Role of pediatric nurse in management of child with special needs

Children facing life with chronic illness and disability are increasing in number. There are multiple factors which are responsible for that. Most of the children survive well into adulthood with early intervention, treatment and care. Pediatric nurses may create excellent professional roles caring for children with special health care needs and their families. The main responsibility will be to provide the children medical care and developmental training so that they can handle basic daily functions and lead happy, healthy lives. The role of a pediatric nurse in this field is not fixed. They may have to carry out different kinds of responsibilities based on the type and extent of special need. Pediatric nurses are responsible for helping children adapt to a hospital setting and prepare them for medical treatment and procedures. These nurses have special training to provide expert care to the child with special needs while working with the family to address their concerns, problems and help them to understand different treatment options and services available for the child with special needs. Pediatric nurses not only focus on the child with special needs but involve themselves in the wellbeing of other family members. They have special training in caring of children, good interacting skills, good empathy, immense love for children, flexibility, having control over their own emotions and stress management skills.

Pengembangan Model Layanan Pendidikan Creative Art Play Therapy bagi Anak Berkebutuhan Khusus

This study aims to design a model of creative art play therapy education services to overcome various basic problems in providing friendly services for children with special needs (ABK) at Azura Sejati Inklusif PAUD Lhokseumawe. This study uses the Research and Development Borg and Gall method. The subjects in this study were teachers at the Azura Sejati Inklusif PAUD Lhokseumawe. The data used are qualitative and quantitative data, with data collection techniques through observation, interviews, documentation, questionnaires, and Focus Group Discussions (FGD). The data analysis technique used descriptive statistical analysis and inferential statistics. The results showed that the creative art play therapy educational service model was effectively used to provide friendly services for children with special needs (ABK) in dealing with social problems and self-control. All creative art play processes (1) creative visualization can stimulate children's understanding and thought processes; (2) storytelling activities can develop moral and spiritual; (3) drama can improve social relations, hand puppets and masks have been used to protect themselves; (4) art to develop creativity and aesthetic experience; (5) music to communicate; (6) dance and movement to develop physical motor skills.

TOURISM OF FAMILIES WITH THE DISABLED CHILDREN OR WITH SPECIAL NEEDS IN POLAND OF RECENT DECADES

The last decades in Polish society have been seen not only an increase in empathy and outlining needs for families and children with disabilities or deficits, but also economic improvement of families, which enables tourist or rehabilitation trips at least once a year. The growing needs and good practices for disabled children and adults also contributed to the greater awareness of the people managing of tourist centers in Poland, who are increasingly trying to propose within their offer to such groups, not traveling so far. This brief study tries to provide in a condensed way to propose good practices and experiences to meet the problems of families traveling with disabled children or adults in Poland.

PENINGKATAN KETERAMPILAN BERHITUNG SISWA MELALUI PENERAPAN MEDIA BRAILLE BAPER DI SLB CURUP

Getting proper education is the right of every citizen, both normal students and students with special needs (disabilities). In this case, the tools and learning media needed are very important to support teaching and learning activities. However, there are more learning tools and media available for normal students than students with special needs. The results of the observations that the author saw in SLB Rejang Lebong were still lacking in learning tools in special schools, especially learning tools for counting, especially blind children. Thus encouraging the author to be able to create a learning aid, especially in numeracy skills for children with disabilities, especially blind children in SLB Rejang Lebong Bengkulu. Starting from the problem above, the writer tries to deal with this problem by creating learning media, especially for blind children, namely "Braile Baper" which is simultaneously used as a research on the principle of usefulness of the tool in SLB Rejang Lebong which is a tool used. to practice multiplication counting skills in a simple and fast and not boring way so that it is expected to be useful to help improve understanding of blind children in learning media for numeracy skills in mathematics, especially in arithmetic operations material. The results of the application of the Braille Baper learning media that the student activities observed during the learning process were good, seen in the student activity observation sheets as well as interviews with students applying the Braille Baper learning media were responded positively and effectively applied in learning, especially for blind children.

Challenges and Dilemmas in the Education of Children With Special Needs in Romania

Educating children with special needs is a difficult challenge for both families and society. The newest trends in education for these children in Romania are represented by their inclusion in inclusive classes or inclusive schools. It is a beginning of the road both from a legislative point of view and from the point of view of analyzing the efficiency of the system. The issue of the resources dedicated to special education is concerned, this aspect being related both to the level of material resources and to the human resources, their availability, and the level of their training. The analysis of the progresses and the challenges that the Romanian-integrated education is encountering is an important step in identifying possible solutions for increasing the quality of special education in Romania.

Raising People With Special Needs

People with disabilities, who represent a significant part of the population of today's world, are still on the margins of social goods and values because of the attitudes of people who are not. Although, in earlier social eras, they were observed mainly from the point of view of social possibilities of existence, the appearance of significant world documents, and affirmations on the labour market, these attitudes changed somewhat. Nevertheless, in many countries of the world, the upbringing and education of children and young people with disabilities is burdened with numerous difficulties and problems. This chapter will help students, professionals, and others interested in these problems to get to know them and thus enrich their cognitive, emotional, social, and work competencies that may be needed to work with them. It will help them in practical application at all levels of their education, which will contribute to strengthening positive attitudes towards inclusion.

Salutogenesis: Sense of Coherence in Childhood and Families

In this chapter on salutogenesis and sense of coherence (SOC) in families and children, the authors deal with the contributions of children’s environments to the adjustment of children with typical development, and the development of children with special needs. The authors report on their comprehensive literature review covering 20 years of research and 44 studies from 15 countries, including children from infants and toddlers through preschool to school-aged children up to 12 years of age.

Inclusion

This chapter discusses the origin of inclusion, which is based in schooling children with special needs. It reviews the history, research, frameworks, and models, and what is needed to for inclusion to work. The chapter then reviews what is necessary to move inclusion beyond the classroom and into the workforce. Finally, the chapter looks at inclusion with the lens of diversity and equity, and not just for people with disabilities. One cannot discuss inclusion for all individuals without first considering how inclusion got started for people with disabilities and what makes it successful. This chapter provides an overview on inclusion of people with special needs in education in order to understand how to best include all individuals throughout their lives.