scholarly journals PRACTICE-BASED EDUCATION VOCFTIONAL EDUCATION PROGRAMS, AS A FORM OF READINESS OF TEACHERS TO STADY AT HOME CHILDREN WITH DISABILITIES

2013 ◽  
Keyword(s):  
Children With Disabilities ◽  
Education Programs ◽  
At Home

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.

Are Special Education Programs Unjust to Nondisabled Children?: Justice, Equality, and the Distribution of Education

1998 ◽  
Vol 180 (2) ◽  
pp. 17-40 ◽  
Author(s):  
Stephen Nathanson
Keyword(s):  
Special Education ◽  
Distributive Justice ◽  
Special Needs ◽  
Children With Disabilities ◽  
Difference Principle ◽  
Education Programs ◽  
Social Consensus ◽  
Principle Of Justice ◽  
Philosophical Standpoint ◽  
The Difference

This article deals in depth with perhaps the most troubling education issue of the day—funding and proper distribution of educational resources. How is the money raised and how is its allocation decided? Can the ideals of both justice and equality be served? Is “extra” spending on behalf of children with special needs justified? Stephen Nathanson raises the central questions and, approaching them from a moral-philosophical standpoint, presents and evaluates the arguments of those who defend extra spending for children with disabilities and those who believe that “unequal” spending violates the principle of justice. Nathanson treats various theories of distributive justice—entitlement, utilitarianism, the “difference principle,” and the “decent level” idea. In focusing on the latter, he contends that social consensus developed around “decent level” may be the touchstone, more helpful than any rationale (or rhetoric) in satisfying the claims of justice and equality.

scholarly journals SOME WORDS ABOUT ONLINE PROGRAMS IN GERMANY . ACTUAL PROBLEMS OF APPLIED SCIENCES JOURNAL WORLD ISSN 2733-3817, (1(17), 73–75.

2021 ◽  
Author(s):  
Sarakul Abishovna Muratbekova
Keyword(s):  
Applied Sciences ◽  
Higher Education ◽  
Online Education ◽  
Quality Loss ◽  
Education Programs ◽  
Online Programs ◽  
German Universities ◽  
At Home

Considering the recent COVID-19 pandemic, online education has had a significant surge in popularity. And it’s not just online English schools or fitness courses, but also full-fledged higher education programs. Some experts predict that soon all universities will move to our tablets and laptops. Of course, if surgeons and nuclear physicists get their qualifications while sitting at home, a disaster will surely happen. However, there are several professions that can now be mastered remotely without any quality loss. The article also deals with the problems of studying in Europe. Here we try to introduce all the advantages of German universities and students’ life if they leave their home and come to study in Germany.

scholarly journals ‘It’s an adjustment’: The experiences of stay-at-home mothers in graduate teacher education programs

2018 ◽  
Vol 3 ◽  
Author(s):  
Karrin Lukacs
Keyword(s):  
Teacher Education ◽  
Future Research ◽  
Return To School ◽  
Teacher Education Programs ◽  
Professional Lives ◽  
Education Programs ◽  
Dual Roles ◽  
Graduate Teacher Education ◽  
At Home

It is important that teacher education programs be aware of their students’ lives and experiences both inside and outside of the classroom. This is especially true in the case of students who are also stay-at-home mothers who are trying to balance the demands of their personal and professional lives and to adjust to the differing expectations for each. This study was designed to explore the experiences of 10 stay-at-home mothers who decided to return to school to become teachers. Results indicate that the students felt that motherhood helped them to be more tolerant and understanding, but that it was often difficult to balance their dual roles of mother and student. Implications for graduate teacher education programs and recommendations for future research are discussed. 

Family Work and Families with Children with Disabilities

1988 ◽  
Vol 13 (3) ◽  
pp. 3-7 ◽  
Author(s):  
Debra K. Blumel
Keyword(s):  
Children With Disabilities ◽  
High Stress ◽  
Continuing Care ◽  
Generic Model ◽  
Family Assessment ◽  
Family Work ◽  
The Past ◽  
Families With Children ◽  
Child With A Disability ◽  
At Home

AbstractAs the deinstutionalization process sees more children with disabilities placed at home with their families, families are experiencing burdens and stress in their continuing care lifestyle.This paper presents a generic model of family assessment derived from the structural approach to family therapy. It also draws upon the accumulated knowledge base concerning effects on family of a child with a disability which has developed over the past twenty years. Skill and knowledge are then combined in the presentation of a case example which demonstrates family assessment in a family with a child with a disability. The technique of family sculpting as it was used during the assessment is presented.This paper supports the development and assertive provision of family work services to families who can be identified as potential high stress families simply by virtue of having a child with a disability at home.

scholarly journals Remote Learning, COVID-19, and Children With Disabilities

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842110584
Author(s):  
Kate Henley Averett
Keyword(s):  
Public Education ◽  
Large Scale ◽  
Children With Disabilities ◽  
Interview Study ◽  
School Closures ◽  
Learning At Home ◽  
K 12 ◽  
Remote Learning ◽  
At Home

While the COVID-19 pandemic affected the education of nearly all schoolchildren worldwide, pandemic-related school closures did not affect all children in equal ways. Between March and August, 2020, I interviewed 31 parents of children with disabilities as part of a larger interview study of U.S. parents of children in grades K–12. In this article, I analyze these parents’ narratives about their families’ experiences of pandemic-related remote learning to identify the particular challenges children with disabilities and their families faced with remote learning. I find that most, but not all, families struggled with remote learning, both when children’s specific needs while learning at home differed from their needs at school, and when schools failed to provide adequate accommodations and services remotely. These narratives demonstrate how children with disabilities are particularly vulnerable to the type of large-scale systemic shock to U.S. public education that the pandemic has presented.

Social Therapy in Working with Children with Disabilities (On the Example of the Project «Family Co-creation Platform – Growing Together»)

2020 ◽  
Vol 19 (3) ◽  
pp. 75-82
Author(s):  
S.N. Ispulova ◽  
◽  
K.E. Nesterova ◽  
Keyword(s):  
Social Network ◽  
Children With Disabilities ◽  
Social Therapy ◽  
Therapeutic Techniques ◽  
The Social ◽  
Definition Of ◽  
At Home

this article is devoted to the definition of the role of social therapy in working with children with disabilities. The article presents the results of a study conducted on the basis of the Metallurg Charitable Foundation during the implementation of the project “Platform for family Co-creation – Growing together”. Judging by the results of the survey, the volunteers are interested in this technology and its methods. Recommendations were developed for volunteers in the form of a database of therapeutic techniques in the social network “VKontakte”, which can be actively used not only by volunteers in the framework of this project, but also by parents of children with disabilities at home.

What About Me?

2022 ◽  
pp. 57-72
Author(s):  
Frank Goode
Keyword(s):  
School Districts ◽  
Children With Disabilities ◽  
Referral Process ◽  
Teacher Concerns ◽  
Education Programs ◽  
Individual Education Programs ◽  
Individual Education

Children with differences do not need to be fixed or cured or pitied. Children are valuable simply for the person they are and will be. Schools and school districts have sought to remediate the weaknesses of children with disabilities without focusing on or utilizing the strengths and interests of children with disabilities as the basis for individual education programs (IEP). Beginning with a pre-referral process that focuses on parent or teacher concerns for children, driving an evaluation that focuses on a child's weaknesses, leading to an IEP built on remediating weaknesses that often ignore an individual's strengths and interests, the process and end product are focused on deficits in children. This chapter will present an alternative to this model, an alternative focused on identifying and utilizing a child's strengths and interests in the development of IEPs.

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