MODELING OF THE PROCESS OF SOCIO-PEDAGOGICAL SUPPORT OF PRESCHOOL AND YOUNGER SCHOOL AGE CHILDREN WITH DISABILITIES OF DEVELOPMENT OF IN CONDITIONS OF LEARNING STANDARDS

2017 ◽  
Vol 22 (4) ◽  
pp. 22-29
Author(s):  
Svetlana Ivanovna KARPOVA ◽  
◽  
Olga Andreevna LUBCHENCO ◽  
Keyword(s):  
Children With Disabilities ◽  
School Age Children ◽  
School Age ◽  
Learning Standards ◽  
Conditions Of Learning

Common conceptions of the younger school-age children about the selected conditions of the learning process

2019 ◽  
Vol 577 (2) ◽  
pp. 27-37
Author(s):  
Joanna Ostaszewska-Tylenda
Keyword(s):  
Qualitative Research ◽  
Focus Groups ◽  
Learning Process ◽  
School Age Children ◽  
School Age ◽  
Colloquial Language ◽  
The Common ◽  
Conditions Of Learning ◽  
Developing Knowledge

The article touches upon the issues of the conditions of learning which play a signifi cant role in acquiring and developing knowledge by younger school-age children. The aim of the research was to recognize the common concepts of younger school-age children about the factors which facilitate or hinder the learning process. The article presents the assumptions of qualitative research carried out on several focus groups consisting of 135 younger school-age children. The analysis of data acquired during the focus interview shows that the knowledge of the younger school-age children on the conditions of learning process is really extensive and touches upon numerous aspects pertaining to the process itself. Children are able to recognize and name, in a colloquial language, the factors which either hinder or support their learning process. The presented analysis is the basis to form the conclusions in the fi nal part of the article.

scholarly journals Peer victimization and experiences of violence at school and at home among school age children with disabilities in Pakistan and Afghanistan

2020 ◽  
Vol 14 (1) ◽  
pp. 1857084
Author(s):  
Rozina Somani ◽  
Julienne Corboz ◽  
Rozina Karmaliani ◽  
Esnat D. Chirwa ◽  
Judith McFarlane ◽  
...  
Keyword(s):  
Peer Victimization ◽  
Children With Disabilities ◽  
School Age Children ◽  
School Age ◽  
At Home

Age-Related Parenting Stress Differences in Mothers of Children with Spina Bifida

2003 ◽  
Vol 93 (3_suppl) ◽  
pp. 1223-1232 ◽  
Author(s):  
Michelle M. Macias ◽  
Conway F. Saylor ◽  
Brandy P. Rowe ◽  
Nancy L. Bell
Keyword(s):  
Spina Bifida ◽  
Parenting Stress ◽  
Family Support ◽  
Children With Disabilities ◽  
Short Form ◽  
Stress Index ◽  
School Age Children ◽  
School Age ◽  
Age Related ◽  
Severity Of Disability

This study examined whether ages of child and parent were risk factors for general parenting stress and disability-specific stress in families of children with spina bifida. Parents of 64 children with spina bifida completed the Parenting Stress Index–Short Form, Parents of Children with Disabilities Inventory, and measures of family support and resources. Scores of families with children under 6 years (preschool) versus 6- to 12-yr.-old children (school age) were compared, as were scores of mothers above or below Age 35. Parents of school-aged children reported significantly higher stress on the Concerns for the Child domain of the Parents of Children with Disabilities Inventory. Mothers over 35 tended to report higher stress in the Concerns for the Child and Medical/Legal Concerns domains of the Parents of Children with Disabilities Inventory. No associations with medical severity, socioeconomic status, family resources, or family support were detected. As the children age and disability-related differences become more apparent, the same level of functioning and severity of disability may be associated with additional parenting stress. Older mothers and those with school-age children may need more resources than current social support systems typically provide.

scholarly journals Works of Fine Art as an Incentive for Artistic Expression of Children with Disabilities In Inclusive Education – a Case Study

2021 ◽  
Vol 6 (3(16)) ◽  
pp. 587-608
Author(s):  
Damir Markulin
Keyword(s):  
Inclusive Education ◽  
Children With Disabilities ◽  
Three Dimensional ◽  
Fine Art ◽  
Preschool Age ◽  
Artistic Expression ◽  
School Age Children ◽  
School Age ◽  
Artistic Creation ◽  
Research Education

In this paper we have explored the influence of sculptures and paintings by the author of this article as an incentive for motivation and artistic work of preschool-age and school-age children with disabilities in inclusive education through the application of the qualitative research method of observation in all three phases of the method of aesthetic transfer: perception, reception, and reaction. The research was carried out at CIERI (Centre for research, education, development, and training) at the Hercegovina University in Mostar on a sample of 15 children with disabilities in inclusive education, whereof 7 boys (2 preschool-age and 5school-age children) and 8 girls (3 preschool-age and 5 school-age children). In research by using free conversation, we have examined attitudes and opinions about the use of works of fine art as an incentive for motivation and artistic expression of children on a sample of three experts in education and rehabilitation and three parents of preschool-age children with disabilities in inclusive education. By applying the method of analysis and comparative analysis we have determined positive influences of use of works of fine art on the motivation and artistic creation of children with disabilities in inclusive education regardless of age: influence on increased motivation to work, choice of motives, more intensive use of colors and tonal painting, playful composition solutions and the making of complex art volumes. The research has determined that the boys prefer making three-dimensional shapes more than the girls. The research has shown positive attitudes and opinions of the educational and rehabilitation experts and parents towards the use of the mentioned works of art as an incentive for the artistic creation of children.

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