Individual-Inclusive Ecosystem Model of Rehabilitation for Inclusion of Children with Disabilities in Childcare Institutions

In childcare institutions (CCIs) in India, children with mild or moderate levels of disability are often placed with non-disabled children for care and protection. Generally, children with intellectual disability (ID), learning disability, hearing and speech impairment and multiple disabilities with ID are found to be living in these CCIs. In this best practice article, the challenges faced by these children with disabilities and the potential for inclusion within the CCI are discussed based on the field action project intervention of the Tata Institute of Social Sciences (TISS), Mumbai, with selected government CCIs. The article suggests a multi-pronged intervention approach for the Children with disability (CWD) at the levels of the individual CWD, peer group, CCI and the juvenile justice (JJ) System, which are together recognised as the stakeholders of an ‘inclusive ecosystem’. The article arrives at the ‘Inclusive Ecosystem Model of Rehabilitation’ by drawing from the individual–environment interaction model of disability.

Pelatihan Prophetic Parenting untuk Menurunkan Stres Pengasuhan pada Ibu dengan Anak Disabilitas Tunanetra

<p align="center">ABSTRACT</p><p>This study aims to determine the effect of prophetic parenting training in reducing parenting stress in mothers with children with disabilities. This study involved 7 mothers of children with disability that had parenting stress from the moderate to very high parental stress scores. The seven mothers were divided into two groups, 3 in the experimental group and 4 in the control one. Prophetic parenting training was carried out four times within a two-hour session. Parenting stress was measured using the parenting stress scale from Abidin (Ahern, 2004) adapted by Kurniawan (2012) with a total of 36 items and coefficient α=0.82. Pretest were done before training, posttest 1 was done after training, and posttest 2 was done two weeks after training. The result analysis of friedman test showed that score of p=0.043 (p&lt;0.05). Mann whitney test showed that the measurement of posttes 1 with the score of p=0.054 (p&gt;0.05) and postest 2 with the score of p=0.017 (p&lt;0.05). Hence, it be concluded that the prophetic parenting training has brought the significant effect on the reduction of parenting stress among mothers with the child with disabilities (blind) after getting the time to practice prophetic parenting. The qualitative analisys also supported the result by showing a positive change experienced by each subject in the emotional, behavioral, and spiritual aspect.</p><p> </p><p>Keywords: prophetic parenting training, parenting stress, chld with disability (blind)</p><p align="center"><strong>ABSTRAK </strong></p><p>Penelitian ini bertujuan untuk mengetahui pengaruh pelatihan <em>prophetic parenting </em>dalam menurunkan stres pengasuhan pada ibu dengan anak disabilitas (tunanetra) Subjek dalam penelitian ini adalah 7 ibu dari anak disabilitas tunanetra yang memiliki skor stres pengasuhan dengan kategori sedang hingga sangat tinggi. Tujuh subjek terbagi pada dua kelompok yakni 3 orang kelompok eksperimen dan 4 orang kelompok kontrol. Pelatihan <em>prophetic parenting </em>dilakukan sebanyak empat kali pertemuan. Stres pengasuhan diukur menggunakan skala stres pengasuhan dari Abidin yang diadaptasi oleh Kurniawan dengan jumlah aitem sebanyak 36 aitem dengan koefisien α=0.82. Prates dilakukan sebelum pelatihan, pascates 1 dilakukan setelah pelatihan, dan pascates 2 dilakukan dua minggu setelah pelatihan. <em>Friedman test</em> menghasilkan signifikansi sebesar p=0.043 (p&lt;0.05). Uji <em>mann whitney</em> menunjukkan bahwa pengukuran pascates 1 memiliki nilai p=0.054 (p&gt;0.05) dan pascates 2 memiliki nilai p=0.017 (p&lt;0.05). Oleh karena itu dapat disimpulkan bahwa pelatihan <em>prophetic parenting </em>memberikan pengaruh yang signifikan terhadap penurunan stres pengasuhan pada ibu dengan anak disabilitas (tunanetra) setelah mendapatkan waktu untuk mempraktikkan <em>prophetic parenting</em>. Hal tersebut didukung oleh analisis kualitatif yang menunjukkan adanya perubahan positif yang dialami subjek kelompok eksperimen dalam aspek emosi, kognitif, perilaku, dan spiritual.</p><p> </p>Kata kunci: pelatihan <em>prophetic parenting</em>, stres pengasuhan, anak disabilitas (tunanetra)

Identifying and Shifting Disempowering Paradigms for Families of Children With Disability Through a System Informed Positive Psychology Approach

Despite the emergence of socio-ecological, strength-based, and capacity-building approaches, care for children with disability remains primarily grounded in a deficit-based perspective. Diagnoses and interventions primarily focus on what children and families cannot do, rather than what might be possible, often undermining the competence, mental health, and functioning of both the children and their families. We first critically examine typical approaches to disability care for families of young children, describe the importance of a systems-informed positive psychology (SIPP) approach to care, and identify the existence of two dominant paradigms, disability is a disadvantage and experts know best. Then, we present a case study investigating families’ experiences with these two paradigms and whether shifts to alternative perspectives could occur through participation in a SIPP-based program co-designed by professionals and families. Of program participants, nine parents and five early intervention professionals participated in two separate focus groups, and ten e-books were randomly selected for review. Thematic analysis of the e-books and focus group data identified two primary themes representing alternative perspectives that arose through the intervention: we will start with our strengths and we’ve got this. Participant comments indicated that they developed a greater sense of hope, empowerment, engagement, and wellbeing, enabled by embedding wellbeing concepts and practices in their routines and communications with their children. We suggest that benefits arose in part from the structure of the program and the development of wellbeing literacy in participants. While care needs to be taken in generalizing the results, the case study provides clear examples of shifts in perspectives that occurred and suggests that the incorporation of SIPP principles within early intervention approaches provides a potential pathway for shifting the problematic paradigms that dominate disability care.

Play for Change: Primary School for Children with Impairments

<p>Within the architecture of education, there is a lack of attention to the needs of children with disability. Globally, one in every ten children have a disability and there are approximately 90,000 aged 0-14 children living in households who have at least one disability in New Zealand. The cohort is one of the most marginalised and excluded group from the society, resulting in an inability to participate in classes leading to fewer opportunities to develop skills, experience and confidence. School designs are designed for children without disability, and many children with disabilities find that classrooms and outdoor environments are ill-suited for their health needs, resulting in low attendance rates, poor peer engagement and limited educational success. This thesis explores the role of architecture in facilitating the education of children with disabilities. Working from research-led design through to design-led research, it examines architecture as an educational tool. Examining classroom spaces, outdoor play and outdoor learning environment for children with disabilities, it questions the purpose of education. In addition, the research aims to desensitise the perceived architectural barriers within primary school that restricts participation for children with disabilities. The architectural design knowledge aims to improve design approaches for inclusivity in school, pedagogy and outdoor play environments. By addressing this issue, it could potentially create more positive and optimistic views and from the wider community, greater disability awareness.</p>

Play for Change: Primary School for Children with Impairments

<p>Within the architecture of education, there is a lack of attention to the needs of children with disability. Globally, one in every ten children have a disability and there are approximately 90,000 aged 0-14 children living in households who have at least one disability in New Zealand. The cohort is one of the most marginalised and excluded group from the society, resulting in an inability to participate in classes leading to fewer opportunities to develop skills, experience and confidence. School designs are designed for children without disability, and many children with disabilities find that classrooms and outdoor environments are ill-suited for their health needs, resulting in low attendance rates, poor peer engagement and limited educational success. This thesis explores the role of architecture in facilitating the education of children with disabilities. Working from research-led design through to design-led research, it examines architecture as an educational tool. Examining classroom spaces, outdoor play and outdoor learning environment for children with disabilities, it questions the purpose of education. In addition, the research aims to desensitise the perceived architectural barriers within primary school that restricts participation for children with disabilities. The architectural design knowledge aims to improve design approaches for inclusivity in school, pedagogy and outdoor play environments. By addressing this issue, it could potentially create more positive and optimistic views and from the wider community, greater disability awareness.</p>

Barriers of School Transition for Children with Disability: Lived Experience of Parents in Kathmandu Valley

This study aimed to explore the barrier of school transition for the children with disability from the parent's prospective. This study adopted qualitative method along with hermeneutics phenomenology. On the behalf of philosophical orientation, multiple realities were ontological basis and lived experiences of participants were epistemological assumption. The construct of critical disability theory was applied in this study. Purposefully 5 parents were selected from Kathmandu Valley. Data sources included field's notes, indepth interviews and artifacts. Interviewed data were transcribed and categorized to develop theme. Result revealed that several challenges such as awareness, attitude, accessibility, misconception, infrastructure, lack of policy implementation and ill motivation about disability are the major barrier towards transition. The perception of parents toward special school and rehabilitation centre are inadequately supporting to smooth transition. This study might be valuable support for policy maker in ensuring the no child left behind for the welfare state.

The black hole of dealing with a disability diagnosis: Views of South African rural parents

Background: Lack of support systems in the management of health and rehabilitation related problems, including the stigma of giving birth to a child with disability, results in some parents ignoring the doctor’s prognosis of lifelong disability.Objectives: The study was conducted in the Eastern Cape province (ECP) of South Africa (SA) on parents’ views in caring for children with disability in an area with minimal health facilities in a rural setting.Method: Data was collected using exploratory descriptive qualitative methods. A Xhosa-speaking researcher facilitated six focus group discussions and conducted one individual in-depth interview with 37 parents or caregivers of children with disability residing at Happy home. Only one father was interviewed. Thematic analysis was used in interpreting data obtained from interviews.Results: The findings revealed themes indicating key concerns of parents, which were as follows: challenges with disability diagnosis, negative attitudes of health professionals, health and rehabilitation related problems, and lack of support from families and community.Conclusion: Caring for children with disability in a rural setting where services are minimal or not available to the poorest people who mostly need such services is not easy. Thus, to respond appropriately to the health and support needs of children with disability, it is crucial to understand the social context and needs of their families and caregivers. Due to size of the study, findings cannot be generalised. Recommendations are made for further studies to explore the vital issues affecting parents of children with disabilities.

AllPlay Dance: Two Pilot Dance Projects for Children With Disability, Developed and Assessed With a Dance Studies Approach

AllPlay Dance is founded on a collaborative approach to research between the School of Psychology and the School of Communication of Creative Arts, both of Deakin University. The research is also undertaken in partnership with professional ballet company, Queensland Ballet. This paper describes the development and execution of two pilot projects for children with disability, utilizing a dance studies methodology. The projects were conducted in 2018 and 2019 for children with cerebral palsy (CP) and autism spectrum disorder, as part of the AllPlay Dance program. Participants with disabilities ranged in age from 7 to 12 years. As well as describing the approach to the program development, we discuss the involvement of older and more experienced buddies who were included as a method to support the participation in dance of children with disabilities. We will also describe the diffusion of authorship in the making of group dances as a tool for inclusion and the premise of dance as a social practice in which participants inter-subjectively generate meaning and sense making. The AllPlay Dance projects were developed as a series of dance classes in which participants worked with set or learned movement material, dance improvisation, and tasks for movement generation in order to collectively generate a dance for performance. This paper focuses on the aim of developing inclusive approaches to dance classes that challenge “ableist” notions of dance as spectacle to enable to work toward building transferable programs to allow all children who so desire and to participate in dance in their communities.