scholarly journals Brazilian legislation and the school inclusion of individuals with communication disorders

Revista CEFAC ◽  
2019 ◽  
Vol 21 (3) ◽  
Author(s):  
Vanessa Boldarini de Godoy ◽  
Lia Netto Vaz Faiad ◽  
Maria Aparecida Miranda de Paula Machado ◽  
Patrícia de Abreu Pinheiro Crenitte ◽  
Dionísia Aparecida Cusin Lamônica ◽  
...  
Keyword(s):  
Intellectual Disability ◽  
Federal Government ◽  
Hearing Impairment ◽  
Communication Disorders ◽  
The Other ◽  
Special Educational Needs ◽  
Inclusion Criteria ◽  
Effective School ◽  
National Education ◽  
Brazilian Legislation

ABSTRACT Objective: to verify if the current Brazilian Legislation assures the effective school inclusion of individuals with communication disorders. Methods: the present study is an integrative review. Legislation related to the topic was searched on public databases, such as the website of the Planalto Palace (Brazilian Federal government headquarters), the website of the Culture and Education Ministry (Ministério de Educação e Cultura - MEC) the website of the National Education Council from Federal Government. Brazilian laws, ordinances and guidelines regarding special education of individuals with autism, intellectual disability, hearing impairment and dyslexia were consulted, since the descriptor "Communication Disorders" did not show any results. Results: twenty-one (21) identified norms met the inclusion criteria. Among these, thirteen (13) address disabilities in a generalized manner. The other eight (8) regulations are specific in relation to autism, intellectual disability, hearing impairment and dyslexia. Conclusion: despite the significant number of norms, the current Brazilian legislation does not allow for real school inclusion. Individuals with communication disorders do not have a specific legislation that could guide the peculiarities of each disorder, as well as their special educational needs. Thus, it was concluded that these individuals need legal support respecting their specificities, to allow their effective school inclusion.

MEMBANGUN PENDIDIKAN KARAKTER SEJAK USIA DINI

Edupedia ◽  
2020 ◽  
Vol 5 (1) ◽  
pp. 55-64
Author(s):  
Agus Supriyadi
Keyword(s):  
Human Resources ◽  
Character Education ◽  
Moral Values ◽  
The Other ◽  
Educational Institutions ◽  
Early Age ◽  
National Education ◽  
Other Hand ◽  
The Government ◽  
The One

Character education is a vital instrument in determining the progress of a nation. Therefore the government needs to build educational institutions in order to produce good human resources that are ready to oversee and deliver the nation at a progressive level. It’s just that in reality, national education is not in line with the ideals of national education because the output is not in tune with moral values on the one hand and the potential for individuals to compete in world intellectual order on the other hand. Therefore, as a solution to these problems is the need for the applicationof character education from an early age.

Role of Vajraka Taila in the management of Vrana

2017 ◽  
Vol 2 (4) ◽  
Author(s):  
Ranjit Singh ◽  
Upasana Priya ◽  
Mahesh Chand Purvya
Keyword(s):  
The Other ◽  
Inclusion Criteria ◽  
Extrinsic Factors ◽  
External Application ◽  
Major Aspect

In today’s busy and fast life more people are living with conditions that increase their susceptibility to traumatic wounds, due to one or the other cause; thereby taking a heavy toll of life. As per Ayurveda, these type of wounds, which are caused by extrinsic factors are known as Sadyovrana. The major aspect of the management of the traumatic wounds is prevention of the infection, speedy healing, reducing pain, discharge and less discoloration after healing. In Ayurveda, various formulations for debridement are mentioned such as Kwaatha, Kalka, Churna, Rasakriya, Varti, Taila and Ghrita depending on the Avastha of Vrana. In the present study use of Vajraka Taila for external application, has been chosen. Total 30 patients fulfilling the inclusion criteria were selected and the treatment was given for 15 days. The study showed that Vajraka Taila is very effective in Vrana.

Children With Intellectual Disability and Victimization: A Logistic Regression Analysis

2021 ◽  
pp. 107755952199417
Author(s):  
Katherine R. Brendli ◽  
Michael D. Broda ◽  
Ruth Brown
Keyword(s):  
Logistic Regression ◽  
Regression Analysis ◽  
Intellectual Disability ◽  
Logistic Regression Analysis ◽  
District Of Columbia ◽  
The Other ◽  
Future Research ◽  
Common Assumption ◽  
Research And Practice ◽  
Demographic Correlates

It is a common assumption that children with disabilities are more likely to experience victimization than their peers without disabilities. However, there is a paucity of robust research supporting this assumption in the current literature. In response to this need, we conducted a logistic regression analysis using a national dataset of responses from 26,572 parents/caregivers to children with and without disabilities across all 50 states, plus the District of Columbia. The purpose of our study was to acquire a greater understanding of the odds of victimization among children with and without intellectual disability (ID), while controlling for several child and parent/adult demographic correlates. Most notably, our study revealed that children with ID have 2.84 times greater odds of experiencing victimization than children without disabilities, after adjusting for the other predictors in the model. Implications for future research and practice are discussed.

scholarly journals Reasonable adjustments for people with intellectual disability in acute care: a scoping review of the evidence

BMJ Open ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. e039647
Author(s):  
Mairead Moloney ◽  
Therese Hennessy ◽  
Owen Doody
Keyword(s):  
Intellectual Disability ◽  
Acute Care ◽  
Scoping Review ◽  
Service Provision ◽  
Care Setting ◽  
Acute Care Setting ◽  
Inclusion Criteria ◽  
Health Service Provision ◽  
Acute Care Settings ◽  
Fair Access

ObjectivesPeople with intellectual disability are vulnerable in terms of health service provision due to increased comorbidity, higher dependency and cognitive impairment. This review explored the literature to ascertain what reasonable adjustments are evident in acute care to support people with intellectual disability, ensuring they have fair access and utilisation of health services.DesignScoping review.SettingAcute care settings.MethodsFive databases were systematically searched to identify studies that reported on the implementation of reasonable adjustments. Authors worked in pairs to screen studies for inclusion, data were extracted and charted and findings were synthesised according to content and themes.ResultsOf the 7770 records identified, six studies were included in the review. The volume of evidence was influenced by specific inclusion criteria, and only papers that reported on the actual implementation of a reasonable adjustment within an acute care setting were included. Many papers reported on the concept of reasonable adjustment; however, few identified its applications in practice.ConclusionsThe scoping review highlights a lack of research on the practice and implementation of reasonable adjustments within acute care settings. There is a need for increased support, education and the provision of intellectual disability specialists across acute care settings.

Diversity in the teachers’ lounge in Germany – casting doubt on the statistical category of ‘migration background’

2021 ◽  
pp. 147490412110549
Author(s):  
Lisa Rosen ◽  
Marita Jacob
Keyword(s):  
Panel Study ◽  
Migration Background ◽  
The Other ◽  
Educational Science ◽  
National Education ◽  
Migration Research ◽  
Intercultural Competencies ◽  
Educational Migration ◽  
Methodological Considerations ◽  
Teacher Data

Teachers with so-called migration backgrounds are often assumed to possess higher intercultural competencies or skills for more adequately dealing with migration-related diversity than other teachers. However, these assumptions of higher intercultural competencies, specific pedagogical orientations and attitudes have rarely been systematically empirically examined. On the other hand, such a utilitarian ethnicization is increasingly criticized by migration researchers in educational science in Germany as furthering stigmatization and deprofessionalization. Against this background, our paper aims to contribute to the lively discourse about teacher with so-called migration backgrounds. We start with analysing teacher data from the German National Education Panel Study (NEPS). Our analyses indicate that teachers with and without so-called migration backgrounds do not differ significantly in most respects. These findings led us to methodological considerations with regard to the (non-)usefulness of the statistical category of ‘migration background’ in educational migration research.

scholarly journals Analysis of the Effectiveness of E-Government in the Federal Government of Nigeria

2018 ◽  
Vol 8 (3) ◽  
pp. 75
Author(s):  
Robert A. Dibie ◽  
Maryam O. Quadri
Keyword(s):  
Social Media ◽  
Federal Government ◽  
Negative Correlation ◽  
Secondary Data ◽  
The Other ◽  
Government Relations ◽  
Professional Journals ◽  
Governance Practices ◽  
Government Websites ◽  
The Government

This paper examines the nature, impact, effectiveness and barriers of e-government in the Federal Government of Nigeria. It also explores the extent to which e-government has facilitated a better relationship between citizens and the federal government of Nigeria. It argues that the utilization of technologies such as internet, email, websites, and social media have yet to effectively connect citizens, and the government. As a result, the federal government of Nigeria has not fully adopted the new e-government approaches to improve its services. The paper uses data derived from questionnaire survey administered to 3,000 Nigerian citizens including federal government staff in Abuja, Lagos and some state capitals in Nigeria., Interviews of 300 federal officials and stakeholders were conducted. The secondary data consisted of the review of related government reports, government websites, academic and professional journals. Data were analyzed to determine the impacts of e-governance in the federal government. The conceptual framework is based on stakeholders’ theory, and an integrated e-government model. The findings suggest that on one hand there is a negative correlation between the e-governance initiatives and federal government efficient service delivery in Nigeria. On the other hand, there is also a negative correlation between citizens and federal government relations in the country. Some challenges preventing the adoption of proactive e-governance practices were identified and recommendations for appropriate policies that could address the current impediments were offered.

scholarly journals The Evaluation of School Administrators' Views on the Need for Professional Development of Teachers regarding the Use of Technology in Physics Classes

2020 ◽  
Vol 8 (4) ◽  
pp. 58
Author(s):  
Gurcan Uzal ◽  
Aytekin Erdem
Keyword(s):  
Professional Development ◽  
School Administrators ◽  
Demographic Characteristics ◽  
The Other ◽  
Statistical Techniques ◽  
National Education ◽  
Use Of Technology ◽  
Physics Classes ◽  
Professional Development Needs ◽  
The City

The aim of the study is to investigate the school administrators' views on the professional development needs of teachers regarding the use of technology in physics classes. The participants of the study were 121 executive teachers from the city of Kocaeli. The data for the research was obtained using the survey model and was compiled with the help of a five point Likert type scale. The data collected by a scale with the reliability coefficient of 0.92 were analyzed using descriptive and inferential statistical techniques. As a result of the analysis, it was found that the administrators completely agreed with the use of the LCD panels in the teaching of physics subjects, while only agreeing with the other items. In addition, the opinions of school administrators regarding the professional development needs of teachers for the use of technology in physics classes does not differ according to demographic characteristics, but significantly do however, according to gender and experience. In light of the results, recommendations were made for researchers, administrators and the Ministry of National Education.

scholarly journals ANALYSIS OF TEACHERS’ PREPAREDNESS TO WORK IN THE INCLUSIVE EDUCATION CONDITIONS

2021 ◽  
pp. 22-41
Author(s):  
Mariya Hlynska
Keyword(s):  
Inclusive Education ◽  
Professional Training ◽  
Children With Disabilities ◽  
Personal Characteristics ◽  
Modern Society ◽  
Educational Process ◽  
Special Educational Needs ◽  
National Education ◽  
Number Of Children ◽  
Readiness Level

Abstract. The article analyzes the teachers᾿ readiness to work in field of inclusive education. It is emphasized that in the context of educational reforms, the question of the feasibility of introducing inclusive education has become acute. This involves educating children with disabilities in comprehensive schools and kindergartens ‒ together with peers who are developing normally. According to the content of the modern national education model, it is assumed that the number of people with disabilities who get educational services in public institutions will increase. At the same time, in accordance with the national action strategy in the interests of children, it is planned to reduce the number of children with disabilities who remained outside the education system, for some objective reasons. Accordingly, it requires new demands on teachers, requires the expansion of their functional responsibilities, changes in professionally significant and personal characteristics. Modern society makes new demands on teachers ‒ the willingness and ability to teach all children without exceptions, regardless of their inclinations, abilities and disabilities. At the same time, the widespread use of a new category of children in kindergartens and secondary schools has led to changes in the teachers᾿ working conditions. The range of teachers᾿ pedagogical interests has significantly expanded. There is a social demand for updating the content of professional training, which includes issues of inclusive education. As a result of the conducted empirical research showed mostly the average, and also low readiness level for work in the inclusive education conditions. The respondents revealed interest in the education problems and raising children with disabilities together with their healthy peers, but just a small number of teachers are willing to work in these conditions. The reason is the lack of knowledges about the peculiarities of the children development, their special educational needs and the pace of progress in the educational process.

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