scholarly journals An Unclear Task? The Perspectives of Swedish Preschool and Special Needs Teachers on their Role in Assessing and Documenting Child Development

2021 ◽  
Vol 32 (2) ◽  
pp. 30
Author(s):  
Maja Erlandsson ◽  
Christina Gustavsson ◽  
Peter Ingemar Karlsudd
Keyword(s):  
Child Development ◽  
Special Needs

The Professional Preparation of Teachers and Early Childhood Educators: Changes in the Wind

1990 ◽  
Vol 13 (2) ◽  
pp. 14-19
Author(s):  
Donald J. Stedman
Keyword(s):  
Early Childhood ◽  
Child Development ◽  
Special Needs ◽  
Educational Intervention ◽  
Skill Development ◽  
Clinical Skill ◽  
Professional Preparation ◽  
Preschool Age ◽  
Intervention Programs ◽  
Preschool Age Children

The recent advances in research in child development and early educational intervention programs signal a clear need for significant reform of the methods now used to prepare teachers of preschool age children with special needs. The changes need to vary in kind and amount. Reforms need to address both content and clinical skill development. And, competent personnel must be produced in greater numbers.

Public Policy and the Education of Children with Special Needs

1972 ◽  
Vol 38 (7) ◽  
pp. 537-545 ◽  
Author(s):  
Burton Blatt
Keyword(s):  
Child Development ◽  
Special Needs ◽  
Due Process ◽  
Development Model ◽  
Degree Programs ◽  
Children With Special Needs ◽  
Advocacy Groups ◽  
Grass Roots ◽  
Historical Perspectives ◽  
Community Environments

This paper reviews several programs for children with special needs, from historical perspectives, current involvements, and one particular orientation, railed the “child development model.” With respect to programs based on the child development model, it is recommended that each state consider planning toward the eventual organization of a child development agency, responsible for all children with special needs, irrespective of their characteristics, educational attainments, and prognoses. Further, it is recommended that, to the degree programs encourage and support the maintenance of children in community environments, they should be reworded in both specific and general ways: and for purposes of better guaranteeing human rights and due process, citizen advisory and other advocacy groups should be organized throughout a state and given such support as would be needed to make these groups active and responsive grass roots partners in policy and decision making.

scholarly journals EARLY INTERVENTION POSSIBILITIES IN ASPECT OF INCLUSIVE EDUCATION

2016 ◽  
Vol 3 ◽  
pp. 128
Author(s):  
Ilga Prudņikova ◽  
Jekaterīna Jankovska
Keyword(s):  
Early Intervention ◽  
Child Development ◽  
Special Needs ◽  
Inclusive Education ◽  
Professional Competence ◽  
Professional Advice ◽  
Essential Component ◽  
Support Measures ◽  
Institutional Cooperation

Inclusive education is an essential component, which provides people with special needs state of society in the future. Nowadays   education, bringing together scientists, psychologists, educators theories and knowledge, gives off the focus early intervention idea. Early help is different sectoral expert professional advice and support. Fundamental of early intervention is inter-institutional cooperation that promote child development and socialization. Child's preparation to school is directly related to the timely, early assistance and support measures. Quality of inclusive education depends on all the parties of professional competence.

scholarly journals Missed Appointments at a Child Development Centre and Barriers to Access Special Needs Services for Children in Klang Valley, Malaysia: A Mixed Methods Study

2021 ◽  
Vol 19 (1) ◽  
pp. 325
Author(s):  
Fariza Fadzil ◽  
Idayu Badilla Idris ◽  
Norazlin Kamal Nor ◽  
Juriza Ismail ◽  
Azmi Mohd Tamil ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Child Development ◽  
Special Needs ◽  
Mixed Methods Study ◽  
Children With Special Needs ◽  
Missed Appointments ◽  
Development Centre ◽  
Child Development Centre ◽  
Special Needs Services

Attending appointments is vital for children with special needs, as such appointments involve long-term interdisciplinary care to ensure continuity of care and improve health and well-being. This study was performed to determine the prevalence of missed clinic appointments and identify the factors among those who have ever missed appointments and barriers of access to children’s special needs services at the Child Development Centre (CDC) at the Universiti Kebangsaan Malaysia Medical Centre (UKMMC). Moreover, suggestions for improvement from the caregivers’ perspectives were explored. This is an explanatory sequential mixed methods study among caregivers of children with developmental disabilities aged up to 17 years old. Of 197 caregivers, 62 (31.5%) had missed clinic appointments. Forgetfulness was the most frequently cited reason. The bi-variable analysis showed significant differences in missed appointment rates by gender of caregivers and duration of follow-up. The final logistic regression model demonstrated that, when combined with the effect of being a male caregiver as an independent variable, follow-up duration of more than 6 years increased 2.67 times the risk of missing an appointment. Caregivers’ perceived barriers were transportation, caregiver, child and healthcare services factors. Policies and strategic plans should be focused on key findings from these factors to improve appointment adherence and accessibility to services for children with special needs.

scholarly journals MORAL EDUCATION FOR CHILDREN WITH SPECIAL NEEDS THROUGH THE HABITUATION OF RELIGIOUS ACTIVITIES

2018 ◽  
Vol 2 (1) ◽  
pp. 15
Author(s):  
Muhammad Farisi Abror
Keyword(s):  
Child Development ◽  
Special Needs ◽  
Moral Education ◽  
Children With Special Needs ◽  
Religious Activities ◽  
The Family

Children with special needs require assistance to protect and optimize growth. All the elements of child development in children with special needs to be optimized, including the development of norms and religion so that it can develop well. The development optimization can do practice in the family, schools, and communities by carrying out religious activities habituation.

The Concurrent Validity of the Minnesota Child Development Inventory as a Measure of Young Children's Language Development

1989 ◽  
Vol 54 (1) ◽  
pp. 101-105 ◽  
Author(s):  
J. Bruce Tomblin ◽  
Cynthia M. Shonrock ◽  
James C. Hardy
Keyword(s):  
Child Development ◽  
Language Development ◽  
Expressive Language ◽  
Strong Predictor ◽  
Receptive Language ◽  
Strongly Correlated ◽  
Language Measure ◽  
The Mean ◽  
Child Development Inventory ◽  
Mean Length Of Utterance

The extent to which the Minnesota Child Development Inventory (MCDI), could be used to estimate levels of language development in 2-year-old children was examined. Fifty-seven children between 23 and 28 months were given the Sequenced Inventory of Communication Development (SICD), and at the same time a parent completed the MCDI. In addition the mean length of utterance (MLU) was obtained for each child from a spontaneous speech sample. The MCDI Expressive Language scale was found to be a strong predictor of both the SICD Expressive scale and MLU. The MCDI Comprehension-Conceptual scale, presumably a receptive language measure, was moderately correlated with the SICD Receptive scale; however, it was also strongly correlated with the expressive measures. These results demonstrated that the Expressive Language scale of the MCDI was a valid predictor of expressive language for 2-year-old children. The MCDI Comprehension-Conceptual scale appeared to assess both receptive and expressive language, thus complicating its interpretation.

Complex Trauma and Prenatal Alcohol Exposure: Clinical Implications

2012 ◽  
Vol 13 (2) ◽  
pp. 32-42 ◽  
Author(s):  
Yvette D. Hyter
Keyword(s):  
Central Nervous System ◽  
Nervous System ◽  
Child Development ◽  
Academic Outcomes ◽  
Complex Trauma ◽  
Prenatal Alcohol Exposure ◽  
Alcohol Exposure ◽  
Clinical Implications ◽  
Prenatal Alcohol ◽  
The Brain

Abstract Complex trauma resulting from chronic maltreatment and prenatal alcohol exposure can significantly affect child development and academic outcomes. Children with histories of maltreatment and those with prenatal alcohol exposure exhibit remarkably similar central nervous system impairments. In this article, I will review the effects of each on the brain and discuss clinical implications for these populations of children.

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