scholarly journals Excluded in Inclusive Schools: Experiences of Children with Disabilities, their Families and Teachers in Sri Lanka

2013 ◽  
Vol 24 (1) ◽  
pp. 115 ◽  
Author(s):  
Sudath Piyankara Abeywickrama ◽  
Inoka Kumudini Jayasinghe ◽  
Samanmali Priyanga Sumanasena
Keyword(s):  
Sri Lanka ◽  
Children With Disabilities ◽  
Inclusive Schools

“Intertwined Lives”

2022 ◽  
pp. 1486-1508
Author(s):  
Shyamani Hettiarachchi ◽  
Gopi Kitnasamy ◽  
Dilani Gopi ◽  
Fathima Shamra Nizar
Keyword(s):  
Sri Lanka ◽  
Lived Experience ◽  
Interpretative Phenomenological Analysis ◽  
Children With Disabilities ◽  
Sibling Relationships ◽  
Phenomenological Analysis ◽  
Kinetic Family Drawings ◽  
Young Children With Disabilities ◽  
Interview Guide ◽  
Parenting Role

Sibling relationships are complex and unique, often spanning a range of deep emotions. The experiences of children with disabilities and their siblings are arguably seldom documented, particularly in the Global South. The aim of this chapter was to uncover the narratives of young children with disabilities and their siblings in Sri Lanka. Ten dyads of children with disabilities and their siblings and one quartet of siblings were included in this study. Opportunities were offered to the participants to engage in conversation aided by kinetic family drawings. An interview guide was used to support this process. The participant data were analyzed through the lens of the “lived experience” of family dynamics in the tradition of interpretative phenomenological analysis. This chapter will discuss the two complex broad themes of a surrogate parenting role and normative sibling relationships, which at times converge and at times diverge.

scholarly journals Coping and Resilience: Two Peas in a Pod? A Mixed-methods Study on the Association Between Coping and Resilience among Caretakers of School-going Children with Disabilities in Uganda

2021 ◽  
Author(s):  
Mariam Namasaba ◽  
Neo Kazembe ◽  
Georgina Seera ◽  
Ali Ayub Baguwemu
Keyword(s):  
Social Support ◽  
Mixed Methods ◽  
Special Needs ◽  
Psychological Health ◽  
Children With Disabilities ◽  
School Type ◽  
Structural Factors ◽  
Inclusive Schools ◽  
Received Social Support ◽  
Type Of School

Abstract BackgroundIn Africa, caretakers of children with disabilities face stigma and report feeling isolated. The caretakers may take their children to school in the hope of finding solace from grim societal norms. However, schools for children with disabilities are often too ill-equipped to support the children or their caretakers. No study has examined how structural settings (like the type of school) may frame the association between coping and resilience. Thus, this study examined the association between coping and resilience among caretakers of school-going children with disabilities in Uganda.Methods The study used mixed methods to survey 621 caretakers of children with disabilities in Kampala district, Uganda. Hierarchical cluster analysis followed by binary logistic regression was conducted to examine the association between school type and caretakers’ coping patterns. Hierarchical linear regression was then employed to assess the association between coping and resilience with the type of school and other covariates. Qualitative data were analyzed through thematic analysis. Qualitative and quantitative results were triangulated with a convergent joint display.ResultsCaretakers of children in inclusive schools were more likely to use adaptive coping skills than caretakers of children in special needs schools (Adjusted Odds Ratio (AOR) = 1.5; p = 0.04; 95% CI = 1.02-2.30). Caretakers of children in special needs schools had significantly higher resilience than caretakers of children in inclusive schools (B = 2.65; SE_B = 1.21; p = 0.02; n = 621). Caretakers who received social support from the school had significantly higher resilience than caretakers who received social support from informal sources (B = 2.33; SE_ B= 1.05; p = 0.03; B= 1.87)ConclusionThis study underscores the importance of structural factors, such as the school type, in framing caretakers' psychological outcomes. Schools that provide social support to caretakers play a crucial mediating role in how caretakers cope and influence their ability to adapt to the challenges they face. Therefore, schools for children with disabilities are an avenue that can be leveraged to support families and improve the psychological health outcomes of children and their caretakers.

scholarly journals Mata Pelajaran Penjas di Sekolah Inklusi

1970 ◽  
Vol 5 (2) ◽  
pp. 137-141
Author(s):  
Dety Amelia Karlina
Keyword(s):  
Elementary Schools ◽  
Physical Education ◽  
Learning Process ◽  
Research Method ◽  
Children With Disabilities ◽  
Qualitative Description ◽  
Inclusive Settings ◽  
Inclusive Schools ◽  
The Subject

This research was conducted with the aim to see the learning process of Physical Education in elementary schools with inclusive settings. With the diversity of students in inclusive schools the method of learning must also accommodate each student. The formulation of the problem in this study is how the implementation of Physical Education learning in inclusive schools and whether there are differences in approaches or strategies for children with disabilities and non-abks. The research method used is a qualitative description to show a picture of the subject of this study. The instruments used were observation guidelines, interview guidelines and documentation.

Daily life experiences of families determine the service delivery needs of children with disabilities; views of parents and service providers from three districts in Sri Lanka

2017 ◽  
Vol 16 (3) ◽  
Author(s):  
Samanmali P. Sumanasena ◽  
K. Arulmoli ◽  
S.R. Sampan ◽  
M. Wickenden
Keyword(s):  
Sri Lanka ◽  
Service Delivery ◽  
Children With Disabilities ◽  
Service Providers ◽  
Care Providers ◽  
Group Discussions ◽  
Primary Health Care Worker ◽  
Full Participation ◽  
Qualitative Phenomenological ◽  
Care Worker

AbstractParents and service providers are the key care providers for children with disabilities (CWD) and understand their living circumstances best. These children are often invisible and face many challenges to full participation within their own communities. A qualitative phenomenological action research was carried out in three districts of Sri Lanka to explore the perspectives of parents and the service providers on the needs of CWD and how those were met by the present services. This qualitative study included interviews with families, and focus group discussions with service providers. Data was analyzed using a manual thematic analysis. The parents and service providers identified the needs under three main themes. The need for activity and participation, education and rehabilitation. The parents related the needs to the practical daily experiences of families while service providers identified these based on their experiences and knowledge about the medical conditions. Parents identified the public health midwife as the best first contact primary health care worker to coordinate services. The families from Sri Lanka defined initiatives to accomplish a service delivery model which would enable better inclusion of the children in community life.

scholarly journals The activities of the social teacher in psychological and pedagogical support of children with special educational needs in the adaptation to society

2020 ◽  
Vol 133 (4) ◽  
pp. 114-122
Author(s):  
Z. Sagatbekkyzy ◽  
Keyword(s):  
Low Income ◽  
Children With Disabilities ◽  
Educational Needs ◽  
Special Educational Needs ◽  
State Monitoring ◽  
Regular School ◽  
The Social ◽  
Inclusive Schools ◽  
Degrading Treatment

The article describes measures to improve the situation of social groups and children with disabilities who are subjected to violence, discrimination, and degrading treatment by able-bodied, healthy, sane people in society. The study has been written in order to describe the role of the social educator and the types of psychological and pedagogical support for the adaptation of children with special educational needs to societyAccording to the results of a scientific study, in some cases, a discriminatory and abusive attitude towards people with disabilities, representatives of other nationalities, members of low-income society has been revealed. It is indicated that there is the necessity of teaching children with disabilities in inclusive schools in order to make them feel as a full members of society; it is revealed that there is the need for special psychological and pedagogical support for children with disabilities for learning in a regular school. The authors have considered the functions of psychological and pedagogical support (disclosure, development, stimulation, compensation, disclosure - correction), the levels of psychological and pedagogical support, regular monitoring of the child’s mental state; monitoring the learning process of a disabled child individually and in groups. Applicable methods of the study are description, analysis, control methods.

“Intertwined Lives”

2018 ◽  
pp. 72-95
Author(s):  
Shyamani Hettiarachchi ◽  
Gopi Kitnasamy ◽  
Dilani Gopi ◽  
Fathima Shamra Nizar
Keyword(s):  
Sri Lanka ◽  
Lived Experience ◽  
Interpretative Phenomenological Analysis ◽  
Children With Disabilities ◽  
Sibling Relationships ◽  
Phenomenological Analysis ◽  
Kinetic Family Drawings ◽  
Young Children With Disabilities ◽  
Interview Guide ◽  
Parenting Role

Sibling relationships are complex and unique, often spanning a range of deep emotions. The experiences of children with disabilities and their siblings are arguably seldom documented, particularly in the Global South. The aim of this chapter was to uncover the narratives of young children with disabilities and their siblings in Sri Lanka. Ten dyads of children with disabilities and their siblings and one quartet of siblings were included in this study. Opportunities were offered to the participants to engage in conversation aided by kinetic family drawings. An interview guide was used to support this process. The participant data were analyzed through the lens of the “lived experience” of family dynamics in the tradition of interpretative phenomenological analysis. This chapter will discuss the two complex broad themes of a surrogate parenting role and normative sibling relationships, which at times converge and at times diverge.

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