Development and Validation of Physical Environment Checklist for Young Children with Physical Disabilities in Inclusive Settings

The purpose of this study is to develop and validate a faith scale for young children. Data were collected from 424 young children, who had not yet entered elementary school, with their parents rating their faith level. Sixty-five preliminary questions were formulated under three domains―knowing, loving, and living—that were based on existing studies related to faith. The questions were reduced to 40 through a content validity test conducted by a seven-member panel. These questions were subsequently refined through pilot study, main survey, and statistical analysis. After exploratory and confirmatory factor analysis, the scale was finalized, comprising 25 questions that can be categorized into three factors: confessional faith life, missional life, and distinctive life. This scale is expected to measure early childhood faith and prove the effectiveness of Christian education programs on a young child’s faith development.

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Coding Is Lit: Integrating Coding and Literacy in Early Childhood Inclusive Settings

Teaching Exceptional Children ◽

10.1177/00400599211010195 ◽

2021 ◽

pp. 004005992110101

Author(s):

Nicole S. Fenty ◽

Abby Pierce ◽

Julia Schildwachter

Keyword(s):

Early Childhood ◽

Critical Thinking ◽

Young Children ◽

21St Century ◽

Grade Level ◽

Literacy Skills ◽

Inclusive Settings ◽

Hands On ◽

Common Grade ◽

To Receive

There has been an increased emphasis in recent years on supporting young children with building 21st century literacy skills such as critical thinking and collaboration. Unfortunately, young children with or at risk for disabilities are unlikely to receive access to experiences that build 21st century literacies. Pre-coding activities, which include hands-on coding games and stories appropriate for young children, are one way to provide access to this population of students. The purpose of this article is to provide details about how educators in early childhood inclusive settings may integrate pre-coding activities with everyday routines and procedures as well as with common grade level appropriate read alouds. Fundamentals of pre-coding are provided along with guidelines for planning and instruction.

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Development and Validation of Self-Acceptance Scale for People with Physical Disabilities in Malaysia

International Journal of Disability Development and Education ◽

10.1080/1034912x.2021.1931817 ◽

2021 ◽

pp. 1-9

Author(s):

Nor Wahiza Abdul Wahat ◽

Nor Aini Mohamed ◽

Jeffrey Lawrence D’Silva ◽

Siti Aishah Hassan

Keyword(s):

Physical Disabilities ◽

Acceptance Scale ◽

Self Acceptance ◽

People With Physical Disabilities ◽

Development And Validation

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Disability, Home Physical Environment and Non-Fatal Injuries among Young Children in China

PLoS ONE ◽

10.1371/journal.pone.0037766 ◽

2012 ◽

Vol 7 (5) ◽

pp. e37766 ◽

Cited By ~ 10

Author(s):

Hui-ping Zhu ◽

Xin Xia ◽

Hui-yun Xiang ◽

Chuan-hua Yu ◽

Yu-kai Du

Keyword(s):

Young Children ◽

Physical Environment ◽

Fatal Injuries

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Proces konstruowania ładu interakcji między pełnosprawnymi i niepełnosprawnymi sportowcami. Analiza zjawiska z perspektywy teorii symbolicznego interakcjonizmu

Kultura i Spoleczenstwo ◽

10.35757/kis.2017.61.2.8 ◽

2017 ◽

Vol 61 (2) ◽

pp. 153-167

Author(s):

Jakub Niedbalski

Keyword(s):

Grounded Theory ◽

Symbolic Interactionism ◽

Physical Environment ◽

Physical Disabilities ◽

Theoretical Framework ◽

Structured Interviews ◽

Sports Club ◽

The Disabled ◽

Interaction Order ◽

Social Organizational

This article is based on a study in which the interactions in a sports club between persons with physical disabilities and their non-disabled colleagues were observed. The purpose of the study was to understand and describe the problems faced by sports participants with disabilities when operating within a social, organizational, and physical environment that was not designed for the disabled. The study made it possible to reconstruct how definitions of key notions and situations are developed as a basis for creating and maintaining the interaction order between disabled and non-disabled sportsparticipants. The study used data compiled from open observation of participants and semi-structured interviews. The phenomena were analyzed in accordance with the procedures of Grounded Theory. Symbolic interactionism was used as a theoretical framework in the interpretative paradigm.

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