scholarly journals Attitudes of parents of typically developing children towards the inclusion of children with disabilities

2021 ◽  
Vol 20 (2) ◽  
pp. 65-78
Author(s):  
Ivana Tomić ◽  
Milena Nikolić
Keyword(s):  
Developmental Disabilities ◽  
Intellectual Disabilities ◽  
Inclusive Education ◽  
Children With Disabilities ◽  
Typically Developing ◽  
Place Of Residence ◽  
Typically Developing Children ◽  
Level Of Education ◽  
Positive Attitudes ◽  
The Impact

Introduction. Successful implementation of inclusive education, among other things, depends on the attitudes of the participants in the process itself. Although teachers are considered a key factor in the implementation of inclusion, the role of parents should not be neglected. Objective. The main goal of the paper was to examine the attitudes of parents of typically developing children towards the inclusion of children with disabilities, and to examine the impact of gender, level of education, place of residence, and age of the child on parents' attitudes. Parents' opinions on the impact of the type of developmental disabilities on their children's education were also examined. Methods. The research sample consisted of 293 parents of typically developing children from the territory of Bosnia and Herzegovina. Parents' attitudes were examined by the Survey of Parents' Attitudes towards Inclusion (SPATI). Results. Parents of typically developing children expressed positive attitudes towards the inclusion of children with disabilities. Their attitudes were not affected by gender, level of education, place of residence, and age of the child. They expressed the most positive attitude towards the inclusion of children with sensory impairments (hearing, vision) and children with moderate or mild intellectual disabilities, while their attitude towards the inclusion of children with severe developmental disabilities (autism, severe intellectual disabilities) was less positive. Conclusion. The results of the research indicate the need for further research on this issue and planning of appropriate programs aimed at developing positive attitudes towards inclusive education of students with all kinds of disabilities.

Disability, Stigma, and Children's Developing Selves

2019 ◽  
Author(s):  
Misa Kayama ◽  
Wendy Haight ◽  
May-Lee Ku ◽  
Minhae Cho ◽  
Hee Yun Lee
Keyword(s):  
South Korea ◽  
Inclusive Education ◽  
Children With Disabilities ◽  
Cultural Psychology ◽  
Peer Group ◽  
Individual Development ◽  
Typically Developing ◽  
Everyday Lives ◽  
The Impact ◽  
The U.S

Stigmatization is part of the everyday lives of children with disabilities, their families, and their friends. Negative social encounters, even with perfect strangers, can dampen joyful occasions, add stress to challenging situations, and lead to social isolation. This book describes a program of research spanning a decade that seeks to understand disabilities in their developmental and cultural contexts. The authors are especially interested in understanding adults’ socialization practices that promise to reduce stigmatization in the next generation. Guided by developmental cultural psychology, including the concept of “universalism without uniformity,” the authors focus on the understandings and responses to disability and associated stigmatization of elementary-school educators practicing in Japan, South Korea, Taiwan, and the U.S. Educators from all four cultural groups expressed strikingly similar concerns about the impact of stigmatization on the emerging cultural self, both of children with disabilities and their typically developing peers. Educators also described culturally nuanced socialization goals and practices pertaining to inclusive education. In Japan, for instance, educators emphasized the importance of peer group belonging and strategies to support the participation of children with disabilities. In the U.S., educators placed relatively more emphasis on individual development and discussed strategies for the equitable treatment of children with disabilities. Educators in South Korea and Taiwan emphasized the cultivation of compassion in typically developing children. The understanding gained through examination of how diverse individuals address common challenges using cultural resources available in their everyday lives provides important lessons for strengthening theory, policy, and programs.

scholarly journals THE ATTITUDES OF STUDENTS OF HUMANITIES TOWARD PEOPLE WITH DISABILITY AND INCLUSIVE EDUCATION

2021 ◽  
Vol 4 (1) ◽  
pp. 53-67
Author(s):  
Bojana Arsić ◽  
Svetlana Todorov ◽  
Anja Gajić ◽  
Aleksandra Bašić ◽  
Dragana Macešić-Petrović ◽  
...  
Keyword(s):  
Inclusive Education ◽  
People With Disabilities ◽  
Educational Process ◽  
Attitudes Toward Inclusion ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Persons With Disabilities ◽  
Positive Attitudes ◽  
Previous Contact ◽  
Key Words Attitudes

Although the attitudes toward people with disabilities had improved, there is still evidence that they remain stigmatized. The aim of this research was to determine the differences in attitudes toward people with disabilities among participants based on their sociodemographic characteristics and attitudes toward inclusive education. The sample consisted of 261 students that were surveyed using the Multidimensional Attitudes Scale toward Persons with Disabilities, and a questioner designed by the authors regarding attitudes toward inclusion. Students who have had previous contact with people with disabilities had more positive attitudes. The majority of them had positive attitudes towards inclusive education and had the opinion that children who are enrolled in inclusive classes do not disrupt typically developing children‟s‟ educational process. It is of great importance to examine attitudes of students toward people with disabilities, because it is considered that attitudes of students represent future attitudes of the population. Key words: attitudes, students, disability, inclusion.

Peer Interactions in Preschool Inclusive Classrooms: The Roles of Pragmatic Language and Self-Regulation

2019 ◽  
Vol 85 (4) ◽  
pp. 432-452 ◽  
Author(s):  
Tzu-Jung Lin ◽  
Jing Chen ◽  
Laura M. Justice ◽  
Brook Sawyer
Keyword(s):  
Children With Disabilities ◽  
Peer Interactions ◽  
Self Regulation ◽  
Inclusive Classrooms ◽  
Pragmatic Language ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Play Interactions ◽  
Play Interaction ◽  
The Impact

Drawing from a social network perspective, we examined the extent to which children with and without disabilities play with each other in preschool inclusive classrooms and identified malleable child characteristics that would support children forming these cross-status play interactions. A total of 200 children with disabilities and 301 children without disabilities participated in this study ( Mage = 52.39 months, SDage = 6.13). Results showed that children with and without disabilities did not differ in the extent to which they formed cross-status play interactions after pragmatic language and self-regulation were taken into account. However, typically developing children were more likely to form same-status play interactions than children with disabilities. Children’s cross-status play interactions were predicted by self-regulation ability, which was fully mediated by their pragmatic language. The impact of pragmatic language on the formation of cross-status play interaction was greater for children with disabilities than their typically developing peers.

scholarly journals RESOURCE CLASSROOM AS A MODEL FOR ORGANIZING INCLUSIVE EDUCATION IN THE RUSSIAN FEDERATION

2020 ◽  
Vol 3 ◽  
pp. 85
Author(s):  
Olga Bliznyuk ◽  
Nikolay Senchenkov
Keyword(s):  
Inclusive Education ◽  
Russian Federation ◽  
Children With Disabilities ◽  
Educational Needs ◽  
Educational Process ◽  
Typically Developing ◽  
Special Educational Needs ◽  
Typically Developing Children ◽  
Resource Classroom ◽  
The Russian Federation

On the basis of inclusive education importance for children with disabilities and special educational needs, which contributes to the development of communication and socialization skills, as well as the development of tolerance among typically developing children, the aim of this work was to describe a resource classroom as a model for the effective organization of inclusive education in mainstream schools of the Russian Federation.  The article defines a resource classroom in Russian educational system. The authors determine legal and regulatory frameworks to establish such classrooms. This study presents the main methodological base of resource classrooms, the organization for the educational process and space according to the students needs. Based on the generalization for the experience of the resource classrooms in the regions of the Russian Federation, the interaction for all elements of this model is shown. The study confirms that positive learning outcomes, involvement and inclusion of children with disabilities and special educational needs in a mainstream school and society are the evidence for the effectiveness of resource classrooms. The described model makes inclusion in education comfortable and effective not only for students of the resource classroom, but also for typically developing children, parents and the teaching staff of a school.  

School Readiness Program

2021 ◽  
pp. 87-106
Author(s):  
BS Chavan ◽  
Wasim Ahmad
Keyword(s):  
Intellectual Disability ◽  
Developmental Disabilities ◽  
Intellectual Disabilities ◽  
School Readiness ◽  
Inclusive Education ◽  
Mild Intellectual Disability ◽  
Comprehensive Overview ◽  
Inclusive School ◽  
Age Appropriate ◽  
Practical Model

The chapter highlights the importance of a school readiness program for children with disabilities (preferably mild category of developmental disabilities) in achieving successful inclusive education. A practical model of school readiness program for children with mild intellectual disability which is practiced at Government Rehabilitation Institute for Intellectual Disabilities (GRIID), Chandigarh, India has been highlighted in this chapter. The school readiness program for children with mild developmental disabilities is offered at primary lower (age 5-7 years) and primary upper (age 7-9 years) levels. Several age-appropriate functional and social skills are being taught to young children admitted under the school readiness program of GRIID. This chapter provides a comprehensive overview of the school readiness program that can be replicated at different places to achieve a successful and meaningful transition from a special school to an inclusive school.

Exploring Preschool Teachers' and Support Staff's Use and Experiences of Assistive Technology with Children with Disabilities

2017 ◽  
Vol 42 (2) ◽  
pp. 29-36 ◽  
Author(s):  
Deborah Tamakloe ◽  
Joseph Seyram Agbenyega
Keyword(s):  
Assistive Technology ◽  
Inclusive Education ◽  
Children With Disabilities ◽  
Preschool Teachers ◽  
Support Staff ◽  
Framework Analysis ◽  
Teaching Philosophies ◽  
Individual Interviews ◽  
Positive Attitudes ◽  
Preschool Class

THIS QUALITATIVE CASE STUDY explored the professional philosophies and experiences of preschool teachers and their support staff regarding the use of assistive technology devices (ATDs) in an early intervention inclusive preschool class. Using face-to-face individual interviews as data collection measures, the researchers aimed to understand these practitioners' teaching philosophies and experiences in terms of how they use ATDs with young children with disabilities in their class. A framework analysis of data identified three themes: establishing values for inclusive education, maintaining positive attitudes to overcoming challenges and orchestrating inclusive learning. The paper concluded that in order for the use of ATDs to thrive and make full impact on all children's learning and development, stronger frameworks for developing the inclusive values, philosophies, professional knowledge and practice principles of preschool teachers and their support staff are needed.

scholarly journals Psychological Well-Being Among Fathers of Children With and Without Disabilities: The Role of Family Cohesion, Adaptability, and Paternal Self-Efficacy

2010 ◽  
Vol 5 (4) ◽  
pp. 286-296 ◽  
Author(s):  
Güler Boyraz ◽  
Thomas V. Sayger
Keyword(s):  
Self Efficacy ◽  
Family Cohesion ◽  
Children With Disabilities ◽  
Demographic Factors ◽  
Well Being ◽  
The Self ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Psychological Well Being

The purpose of this study was to examine the role of family cohesion, adaptability, and paternal self-efficacy in psychological well-being of fathers of children with and without disabilities and whether the effects of these variables on psychological well-being were the same for both groups of fathers. In addition, the potential differences in perceived well-being between the two groups of fathers were examined. Sixty-three fathers of children with disabilities and 217 fathers of typically developing children participated in this study. Fathers of children with disabilities scored significantly higher on the self-acceptance dimension of psychological well-being compared with fathers of children without disabilities. After controlling for the demographic factors, family cohesion and paternal self-efficacy significantly and positively predicted well-being of fathers; the effects of these variables on well-being were the same for both groups of fathers.

The Impact of Sleep on Emotion in Typically Developing Children

2015 ◽  
pp. 399-419
Author(s):  
Reut Gruber ◽  
Soukaina Paquin ◽  
Jamie Cassoff ◽  
Merrill S. Wise
Keyword(s):  
Typically Developing ◽  
Typically Developing Children ◽  
The Impact
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