scholarly journals TOURISM OF FAMILIES WITH THE DISABLED CHILDREN OR WITH SPECIAL NEEDS IN POLAND OF RECENT DECADES

2022 ◽  
Vol 2 (3) ◽  
pp. 14-25
Author(s):  
Marek Kawa
Keyword(s):  
Special Needs ◽  
Children With Disabilities ◽  
Disabled Children ◽  
Good Practices ◽  
The People ◽  
The Disabled ◽  
Polish Society ◽  
Economic Improvement

The last decades in Polish society have been seen not only an increase in empathy and outlining needs for families and children with disabilities or deficits, but also economic improvement of families, which enables tourist or rehabilitation trips at least once a year. The growing needs and good practices for disabled children and adults also contributed to the greater awareness of the people managing of tourist centers in Poland, who are increasingly trying to propose within their offer to such groups, not traveling so far. This brief study tries to provide in a condensed way to propose good practices and experiences to meet the problems of families traveling with disabled children or adults in Poland.

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 Availability of social services for families with disabled children in the context of the welfare state

2021 ◽  
Vol 44 (2) ◽  
pp. 34-48
Author(s):  
Agota Giedrė Raišienė ◽  
Laura Gardziulevičienė
Keyword(s):  
Welfare State ◽  
Social Services ◽  
Social Inclusion ◽  
Children With Disabilities ◽  
Well Being ◽  
Disabled Children ◽  
The Social ◽  
The Disabled ◽  
The Welfare State

The phenomenon of the welfare state is characterized by complexity of indicators. To determine in which areas the country is closer to the welfare state, various areas of social policy are analysed. In this article, we set out to investigate one of them, i.e., the accessibility of social services for children with disabilities. The European Union ensures the basic preconditions for the well-being of children with disabilities and emphasizes the compatibility of health, social and educational services (European Commission, 2021). In addition, Member States are free to introduce specific measures for social inclusion (COM, 2021). The well-being of children with disabilities is inseparable from that of adults, usually the family in which the children live. Depending on the child’s disability, the family has to devote time to the child’s special needs, so opportunities to function in society, such as working and earning an income, become dependent on the social assistance received for the disabled child. Research shows that participation in labour market processes reduces the social exclusion of families with children with disabilities and improves quality of life indicators in general (Stefanidis & Strogilos 2020). However, analysis of good practice is more common, while information about the lack of services that parents face difficulties remains overboard. Thus, our research contributes to a better understanding of how families raising children with disabilities use state-provided social services and what solutions and measures are needed to improve the quality of life of children with disabilities and their relatives. The practical implications of our article are revealed through the possibility of more confidently shaping the decisions and measures of the welfare state.The article presents results of a survey of 68 families with disabled children. Our research was conducted in Druskininkai municipality which has typical infrastructure of social services for the disabled and their families in Lithuania.Our study has shown that social services in Lithuania poorly meet needs of families with disabled children. Though social inclusion is one of the most important features of the welfare state, the provision of social services to disabled and their families goes beyond the concept in Druskininkai municipality at least. Families have little information about social guarantees and support provided by the state and municipality. The families are limited to services reported by health care and education institutions. Moreover, the most significant problem hindering social integration of disabled and their families is a small portion of disabled children using services of day care centre. As a result, children suffer at risk of social exclusion while disabled children’s parents lack of opportunities to fully participate in the labour market.Based on the results of the study we state that increasing the availability of social services that meet the needs of families with disabled children is a necessary social policy solution, without which the development of a welfare state in Lithuania is hardly possible.

scholarly journals PROBLEMS AND IMPROVEMENT WAYS OF MEDICO-SOCIAL ASSISTANCE TO THE DISABLED CHILDREN AT THE OUTPATIENT STAGE

2019 ◽  
Vol 20 (5) ◽  
pp. 288-293
Author(s):  
L. A. Zhdanova ◽  
Irina E. Boboshko ◽  
L. K. Molkova ◽  
N. K. Rogacheva
Keyword(s):  
Children With Disabilities ◽  
Social Assistance ◽  
Disabled Children ◽  
The Disabled ◽  
Integrated Programs ◽  
Health Disorders ◽  
Rehabilitation Measures

The article highlights the persistent problems of rehabilitation of children with health disorders and the necessity of improving assistance to the disabled children. The improvement of the efficiency of rehabilitation measures is possible by means of the optimization of both the inner and interagency integration in the organization of assistance to children with disabilities, a clear algorithm of collaboration and document circulation between specialists of the departments of children’s polyclinic and the Bureau of Medical Social Expertise, creation of individual integrated programs and raising the awareness of patients with the quality of assistance.

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 The Correlation of Vitamin D Level with Refractive Errors in Disabled Paediatric Patients

2020 ◽  
Vol 71 (8) ◽  
pp. 271-283
Author(s):  
Bianca Larisa Holhos ◽  
Simona Bungau ◽  
Delia Mirela Tit ◽  
Cosmin Mihai Vesa ◽  
Tapan Behl ◽  
...  
Keyword(s):  
Vitamin D ◽  
Children With Disabilities ◽  
Refractive Errors ◽  
Healthy Children ◽  
Disabled Children ◽  
Ocular Disorders ◽  
The Disabled ◽  
The Difference ◽  
Paediatric Ophthalmology ◽  
Group 1

Refractive errors are the most prevalent ocular disorders in paediatric ophthalmology having a higher occurrence in children with disabilities. This paper evaluated the refractive status of the disabled children and identified the influence of Vitamin D on this status. The study group was represented by 160 children (80 clinically healthy � group 0, 80 having different physical and/or mental disabilities � group 1) with ages between 5-16 years old, ophthalmologically examined between January 2019-January 2020. The prevalence of refractive errors was analysed according to the blood level of Vitamin D; the prevalence of the identified refractive errors was 35% in the group of children with disabilities (16% myopia, 14% astigmatism, 5% hyperopia) and 36% in the group of clinically healthy children (16% astigmatism, 10% myopia, 10% hyperopia). In group 1, an acceptable level (20-30 ng/mL) of Vitamin D was found in 61.54% of children with myopia, 25% in those with hyperopia, and 18.18% in those with astigmatism, the rest showing insufficiency of Vitamin D. Both children with disabilities/clinically healthy shown ocular refractive errors, the difference between the two groups being statistically insignificant (1%). The presence of Vitamin D in the blood in normal or insufficient levels suggests a strong correlation of its levels with the appearance of ocular refraction disorders.

scholarly journals Education is for everyone unless you are special

2015 ◽  
Vol 11 (4) ◽  
Author(s):  
Giovanni Tiso ◽  
Hilary Stace
Keyword(s):  
Special Needs ◽  
Learning Disability ◽  
Children With Disabilities ◽  
Compulsory Education ◽  
School Principal ◽  
Disabled Children ◽  
Great Work ◽  
Prospective Student ◽  
The Road ◽  
Education Act

When meeting with the parents of a prospective student with a learning disability or other impairments, a school principal has a range of options. If the child comes from outside the school’s zone, they can refuse admission outright, or make it subject to the school’s special enrolment conditions. Otherwise, the Education Act 1989 gives disabled children the same access to compulsory education as others. The question then becomes: how inclusive should the school be? A school not wishing to burden itself with children with disabilities can adopt a soft approach. The principal can, for instance, be less than totally welcoming at the pre-enrolment interview, or complain about the lack of funding, or praise the great work that the school down the road does in this area, or point to a drab, uninviting special room. Parents of children with special needs are quick to pick up on these signals and will look elsewhere.

scholarly journals THE SUPPORT OF NON-GOVERNMENTAL ORGANISATIONS IN THE EDUCATION OF CHILDREN WITH DISABILITIES IN THE BUILSA NORTH DISTRICT OF GHANA

2021 ◽  
Vol 8 (1) ◽  
pp. 573-583
Author(s):  
R. Adatuu ◽  
G. Gyader
Keyword(s):  
Focus Group ◽  
Teaching And Learning ◽  
Children With Disabilities ◽  
Disabled Children ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Key Informant ◽  
The Disabled ◽  
Teachers And Parents ◽  
Key Informant Interview

This study explored the role NGOs’ play in educating children with disabilities in the Builsa North District of Ghana. A cross-sectional survey approach was applied in the study. The sample size was 150 respondents (75 male and 75 female) for the questionnaire. A mixed method approach involving questionnaires, key informant interviews and focus group discussions were the main instruments used for data collection. The data was analyzed quantitatively and qualitatively. The questionnaire was answered by 150 respondents, 72 respondents answered the focus group questions while eight (8) respondents answered the key informant interview questions. The schools, parents/guardians of children with disabilities, foster homes and NGOs that support the education of children with disabilities were visited for the questionnaire administration. The study realized children with disabilities face discrimination and marginalization in accessing education in the district. Thus, some NGOs support the education of children with disabilities by recruiting and sending them to school as well as providing teaching and learning materials, feeding the disabled children, capacity building as well as caring and showing love for the disabled children. The challenges militating against children with disabilities in their bid to access education were: lack of special educational infrastructure; stigmatization by school mates, teachers and parents; and their inability to move from home to school and back. The study concludes that children with disabilities have the desire to be educated. The study recommends the provision of a disabled children school in the district. Government should formulate legislations against stigmatization and discrimination of disabled children.

scholarly journals Pendidikan kesetaraan di rumah inklusif Desa Kembaran Kecamatan dan Kabupaten Kebumen

2019 ◽  
Vol 6 (1) ◽  
pp. 83-92
Author(s):  
M. Mustolih
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Children With Disabilities ◽  
Public Understanding ◽  
Children With Special Needs ◽  
Normal Children ◽  
Liberation Education ◽  
The Disabled ◽  
The Government ◽  
The Many

Penelitian ini bertujuan untuk menganalisis pola pendidikan di Rumah Inklusif Kembaran, dasar untuk pendidikan inklusif di sana dan tantangan dalam mengimplementasikan pendidikan inklusif di sana. Segmentasi lembaga pendidikan berdasarkan perbedaan agama, etnis, dan bahkan perbedaan kemampuan baik secara fisik maupun mental yang dimiliki oleh siswa masih terjadi di Indonesia, ini menunjukkan bahwa pendidikan di Indonesia belum mengakomodasi keragaman. Temuan pendidikan yang dilakukan di Rumah Inklusif adalah pendidikan pembebasan yang menempatkan anak-anak luar biasa atau anak-anak dengan kebutuhan khusus untuk belajar bersama dengan anak-anak normal dalam satu kelas di rumah joglo dekat dengan tempat mereka tinggal. Yang dimaksud dengan pembebasan adalah bahwa siswa diberi kebebasan untuk menentukan menu pendidikan mereka sendiri. Tantangan penerapan pendidikan inklusif di rumah inklusif Kembaran Kebumen adalah kurangnya pemahaman publik tentang kondisi anak-anak penyandang cacat. Dalam proses pendidikan, rumah inklusif terbatas dalam hal fasilitas, dan ada kekurangan staf sukarela untuk membantu anak-anak cacat. Hal ni terbukti dengan banyaknya fasilitas publik, terutama di Kebumen, yang tidak ramah bagi penyandang cacat. Kelahiran rumah inklusif di Kebumen adalah bentuk perlawanan terhadap kurangnya perhatian pemerintah dalam menangani anak-anak berkebutuhan khusus di Kebumen. Pemerintah belum melakukan apa-apa, tepatnya untuk mengecualikan anak-anak penyandang cacat di sekolah-sekolah Luar Biasa (SLB). Ini membuat siswa apalagi orang tua merasa minder.Kata kunci: inklusif, difabel, persamaan EQUALITY PEDAGOGY  DI RUMAH INKLUSIF DESA KEMBARAN KECAMATAN DAN KABUPATEN KEBUMENAbstractThis study aims to analyze the pattern of education in the Kembaran Inclusive Houses, the basis for inclusive education there and the challenges of implementing inclusive education there. Segmentation of educational institutions based on differences in religion, ethnicity, and even differences in abilities both physically and mentally possessed by students still occur in Indonesia, this indicates that education in Indonesia has not accommodated diversity.Findings of inclusive education carried out in Inclusive Houses is a liberation education that places exceptional children or children with special needs to study together with normal children in one class at a joglo house close to where they live. What is meant by liberation is that students are given the freedom to determine their own education menu. The challenge of implementing inclusive education in Kembaran Kebumen inclusive homes is the lack of public understanding the conditions of children with disabilities. In the process  education, inclusive homes are limited in terms of facilities, and there is a lack of volunteer staff to assist disabled children. This hall is proven by the many public facilities, especially in Kebumen, which are not friendly to the disabled. The birth of an inclusive house in Kebumen is a form of resistance to the lack of government attention in dealing with children with special needs in Kebumen. The government has not done anything, precisely to exclude children with disabilities in Extraordinary schools. This makes students more than parents feel less.Keywords: inclusive, difabel, equality

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