scholarly journals The Impact of Learning in Nature for The Well-being of Children with Special Needs

2021 ◽  
Author(s):  
Melati Hapsari ◽  
Lia Mareza
Keyword(s):  
Special Needs ◽  
Well Being ◽  
Children With Special Needs ◽  
The Impact ◽  
Learning In Nature

scholarly journals Telerehabilitation and Wellbeing Experience in Children with Special Needs during the COVID-19 Pandemic

Children ◽  
2021 ◽  
Vol 8 (11) ◽  
pp. 988
Author(s):  
Daniela Sarti ◽  
Marinella De Salvatore ◽  
Emanuela Pagliano ◽  
Elisa Granocchio ◽  
Daniela Traficante ◽  
...  
Keyword(s):  
Cerebral Palsy ◽  
Special Needs ◽  
Well Being ◽  
Psychological Needs ◽  
Learning Disorders ◽  
Children With Special Needs ◽  
Supportive Environment ◽  
Post Hoc ◽  
The Impact ◽  
Specific Learning

Social distancing due to the COVID-19 pandemic represented a golden opportunity to implement telerehabilitation for clinical groups of children. The present study aims to show the impact that telerehabilitation had on the experience of well-being of children with special needs being treated at the Foundation IRCCS Neurological Institute ‘C. Besta’ in Milan (Specific Learning Disorders and Cerebral Palsy diagnosis); it aims to do so by comparing it with experiences of those who did not undertake telerehabilitation despite the diagnosis during the pandemic, and with typically developing children. Results show that the three groups differed in the Support, Respect and Learning dimensions of well-being experience. Post hoc comparisons revealed that children with Specific Learning Disorders and Cerebral Palsy scored higher than normotypical children in Support and in Respect scales. Furthermore, children who experienced telerehabilitation showed the highest scores on the Learning scale in comparison with the other two groups. These results support the importance of reorganizing care and assistance by integrating telemedicine, which seems to have fostered a positive experience of well-being in people with special needs, particularly in the perception of a supportive environment that respects psychological needs.

scholarly journals The Learning Burden- Problem of Curriculum Load

2016 ◽  
Vol 4 (1) ◽  
Author(s):  
Dr. Kadambari Naniwadekar
Keyword(s):  
Special Needs ◽  
Hearing Impairment ◽  
Primary Schools ◽  
Well Being ◽  
Behaviour Problems ◽  
Children With Special Needs ◽  
Typically Developing ◽  
Students With Special Needs ◽  
The Impact

Concerns regarding academic burden on students, especially students with special needs and unsatisfactory quality of learning has been talked about time and again. The problem has been discussed extensively by several committees, with several recommendations on reducing the academic burden on the students. But instead, the problem has grown more acute with the passing time and increased competition. This problem of academic burden manifests itself in many ways for our children with special needs, the most common being behaviour problems and sometimes academic under achievement. The situation has become worse over the years even with children  both typically developing and with special needs attending pre- schools carrying a bag full of books and notebooks. It is very hard to reconcile the rigorous ‘academic’ regime that is imposed on children with hearing impairment from an early age with the widespread complaint made about moving at the same pace with the typically developing children and competitive ethos of the later school years. The pernicious grip of this false argument manifests itself in strange preschool and primary schools practices like early emphasis on shapely writing, memorizing information and so on.  One message of this situation is that both the child and the teacher have lost the ‘joy of learning’. This study aimed at investigating the impact of overload or academic burden of the curriculum on children with hearing impairment and how it affects the psychological well being of these children. The study proposed to develop tool to identify the factors leading to stress in these children with special needs and then correlate with the academic performance and behaviour problems, if any.

The well-being of children with special needs during the COVID-19 lockdown: academic, emotional, social and physical aspects

2021 ◽  
pp. 1-14
Author(s):  
Naiara Berasategi Sancho ◽  
Nahia Idoiaga Mondragon ◽  
Maria Dosil Santamaria ◽  
Maitane Picaza Gorrotxategi
Keyword(s):  
Special Needs ◽  
Well Being ◽  
Children With Special Needs

Emotion Regulation Strategies Predict Emotional Distress during the COVID-19 Outbreak among Parents of Children with Special Needs

2021 ◽  
Author(s):  
Mor Keleynikov ◽  
Joy Benatov ◽  
Noga Cohen
Keyword(s):  
Emotion Regulation ◽  
Special Needs ◽  
Emotional Distress ◽  
Online Survey ◽  
Well Being ◽  
Children With Special Needs ◽  
Emotion Regulation Strategies ◽  
School Closures ◽  
Raising Children ◽  
Regulation Strategies

The coronavirus (COVID-19) outbreak has been declared a global pandemic. The consequences of this pandemic, among them changes in routine, quarantine, school closures and more, place children with special needs and their families at risk of severe emotional distress. Therefore, the present study used an online survey to measure stress, anxiety and depression levels as well as concerns related to the COVID-19 outbreak among 94 parents of children with special needs (mean age = 41.6 years, SD = 6.59; 83% female) and 79 parents raising a typically developing child (mean age = 40.85 years, SD = 7.40; 85% female). We also examined whether the use of adaptive and maladaptive emotion regulation (ER) strategies (reappraisal and suppression, respectively) predicts emotional distress among the two parent groups. The results indicate that compared to parents of TD children, parents of children with special needs reported more concerns about the COVID19 outbreak and more symptoms of emotional distress (depression, anxiety and stress). The use of adaptive and maladaptive emotion regulation strategies moderated the association between concerns arising from the COVID-19 outbreak and emotional distress. In addition, the habitual use of emotion regulation strategies predicted distress only among parents of children with special needs but not among parents of TD children. These findings highlight the role played by emotion regulation in maintaining well-being at times of crisis among vulnerable populations, such as families raising children with special needs.

Nurturing the spiritual well-being of children with special needs

2012 ◽  
Vol 27 (3) ◽  
pp. 119-122 ◽  
Author(s):  
KAILI CHEN ZHANG ◽  
DEIRDRA I-HWEY WU
Keyword(s):  
Special Needs ◽  
Well Being ◽  
Children With Special Needs ◽  
Spiritual Well Being

Effect of Indoor Wall Climbing on Self-Efficacy and Self-Perceptions of Children with Special Needs

2009 ◽  
Vol 26 (3) ◽  
pp. 259-273 ◽  
Author(s):  
Erin R. Mazzoni ◽  
P. Lynn Purves ◽  
Julie Southward ◽  
Ryan E. Rhodes ◽  
Viviene A. Temple
Keyword(s):  
Special Needs ◽  
Self Efficacy ◽  
Control Group ◽  
Children With Special Needs ◽  
Control Groups ◽  
Self Perceptions ◽  
Self Worth ◽  
And Control ◽  
The Impact ◽  
Over Time

The impact of a six-week indoor wall climbing on the perceptions of self for children with special needs aged 6–12 years was explored. Participants (n = 46) were randomly assigned to the intervention (girls, n = 4; boys, n = 19) and control groups (girls, n = 5; boys, n = 18). Belayers’ and children’s perceptions of efficacy were measured using specifically designed questionnaires and perceptions of competence and global self-worth were measured using Harter’s (1985) Self-Perception Profile for Children for participants with an adaptive age of 8 years or higher. Children’s self-efficacy and belayers’ ratings of children’s efficacy improved significantly, t(21) = 3.9, p = .001, d = .84 and F(2, 44) = 30.03, p < .001, respectively. The children’s judgments of their athletic and social competence and global self-worth, however, did not change over time or differ from the wait-listed control group (p > .05). These results suggest that it is likely that many experiences that enhance self-efficacy may be needed to improve self-perceptions.

scholarly journals Hospital Based Early Identification and Intervention for Children with Special Needs: A Conceptual Analysis

2018 ◽  
Vol 7 (3) ◽  
pp. 94-96
Author(s):  
G. Monic Leka ◽  
P. Swarna Kumari
Keyword(s):  
Early Intervention ◽  
Special Needs ◽  
Early Identification ◽  
Intervention Program ◽  
Critical Time ◽  
Well Being ◽  
Physical Growth ◽  
Children With Special Needs ◽  
Entire Family ◽  
Early Intervention Program

A child’s earliest years are important for the simple, but sufficient reason that they come first in a dynamic process of human development. These earliest days are filled with new stimulations and novel experiences that drive his or her cognitive, social, and physical growth. The first 3 years of life are a critical time for brain development, especially if a child is delayed or restricted in development. Early identification leads to early intervention. Intervention or lack thereof, at this stage, therefore, can significantly enhance or impair the quality of life in later years. Early intervention program is intended for infants and toddlers who have a developmental delay or disability below the age of five. Early intervention focuses on the basic developmental skills that typically develop during the first three to five years of life through a variety of therapeutic and support services which will be tailored to meet the child’s individual needs. The parents/caregivers are the major contributors and performers in the Early Intervention Program. Involvement of other team members, include medical people, therapists, child development educators, social workers, and others, will depend on what the child needs. Early intervention supports the families who often experience frustration, stress, disappointment, and helplessness and helps to build a nurturing and supportive environment for the entire family. Early intervention implies for the well-being of the family and the development of the children with special needs.

scholarly journals STUDI IMPLEMENTASI PEMBELAJARAN MODEL SISWA INKLUSI DI SDS MUTIARA HATI PONOROGO

2021 ◽  
Vol 1 (1) ◽  
pp. 84-90
Author(s):  
Dian Puspita Sari ◽  
Fuad Fitriawan
Keyword(s):  
Data Analysis ◽  
Special Needs ◽  
Students With Disabilities ◽  
Teacher Learning ◽  
Inclusive Education ◽  
Learning Process ◽  
Learning Model ◽  
Children With Special Needs ◽  
Inclusive Schools ◽  
The Impact

Inclusive education is education for children with special needs so that they can study together with regular children in general. One school that implements inclusive education is SDS Mutiara Hati Ponorogo. Students with disabilities can study together with regular children without being discriminated against. The form of learning model applied in this school pays attention to the condition of the child. With the existence of inclusive schools, it can help children with special needs to get the same place to learn as other regular children and can bring the development of children with special needs to be better. Based on the results of the data analysis, it was concluded that (1) the learning process of inclusive students at SDS Mutiara Hati Ponorogo, namely inclusion students accompanied by a special companion teacher, learning in the same class with regular children and for the gradation is lowered, (2) the form of learning model Inclusion students who are applied at SDS Mutiara Hati Ponorogo are paying attention or adjusted to the conditions of their students by being monitored by psychologists and also the principal, and (3) the impact of implementing the learning model for inclusive students at SDS Mutiara Hati Ponorogo, namely that the development is getting up to the class the better and able to develop its potential.

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