scholarly journals Pedagogical support for families raising children with early developmental disabilities

2021 ◽  
Vol 7 (3C) ◽  
pp. 658-668
Author(s):  
Liudmila Nekrash ◽  
Anna Zamsha ◽  
Olha Babiak ◽  
Oksana Fedorenko ◽  
Nataliia Babych ◽  
...  
Keyword(s):  
Developmental Disabilities ◽  
Remedial Education ◽  
Emotional Adjustment ◽  
Raising Children ◽  
Parents And Children ◽  
Analysis And Synthesis ◽  
Speech Therapist ◽  
Teachers And Parents ◽  
Social Pedagogue ◽  
Early Developmental

The article aimed to form a theoretical and practical basis for pedagogical support for families raising children with early developmental disabilities. The article included methods of analysis and synthesis to form the theoretical and methodological foundations of pedagogical support for parents and children. This article provides an analysis of the stages of stress and reactions that arise in parents at the birth of a child with developmental disabilities: 1. The expectation of the child. 2. Shock. Daze. The decline of strength. 3. Denial. 4. Feelings of anger, guilt. 5. Emotional adjustment or acceptance. Finding resources in overcoming. A study of successful experience in the field of early pedagogical support shows that comprehensive support for children and their families is effective when an interdisciplinary team including doctors and specialists in psychological and pedagogical support (a teacher-defectologist, a speech therapist, a special psychologist, a social pedagogue) works. These two groups of specialists perform different labor functions and must have different competencies. Teachers and parents need to use the basics of remedial education in the educational and pedagogical processes.

scholarly journals DETEKSI DINI GANGGUAN PERKEMBANGAN ANAK DI TAMAN PENITIPAN BAYI DAN BALITA “PUSTEBLUME DAYCARE” YOGYAKARTA

2021 ◽  
Vol 3 (1) ◽  
Author(s):  
Jinten Jumiati ◽  
Syamsumin Kurnia Dewi
Keyword(s):  
Early Detection ◽  
Language Development ◽  
Screening Test ◽  
Developmental Disorders ◽  
Developmental Disorder ◽  
Educational Session ◽  
Speech Therapist ◽  
Teachers And Parents ◽  
Early Developmental ◽  
Bahasa Indonesia

ABSTRAK Latar Belakang. Penelitian-penelitian terdahulu menunjukkan prevalensi gangguan perkembangan pada anak usia 0-5 tahun masih tinggi. Gangguan ini akan semakin kompleks jika tidak terdeteksi secara dini dan mendapatkan penanganan yang tepat. Oleh karena itu, program ini bertujuan untuk mendeteksi secara dini gangguan perkembangan pada siswa Pusteblume Daycare Yogyakarta. Target dan luaran program ini adalah: diketahuinya capaian perkembangan setiap siswa, terdeteksinya gangguan perkembangan siswa dan rujukan ke ahlinya secara dini, guru pengasuh/ pendamping dan orang tua memahami capaian perkembangan anak dan dapat memberikan stimulasi yang sesuai. Metode. Program ini dilaksanakan terhadap 32 siswa Pusteblume Daycare Yogyakarta pada bulan November 2019. Untuk mendeteksi gangguan perkembangan anak digunakan Denver Development Screening Test (DDST) II versi Bahasa Indonesia. Sesudah deteksi, dilakukan sesi konsultasi dan edukasi kepada guru pendamping masing-masing siswa. Hasil. Persentase siswa dengan suspect keterlambatan perkembangan ringan: motorik kasar (6,25%), bahasa (9,37%), motorik halus (12,50%), dan personal-sosial (3,12%). Terdapat 1 siswa yang dirujuk ke terapis wicara terkait keterlambatan perkembangan bahasa. Guru dan orang tua telah diedukasi tentang bagaimana menstimulasi siswa berdasarkan capaian perkembangannya. Simpulan. Mayoritas siswa Pusteblume Daycare Yogyakarta memiliki capaian perkembangan yang normal. Kata kunci: deteksi dini, perkembangan anak, DDST II  ABSTRACT Background. Previous studies showed the prevalence of developmental disorders in children aged 0-5 years is still high. This disorder will be more complex if it is not early detected and got the appropriate intervention. Therefore, this program aimed to detect early developmental disorders of Pusteblume Daycare Yogyakarta students. The target and output of this program were: students' developmental achievements were known, students' developmental disorders were early detected and referred to the expert, teachers and parents understood their child's development and providing appropriate stimulation. Methods. This program was carried out on 32 students of Pusteblume Daycare Yogyakarta in November 2019. The Denver Development Screening Test (DDST) II-Indonesian version was used to detect the developmental disorder. After the detection, consultation and the educational session were carried out for the teachers accompanying each student. Results. Students suspected of mild delay in development were: gross motoric (6.25%), language (9.37%), fine motoric (12.50%), and personal-social (3.12%). One student delayed in language development was referred to the speech therapist. Teachers and parents were educated on how to stimulate the students based on their development achievement. Conclusion. Most Pusteblume Daycare Yogyakarta students have normal developmental achievements.  Keywords: early detection, child development, DDST II

Estrategia Metodológica Para La Atención Diferenciada De Niños Con Necesidades Educativas Especiales Transitorias

2017 ◽  
Vol 1 (2) ◽  
Author(s):  
Beatriz Liliana Vélez Loor
Keyword(s):  
Educational Needs ◽  
Early Developmental Stage ◽  
Special Educational Needs ◽  
Raising Children ◽  
The Family ◽  
Methodological Improvement ◽  
Teachers And Parents ◽  
The Right ◽  
Historical Methods ◽  
Early Developmental

La atención en el momento evolutivo inicial del niño, depende de las condiciones que el adulto le proporcione. La familia y la escuela son los contextos que contribuyen a crear el ambiente adecuado que propicie el desarrollo saludable del niño, es decir, que crezca física, psíquica y emocionalmente sano. El objetivo de la investigación que hace énfasis al proceso de formación continua de los docentes de la enseñanza básica de la Escuela Ernesto Vera del Cantón Rocafuerte Provincia de Manabí, brinda los espacios para conocer la responsabilidad de educar a los hijos,que en los últimos años ha recaído en el grupo familiar y ha modificado su centro de acción hacia la escuela y otros agentes educativos, que están asumiendo la tarea y la responsabilidad de satisfacer las necesidades que plantea el desarrollo de los niños y las niñas, como de preparar su futuro en el seno de la sociedad. La metodología utilizada para el diagnóstico inicial, se originó con encuestas a docentes y padres de familia, dando resultados que sustentan la investigación efectuada, para dar paso a cuestionar la problemática presentada y llegar a proponer una estrategia que permita mejorar la situación real en la cual viven los niños y niñas con dificultades de aprendizajes transitorios. Se utilizaron los métodos y técnicas histórico lógico, análisis-síntesis, inducción-deducción, observación a clases,  entrevista con docentes,  grupo focal, modelación  y  pre-experimento,  dando  cumplimiento  al  diseño  de  una  estrategia metodológica para perfeccionar la superación metodológica de los docentes dirigida la atención de los niños con necesidades educativas especiales transitorias. Palabras   claves:   Necesidades   educativas   especiales   transitorias,   atención diferenciada, estrategias  metodológicas. Summary  The attention in the early developmental stage of the child, depends on the conditions that the adult gives you. The family and school are the contexts that help to create the right atmosphere conducive to healthy child development, to grow physically, mental and emotionally sane. The research objective that emphasizes the process of training of Basic school teachers School Canton Ernesto Vera Rocafuerte  Manabi Province, provides spaces for the responsibility of raising children, which in recent years has gone to the family group and change center of action towards school and other educational agents, who are taking the task and responsibility to meet the needs arising from the development of children, and to prepare its future within society. The methodology used for the initial diagnosis, surveys originated with teachers and parents, giving results that support the research carried out, giving way to question the problems presented and come to propose a strategy to improve the actual situation in which children living with learning difficulties transient. We used thelogical historical methods and techniques, analysis, synthesis, induction, deduction, observing classes, meeting with teachers, focus group, pre-modeling and experiment, thus fulfilling the design of a methodological strategy to improve the methodological improvement of teachers directed the attention of children with special educational needs transitory. Keywords: temporary special educational needs,  individualized attention, methodological strategies.

PARENTS AS PARTNERS IN AN INCLUSIVE EDUCATIONAL ENVIRONMENT

2020 ◽  
Vol 1 (7) ◽  
pp. 152-158
Author(s):  
N. M. BURYKINA ◽  
Keyword(s):  
Developmental Disabilities ◽  
Secondary Schools ◽  
Special Needs ◽  
Educational Environment ◽  
Children With Special Needs ◽  
Raising Children ◽  
Philosophical Foundations ◽  
The Family ◽  
Children With Developmental Disabilities

This article discusses the role of the family in the social development of children with special needs in an inclusive educational environment, in connection with which the study addresses a new aspect of the interaction between the teacher and the child’s family, the interaction of the teacher (teacher) and parents of children with developmental disabilities is highlighted in a variety of areas, students in secondary schools or attending kindergartens. The purpose of the study is to assess the role of the family in the adaptation of children with developmental disabilities, studying in secondary schools or attending kindergartens. To achieve this goal, the author defines a range of research tasks: to study the historical and philosophical foundations of the role of the family in raising children with special needs; highlight the role of the family in implementing early intervention programs in secondary schools; substantiate the main stages that any school must go through, striving to create a more fruitful relationship between the school, family and community. The author stated the following results as a scientific novelty: general recommendations have been developed so that parents feel confident, competent and can work more productively together with teachers (educators) when children visit kindergarten groups (classes). As a result of the study, the author came to the conclusion that the process of teaching children with special needs in a comprehensive school is most effective in the interaction of the teacher and the family of the child.

scholarly journals Assessing educational difficulties of students from refugee backgrounds: a case study approach

2020 ◽  
Vol 30 (2) ◽  
pp. 97-111
Author(s):  
Nigar G. Khawaja ◽  
Glenn Howard
Keyword(s):  
Psychological Assessment ◽  
Remedial Education ◽  
Steering Committee ◽  
Assessment Process ◽  
Specific Information ◽  
Case Study Methodology ◽  
Study Approach ◽  
Educational Challenges ◽  
Teachers And Parents

AbstractThe present study applied a qualitative case study methodology to the educational challenges of three students from a refugee background, in order to identify an appropriate psychological assessment process with which to evaluate their difficulties. Three students who had arrived from Iraq 1–2 years ago (one male and two females; aged 13 and 14 years) were referred by their teachers for psychological assessment as their academic progress was poor, despite remedial education. An educational and developmental psychologist, guided by a steering committee of psychologists and educationists, interviewed each student, his/her parent/s, and teachers independently. Based on referral concerns, hypotheses relating to the cause of educational difficulties were generated and psychological tests and checklists were used with all students and their parents and teachers. The data collected assisted in understanding multiple factors that may affect learning for students who have arrived from a war-torn country, and highlighted the importance of gathering detailed case-specific information to understand each student’s background and current context. Challenges associated with the assessment process were identified. Further, ways in which psychologists and guidance officers, teachers and parents could promote these students’ learning were identified. Implications for schools and policy developers are discussed.

scholarly journals Den private religion: Fortolkninger af muslimske børns religiøse tilhørsforhold i en dansk folkeskole

2017 ◽  
Vol 8 (2) ◽  
pp. 57
Author(s):  
Marianne Holm Pedersen
Keyword(s):  
School Leadership ◽  
School Life ◽  
School Activities ◽  
Parents And Children ◽  
Children’S Participation ◽  
Private Matter ◽  
Teachers And Parents ◽  
Children's Participation ◽  
Role Of Religion

While the teaching of religion in the Danish folkeskole is a widely debated issue, there is little knowledge about how parents of Muslim background relate to the role of religion in the children’s daily school life. This article explores the meanings that teachers and parents at a school in the Danish province attribute to Muslim children’s religious backgrounds. Based on interviews with school leadership, teachers, parents and children, it particularly examines how they interpret the course ‘knowledge of Christianity’ and how they view the division of responsibility for teaching children about religion. It argues that while both parents and teachers understand religious belonging as a private matter that does not concern the school, they have different understandings of what this means and what it should imply for the children’s participation in school activities. The article further argues that the so-called encounter between ‘Muslim practices’ and ‘Danish values’ rather constitutes yet another example of negotiations that have always taken place in modern Danish society between the institutions of family and school.

scholarly journals Prevention of Violence and Sexual Abuse in Early Childhood Through Implementation of Sex Education in the Perspective of the Sunnah

2016 ◽  
Vol 1 (1) ◽  
pp. 27-34
Author(s):  
Lely Camelia ◽  
Ine Nirmala
Keyword(s):  
Sexual Abuse ◽  
Early Childhood ◽  
Sex Education ◽  
Child Protection ◽  
Role Model ◽  
Positive Impact ◽  
Islamic Perspective ◽  
Prevention Of Violence ◽  
Parents And Children ◽  
Teachers And Parents

This article discusses the conceptual studies on the implementation of early childhood sex education according to Islamic perspective. The number of cases of violence and sexual abuse against children has recently made various parties, no exception for parents, that must be alert to the threat. The big point of that is in 2015 when Indonesian Child Protection Commission said that cases of violence and abuse against children is a latent danger for the children of Indonesia. Several attempts have been made, some like starting to give a sex education early for parents and children, limiting the viewing access to pornography, limiting the contents of pornography on the internet and games, and stopping the attempts of the perpetrators in violence and sexual abuse against children by give them the weightest punishments. Rasullullah SAW as good role model has provided some guidance for us on how to educate children in detail, not only about early sex education, but also how to educate them since they are in the loins of their father. With reference to the sunnah that has showed by our Prophet to us, we as teachers and parents can apply it in everyday life, that will have a positive impact on children and the environment in the prevention of violence and sexual abuse against children.  Keywords: sex education, children, islamic perspective, Prophet’s sunnah perspective

scholarly journals Family and fertility: does kin help influence women’s fertility, and how does this vary worldwide?

2017 ◽  
Vol 14 (1) ◽  
pp. 18-34 ◽  
Author(s):  
Rebecca Sear
Keyword(s):  
Nuclear Family ◽  
Family Members ◽  
Academic Disciplines ◽  
Reproductive Decisions ◽  
Raising Children ◽  
Parents And Children ◽  
The Family ◽  
Kin Support ◽  
Salient Factor ◽  
Context Specific

AbstractDespite the tendency of some academic disciplines to assume that the nuclear family is normative, the family takes a number of different forms cross-culturally. Regardless of family form, family members typically cooperate in raising children. Intergenerational help (from grandparents to parents and children), for example, is a cross-cultural universal. Such cooperation means that the availability of kin may be one salient factor in deciding whether and when to have children. Here I consider the evidence for whether the availability of kin does influence fertility, and whether these relationships vary cross-culturally. I find evidence from middle and lower income populations that the presence of kin does increase fertility, and that these relationships are plausibly driven by cooperation between family members. In higher income contexts, associations between kin and fertility are mixed, and appear particularly sensitive to how kin availability and support is measured. There is some evidence that certain measures of support from kin (such as emotional support or help with childcare) increases the likelihood of subsequent births, but kin support is not always positively associated with fertility. Family matters for fertility, then, though these relationships may be complex and context-specific. Policy needs to take this diversity into account, and should not focus exclusively on the nuclear family model, nor neglect the roles other family members play in reproductive decisions.

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