and weight for height (RR 2·4; 95 % CI 1·78, 3·23) compared with the disabled children without a feeding difficulty. Feeding difficulties were identified as a risk factor for vulnerability to inadequate nutritional status among children with disabilities.

scholarly journals A Multivariate Pattern Analysis of Metabolic Profile in Neurologically Impaired Children and Adolescents

Children ◽  
2021 ◽  
Vol 8 (3) ◽  
pp. 186
Author(s):  
Valeria Calcaterra ◽  
Giacomo Biganzoli ◽  
Gloria Pelizzo ◽  
Hellas Cena ◽  
Alessandra Rizzuto ◽  
...  
Keyword(s):  
Metabolic Syndrome ◽  
Glucose Metabolism ◽  
Children And Adolescents ◽  
Metabolic Profile ◽  
Children With Disabilities ◽  
Pattern Analysis ◽  
Multivariate Pattern Analysis ◽  
Neurologically Impaired ◽  
Multivariate Pattern ◽  
Impaired Children

Background: The prevalence of pediatric metabolic syndrome is usually closely linked to overweight and obesity; however, this condition has also been described in children with disabilities. We performed a multivariate pattern analysis of metabolic profiles in neurologically impaired children and adolescents in order to reveal patterns and crucial biomarkers among highly interrelated variables. Patients and methods: We retrospectively reviewed 44 cases of patients (25M/19F, mean age 12.9 ± 8.0) with severe disabilities. Clinical and anthropometric parameters, body composition, blood pressure, and metabolic and endocrinological assessment (fasting blood glucose, insulin, total cholesterol, high-density lipoprotein cholesterol, triglycerides, glutamic oxaloacetic transaminase, glutamate pyruvate transaminase, gamma-glutamyl transpeptidase) were recorded in all patients. As a control group, we evaluated 120 healthy children and adolescents (61M/59F, mean age 12.9 ± 2.7). Results: In the univariate analysis, the children-with-disabilities group showed a more dispersed distribution, thus with higher variability of the features related to glucose metabolism and insulin resistance (IR) compared to the healthy controls. The principal component (PC1), which emerged from the PC analysis conducted on the merged dataset and characterized by these variables, was crucial in describing the differences between the children-with-disabilities group and controls. Conclusion: Children and adolescents with disabilities displayed a different metabolic profile compared to controls. Metabolic syndrome (MetS), particularly glucose metabolism and IR, is a crucial point to consider in the treatment and care of this fragile pediatric population. Early detection of the interrelated variables and intervention on these modifiable risk factors for metabolic disturbances play a central role in pediatric health and life expectancy in patients with a severe disability.

scholarly journals Implementacija i provedba inkluzivnog odgoja i obrazovanja u sustavu redovnih škola

2012 ◽  
Vol 7 (1.) ◽  
Author(s):  
Matilda Karamatić Brčić
Keyword(s):  
Inclusive Education ◽  
Teaching And Learning ◽  
Children With Disabilities ◽  
Compulsory Education ◽  
Educational Practice ◽  
Special Educational Needs ◽  
Inclusive School ◽  
Educational Need ◽  
The Right ◽  
Educational Inclusion

Implementation and educational inclusion in school is a relevant topic for pedagogical and social context because it implies the acceptance and appreciation of differences among children as incentives, rather than obstacles in the process of teaching and learning. On the UNESCO World Conference concerning Special Educational Needs held in 1994, Statement and Framework for Action were adopted, which promote the right of every child to be involved in the educational system, and in regular schools, regardless of their physical, intellectual, emotional, social, linguistic or other conditions. The term special educational need in this context does not exclusively refer to children with disabilities. The concept of inclusive education with the meaning of inclusion of all children in compulsory education extends and deepens the educational model of integration of children with disabilities in regular education. The introduction and implementation of inclusion in schools becomes the requirement of contemporary educational policies of Europe and the world, whereby the changing of schools in order to achieve educational inclusion is conditional on changing the entire educational practice (Mittler, 2006). This paper will show some of the assumptions that are crucial for the implementation of inclusion in schools with special emphasis on the role of activities of teachers as key participants in the process of inclusive school.

scholarly journals Promoting Inclusive Education in Mongolia

2020 ◽  
Author(s):  
Karin Schelzig ◽  
Kirsty Newman
Keyword(s):  
Inclusive Education ◽  
Education System ◽  
Best Practice ◽  
Children With Disabilities ◽  
School Administrators ◽  
Quality Education ◽  
Capital City ◽  
Policy Framework ◽  
The Sustainable Development ◽  
The Right

Children with disabilities suffer disproportionately from the learning crisis. Although they represent only about 1.5% to 5% of the child population, they comprise more than half of out-of-school children globally. Inspired by a commitment that every child has the right to quality education, a growing global drive for inclusive education promotes an education system where children with disabilities receive an appropriate and high-quality education that is delivered alongside their peers. The global commitment to inclusive education is captured in the Sustainable Development Goal 4—ensuring inclusive and equitable education and promoting lifelong learning opportunities for all. This paper explores inclusive education for children with disabilities in Mongolia’s mainstream education system, based on a 2019 survey of more than 5,000 households; interviews with teachers, school administrators, education ministry officials, and social workers; and visits to schools and kindergartens in four provinces and one district of the capital city. Mongolia has developed a strong legal and policy framework for inclusive education aligned with international best practice, but implementation and capacity are lagging. This is illustrated using four indicators of inclusive education: inclusive culture, inclusive policies, inclusive practices, and inclusive physical environments. The conclusion presents a matrix of recommendations for government and education sector development partners.

Development of construction basics of pedagogical technology for social experience formation among preschoolers interacting with peers with disabilities

2021 ◽  
pp. 22-30
Author(s):  
Ilya A. Pakhomov ◽  
Lyudmila N. Makarova
Keyword(s):  
Experimental Work ◽  
Social Intelligence ◽  
Children With Disabilities ◽  
Social Representations ◽  
Social Experience ◽  
Educational Process ◽  
Disabled Children ◽  
Scientific Validity ◽  
Social Competencies

The development of the construction basics of pedagogical technology for social experience formation of preschoolers interacting with disabled children is relevant. We analyze the basic definitions of pedagogical technology and its main characteristics: scientific validity, procedurality, integrity, focus on solving pedagogical tasks, practical applicability, effectiveness, completeness. The difficulties of developing pedagogical technology for the formation of social experience, taking into account their interaction with children with disabilities, are revealed. The substantiated successive stages of the developed pedagogical technology are diagnostic ascertaining, analytical-designing, effective-regulatory, reflexive-controlling. The revealed specifics of each of the stages, manifested when working in the conditions of interaction of preschoolers with peers with disabilities should be considered when planning and implementing pedagogical procedures. We reveal difficulties of realization of the designated stages of pedagogical technology of social experience formation of preschoolers and offer variants of their constructive overcoming. Formation technologies for related constructions in the psyche of preschoolers interacting with peers with disabilities (social intelligence, social competencies, social representations, etc.) can also be developed based on the selected stages. The results obtained can also be useful in the framework of the organization of experimental work with children studying at other stages of the educational process, since they are largely devoted to the basic basics of building pedagogical technology, rather than specifically developing technologies for working with preschoolers.

Art.7 Children with Disabilities

2018 ◽  
Author(s):  
Bantekas Ilias
Keyword(s):  
United Nations ◽  
Children With Disabilities ◽  
Best Interests ◽  
Right To Life ◽  
Persons With Disabilities ◽  
Rights Of The Child ◽  
General Welfare ◽  
Survival And Development ◽  
United Nations Convention ◽  
The Right

This chapter examines Article 7 of the United Nations Convention on the Rights of Persons with Disabilities (CRPD). The first instrument to specifically address the rights of children with disabilities was the 1989 Convention on the Rights of the Child (CRC).The CRC recognizes four key guiding principles that permeate our understanding and construction of all pertinent rights related to children. These principles are: a) the best interests of the child (Article 3 CRC); b) respect for the views of the child (Article 12 CRC); c) the right to life, survival, and development (Article 6 CRC); and d) non-discrimination (Article 2 CRC). The CRC was also the first instrument specifically to address the rights of children with disabilities, particularly in Article 2(1) (non-discrimination) and Article 23 (general welfare for disabled children). However, Article 7 CRPD and other children-related rights in the CRPD (eg Article 23) constitute a significant improvement to Article 23 CRC.

scholarly journals Recognizing and Respecting the Rights of Children with Disabilities in the Classroom

2016 ◽  
Vol 8 (3) ◽  
pp. 1
Author(s):  
Cornelia Schneider
Keyword(s):  
Children With Disabilities ◽  
Children's Rights ◽  
Relationship Building ◽  
Children’S Rights ◽  
Social Model ◽  
Human Beings ◽  
Persons With Disabilities ◽  
Social Model Of Disability ◽  
Rights Of The Child ◽  
The Right

<p>The UN Convention on the Rights of the Child was adopted and ratified in 1990 by the UN<br />General Assembly, and signed by most member countries of the United Nations. However, its<br />implementation is slow, complex, and can to-date be considered as incomplete in most<br />countries, particularly as children’s rights often seem to be in contradiction with traditional<br />perceptions of children as dependent, immature and incompetent human beings under their<br />parents’ tutelage. Furthermore, it appears that children’s rights are at risk of colliding with the<br />rights of the family. These issues are even more strongly highlighted when it comes to<br />children with disabilities, as those children often are perceived as vulnerable and incompetent.<br />The UN Convention on the Rights of Persons with Disabilities of 2006 emphasizes the right<br />to full participation based on the social model of disability, including the right to inclusive<br />education for children with disabilities. This article addresses both conventions, the<br />contradictions within but also with each other, which impede the rights of children with<br />disabilities as much as traditional perceptions of childhood do. It will then demonstrate how<br />the recognition of the rights of children with disabilities can be improved by using the<br />frameworks of sociology of childhood (Corsaro, 2015) and the work on relationship building<br />and solidarity by Honneth (1995). Lastly, the article will give examples of how to implement<br />and respect the rights of children with disabilities in schools, by using the example of the<br /><em>Index for Inclusion</em>.</p>

Is ‘best interests’ the right standard in cases like that of Charlie Gard?

2019 ◽  
Vol 46 (1) ◽  
pp. 16-17 ◽  
Author(s):  
Robert D Truog
Keyword(s):  
Harm Principle ◽  
Best Interests ◽  
Clinical Decisions ◽  
Disabled Children ◽  
The Usa ◽  
The Uk ◽  
The Right ◽  
Legal Judgments ◽  
The Harm Principle

Savulescu and colleagues have provided interesting insights into how the UK public view the ‘best interests’ of children like Charlie Gard. But is best interests the right standard for evaluating these types of cases? In the USA, both clinical decisions and legal judgments tend to follow the ‘harm principle’, which holds that parental choices for their children should prevail unless their decisions subject the child to avoidable harm. The case of Charlie Gard, and others like it, show how the USA and the UK have strikingly different approaches for making decisions about the treatment of severely disabled children.

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