scholarly journals Whatever Will Be Will Be: Queering Disabled Subjects’ Temporality

2020 ◽  
Vol 24 (4) ◽  
pp. 368-378
Author(s):  
James Sheldon ◽  
Kai Rands
Keyword(s):  
Children With Disabilities ◽  
People With Disabilities ◽  
Disabled Children ◽  
Adults With Disabilities ◽  
The Future

Normative time is disciplined through what Freeman calls chrononormativity, and this disciplining is particularly evident in the experiences of disabled children. Despite the constant regimenting of the present reality for disabled children in time, they are essentially denied a future, the future generally being figured without people with disabilities. Exploring Muñoz’s critiques of Edelman, we emphasize the importance of futurity for children with disabilities, particularly one which they get to construct themselves rather than being constructed for them. We turn to Foucault’s discussion of the Ship of Fools in order to begin to imagine an alternative, queer time that is “steered” by children (and adults) with disabilities towards their own ends and goals.

Holding the Future

2017 ◽  
Author(s):  
Lisa Freitag
Keyword(s):  
Intellectual Disabilities ◽  
Personal Narrative ◽  
Institutional Care ◽  
People With Disabilities ◽  
Group Homes ◽  
Lessons Learned ◽  
Aging Parents ◽  
Adults With Disabilities ◽  
The Future ◽  
People With Intellectual Disabilities

Long wait lists for services and a dearth of people willing to work as caregivers ensure that many people, particularly with intellectual disabilities, continue to live with their aging parents. Informed by a personal narrative of a successful future for a person with intellectual disabilities, this chapter proposes three components that are essential for success. Adults with disabilities can benefit from establishing a life outside their parents’ home. They also need place to work and inclusion in the community. The communities created by L’Arche and the Brothers of Charity, where caregivers live and work together with people with intellectual disabilities, provide one model for care. The extent of current need makes it impossible to provide this for everyone, but some of the lessons learned from “living with” people with disabilities can perhaps be carried over into existing group homes or even institutional care settings.

Israeli Children's Literature about People with Disabilities

2020 ◽  
Vol 13 (Supplement) ◽  
pp. 206-218
Author(s):  
Yaakova Sacerdoti
Keyword(s):  
Social Inclusion ◽  
Textual Analysis ◽  
Children With Disabilities ◽  
Children’S Literature ◽  
People With Disabilities ◽  
The Other ◽  
Children's Books ◽  
Disabled Children ◽  
Open Letter ◽  
Academic Year

In an open letter addressed to Israeli educators, Rabbi Shai Piron, then Education Minister, announced the theme of the 2013–14 academic year to be ‘Him Is Me’. As part of the implementation of Piron's programme, the Ministry published a list of recommended children's books about ‘the Other’, which is still used by educators. This article reflects upon and analyses books for ages four to eight included in this list that focus on children with disabilities. At first glance, it seems that the books call for full social inclusion of disabled children, thereby accomplishing the goals set by the ministry. However, a thorough textual analysis raises questions as to the true messages hidden between the lines of some of the works, questions about how far ‘otherness’ is embraced and acknowledged.

scholarly journals DESAFIOS PARA INCLUSÃO DA CRIANÇA COM DEFICIÊNCIA NA ESCOLA

2016 ◽  
Vol 6 (1/4) ◽  
pp. 36-40 ◽  
Author(s):  
Thayse Silva Bento ◽  
Gabrielly Iasminy Cunha De Castilhos ◽  
Soraia Dornelles Schoeller ◽  
Patrícia Kuerten Rocha ◽  
Adriana Dutra Tholl ◽  
...  
Keyword(s):  
Public School ◽  
Exploratory Study ◽  
Professional Training ◽  
Children With Disabilities ◽  
People With Disabilities ◽  
Disabled Children ◽  
Qualitative Descriptive ◽  
South Of Brazil

Este estudo objetiva compreender os desafios para a inclusão das crianças com deficiência na escola sob olhar do familiar edos professores. Trata-se de uma pesquisa qualitativa, exploratória descritiva, realizada em uma escola pública do sul do país.Desenvolvida com 7 professores e 7 familiares de criança com deficiência. Os dados foram coletados através de entrevistacom roteiro pré-elaborado, gravada. A análise dos dados evidenciou que os desafios para a inclusão das crianças podem serestabelecidos em três categorias: conhecer a criança e estabelecer relações profundas com ela; necessidade de capacitaçãoprofissional para os professores; romper barreiras arquitetônicas e atitudinais. Esperamos que este estudo contribua para adivulgação das diversas questões que são necessárias para que a inclusão da criança com deficiência seja de fato efetiva dentrodas escolas.Descritores: Criança, Deficiência, Inclusão na Escola.CHALLENGES TO INCLUDE CHILDREN WITH DISABILITIES IN SCHOOLThis study aimed to understand the challenges for the inclusion of disabled children in school under their familiar and teachersview. It is a qualitative, descriptive exploratory study, held in a Public School in South of Brazil. Developed with seven teachersand seven relatives of children with disabilities. Data was collected through interviews with pre-prepared script, recorded. Dataanalysis showed that the challenges for the inclusion of children can be established in three categories: to know the child andestablish deep relationships with her; need for professional training for teachers; breaking architectural and attitudinal barriers.We hope this study will contribute to the dissemination of the various issues that are necessary for the inclusion of disabledchildren is in fact effective inside schools.Descriptors: Children, People with disabilities, Inclusion in the schoolRETOS PARA INCLUIR LOS NIÑOS CON DISCAPACIDAD EN LA ESCUELAEste estudiotuvo como objetivo comprender los retos para la inclusión de niños con discapacidad en la escuela en la visióndel profesor y el familiar. Es un estúdio exploratorio, descriptivo y cualitativo, realizado en uma escuela publica del sur deBrazil. Desarrollado con siete profesores y siete familiares de niños con discapacidad. Los datos fueron recolectados a travésde entrevistas conguión preparado previamente. El análisis de los datos mostró que se pueden establecerlos retos para lainclusión de los niños entres categorías: conocer al niño y establecer relaciones profundas conel; la necesidad de la formaciónprofesional para los profesores; rompiendo las barreras arquitectónicas y actitudinales. Esperamos que este estudio contribuyaa ladifusión de las diversas cuestiones que son necesarias para lainclusión de niños con discapacidad dentro de las escuelas.Descriptores: Niños, Persona com discapacidad, Inclusión en la escuela.

STRUCTURAL AND DYNAMIC FEATURES OF EAR-LY DISABILITY DUE TO MENTAL DISEASES

2020 ◽  
pp. 62-67
Author(s):  
Shmakova O.P.
Keyword(s):  
People With Disabilities ◽  
Child And Adolescent Psychiatry ◽  
Child Psychiatrist ◽  
Childhood And Adolescence ◽  
Disabled Children ◽  
Dynamic Features ◽  
Factors Affecting ◽  
Number Of Children ◽  
Number Of Patients

Prevention of disability is one of the most significant tasks of child and adolescent psychiatry. Obtaining data on the dynamics of the number of people with disabilities and the factors affecting this indicator seems to be one of the relevant aspects. Aim: to trace the dynamics of the number of children with disabili-ties and to assess the change in the structure of early disability over the past decades. Materials and Meth-ods. A comparative analysis of two cohorts of patients was carried out: 1st - patients born in 1990-1992. (1203 patients (men - 914, 76%; women - 289, 24%)) who applied to the district neuropsychiatric dispensa-ry for outpatient care in childhood and adolescence; II - children and adolescents born in 2005 - 2018 (602 patients (male - 410, 68%; female - 192, 32%), ob-served at the time of the study by a child psychiatrist in the neuropsychiatric dispensary. Research methods: clinical and psychopathological; follow-up; statisti-cal. Results. Comparison of the number and nosologi-cal distribution of disabled children in two cohorts showed that over the 15th year there has been a shift towards an increase in the proportion of disabled children among patients observed by child and ado-lescent psychiatrists. The increase in the number of children with disabilities was due to those suffering from childhood autism and other disorders of general development. There were no statistically significant differences in the number of people with disabilities who received benefits before the age of 7, as well as differences in gender ratios among disabled people in the two cohorts. Conclusion. Early disability is a mul-tifactorial phenomenon, prevalence, dynamics, the structure of which depends not only on clinical, but also on socio-administrative realities. Children with autism require increased attention, since there has been a multiple increase in the number of patients with this diagnosis.

scholarly journals Feeding difficulties in disabled children leads to malnutrition: experience in an Indian slum

2003 ◽  
Vol 90 (6) ◽  
pp. 1097-1106 ◽  
Author(s):  
Aisha K. Yousafzai ◽  
Suzanne Filteau ◽  
Sheila Wirz
Keyword(s):  
Nutritional Status ◽  
Children With Disabilities ◽  
Cross Sectional Study ◽  
Nutritional Deficiencies ◽  
Disabled Children ◽  
Cross Sectional ◽  
Feeding Difficulties ◽  
The Disabled ◽  
Feeding Difficulty ◽  
Weight For Age

The aim of the present study was to explore the nature, extent and probable causes of nutritional deficiencies among children with disabilities living in Dharavi, a slum in Mumbai, India. A cross-sectional study was conducted to investigate whether the nutritional status of children with disabilities, aged 2–6 years (n141), was worse than that of non-disabled sibling controls (n122) and neighbour controls (n162). Data on food patterns, anthropometry, micronutrient status and feeding difficulties reported by parents were collected. The mean weight for age of the children with disabilities (−2·44 (sd 1·39)Zscores;n120) was significantly lower (P<0·05) compared with the sibling (−1·70 (sd 1·20)Zscores;n109) and neighbour (−1·83 (sd 1·290)Zscores;n162) control groups. The children with disabilities had significantly lower (P<0·05) mean haemoglobin levels (92 (sd 23) g/l;n134) compared with siblings (102 (sd 18) g/l;n103) and neighbours (99 (sd 18) g/l;n153). Relative risk (RR) analysis indicated that the disabled children with feeding difficulties were significantly more likely (P<0·05) to be malnourished, by the indicator of weight for age (RR 1·1; 95 % CI 1·08, 1·20) compared with the disabled children without a feeding difficulty. They were also significantly more likely to be malnourished using the indicators of height for age (RR 1·3; 95 % CI 1·19, 1·43) and weight for height (RR 2·4; 95 % CI 1·78, 3·23) compared with the disabled children without a feeding difficulty. Feeding difficulties were identified as a risk factor for vulnerability to inadequate nutritional status among children with disabilities.

Organization of inclusive physical education classes for persons with disabilities

2021 ◽  
Vol 67 (06) ◽  
pp. 54-57
Author(s):  
Zülfiyyə Asim qızı Yolçiyeva ◽  
Keyword(s):  
Physical Education ◽  
Inclusive Education ◽  
Children With Disabilities ◽  
People With Disabilities ◽  
The Body ◽  
Social Model ◽  
Teaching Methodology ◽  
Main Task ◽  
Persons With Disabilities ◽  
The Social

As we know, there are many fields of pedagogical science. One of the most important areas is special pedagogy. Special pedagogy studies the issues of education and upbringing of children with physical and mental disabilities. People with disabilities are those who are relatively disabled in terms of any part of the body or the brain. In our country, special attention is paid to the education of people with disabilities. Inclusive education creates conditions for the protection of social equality, education and other special needs of children with disabilities. According to the teaching methodology, inclusive education prevents discrimination against children, allows people with various diseases to get a perfect education and succeed. Its main task is to create an environment for vocational training of people with disabilities. In modern times, people with disabilities should not be seen as sick, but as people with disabilities. This shapes the social approach to disability. The social model allows these children to exercise their rights to develop their skills. The purpose of inclusive physical education is to teach students to move together, which promotes the improvement and development of human psychophysical abilities. Different exercises should be chosen for each lesson and combined in such a way as to have a comprehensive effect on the body and ensure that each student can perform. It is necessary to ensure the general requirements and their specificity when arranging lessons. Sports have a great impact on the development of the personality of children with disabilities as normal children. Sport is one of the most important conditions for everyone and is acceptable for any age group. All these procedures are more effective when performed in unison. Let's protect our child's life together for a healthy life and step into a healthy future Key words: Inclusion, inclusive education, inclusive physical education, a person with disabilities, special education

scholarly journals Sexual abuse against children with disabilities in the community

2021 ◽  
Vol 2 (1) ◽  
pp. 1-15
Author(s):  
Rania El-Sawy Abdo Abdel-Qawi
Keyword(s):  
Sexual Abuse ◽  
Sex Education ◽  
Children With Disabilities ◽  
Effective Means ◽  
People With Disabilities ◽  
Social Effects ◽  
Scientific Methods ◽  
The Family ◽  
Awareness Programs ◽  
The Subject

The current study aimed to review the most prominent axes related to sexual abuse against children with disabilities in society, including1- Learn about the concept and forms of sexual abuse for people with disabilities.2- Recognizing the physical, psychological, and social effects of abuse.3- Responsible for exposing a child with disabilities to harassment or exploitation.4- The available treatment methods to reduce the consequences of the abuse if it develops into sexual assault. 5- Educating the family of people with disabilities about the possibility that their child will be exposed to sexual harassment.6- Adding the subject of sexual education as an effective means of preventing harassment against people with disabilities. 7- Educating the family, society and those working with people with disabilities about the correct scientific methods and concepts of sex education as a healthy and preventive means against harassment of all kinds. 8- Establishing proposed procedural mechanisms that help workers in the field of special education to know the most important preventive and awareness programs and to activate them in all educational stages.

scholarly journals The use of person-first language in scholarly writing may accentuate stigma

2018 ◽  
Author(s):  
Morton Ann Gernsbacher
Keyword(s):  
Language Use ◽  
Children With Disabilities ◽  
First Language ◽  
Typical Development ◽  
Scholarly Writing ◽  
American Psychological ◽  
Adults With Disabilities ◽  
Style Guides

Numerous style guides, including those issued by the American Psychological and the American Psychiatric Associations, prescribe that writers use only person-first language so that nouns referring to persons (e.g. children) always precede phrases referring to characteristics (e.g. children with typical development). Person-first language is based on the premise that everyone, regardless of whether they have a disability, is a person-first, and therefore everyone should be referred to with person-first language. However, my analysis of scholarly writing suggests that person-first language is used more frequently to refer to children with disabilities than to refer to children without disabilities; person-first language is more frequently used to refer to children with disabilities than adults with disabilities; and person-first language is most frequently used to refer to children with the most stigmatized disabilities. Therefore, the use of person-first language in scholarly writing may actually accentuate stigma rather than attenuate it. Recommendations are forwarded for language use that may reduce stigma.

scholarly journals Funkcjonowanie dorosłych osób z niepełnosprawnością w Niemczech

Ekonomia ◽  
2017 ◽  
Vol 23 (1) ◽  
pp. 11-21
Author(s):  
Olga Komorowska
Keyword(s):  
Public Policy ◽  
Social Exclusion ◽  
Social Life ◽  
People With Disabilities ◽  
Primary Task ◽  
Adults With Disabilities

Functioning adults with disabilities in GermanyIn Germany, the issue of prevention of social exclusion of people with disabilities is treated as the primary task of public policy. This article presents German solutions for adults with disabilities thanks to they are integrated into professional and social life. Among these solutions are own budget, job’s assistant, work in the professional workshop, support in accomodation, tax breaks, subsidies for rehabilitation equipment.

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