scholarly journals Description of prosocial behavior in young children with intellectual disability in East Nusa Tenggara

2020 ◽  
Vol 3 (1) ◽  
pp. 53-64
Author(s):  
Kresensia Wea Aga Ngawas ◽  
Beatriks Novianti Kiling-Bunga ◽  
Indra Yohanes Kiling
Keyword(s):  
Intellectual Disability ◽  
Young Children ◽  
Prosocial Behaviors ◽  
World Health ◽  
Early Childhood Care ◽  
Childhood Care ◽  
Main Technique ◽  
Role Of Parents ◽  
Health Organization ◽  
Children With Intellectual Disability

World Health Organization and United Nations Children’s Fund havestated in year 2012 that one of their global agenda is to fulfill the needs of inclusive Early Childhood Care and Development (ECCD) to increase the participation and development of young children with disabilities. One of important things for the agenda are understanding various special needs of young children with various kind of mental disability, such as mental retardation or nowadays known as intellectual disability. This research aims to narratively describe the prosocial behaviors of a young child with intellectual disability in special school of Pembina Kupang, East Nusa Tenggara. This research used qualitative approach with child observation and interview to the parents as the main technique to gather data. This research shows that prosocial behaviors in young children with intellectual disability are divided into four aspects, those are: a) the ability to join groups, b) supportive acts, c) empathy and caring, and d) self-adjustment. These behaviors were shown in the child’s dailyactivities, her habits, affected by the culture and daily activities of her parents and siblings, and also by the interaction with her friends and family. This research could give important information about the importance of managing the social interaction in inclusive ECCD by putting emphasis in four aspects described above, and also the role of parents and ECCD tutors in facilitating activities that could help stimulate specific needs of social skills in young children with intellectual disability.

scholarly journals DESCRIPTION OF PROSOCIAL BEHAVIOR IN YOUNG CHILDREN WITH INTELLECTUAL DISABILITY IN EAST NUSA TENGGARA

2017 ◽  
Vol 3 (1) ◽  
pp. 53
Author(s):  
Beatriks Novianti Kiling-Bunga ◽  
Kresensia Wea Aga Ngawas ◽  
Indra Yohanes Kiling
Keyword(s):  
Intellectual Disability ◽  
Young Children ◽  
United Nations ◽  
Prosocial Behavior ◽  
World Health Organization ◽  
World Health ◽  
Health Organization ◽  
Children With Intellectual Disability

<p>World Health Organization dan United Nations Children’s Fund telah menyatakan pada tahun 2012 bahwa agenda global mereka adalah untuk memenuhi kebutuhan Pendidikan Anak Usia Dini (PAUD) inklusif, salah satunya untuk meningkatkan partisipasi dan perkembangan anak-anak dengan disabilitas. Salah satu hal penting untuk agenda ini adalah pemahaman terhadap berbagai kebutuhan khusus anak-anak dengan berbagai jenis disabilitas mental, seperti retardasi mental atau saat ini dikenal sebagai disabilitas intelektual. Penelitian ini bertujuan untuk menggambarkan secara naratif mengenai perilaku prososial anak muda dengan disabilitas intelektual di sekolah khusus Pembina Kupang, Nusa Tenggara Timur. Penelitian ini menggunakan pendekatan kualitatif dengan melakukan observasi pada anak dan wawancara dengan orangtua, sebagai teknik utama untuk mengumpulkan data. Penelitian ini mendapatkan bahwa perilaku prososial pada anak-anak dengan disabilitas intelektual dibagi menjadi empat aspek, yaitu: a) kemampuan untuk bergabung dengan grup, b) tindakan yang mendukung perilaku prososial, c) empati dan peduli, serta d) penyesuaian diri. Perilaku ini ditunjukkan dalam kegiatan seharihari anak, kebiasaannya, dipengaruhi oleh budaya dan kegiatan sehari-hari dari orangtua dan saudaranya, juga oleh interaksi dengan teman-teman dan keluarganya. Penelitian ini dapat memberikan informasi penting tentang pengelolaan interaksi sosial dalam PAUD inklusif dengan menempatkan penekanan dalam empat aspek yang dijelaskan di atas, dan juga peran orangtua dan pengajar PAUD dalam kegiatan yang bisa membantu merangsang kebutuhan spesifik dari keterampilan sosial pada anakanak dengan disabilitas intelektual.</p><p> </p><p><strong>Kata kunci</strong>: prososial; anak-anak; disabiltas intelektual</p>

scholarly journals Optimal Household Water Access Fosters the Attainment of Minimum Dietary Diversity among Children Aged 6–23 Months in Malawi

Nutrients ◽  
2021 ◽  
Vol 13 (1) ◽  
pp. 178
Author(s):  
Zizwani Brian Chilinda ◽  
Mark L. Wahlqvist ◽  
Meei-Shyuan Lee ◽  
Yi-Chen Huang
Keyword(s):  
Young Children ◽  
Dietary Diversity ◽  
World Health ◽  
Food Groups ◽  
Water Access ◽  
Direct Role ◽  
Cross Sectional ◽  
Child Undernutrition ◽  
Health Organization ◽  
Minimum Dietary Diversity

Along with sanitation and hygiene, water is a well-known driver of child undernutrition. However, a more direct role of household (HH) water access in shaping dietary diversity remains unexplored. We assessed the association between HH water access and achievement of minimum dietary diversity (MDD) among young children. We utilized nationally-representative cross-sectional data from the 2015/16 Malawi Demographic and Health Survey, which included 4727 mother–child dyads, respectively, (26.8 ± 6.8 years, range 15–49 years) and (13.9 ± 4.9 months, range 6–23 months). HH water access was categorized as (1) basic or no access, (2) intermediate, or (3) optimal. MDD was defined as feeding a child, during the previous day, at least four of the food groups defined by the World Health Organization. Only 27.7% of the children achieved MDD standards; most of the children who achieved MDD were from HHs with optimal water access (58.4%, p < 0.001). However, only 5.9% of the mother–child dyads were from HHs with optimal water access. After adjusting for covariates, children from HHs with optimal water access had higher odds of achieving MDD than those from HHs with basic or no water access (aOR = 1.74, CI = 1.24–2.46). Our results highlight the need to incorporate water-based strategies into national nutritional policies to increase dietary diversity among Malawian infants and young children.

What's in a Name?

2013 ◽  
Vol 51 (2) ◽  
pp. 113-116 ◽  
Author(s):  
Marc J. Tassé
Keyword(s):  
Mental Retardation ◽  
Intellectual Disability ◽  
World Health Organization ◽  
International Classification Of Diseases ◽  
World Health ◽  
International Consensus ◽  
The World ◽  
Classification Of Diseases ◽  
Health Organization

Abstract The World Health Organization (WHO) is in the process of developing the 11th edition of the International Classification of Diseases (ICD–11). Part of this process includes replacing mental retardation with a more acceptable term to identify the condition. The current international consensus appears to be replacing mental retardation with intellectual disability. This article briefly presents some of the issues involved in changing terminology and the constraints and conventions that are specific to the ICD.

scholarly journals Parents’ Perception Having Children with Intellectual Disability Providing Sex Education

2017 ◽  
Vol 2 (2) ◽  
pp. 164 ◽  
Author(s):  
Dwi Karina Ariadni ◽  
Yayi Suryo Prabandari ◽  
Sumarni DW
Keyword(s):  
Intellectual Disability ◽  
Sex Education ◽  
Group Discussion ◽  
Phenomenological Approach ◽  
Normal Children ◽  
Face To Face ◽  
Role Of Parents ◽  
Depth Interviews ◽  
Children With Intellectual Disability

Introduction: Children with intellectual disability have the same sexual needs as the average children. Parents are their children’s primary sex educators, but many parents are afraid of talking to their children about sex. The purpose of this study to explore the perception of parents in providing sex education to children with intellectual disability. Methods: A qualitative study using phenomenological approach. Focus group discussion (FGD) and in-depth interviews (face-to-face) with ten parents having children with mild or moderate intellectual disability, aged nine-eighteen years registered at SLB Negeri 1 Yogyakarta. Colaizzi method was used to identify core themes and patterns. Results: Four themes were found: the importance of sex education for children with intellectual disability, the mother has the most important role in providing sex education, the distinction of sex education for children with intellectual disability, religion is important in sex education. Conclusions: Perception of parents in providing sex education to children with intellectual disability is different from parents with normal children. Parents should be earlier deliver sex education to protect them from sex abuse and the method of giving sex education with practice. The role of parents, especially mother is very important to provide sex education than father.

scholarly journals MENINGKATKAN KEMAMPUAN MOTORIK KASAR MELALUI PERMAINAN TRADISIONAL “SIKODOKA” BAGI ANAK USIA DINI BERLATAR BELAKANG TUNA GRAHITA

2016 ◽  
Vol 11 (2) ◽  
pp. 73-80
Author(s):  
Mientje Ratoe Oedjoe ◽  
Beatriks Novianti Bunga
Keyword(s):  
Intellectual Disability ◽  
Young Children ◽  
Motor Skills ◽  
Reward System ◽  
Physical Development ◽  
Class Action ◽  
Gross Motor ◽  
Gross Motor Skills ◽  
Movement Skills ◽  
Children With Intellectual Disability

Physical development in some children with intellectual disability could be delayed. This physical delays can trouble their movement skills. Therefore these children need practices that could improve their gross motoric skills. This research aimed to try out Sikodoka game in order to improve gross motor skills in young children with intellectual disability. Method used was class action research conducted in two cycles and four meetings. Research participants were three young children aged seven to nine years old. The research was conducted in August 2016 taking palce in Kelapa Lima Special Needs School, Kupang. Data collection techniques used were observation and test. Gross motor skills indicators were jumping with one foot skill, jumping with both feet, keeping body balance while collecting “era”, tossing “era” correctly inside the square, and grasping “era” skillfully. Results showed that there was improvement in gross motor skills with mean improvement from pre-cycle 38% increased 23% to 61% in cycle 1. From cycle 1 to cycle 2 improved again 43% making the condition after cycle 2 was 95%. According to the evaluation, recommendations to teachers are to be sensitive to children’s condition that are easy to be divided in their focus, using reward system to attract children’s attention, need to compliment more, uses clapping variations to recover children’s focus, reducing activities that could trigger loud activities, using simple languages, dividing sentences that are clear and not long, and reprating games because children with intellectual disability are easy to forget.

Infant Nutrition in the Subtropics and Tropics (World Health Organization Series No. 29), ed. 2, by Derrick B. Jelliffe, M.D., F.R.C.P., F.A.P.H.A. Geneva: World Health Organization, 1968, 335 pp., $9.00 clothbound

PEDIATRICS ◽  
1969 ◽  
Vol 44 (2) ◽  
pp. 308-308
Author(s):  
Nevin S. Scrimshaw
Keyword(s):  
Young Children ◽  
World Health Organization ◽  
Nutrition Education ◽  
Infant Feeding ◽  
Infant Nutrition ◽  
Feeding Practices ◽  
World Health ◽  
Infant Feeding Practices ◽  
The World ◽  
Health Organization

Since its publication in 1955, the WHO Monograph, Infant Nutrition in the Subtropics and Tropics by Derrick Jelliffe, has been indispensable reading and reference for persons dealing with pediatric problems in the developing areas of the world. Its review of infant feeding practices in tile subtropics and tropics was unique, and its description of nutritional diseases among young children in these areas was concise and reliable. The chapters on improving infant feeding, preventing nutritional disease, and introducing nutrition education were by far the best published guidelines available.

Learning Disability

2014 ◽  
Author(s):  
Maggie McGurgan ◽  
Holly Greer
Keyword(s):  
Intellectual Disability ◽  
General Population ◽  
World Health ◽  
Genetic Syndromes ◽  
Sensory Impairments ◽  
The World ◽  
People With Intellectual Disabilities ◽  
Health Organization ◽  
Additional Support ◽  
Complete History

Intellectual disability is defined by the World Health Organization (WHO) as: ‘a significantly reduced ability to understand new or complex infor­mation and to learn and apply new skills (impaired intelligence) resulting in a reduced ability to cope independently (impaired social functioning)’, and begins before adulthood, with a lasting effect on development. People with an intellectual disability can develop any of the mental ill­nesses common to the general population; however, they are up to three times more likely to develop a mental illness. This predisposition to psy­chiatric illness can occur due to a variety of reasons, including associated genetic syndromes, brain injury, and sensory impairments. People with an intellectual disability are also more likely to have negative psychoso­cial experiences, such as deprivation, abuse, separation/loss events, low self-esteem, and financial disadvantage, and consequently the ensuing effects of these can affect their mental health. The psychiatric assessment of a person with an intellectual disability broadly covers the same as that of the general population; however, a different approach at times is needed to adapt to the individual’s com­munication skills. It may be necessary to complete history taking from a family member or carer, and an MSE may even have to be completed solely on observable behaviours. It is also more pertinent to focus on any co-existing medical conditions, such as epilepsy which is present in 25–30% of people with an intellectual disability. The WHO states that the true prevalence of intellectual disability is close to 3%. The vast majority of these people (85%) have mild intel­lectual disability defined as an IQ of 50–69 points. Many of these peo­ple can and do access mainstream services (with or without additional support). In whichever service you work, doctors and medical students will encounter people with intellectual disabilities, and an awareness of their needs is essential.

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