The model of combination between medical and educational intervention for children with developmental disorders in Vietnam – Through case studies

2018 ◽  
Vol LXXIX (4) ◽  
pp. 272-280
Author(s):  
Dinh Nguyen Trang Thu
Keyword(s):  
Special Needs ◽  
Case Studies ◽  
Developmental Disorders ◽  
Educational Institution ◽  
Autism Spectrum ◽  
Children With Special Needs ◽  
Hyperactivity Disorder ◽  
Intervention Models ◽  
Education Interventions ◽  
Essential Knowledge

Special education must be interdisciplinary in order to ensure the comprehensive quality of education for children with special needs in general and children with developmental disorders in particular. For children with developmental disorders such as autism spectrum disorder, attention deficit hyperactivity disorder, learning disabilities, etc., regular education interventions are important as they provide children with essential knowledge and help them practice necessary skills before utilizing these skills in their social integration process. This article introduces intervention models used in an educational institution in combination with medical therapy and the effects of this combination in two case studies of children with developmental disorders. Through concrete evidence and results of clear case studies, the article desires to contribute to a clearer illustration of the combined model of health and education used in interventions for children with special needs in general and especially for children with developmental disorders in Vietnam.

scholarly journals IMPLEMENTASI STRATEGI KAYANG TERHADAP KEBERHASILAN PAUD INKLUSI KASYA DAY CARE CENTER AND SCHOOL BANDA ACEH

2021 ◽  
pp. 171
Author(s):  
Yenni Muflihan
Keyword(s):  
Special Needs ◽  
Learning Strategies ◽  
Day Care ◽  
Care Center ◽  
Educational Institution ◽  
Special Treatment ◽  
Children With Special Needs ◽  
Day Care Center ◽  
Huge Impact ◽  
Banda Aceh

Basically, all children have the same rights to get education, including children with special needs. Teachers must be able to understand and think about what learning strategies are suitable for children with special needs, because children with special needs require special treatment in educating or teaching them. Inclusive PAUD is an educational institution intended for children with special needs, in addition to children with special needs, many students have also registered in Kasya Inclusion PAUD. This study aims to analyze the implementation of learning strategies in the Kasya Day Care Center and School Banda Aceh Inclusion PAUD, namely the “kayang” strategy, through the library research method. From the results of this study, it can be concluded that the “kayang” strategy has had a huge impact on the progress and success of the Kasya Day Care Center and School Banda Aceh Inclusion PAUD.

scholarly journals PSIKOEDUKASI SMART PARENTING TENTANG KARAKTERISTIK ANAK BERKEBUTUHAN KHUSUS (ABK

2021 ◽  
Vol 7 (1) ◽  
Author(s):  
Pamela Hendra Heng
Keyword(s):  
Special Needs ◽  
Learning Style ◽  
Education Program ◽  
Developmental Disorders ◽  
Multiple Intelligence ◽  
Special Treatment ◽  
Children With Special Needs ◽  
Normal Children ◽  
Education Services ◽  
Inclusive Schools

Children with special needs (ABK) are very different from normal children in terms of needs, health, education, teaching, how to give advice and attention. Children with special needs require special treatment because they have developmental disorders and others disorders from children in general (Desiningrum, 2016). In 2015, Indonesia had approximately 4.2 million ABK. Baska and Stambaugh (in Juwono and Kumara, 2011) state that education services in Indonesia are still experiencing difficulties due to the lack of knowledge of teachers about ABK. Sunardi, Yusuf, Gunarhadi, Priyono, and Yeager (2011) state that in Indonesia, almost no changes have been made to accommodate the education program for children with special needs in inclusive schools; there is no difference in teaching strategies for children with special needs (Kurniawati, De Boer, Minnaert, and Mangunsong, 2017; Mangungsong 2014). The Holland Interests Test, the written Learning Style test and the Multiple Intelligence seminar were attended by 42 adolescents, analyzed by psychologists to determine their interests and talents. A psychoeducation approach through the smart parenting seminar "Mengasuh kidz jaman now" attended by 101 parents, teachers and church practitioners, aimed to give an understanding of the characteristics of children with special needs at church X in East Java.

Critical Behavior Monitoring for Children with Special Needs in Preventing Physical Injury Using Kinect

2015 ◽  
pp. 211-249
Author(s):  
Ong Chin Ann ◽  
Lau Bee Theng ◽  
Henry Lee Seldon ◽  
Fernando Anddie Putra
Keyword(s):  
Special Needs ◽  
Critical Behavior ◽  
Human Activities ◽  
Autism Spectrum ◽  
Physical Injury ◽  
Children With Special Needs ◽  
Kinect Sensor ◽  
Monitoring Model ◽  
Behavior Monitoring ◽  
Human Activities Recognition

This research studies ways to prevent physical injury for children with special needs, or specifically children with Autism Spectrum Disorder (ASD). The prevention is achievable by monitoring child behavior in the classroom from time to time. A Critical Behavior Monitoring model was developed for this purpose. The model is integrated with a Kinect sensor (by Microsoft) to process the signal acquired for human activities recognition. Currently, the model manages to identify 17 different human activities and notify parents or teachers via SMS and/or email if any unusual or critical activities are detected (i.e. falling down or asking for help). This will ensure immediate action is taken to prevent injuries or the situation from getting worse.

scholarly journals «REGULATIONS ON THE TRAINING AND REHABILITATION CENTER» – AS ONE OF THE FACTORS OF REFORMING SCHOOL EDUCATION FOR CHILDREN WITH SPECIAL NEEDS IN 2011–2017

2021 ◽  
Vol 1 (192) ◽  
pp. 147-151
Author(s):  
Svetlana Shevchenko ◽  
Keyword(s):  
Special Needs ◽  
Developmental Disorders ◽  
School Education ◽  
Special Role ◽  
Children With Special Needs ◽  
Rehabilitation Centers ◽  
Pedagogical Literature ◽  
Theoretical Foundations ◽  
Ukrainian Society

The article presents the results of the analysis of historical and pedagogical literature and regulatory documents in the field of education, historical prerequisites for the opening of educational and rehabilitation centers (NRC); the theoretical foundations of their creation were determined and their features of activity were clarified in the context of the current approaches of school education for children with special needs. The issues of reforming school education for children with special needs during the study period are highlighted, the information is of particular importance on the quality of the work of the NRC. It is it that determines the need to analyze existing and conduct new objective studies of their role in Ukrainian society. The author reveals the content of the concept of some special definitions for children and adolescents who need special conditions of upbringing. The urgency of the problem of the development of educational and rehabilitation centers due to educational needs, complex developmental disorders of children with special needs is substantiated, the activity of which provides for the implementation of complex rehabilitation measures aimed at restoring health, obtaining an education of the appropriate level, developing and correcting their disorders. It was determined that the theoretical foundations of the creation of educational and rehabilitation centers provided for diversity and versatility - from educational to rehabilitation. Their special role was to ensure the innovative development of domestic rehabilitation pedagogy. It was found that their features of activity in the context of current approaches to school education for children with special needs were not only educational, but also purposefully rehabilitative.

scholarly journals FEATURES OF PROLONGED STRESS IN FAMILIES WITH CHILDREN WITH PSYCHOPHYSICAL DEVELOPMENTAL DISORDERS

2021 ◽  
pp. 72-83
Author(s):  
T. Kuchma
Keyword(s):  
Special Needs ◽  
Developmental Disorders ◽  
Emotional Health ◽  
Coping Resources ◽  
Stress Factors ◽  
Psychological State ◽  
Stressful Situation ◽  
Children With Special Needs ◽  
Negative Consequences ◽  
Prolonged Stress

The article reveals the question of the peculiarities of prolonged stress in families raising children with psychophysical development. The main aspects that have already been in the center of attention of scientific-theoretical and empirical study of the psychological state of parents, including, depending on the nature of psychophysical disorders. It is noted that the sudden onset and unpreparedness for the child's health, lack of experience in caring for her, unpredictability of the situation and the need for radical changes in their own lives, understanding the fact of lifelong burden often cause parents to develop emotional, informational, social, interpersonal stress and subsequent maladaptation. family. Based on the analysis of scientific research, identified and supplemented the main psychological problems faced by families of children with special needs, and grouped them into two groups - objective (mental disorders of the child, financial, educational, social, legal side of its development ) and subjective (internal state of the parents themselves, their actions and motives) stress factors. It is emphasized that the constant influence of these factors often leads to the development of prolonged stress - one that can last a long time or permanently, becoming chronic, with negative consequences for physiological, emotional health, social and working life of parents, family breakdown. A scientific and generalized analysis of the stages and stages of parents' experience of a stressful situation with the appearance of a disabled child, such as: shock, aggression, grief, anger, guilt, emotional adaptation, adaptation to chronic stress. It has been established that the family of a child with developmental disabilities experiences several crisis periods (diagnosis; obvious manifestations of developmental delay; identification of limited abilities of the child to study; coming of age), during which they need constant psychological help and support from specialists. The author notes that, depending on the nature of the child's psychophysical disorder, the psychological, social or biological adaptation of family members will occur differently or not at all, with the family's value orientations and attitudes to stress playing an important role. The characteristic symptoms of prolonged stress are expressed, which express the tension in which parents and sick children are. Emphasis is placed on the need for further analysis of prolonged stress in parents of children with special needs in certain categories and finding ways to form coping resources for each family member.

scholarly journals The Current Situation of the Parents of SEN Students in Lopburi Province, Thailand

2018 ◽  
Vol 2 (2) ◽  
pp. 367
Author(s):  
Sermsap Vorapanya ◽  
Apison Pachanavon
Keyword(s):  
Qualitative Research ◽  
Public Schools ◽  
School District ◽  
School Districts ◽  
Special Needs ◽  
Current Situation ◽  
Children With Special Needs ◽  
Special Educational Needs ◽  
Inclusive Schools ◽  
Essential Knowledge

<p>The training aims at: 1) providing essential knowledge to parents of Special Educational Needs (SEN) students in inclusive primary schoolsin Lopburi Provinceand 2) learning the parents’ perspectives on how to presently work with their children with special needs. Eighty-five inclusive schools, from the first and the second school districts participated out of the pool of all regular public schools in LopburiProvince by suggesting parents’volunteer to participate in thesetraining sessions. Two parents of SEN students from each school were allowed to attend the trainings. The first school district had 80 parents attending from 40 inclusive schools, while the second school district had 89 parents joining the training from 45 inclusive schools, equating to 169 totalparticipating parents. Qualitative research reports from the parents’ sharing and brainstorming session emerged into three different themes accordingly: 1) knowing more rights and support for their children, 2) have better knowledge, increase awareness, and a better understanding for living with children with special needs, and 3) managing children with disabilities as if this was a result of their “Bad Karma.”</p>

scholarly journals COMPARATIVE ANALYSIS OF DETERMINATION MODELS FOR THE DEVELOPMENT OF THE PSYCHE AS THE BASIS FOR PSYCHOLOGICAL ASSISTANCE PROGRAMS CONSTRUCTION FOR CHILDREN WITH DEVELOPMENTAL DISABILITIES

2020 ◽  
pp. 23-49
Author(s):  
Irina N. Pogozhina ◽  
Varvara A. Egorova
Keyword(s):  
Comparative Analysis ◽  
Developmental Disabilities ◽  
Special Needs ◽  
Developmental Disorders ◽  
Innovative Technology ◽  
Children With Special Needs ◽  
Assistance Programs ◽  
Psychological Assistance ◽  
And Behavior ◽  
Difficult Children

Relevance. Specialists providing psychological assistance to children with developmental disorders use programs based on different determination models. Each model and the resulting technology solves a well-defined range of problems and has limitations. The content of the models, as a rule, is not reflected, which reduces their efficiency. Purpose of the work is to compare the models determining the development of the psyche and behavior as the basis for constructing programs of psychological assistance to children with special needs. Method. Theoretical critical analysis and synthesis of literature on the research problem. Results. The contents of determination models of the development of the psyche and behavior (classical, neo-classical, post-neo-classical) are compared according to 4 characteristics. The types of determination factors and psychological assistance programs for children with developmental disorders are analyzed. A comparative analysis of psychological assistance programs and deterministic models on the basis of which they are built is carried out. The limitations of the models when using them to build developing programs are highlighted and described. It is shown how groups of factors under study are taken into account in the content of training programs. The limitations of models are highlighted and described. An innovative technology and algorithm for studying the system of determination influences in the framework of the post-neo-classical model of the private level for their use in research and practice of helping difficult children is proposed Conclusions. Determination models can be practically reviewed as clarifying and complementing each other. Understanding the possibilities and limitations of intervention technologies developed on the basis of different models expands the possibilities of providing psychological assistance to children and adolescents with developmental disabilities. The groups of external factors that determine the indicators of the development of “difficult” children do not fundamentally differ from those of normo-typical children. Groups of internal factors related to the indicators of the viability of a child and adolescent with developmental disabilities can act as learning goals in the construction of programs for psychological and pedagogical assistance to difficult children. The analysis of psychological assistance programs for children with special needs has shown that they are based on classical and neo-classical models and have both strengths and limitations due to the concepts of the systemic nature of the human psyche embedded in the models.

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