scholarly journals Special Needs Assessment in Bilingual School-Age Children in Germany

Languages ◽  
2021 ◽  
Vol 7 (1) ◽  
pp. 4
Author(s):  
Irina Hertel ◽  
Solveig Chilla ◽  
Lina Abed Ibrahim
Keyword(s):  
Special Needs ◽  
Word Reading ◽  
Language Disorders ◽  
Assessment Tools ◽  
Primary School Children ◽  
Refugee Children ◽  
School Age Children ◽  
School Age ◽  
Typically Developing ◽  
Refugee Students

Educational and (psycho-)linguistic research on L1 and L2 acquisition in bilingual children sketches them as a group of language learners varying in many aspects. However, most studies to date have based evaluations of language proficiency or new assessment tools on data from heritage children, while studies on the appropriateness of assessment tools for school-age refugee children remain a notable exception. This study focuses on the standardized assessment tool BUEGA for primary school children, which is, among others, a widespread tool for the assessment of pedagogical support or special needs (SN) in Germany. We compare the performance of 12 typically developing monolinguals (Mo-TD: 7;3–12;1), 14 heritage-bilinguals (BiTD: 7;1–13;4, L1 Turkish and Arabic), 12 refugee- students (BiTD: 8;7–13;1, L1 Arabic), and 7 children with developmental language disorders (DLD: 7;7–13;9) on the subtests of grammar, word-reading, and spelling. Overall results show that refugee-BiTDs perform in the (monolingual) pathology range. No significant differences emerged between students with DLD and typically developing (TD) refugee students. Considering the assessment of school-related language performance, bilingual refugees are at risk of misdiagnosis, along with the well-known effects of educational disadvantage. This particularly applies to children with low socioeconomic status (SES). Looking beyond oral language competencies and using test combinations can help exclude language disorders in school-age children with limited L2 proficiency.

scholarly journals Dietary Habits and Nutritional Knowledge among Primary School Children in Fayoum Governorate

2019 ◽  
Vol 4 (2) ◽  
pp. 95
Author(s):  
Rabab Gad Abd El-Kader ◽  
Hanem Awad Mekhamier ◽  
Azza El-Sayed Ali Hegazy
Keyword(s):  
Primary School ◽  
School Children ◽  
Dietary Habits ◽  
Primary School Children ◽  
School Age Children ◽  
Study Group ◽  
School Age ◽  
Nutritional Knowledge ◽  
Significant Difference ◽  
Fayoum Governorate

Background and aim: Improving the eating habits of children is essential to reduce the future burden of non-communicable illnesses. Nutritional diseases affect higher than 30% of school age children. This study aimed to assess the dietary habits and nutritional knowledge among primary school age children in Fayoum Governorate, Egypt.Study design: A cross-sectional descriptive design was utilized. Setting: The study was implemented in three governmental mixed primary schools in EL-Fayoum city; Egypt, that were selected randomly. Sample: Cluster random sample techniques used for selecting of the study group consisted of 300 students aged from 10-12 years for both sexes attending grade five and six. Tools: three tools of data collection consisted of: 1- self-administered questionnaire comprised socio-demographic data of the students and parents, and students’ knowledge about nutrition, 2- the students’ dietary habits as consumption of the breakfast, drinking water, 3- Health assessment sheet to assess the students’ nutritional status including weight, height, BMI, and appearance.The study findings revealed that 69.3% of the study group were underweight, 36.3% were stunted, and 6.7%, 3.3% were overweight and obese respectively. About 45% had fair knowledge while 34% had good knowledge about the nutrition. More than half of the students had unhealthy dietary behavior and appearance. There was a statistically significant difference (P: 0<0.00) between the academic performance of the school children and their HAZ while there was no statistically significant difference between the academic performance of the students and their WAZ (P: 0.264).Conclusions: underweight is highly prevalent among the primary school students followed by stunting. Most of the students had unhealthy dietary habits and unhealthy appearance while around half of them had fair knowledge about nutrition. The current study recommended developing a nutritional health program for primary school children about the proper nutrition.

scholarly journals Overcoming the Fear of Water at the Initial Stage of Learning to Swim

2017 ◽  
pp. 66-71
Author(s):  
Olga Obrazhey
Keyword(s):  
Primary School ◽  
Summer Camp ◽  
Psychological Impact ◽  
Open Water ◽  
Physical Symptoms ◽  
Primary School Children ◽  
School Age Children ◽  
School Age ◽  
Initial Stage ◽  
Primary School Age

The article deals with the fear of children of primary school age to open water, which appears at the initial stage of teaching swimming and is a serious obstacle to mastering the skills of swimming. Analysis of the scientific researches indicate a lack of reasonable methods of overcoming fears associated with the water during swimming training and scientific methodological developments in the prevention and overcoming fears associated with water, which leads to certain problems and violations of logical consistency in teaching swimming. The following empirical methods as questionnaires, interviews, pedagogical observations are used. The article presents the results of a study of this problem, especially: the results of the survey of primary school children who arrived at the base of the summer camp «Lastochka» in Skadovsk of Kherson region in 2016 during the month of June as well as conversations and observations with them that took place in real conditions of training swimming. This study provided the opportunity to determine the origin of fear causes of primary school age children, to reveal the reasons and statistics of accidents at open water, to identify factors fear of open water of primary school age children. The article indicates signs of the most important physical symptoms associated with the fear of open water. Methodical recommendations developed to overcome fears at the initial stage of swimming lessons in open water based on the principles of psychological impact on the minds of everyone as well as the use of innovative techniques while swimming. Methodical recommendations focus on the preparation and organization of lessons with children of primary school age, with the problem of fear of open water. They aim to overcome fear and to achieve the main goals of the swimming lessons in the summer camp to teach swimming every child.

Subtypes of Language Disorders in School-Age Children With Autism

2009 ◽  
Vol 34 (1) ◽  
pp. 66-84 ◽  
Author(s):  
Isabelle Rapin ◽  
Michelle A. Dunn ◽  
Doris A. Allen ◽  
Michael C. Stevens ◽  
Deborah Fein
Keyword(s):  
Language Disorders ◽  
Children With Autism ◽  
School Age Children ◽  
School Age

scholarly journals Motor Contingency Learning and Infants with Spina Bifida

2013 ◽  
Vol 19 (2) ◽  
pp. 206-215 ◽  
Author(s):  
Heather B. Taylor ◽  
Marcia A. Barnes ◽  
Susan H. Landry ◽  
Paul Swank ◽  
Jack M. Fletcher ◽  
...  
Keyword(s):  
Spina Bifida ◽  
Sensory Feedback ◽  
School Age Children ◽  
School Age ◽  
Typically Developing ◽  
Contingency Learning ◽  
Motor Responses ◽  
Arm Reaching ◽  
Conjugate Reinforcement ◽  
Sensory Motor

AbstractInfants with Spina Bifida (SB) were compared to typically developing infants (TD) using a conjugate reinforcement paradigm at 6 months-of-age (n= 98) to evaluate learning, and retention of a sensory-motor contingency. Analyses evaluated infant arm-waving rates at baseline (wrist not tethered to mobile), during acquisition of the sensory-motor contingency (wrist tethered), and immediately after the acquisition phase and then after a delay (wrist not tethered), controlling for arm reaching ability, gestational age, and socioeconomic status. Although both groups responded to the contingency with increased arm-waving from baseline to acquisition, 15% to 29% fewer infants with SB than TD were found to learn the contingency depending on the criterion used to determine contingency learning. In addition, infants with SB who had learned the contingency had more difficulty retaining the contingency over time when sensory feedback was absent. The findings suggest that infants with SB do not learn motor contingencies as easily or at the same rate as TD infants, and are more likely to decrease motor responses when sensory feedback is absent. Results are discussed with reference to research on contingency learning in infants with and without neurodevelopmental disorders, and with reference to motor learning in school-age children with SB. (JINS, 2013,19, 1–10)

scholarly journals Syntactic Versus Memory Accounts of the Sentence Comprehension Deficits of Specific Language Impairment: Looking Back, Looking Ahead

2016 ◽  
Vol 59 (6) ◽  
pp. 1491-1504 ◽  
Author(s):  
James W. Montgomery ◽  
Ronald B. Gillam ◽  
Julia L. Evans
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Sentence Comprehension ◽  
School Age Children ◽  
School Age ◽  
Typically Developing ◽  
Specific Language ◽  
Theoretical Perspectives ◽  
English Speaking ◽  
Proper Modification

Purpose Compared with same-age typically developing peers, school-age children with specific language impairment (SLI) exhibit significant deficits in spoken sentence comprehension. They also demonstrate a range of memory limitations. Whether these 2 deficit areas are related is unclear. The present review article aims to (a) review 2 main theoretical accounts of SLI sentence comprehension and various studies supporting each and (b) offer a new, broader, more integrated memory-based framework to guide future SLI research, as we believe the available evidence favors a memory-based perspective of SLI comprehension limitations. Method We reviewed the literature on the sentence comprehension abilities of English-speaking children with SLI from 2 theoretical perspectives. Results The sentence comprehension limitations of children with SLI appear to be more fully captured by a memory-based perspective than by a syntax-specific deficit perspective. Conclusions Although a memory-based view appears to be the better account of SLI sentence comprehension deficits, this view requires refinement and expansion. Current memory-based perspectives of adult sentence comprehension, with proper modification, offer SLI investigators new, more integrated memory frameworks within which to study and better understand the sentence comprehension abilities of children with SLI.

scholarly journals A Special Needs Approach: A Study of How Libraries Can Start Programs for Children with Disabilities

2015 ◽  
Vol 13 (3) ◽  
pp. 28 ◽  
Author(s):  
Denice Adkins ◽  
Bobbie Bushman
Keyword(s):  
Special Needs ◽  
Independent Living ◽  
Self Care ◽  
Census Bureau ◽  
Common Type ◽  
Community Survey ◽  
School Age Children ◽  
American Community Survey ◽  
Cognitive Disability ◽  
School Age

The Census Bureau reports that 5.2 percent of school-age children (2.8 million) were reported to have a disability. The American Community Survey defines a person with a disability as a person having a “vision, hearing, cognitive, ambulatory, self-care, or independent living difficulty.” Per the American Community Survey, the most common type of disability diagnosed in school-age children is cognitive disability, which they define as “serious difficulty concentrating, remembering, or making decisions.”

SCHOOL VIOLENCE AWARENESS AND PREVENTION PROGRAMS IN SERBIA

2018 ◽  
Vol 28 (3) ◽  
pp. 855-859
Author(s):  
Vesna Lj. Minić
Keyword(s):  
School Violence ◽  
Rural Areas ◽  
Violent Behavior ◽  
Prevention Programs ◽  
Primary School Children ◽  
World Health ◽  
School Age Children ◽  
Public Health Issue ◽  
School Age ◽  
Peer Violence

The aim of this paper is to provide a systematic review and analysis of school violence in Serbia, as well as to suggest programs and measures that would prevent it from happening. Violent behavior in school-age children is a widespread phenomenon and issue, present not only in our country, but also in other countries and cultures; it is on the rise in both developed and underdeveloped countries, in both urban and rural areas. Age groups most prone to violent behavior are children and young people in the process of maturation, since they do not yet have developed defense mechanisms. Given the fact that there are increased levels of peer violence in modern society, it is important to emphasize its serious, far-reaching and long-lasting both physical and mental health consequences, mostly in primary school children. School violence has also become a public health issue being addressed by the World Health Organization, as it causes chronic fear in students and is responsible for numerous psychosomatic disorders. Social context of violence is also incited by media, especially the Internet, television and video games which encourage and spread certain forms of violence among students. There are different forms and levels of intensity of school violence, but violence is usually acknowledged by the society only when certain incidents get the attention in media. However, in order to put a stop to the increased tendencies of peer violence in school-age children, it is necessary to engage students, teachers, parents, media and the entire society. Due to the complexity and sensitivity of this issue, the studies carried out in Serbia are of great importance, not only to understand this issue, but also to develop prevention programs and measures that would reduce and prevent school violence. There are three categories of prevention used in our country to prevent school violence: primary, secondary and tertiary. Primary prevention is targeted at the entire population, not only certain groups which are considered to be prone to it. Its advantage lies in the fact that it motivates the children who are not prone to violence to help reduce violence occurrences. Secondary prevention involves working with children who are prone to school violence, or with those children involved in mild forms of problem behavior. Tertiary prevention involves working with students who had already exhibited some form of school violence. Serbia has many school violence prevention programs, such as: School without violence: towards a safe and enabling environment for children; Children and Police; Firefighter in School, School Officer, and many other activities which aim to protect children from violence in schools.

Organization of Extracurricular Activities of Primary School Children with Sensory Disabilities in an Inclusive Educational Environment

2021 ◽  
pp. 77-89
Author(s):  
Natalya Aleksandrovna Odinokova ◽  
◽  
Victoria Eduardovna Gamanovich ◽  
Olga Vyacheslavovna Dalivelya ◽  
◽  
...  
Keyword(s):  
Primary School ◽  
Extracurricular Activities ◽  
School Children ◽  
Individual Characteristics ◽  
Primary School Children ◽  
School Age Children ◽  
School Age ◽  
Sensory Impairment ◽  
Special Educational Needs ◽  
Primary School Age

The article presents the author’s view of the organization extracurricular activities of primary school age children with sensory impairment based on a humanistic approach, focused on the personality of students with special educational needs, taking them into account individual characteristics, abilities and interests. The purpose of the article is to reveal the essence, evolution of formation and meaning in educational space of the school of extracurricular activities, emphasizing attention to the peculiarities of its organization with children of primary school age with sensory impairment. Methodology. The methodological basis is made up of research domestic and foreign authors, the experience of practicing teachers, testifying to the relevance of theoretical and practical software implementation of extracurricular activities with children with sensory impairment. Results. Based on the analysis of regulatory documents, scientific research, literature and teaching materials the concept of “extracurricular activities” was identified and substantiated, issues of structure, content, requirements for the conditions of its conduct on an example of organizing an excursion with children with visual impairments. In detention, conclusions are drawn about the features of the organization of extracurricular activities of primary school children with sensory impairments. In the future, it is envisaged to conduct a practical diagnostic research and analysis of the results obtained, which will reveal efficiency and prioritization of extracurricular activities, organized with children of primary school age with sensory impairment.

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