scholarly journals Review of the Book ”Building Bridges: Promoting Wellbeing for Family. Handbook for Parents”, Coordinator Aurora-Adina Colomeischi, Lumen Publishing House, 2018

2020 ◽  
Vol 8 (2) ◽  
pp. 122-124
Author(s):  
Mirela Octavia Ples
Keyword(s):  
Special Needs ◽  
Social Inclusion ◽  
Publishing House ◽  
Well Being ◽  
Children With Special Needs ◽  
Parenting Skills ◽  
Cross Sectional ◽  
Starting Point ◽  
Families With Children ◽  
Transnational Study

The volume “Building bridges: Promoting wellbeing for family. Handbook for parents ”, published by Lumen Publishing House from Iași in 2018, was developed within the project “Building bridges: Promoting social inclusion and well-being for the families of children with special needs (PSI-WELL)”, and is the result of a cross-sectional and transnational study on social inclusion, stress levels and the well-being of families with children with special needs, carried out in each of the 6 countries that were partners in the project (Romania, Spain, Portugal, Croatia, Turkey and Lithuania). The volume coordinated by Assoc. Prof. PhD. Aurora Adina Colomeischi provides concrete results of the extensive research undertaken within the project and seems to be a viable starting point for the development of an educational policy for parents and families of children with special needs. The work is very well substantiated scientifically, and is especially useful for parents who face the special needs of their children, but also for the specialists who undergo therapy with them. In our opinion, the book deals with desirable aspects in the development of social intervention programs often aimed at parents with children with special needs, programs dealing with improving personal resources and parenting skills needed to solve various special and difficult situations presented by children.

Ensuring Social Inclusion and Quality in Learning of Children with Special Needs through Inclusive Teacher Education

2017 ◽  
Vol 4 (36) ◽  
Author(s):  
Vandana Singh
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Social Inclusion ◽  
National Curriculum ◽  
Effective Means ◽  
National Policy ◽  
Well Being ◽  
School Level ◽  
Education For All ◽  
Children With Special Needs

Education acts as an instrument of Socialization, helping the individual to internalize the structures and processes of society and learn those skills and attitudes, which will enable him to take a meaningful place in society and contribute to its well being. Also, it helps in developing the capacity for critical thinking hence becomes a catalyst for social change. What happens in a situation, if the education does not reach all? You would agree that there is a global concern on ‘Education for All’ without compromising the quality. With this comes a challenging task to respond to wide array of students with different needs .At the school level, inclusive education seeks to address the learning needs of all with a specific focus on those who are marginalized due to some disability. The regular schools with inclusive orientation are the most effective means of combating discrimination, creating welcoming communities, building an inclusive society and achieving education for all (UNESCO, 1994). This has further restated in World Education Forum that school should accommodate all children regardless of their physical, intellectual, social, emotional, linguistic and other conditions, (Dakar, 2000). Also, the Indian National Policy on Education (1986) and National Curriculum Framework for school education (2000) emphasized the need for integration of all children with special needs in the regular schools.

scholarly journals MODEL FOR FAIR TRAVELING OF FAMILIES WITH CHILDREN AFFECTED BY BEHAVIORAL DISTURBS

2021 ◽  
Vol 2 ◽  
pp. 102-110
Author(s):  
Liga Danilane
Keyword(s):  
Parent Training ◽  
Special Needs ◽  
Social Inclusion ◽  
The Other ◽  
European Countries ◽  
Children With Special Needs ◽  
Training Module ◽  
Primary Target ◽  
Travel Services ◽  
Families With Children

Often, parents of children with special needs choose not to venture anywhere. They frequently avoid travels since they are unaware of how to get the accommodations they need during the journey. On the other hand, companies that offer travel services, especially micro-companies, don’t know the needs of families with children with special needs.The research was carried out within the project " Eliminating Social Inclusion" EliSE Nr. 2019-1-LV01-KA204-060427. The principal objective of the EliSE project is supporting parents of children with behavioral disturbs realizing an educational parent-training module for “fair traveling” in European countries and an educational toolkit.Accordingly, the primary target group of this project is represented by social educators that will be trained on how to train parents of children with behavioral disturbs (parent-training). 

The well-being of children with special needs during the COVID-19 lockdown: academic, emotional, social and physical aspects

2021 ◽  
pp. 1-14
Author(s):  
Naiara Berasategi Sancho ◽  
Nahia Idoiaga Mondragon ◽  
Maria Dosil Santamaria ◽  
Maitane Picaza Gorrotxategi
Keyword(s):  
Special Needs ◽  
Well Being ◽  
Children With Special Needs

Emotion Regulation Strategies Predict Emotional Distress during the COVID-19 Outbreak among Parents of Children with Special Needs

2021 ◽  
Author(s):  
Mor Keleynikov ◽  
Joy Benatov ◽  
Noga Cohen
Keyword(s):  
Emotion Regulation ◽  
Special Needs ◽  
Emotional Distress ◽  
Online Survey ◽  
Well Being ◽  
Children With Special Needs ◽  
Emotion Regulation Strategies ◽  
School Closures ◽  
Raising Children ◽  
Regulation Strategies

The coronavirus (COVID-19) outbreak has been declared a global pandemic. The consequences of this pandemic, among them changes in routine, quarantine, school closures and more, place children with special needs and their families at risk of severe emotional distress. Therefore, the present study used an online survey to measure stress, anxiety and depression levels as well as concerns related to the COVID-19 outbreak among 94 parents of children with special needs (mean age = 41.6 years, SD = 6.59; 83% female) and 79 parents raising a typically developing child (mean age = 40.85 years, SD = 7.40; 85% female). We also examined whether the use of adaptive and maladaptive emotion regulation (ER) strategies (reappraisal and suppression, respectively) predicts emotional distress among the two parent groups. The results indicate that compared to parents of TD children, parents of children with special needs reported more concerns about the COVID19 outbreak and more symptoms of emotional distress (depression, anxiety and stress). The use of adaptive and maladaptive emotion regulation strategies moderated the association between concerns arising from the COVID-19 outbreak and emotional distress. In addition, the habitual use of emotion regulation strategies predicted distress only among parents of children with special needs but not among parents of TD children. These findings highlight the role played by emotion regulation in maintaining well-being at times of crisis among vulnerable populations, such as families raising children with special needs.

“Mutual Respect Would be a Good Starting Point:” Students’ Perspectives on Incivility in Nursing Education

2018 ◽  
Vol 51 (3) ◽  
pp. 133-144 ◽  
Author(s):  
Sandra P. Small ◽  
Denise English ◽  
Glenys Moran ◽  
Patricia Grainger ◽  
Geraldine Cashin
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Baccalaureate Nursing ◽  
Well Being ◽  
Cross Sectional ◽  
Starting Point ◽  
Good Starting Point ◽  
Academic Incivility ◽  
Cross Sectional Design ◽  
Teaching Learning

Background Studies indicate that incivility is common in nursing education and perpetuated by both students and faculty. Academic incivility negatively affects the well-being of those involved, interferes with the teaching–learning process, and is antithetical to nursing as a caring profession. An understanding of academic incivility is essential to establish best practices to address this problem. Purpose The purpose of this study was to examine incivility in nursing academia from the perspective of baccalaureate nursing students. Methods The study was conducted using a cross-sectional design, with a mixed method questionnaire administered to 380 students. The quantitative data were analyzed descriptively and qualitative data through content analysis. Results The majority of students thought incivility is a mild to moderate problem in nursing education. They thought that students contribute to incivility by not taking responsibility (being unprepared and being disinterested) for their education and by not being professional (being disrespectful and being uncaring) and faculty contribute by not being good teachers (being authoritarian, treating students unfairly, having ineffective teaching methods) and not being professional (being disrespectful, lacking compassion). Conclusion Until evidence is available for effective measures to address incivility, nursing schools should consider adopting strategies for solutions as suggested by the students in this study.

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