Creative interactive play for disabled children

DEFF Research Database (Denmark)

Marti, Patrizia; Pollini, Alessandro; Rullo, Alessia

2009-01-01

tools as well as interactive collaborative environments may represent a unique opportunity for disable children to full engage in play and have fun. The Creative Interactive Play workshop presents a collection of innovative interactive technologies and case studies for inclusive play and discusses...... the challenges and opportunities they can bid to disabled children....

Common visual problems in children with disability.

Science.gov (United States)

Salt, Alison; Sargent, Jenefer

2014-12-01

Children with disability are at a substantially higher risk of visual impairment (VI) (10.5% compared with 0.16%) but also of ocular disorders of all types, including refractive errors and strabismus. The aetiology of VI in children with disability reflects that of the general population and includes cerebral VI, optic atrophy, as well as primary visual disorders such as retinal dystrophies and structural eye anomalies. VI and other potentially correctable ocular disorders may not be recognised without careful assessment and are frequently unidentified in children with complex needs. Although assessment may be more challenging than in other children, identifying these potential additional barriers to learning and development may be critical. There is a need to develop clearer guidelines, referral pathways and closer working between all professionals involved in the care of children with disability and visual disorders to improve our focus on the assessment of vision and outcomes for children with disability. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

Prevalence of Malnutrition in Iranian Children with Physical Disability

International Nuclear Information System (INIS)

Shariatzadeh, Nastaran; Doustmohammadian, Aazam; Neyestani, Tirang Reza; Abtahi, Mitra

2014-01-01

Full text: Background and Objective: Malnutrition can potentially prone a disabled child to further morbidities thus imposing further suffering to the affected child and his/her family. There for, periodically assess the nutritional status of children with disabilities to perform the appropriate nutritional care needs of this vulnerable group. This is the first report on the prevalence of malnutrition and nutritional status of physically disabled children from Iran. Present study investigates prevalence of malnutrition and nutritional status in Iranian children with physical disabled. Materials and Methods: A total of 290 physically disabled children aged 6- 12 years old, of both sexes, and from all specialized schools in Tehran (Iran’s capital), Meshed and Rasht (two major cities in North and East of Iran) were enrolled in a descriptive cross sectional study. Weight and height were measured and body mass index (BMI) was calculated for all subjects. In those disabled children whose heights could not be measured directly, height was estimated using Arm Length (AL) and Tibia Length (TL). Percent of low weight, thinness and short stature was determined in disabled children using CDC standards and Z- score. Dietary assessment was performed using 24hr and food-frequency questionnaires. Results: The result based on Z score of weight showed that 49.5% and 40.1% of disabled girls and boys were underweight respectively. Only 11.2% of disabled girls’ weights were between 3 and 95 percentiles and none of them were above percentile 95. However 2% of disabled boys’ weights were above 95 percentile. Comparison with anthropometric data from other studies showed that low weight was more prevalent in disabled than in non- disabled children (p<0.001). Moreover, both disabled boys and girls had significantly shorter statures than their non disabled counterparts. In disabled children, while the mean energy intake was more than 90% of the amount required, mean calcium and iron

Anxiety and Depression in Children with Nonverbal Learning Disabilities, Reading Disabilities, or Typical Development

Science.gov (United States)

Mammarella, Irene C.; Ghisi, Marta; Bomba, Monica; Bottesi, Gioia; Caviola, Sara; Broggi, Fiorenza; Nacinovich, Renata

2016-01-01

The main goal of the present study was to shed further light on the psychological characteristics of children with different learning disability profiles aged between 8 and 11 years, attending from third to sixth grade. Specifically, children with nonverbal learning disabilities (NLD), reading disabilities (RD), or a typical development (TD) were…

Metacognitive reading strategies of children with learning disabilities.

Science.gov (United States)

Nicolielo-Carrilho, Ana Paola; Hage, Simone Rocha de Vasconcellos

2017-05-15

to check the use of metacognitive reading strategies in children with learning disabilities and determine whether there is a relationship between their use and text comprehension. the study was conducted on 30 children, aged 8 to 12 years, of both genders, divided into experimental group (EG) - 15 children with learning disabilities; and control group (CG) - 15 children without disability. All children were submitted to the Reading Strategies Scale and Prolec text comprehension subtest. The sample was described in mean, median, minimum and maximum values. Comparative analysis was performed between the groups using the Mann-Whitney test. The degree of correlation between variables was verified by Spearman Correlation Analysis. The significance level was set at 5%. across the total scores of the scale, EG performance was lower in all descriptive measures, with a significant difference compared to CG. The EG achieved a performance close to children without difficulties only in global strategies. The correlation between the use of metacognitive strategies and reading comprehension was positive. children with learning disabilities showed deficits in the use of metacognitive reading strategies when compared to children without learning disabilities. The better the performance in reading strategies, the better textual comprehension was and vice versa, suggesting that metacognitive reading skills contribute to reading comprehension.

Self-Esteem of Greek Mothers of Children with Intellectual Disabilities.

Science.gov (United States)

Argyrakouli, Effi; Zafiropoulou, Maria

2003-01-01

This study examined the self-esteem of 50 mothers of children with intellectual disabilities living in central Greece and 50 similar mothers of non-disabled children. Results indicated significantly lower self-esteem for mothers of children with intellectual disabilities. The best predictor of positive maternal self-esteem in the disabled group…

Violence Exposure among Children with Disabilities

Science.gov (United States)

Sullivan, Patricia M.

2009-01-01

The focus of this paper is children with disabilities exposed to a broad range of violence types including child maltreatment, domestic violence, community violence, and war and terrorism. Because disability research must be interpreted on the basis of the definitional paradigm employed, definitions of disability status and current prevalence…

A comparison of school injuries between children with and without disabilities.

Science.gov (United States)

Ramirez, Marizen; Fillmore, Erin; Chen, Alex; Peek-Asa, Corinne

2010-01-01

The aim of this study was to compare rates, nature, and mechanisms of school injuries in children with and without disabilities. We conducted a retrospective cohort study with repeated measures of 269 919 children with and without disabilities who were enrolled in 35 adapted schools from a large urban school district. Reports of injuries sustained from 1994 to 1998 were collected by the district's insurance division, and disability was assessed using special education guidelines determined by the California Department of Education. A generalized estimating equations model was used to estimate rate ratios, accounting for the repeated, nested nature of the data. Children with disabilities had more than double the rate of injury reported than children without disabilities (incidence density ratio [IDR] 2.3, 95% CI, 2.2-2.5). Almost one third of these injuries were due to fights, roughhousing, and assaults. Among all disabled children, those with orthopedic disabilities had the highest risk, with rates over 5 times that of children without disabilities (IDR 5.4, 95% CI, 4.4-6.6). Children with cognitive disabilities had comparatively lower rates of injury than children with physical disabilities. For children with disabilities, physical impairment may play a greater role than cognitive impairment in managing risk for injury at school. Individual education programs (IEP), developed for children in special education, could be tailored to include injury prevention strategies. Copyright 2010 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.

Children with Disabilities in Disability-Inclusive Disaster Risk Reduction: Focussing on School Settings

Science.gov (United States)

Ronoh, Steve; Gaillard, J. C.; Marlowe, Jay

2017-01-01

Every year, worldwide, disasters affect approximately seven million children with disabilities, highlighting their potential vulnerability. Although there is a growing move internationally to promote the rights of children with disabilities, they still receive little attention from disaster risk reduction (DRR) researchers and policy makers. They…

Transportation use patterns of U.S. children and teenagers with disabilities.

Science.gov (United States)

Wheeler, Krista; Yang, Yan; Xiang, Huiyun

2009-07-01

Little is known about the differences in disabled and nondisabled children's travel patterns, means of transportation, and problems in getting needed transportation. Data from the 2002 Transportation Availability and Use Survey for Persons with Disabilities (NTAUSPD) were used to make comparisons between children (≤17 years) with disabilities and children without disabilities. Disability was defined as meeting the criteria of at least one of three disability measures: responding yes to any of the national disability questions from the 2000 U.S. Census, meeting provisions in the Americans with Disabilities Act (ADA), or receiving special education. Using χ(2) analysis, comparisons were made across the following variables: sex, age, race, number of days leaving home, residency, household income, and availability of transportation. Children with and without disabilities were also compared in terms of their modes of transportation and destinations. Both children with and without disabilities were included in logistic regression models that considered sociodemographics, disability severity, and types of disability and their associations with the problem of getting needed transportation. Disability severity and types of disability were considered as explanatory variables in separate models because of collinearity. Overall, 6.6% (95% confidence interval [CI], 3.9-10.6) of children with disabilities and 4.2% (95% CI, 2.6-6.7) of children without disabilities reported having trouble getting needed transportation. While they did not differ in their mode of transportation for medical visits, local travel, and long-distance travel, children with disabilities used a bus for school travel more frequently than did children without disabilities (P getting needed transportation in the univariable model. However, when disability severity was considered in a multivariable model, only age (odds ratio [OR], 8.59; 95% CI, 2.35-31.31) and income (OR, 6.08; 95% CI, 1.71-21.61) were

Parenting Role's Tasks as Parents of Healthy and Disabled Children

Directory of Open Access Journals (Sweden)

Azade Riyahi

2017-09-01

Full Text Available Background The purpose of this study was to determine how to do parenting role's tasks as parents of healthy and disabled children younger than 7 years old in Iran (Arak. Materials and Methods In this cross-sectional study, the parenting role tasks questionnaire was completed for 120 parents of healthy children and 120 parents of disabled children with at least one child with disability and the parents were selected by convenience sampling method. T-test, Mann-Whitney test and analysis of variances was used to compare the scores between parents of healthy and disabled children based on studied variables including child age, parent age, child gender, parent education, family economic status, history of trauma and seizure in children was applied to perform the role of parents. Results: There was a significant difference of parent role in both groups of parents. There was observed a significant relationship between role of healthy children's parents and age of child (r=0.21, P=0.016, but not observed in disabled children's parents. In healthy children, there was no significant correlation between parent's role and maternal age. In contrast, in disabled children, there was found a significant difference (P= 0.04 with correlation coefficient of -0.18 representing the inverse relationship. Moreover, no relationship was found between history of seizure and performance of parenting role's tasks in the group of disabled children (P>0.05. Conclusion The performance of tasks of parenting role in two groups of parents of healthy children and disabled ones in four areas of primary care, education, leisure and improving cognitive level had significant difference. This difference in the area of improving the cognitive level was higher. Due to complications of disability, parents of these children pay more attention to other areas of care except of improving cognitive level. Therefore presence of disabled child has negative effect on the balance of the

Unintentional injuries among Chinese children with different types and severity of disability.

Science.gov (United States)

Zhu, Huiping; Xiang, Huiyun; Xia, Xin; Yang, Xia; Li, Dan; Stallones, Lorann; Du, Yukai

2014-01-01

Little research has been done in China to study injury in individuals with disability. We investigated the impact of type and severity of disability on injury among children with disability in Hubei Province of China. A sample of 1201 children with disability were matched with 1201 healthy children on gender, age, and neighborhood. Disability type and severity were determined using the Chinese national standards. Caregivers were interviewed face-to-face about nonfatal unintentional injuries suffered by the child in the past 12 months before the interview. Univariate χ(2) test and logistic regression models were used to investigate association between disability type/severity and nonfatal unintentional injuries. Injury rate among children with disability was significantly higher than that among children without disability (10.2% vs. 4.4%; P disability and injury varied by type and severity of disability. The magnitude of the association between the presence or absence of disability in children and their risk of injury was large and significant, regardless of the type or severity of the children's disabilities. Copyright © 2014 Elsevier Inc. All rights reserved.

Disabled Children: The Right to Feel Safe

Science.gov (United States)

Mepham, Sarah

2010-01-01

This article explores the fundamental right of disabled children to feel safe and be free from bullying, harassment and abuse. The article proposes that, 20 years since the United Nations Convention on the Rights of the Child, disabled children are still facing barriers to securing this right. The article focuses on recent Mencap research that…

Victimization by Siblings in Children with Disability or Weight Problems.

Science.gov (United States)

Tucker, Corinna J; Finkelhor, David; Turner, Heather

Children with a physical disability, psychological disorder, or of nonnormative weight are often targets of peer victimization. Sibling victimization, however, is more common than peer victimization, but rarely explored. We investigated linkages between sibling victimization and whether children had a physical disability, psychological disorder (i.e., internalizing disorder, attention deficit disorder/attention-deficit hyperactivity disorder), and were perceived by parents as being thinner than average or overweight. Also, we explored how the extent and kinds of sibling victimization experiences were related to these characteristics in childhood. A US probability sample of adult caregivers of a child aged 0 to 9 (N = 780; 50% women; mean age 4.58) in 2-child households who completed a telephone interview. Controlling for other forms of maltreatment and individual and family characteristics, children with a physical disability and parent-perceived children who are thinner than average and children who are overweight experienced more sibling victimization. Children with an internalizing disorder experienced less sibling victimization. Sibling victimization did not differ for children with and without ADHD. Children perceived to be overweight by parents and children with a physical disability were at increased risk of experiencing more types of sibling victimization. Children with a physical disability had greater odds of being victims of property victimization by a sibling. Children with a physical disability or perceived as different from average weight are at risk for sibling victimization. Using a nationally representative sample, this is the first study to highlight the importance of screening for sibling victimization in families of children with a disability and/or nonnormative weight status.

Prevalence and outcomes of heart transplantation in children with intellectual disability.

Science.gov (United States)

Wightman, Aaron; Bartlett, Heather L; Zhao, Qianqian; Smith, Jodi M

2017-03-01

Heart transplantation in children with intellectual disability is a controversial issue. We sought to describe the prevalence and outcomes of heart transplantation in children with intellectual disability and hypothesized that recipients with intellectual disability have comparable short-term outcomes compared to recipients without intellectual disability. We performed a retrospective cohort analysis of children receiving a first heart-alone transplant in the UNOS STAR database from 2008 to 2013. Recipients with intellectual disability were compared to those without using chi-square tests. Kaplan-Meier curves were constructed for patient and graft survival. Cox proportional hazard models were used to estimate the association between intellectual disability and graft failure and patient survival. Over the study period, 107 children with intellectual disability underwent initial heart transplantation, accounting for 8.9% of first pediatric heart transplants (total=1204). There was no difference in the incidence of acute rejection between groups in the first year after transplant. Mean functional status scores at follow-up improved in both groups after transplantation, but tended to be lower among children with intellectual disability than children without. Log-rank tests did not suggest significant differences in graft survival between those with and without intellectual disability during the first 4 years following transplantation. Children with intellectual disability constitute a significant portion of total heart transplants with short-term outcomes comparable to children without intellectual disability. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Physical Disability on Children's Television Programming: A Content Analysis

Science.gov (United States)

Bond, Bradley J.

2013-01-01

Research Findings: Media representations of physical disability can influence the attitudes of child audiences. In the current study, the depiction of physical disability was analyzed in more than 400 episodes of children's television programming to better understand how media depict physical disability to children and, in turn, how exposure may…

Unintentional injuries in children with disabilities: a systematic review and meta-analysis.

Science.gov (United States)

Shi, Xiuquan; Shi, Junxin; Wheeler, Krista K; Stallones, Lorann; Ameratunga, Shanthi; Shakespeare, Tom; Smith, Gary A; Xiang, Huiyun

2015-12-01

Children with disabilities are thought to have an increased risk of unintentional injuries, but quantitative syntheses of findings from previous studies have not been done. We conducted a systematic review and meta-analysis to assess whether pre-existing disability can increase the risk of unintentional injuries among children when they are compared to children without disability. We searched 13 electronic databases to identify original research published between 1 January 1990 and 28 February 2013. We included those studies that reported on unintentional injuries among children with pre-existing disabilities compared with children without disabilities. We conducted quality assessments and then calculated pooled odds ratios of injury using random-effects models. Fifteen eligible studies were included from 24,898 references initially identified, and there was a total sample of 83,286 children with disabilities drawn from the eligible studies. When compared with children without disabilities, the pooled OR of injury was 1.86 (95 % CI 1.65-2.10) in children with disabilities. The pooled ORs of injury were 1.28, 1.75, and 1.86 in the 0-4 years, 5-9 years, and ≥10 years of age subgroups, respectively. Compared with children without disabilities, the pooled OR was 1.75 (95 % CI 1.26-2.43) among those with International Classification of Functioning (ICF) limitations. When disability was defined as physical disabilities, the pooled OR was 2.39 (95 % CI 1.43-4.00), and among those with cognitive disabilities, the pooled OR was 1.77 (95 % CI 1.49-2.11). There was significant heterogeneity in the included studies. Compared with peers without disabilities, children with disabilities are at a significantly higher risk of injury. Teens with disabilities may be an important subgroup for future injury prevention efforts. More data are needed from low- and middle-income countries.

Development and learning of young children with disabilities

DEFF Research Database (Denmark)

Bøttcher, Louise; Dammeyer, Jesper

This book introduces current theories and research on disability, and builds on the premise that disability has to be understood from the dialectical dynamics of biology, psychology, and culture over time. Based on the newest empirical research on children with disabilities, the book overcomes th...... and degrees of disability through the lens of Vygotsky’s cultural-historical developmental theories. Some of the themes discussed are inclusion, mental health, communication, aids and family life.......This book introduces current theories and research on disability, and builds on the premise that disability has to be understood from the dialectical dynamics of biology, psychology, and culture over time. Based on the newest empirical research on children with disabilities, the book overcomes...... the limitations of the medical and social models of disability by arguing for a dialectical biopsychosocial model. The proposed model builds on Vygotsky’s cultural-historical ideas of developmental incongruence, implying that the disability emerges from the misfit between individual abilities and the cultural...

Twenty-Five Year Survival of Children with Intellectual Disability in Western Australia.

Science.gov (United States)

Bourke, Jenny; Nembhard, Wendy N; Wong, Kingsley; Leonard, Helen

2017-09-01

To investigate survival up to early adulthood for children with intellectual disability and compare their risk of mortality with that of children without intellectual disability. This was a retrospective cohort study of all live births in Western Australia between January 1, 1983 and December 31, 2010. Children with an intellectual disability (n = 10 593) were identified from the Western Australian Intellectual Disability Exploring Answers Database. Vital status was determined from linkage to the Western Australian Mortality database. Kaplan-Meier product limit estimates and 95% CIs were computed by level of intellectual disability. Hazard ratios (HRs) and 95% CIs were calculated from Cox proportional hazard regression models adjusting for potential confounders. After adjusting for potential confounders, compared with those without intellectual disability, children with intellectual disability had a 6-fold increased risk of mortality at 1-5 years of age (adjusted HR [aHR] = 6.0, 95%CI: 4.8, 7.6), a 12-fold increased risk at 6-10 years of age (aHR = 12.6, 95% CI: 9.0, 17.7) and a 5-fold increased risk at 11-25 years of age (aHR = 4.9, 95% CI: 3.9, 6.1). Children with severe intellectual disability were at even greater risk. No difference in survival was observed for Aboriginal children with intellectual disability compared with non-Aboriginal children with intellectual disability. Although children with intellectual disability experience higher mortality at all ages compared with those without intellectual disability, the greatest burden is for those with severe intellectual disability. However, even children with mild to moderate intellectual disability have increased risk of death compared with unaffected children. Copyright © 2017 Elsevier Inc. All rights reserved.

Self-Esteem and Facial Attractiveness among Learning Disabled Children.

Science.gov (United States)

Anderson, Lisa K.; And Others

Past research has demonstrated a relationship between children's physical attractiveness and their self-esteem. Other research has found that learning disabled children are at risk for having low self-esteem. This study examined the relationship between self-esteem and facial attractiveness in learning disabled children. Subjects were 20 diagnosed…

Children's moral judgments and moral emotions following exclusion of children with disabilities: relations with inclusive education, age, and contact intensity.

Science.gov (United States)

Gasser, Luciano; Malti, Tina; Buholzer, Alois

2013-03-01

We investigated relations between children's moral judgments and moral emotions following disability-based exclusion and inclusive education, age, and contact intensity. Nine- and 12-year-old Swiss children (N=351) from inclusive and noninclusive classrooms provided moral judgments and moral emotion attributions following six vignettes about social exclusion of children with disabilities. Children also reported on their level of sympathy towards children with disabilities and their contact intensity with children with disabilities. Overall, children condemned disability-based exclusion, attributed few positive emotions to excluder targets, and expressed high sympathy for children with disabilities, independent of age and educational setting. However, younger children from inclusive classrooms exhibited more moral judgments and moral emotions than younger children from noninclusive classrooms. Moreover, children who expressed high sympathy towards children with disabilities were more likely to report frequent contact with children with disabilities. The findings extend existing research on social exclusion by examining disability-based exclusion and are discussed with respect to developmental research on social and moral judgments and emotions following children's inclusion and exclusion decisions. Copyright © 2012 Elsevier Ltd. All rights reserved.

Memory Processes in Learning Disability Subtypes of Children Born Preterm

OpenAIRE

McCoy, Thomasin E.; Conrad, Amy L.; Richman, Lynn C.; Nopoulos, Peg C.; Bell, Edward F.

2012-01-01

The purpose of this study was to evaluate immediate auditory and visual memory processes in learning disability subtypes of 40 children born preterm. Three subgroups of children were examined: (a) primary language disability group (n = 13), (b) perceptual-motor disability group (n = 14), and (c) no learning disability diagnosis group without identified language or perceptual-motor learning disability (n = 13). Between-group comparisons indicate no significant differences in immediate auditory...

Memory development in preschool children with disabilities in the game

OpenAIRE

Viktoriya Shypikova

2013-01-01

The scientific article "Development of memory in preschool children with disabilities in the game" reveals the relevance of the application of the game as the leading activity during the preschool years to optimize the development of the mental process of memory in children with disabilities. Work on the development of children's memory in the form of a game as the most effective form, aimed at attracting the attention of professionals working with preschool children with disabilities, a...

Reported Wandering Behavior among Children with Autism Spectrum Disorder and/or Intellectual Disability

Science.gov (United States)

Rice, Catherine E.; Zablotsky, Benjamin; Avila, Rosa M.; Colpe, Lisa J.; Schieve, Laura A.; Pringle, Beverly; Blumberg, Stephen J.

2016-01-01

Objective To characterize wandering, or elopement, among children with autism spectrum disorder (ASD) and intellectual disability. Study design Questions on wandering in the previous year were asked of parents of children with ASD with and without intellectual disability and children with intellectual disability without ASD as part of the 2011 Survey of Pathways to Diagnosis and Services. The Pathways study sample was drawn from the much larger National Survey of Children with Special Health Care Needs conducted in 2009-2010. Results For children with special healthcare needs diagnosed with either ASD, intellectual disability, or both, wandering or becoming lost during the previous year was reported for more than 1 in 4 children. Wandering was highest among children with ASD with intellectual disability (37.7%) followed by children with ASD without intellectual disability (32.7%), and then children with intellectual disability without ASD (23.7%), though the differences between these groups were not statistically significant. Conclusions This study affirms that wandering among children with ASD, regardless of intellectual disability status, is relatively common. However, wandering or becoming lost in the past year was also reported for many children with intellectual disability, indicating the need to broaden our understanding of this safety issue to other developmental disabilities. PMID:27157446

Energy cost of ambulation in healthy and disabled Filipino children.

Science.gov (United States)

Luna-Reyes, O B; Reyes, T M; So, F Y; Matti, B M; Lardizabal, A A

1988-11-01

The energy expenditures (Ee) for locomotion by nondisabled and disabled Filipino children aged 7 to 13 were determined and compared using indirect calorimetry. Forty-one controls (20 boys and 21 girls) ambulated at a comfortable pace; 16 children (eight boys and eight girls) with lower extremity poliomyelitis of varying severity ambulated by (1) wheelchair propulsion, (2) bilateral axillary crutches, (3) unilateral lower extremity ankle-foot orthoses or knee-ankle-foot orthoses, and (4) unassisted. Disabled children, regardless of their mode of ambulation, had to expend significantly more energy to ambulate than normal children (p less than 0.05). Wheelchair propulsion cost 16% more energy than the normal gait; crutch ambulation cost 41% more than the control. Children using unilateral braces sacrificed speed to attain near-normal Ee. When they ambulated without orthoses, their Ee increased by 109% over the control. In ascending order, the least energy was expanded by normal ambulation followed by disabled ambulation with unilateral brace, disabled propelling a wheelchair, disabled ambulation with bilateral axillary crutches, and disabled ambulation without brace. Efficiency of locomotion was reflected in the values obtained for Ee in terms of kcal x 10(-3)/kg/m, as demonstrated by the lower Ee but slower ambulation of children with braces, as compared to the nondisabled children.

How to ensure equitable access to eye health for children with disabilities

Directory of Open Access Journals (Sweden)

Hannah Kuper

2016-07-01

Full Text Available All children need access to good quality eye care, and this must include children with disabilities. Childhood disability is very common. The World Health Organization (WHO estimates that there are at least 93 million children with disabilities worldwide, which equates to one in twenty children.1 Childhood disability is particularly common in low- and middle-income countries.

Parenting Children with Disabilities: Navigating through the Storms

Science.gov (United States)

Costantino, Margaret

2010-01-01

Parenting children with disabilities means coming to terms with feelings of loss and grief and balancing these with hope and resilience. Drawing from personal experiences as a parent with two disabled children, the author refers to elements of Schlossberg's model of transition, Herman's writings about trauma and recovery, and elements of…

SCHOOL INTEGRATION OF CHILDREN WITH DISABILITIES

Directory of Open Access Journals (Sweden)

Lioara-Bianca BUBOIU

2014-12-01

Full Text Available The right to education is a fundamental right that should not be and can not be denied to any child regardless of his condition of normality or deviation from it. The historic route of educational policies regarding the children with disabilities experienced a positive evolution, from denying the possibility of attending a mainstream school, to current policies of integration and inclusion based on the idea of equal opportunities The rejection of what is considered atypical, unknown, strange, unusual, is the result of perpetuating stereotypes, prejudices regarding the disability, constituting signs of less advanced societies. Is the duty of society to accept children / people with disabilities as part of the reality that surrounds us, and try by all means not to turn a disable child into one normal child, but to normalize the conditions of his life, to give him the possibility to live the same social and school experiences that live any other typically child.

Learning Disabilities in Children: Epidemiology, Risk Factors and Importance of Early Intervention

Directory of Open Access Journals (Sweden)

Beena Johnson

2017-01-01

Full Text Available Children with learning disabilities have significant impairment in reading, writing and mathematics, in spite of normal intelligence and sensory abilities. In reading disability, children will have difficulties in phonemic sensitivity, phonetic decoding, word recognition, word decoding skills and reading comprehension. The lifetime prevalence of learning disability is about 10%. Learning disabilities are more frequently seen in boys compared to girls. There are several risk factors for learning disabilities. Low birth weight, preterm birth, neonatal complications, language delay and epilepsy are important risk factors for learning disabilities in children. Students with learning disabilities have poor scholastic performance, anxiety and significant stress. They have more social, emotional and behavioural problems than those without learning problems. If not remedied at the earliest, learning disabilities will lead to failure in exams and these children may develop stress related disorders. Hence all children with learning problems should be evaluated scientifically at the earliest, for identification of learning disability. By providing scientific guidance and intensive one to one remedial training, learning problems of children can be managed successfully.

PARENTS ATTITUDE: INCLUSIVE EDUCATION OF CHILDREN WITH DISABILITY

Directory of Open Access Journals (Sweden)

Daniela Blagoj Dimitrova-Radojicic

2014-06-01

Full Text Available This article reports the findings of a study designed to investigate the attitudes of parents of “normal” developing children toward the inclusion of children with disabilities into mainstream education in Macedonia. Specifically, the study was aimed to explore the similarities and differences in the attitudes of two groups of parents: a group of parents of preschool children and a group of parents of school age children. Participants included 88 parents. Generally, many of the parents accept inclusive education, but most of them still think the special school is better place for education of children with disability.

Head Start Impact on Social-Emotional Outcomes for Children with Disabilities

Science.gov (United States)

Lee, Kyunghee; Calkins, Andrea; Shin, Tae Seob

2016-01-01

Objective: Using the Head Start Impact Study data, this study examines Head Start's impacts on social-emotional outcomes for children with disabilities. Method: Among 4,442 children, 570 children were reported to have disabilities. Ordinary least squares regression was used to determine whether the number of disabilities, having an individualized…

The prevalence and antibiotic sensitivity of oral Viridans streptococci in healthy children and children with disabilities in Kuwait.

Science.gov (United States)

Salako, Nathanael O; Rotimi, Vincent; Philip, Leeba; Haidar, Hussien A; Hamdan, Hussien M

2007-01-01

The purpose of this study was to compare the antibiotic susceptibility profiles of Viridans streptococci (VS) isolated from the oral cavity of healthy children and children with disabilities in Kuwait. Plaque samples were collected from the tooth and tongue surfaces of 102 healthy children and 102 children who were intellectually disabled and institutionalized. The resistance to seven antibiotics (amoxicillin, cephalothin, clindamycin, erythromycin, penicillin G, tetracycline, and vancomycin) was tested. A total of 330 (44.5%) VS were isolated from the children who were healthy and 411 (55.5%) from children with disabilities. The most common isolates were S. salivarius (27.3%) in healthy children; S. sanguis (22.6%) was predominant among children who were disabled. S. mutans was found in 12.1% of the healthy children and in 16.5% of the children who were disabled. The combined percentage of resistant strains (healthy and disabled) was found to be highest with amoxicillin (43%) and lowest with vancomycin (12%). S. sanguis, S. mitis and S. oralis were more resistant in healthy children (45%, 56%, and 55% respectively) than in children with disabilities (40%, 47% and 47% respectively). S. mutans was the least resistant species to all antibiotics in both groups of children. About 56% of all streptococci isolated from both groups were resistant to at least one of the antibiotics tested. The data showed that there was a difference in the level of resistance of oral VS isolated from healthy children and children with disabilities to some antibiotics commonly used in dentistry.

Fourth Grade Outcomes of Children with a Preschool History of Developmental Disability

Science.gov (United States)

Delgado, Christine E. F.

2009-01-01

Special education outcomes were evaluated for 3,608 children (2,513 males) with a preschool history of developmental disability. Sixty-six percent of the children had an identified disability in fourth grade. The percentage of children with a disability at outcome varied across preschool disability categories from 54% to 96%. The consistency of…

Health Insurance and Children with Disabilities

Science.gov (United States)

Szilagyi, Peter G.

2012-01-01

Few people would disagree that children with disabilities need adequate health insurance. But what kind of health insurance coverage would be optimal for these children? Peter Szilagyi surveys the current state of insurance coverage for children with special health care needs and examines critical aspects of coverage with an eye to helping policy…

Compounding the Challenge: Young Deaf Children and Learning Disabilities.

Science.gov (United States)

Mauk, Gary W.; Mauk, Pamela P.

1993-01-01

This paper presents a definition of deaf and hard of hearing children with learning disabilities; notes the incidence of children with both disabilities; outlines roadblocks to learning; describes screening, diagnosis, and assessment practices; and offers suggestions for educational programming. (JDD)

Challenges faced by parents of children with learning disabilities in Opuwo, Namibia.

Science.gov (United States)

Taderera, Clever; Hall, Herna

2017-01-01

Parenting children with learning disabilities requires a high level of knowledge and access to resources, information and services. In developing countries, however, these resources and services are not always available. Parents in Namibia, a developing country, therefore face challenges addressing children's learning and other developmental disabilities, including challenges related to preventative and supportive interventions. This research focuses on challenges faced by parents as they parent children with learning disabilities in Opuwo, Namibia. In-depth interviews were conducted with eight parents regarding the challenges they face in parenting their children with learning disabilities. Thematic analysis enabled the researchers to identify, analyse and report on themes that emerged from the qualitative interview data. Analysis of the interviews indicated that some participants had only a vague understanding of learning disabilities, as they did not have access to essential knowledge about this phenomenon. They also lacked an awareness of the availability of programmes, services and policies meant to benefit their children with learning disabilities. Participants voiced that they, their children with learning disabilities and community members have stereotypes and prejudices regarding learning disabilities. In this study, most of the children with learning disabilities were raised by single, unemployed parents who seemed to have access to less support from external sources than married couples parenting children with learning disabilities. These single parents are usually not married and because of lack of financial support from the other parent, the majority of them indicated that they struggle to meet the financial and material needs of their children. The researchers concluded that the participants in this study experience a range of challenges in parenting their children with learning disabilities. The main challenges emanate from financial instability, as

Factors Influencing the Accessibility of Education for Children with Disabilities in India

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Sandhya Vishwas Limaye

2016-09-01

Full Text Available The Central and State governments in India have formulated programs and policies over the years for children with disabilities in order to help them to enter mainstream society. However, despite these policies, children with disabilities are amongst the most disadvantaged in terms of access to schooling and completion of elementary education, as their needs are not met effectively. Based on my personal experiences, research, and communication with different stakeholders involved in the field of education for children with disabilities over the last 30 years, this paper explores the broader challenges in the current education system with respect to issues of quality of education and drop-out rates of primary students with disabilities. A number of factors that influence the accessibility of education for children with disabilities are presented including: perceptions of parents of children with disabilities and their difficulties in helping their children with disabilities, the general attitude of society, government officials, school staff and infrastructure, inadequate levels of training of key stakeholders, invisibility of disability in community, poverty, lack of acceptance, lack of interest, gender discrimination, lack of awareness, poor physical access, availability of various support systems, and government policies focusing on the education of children with disabilities in specific.

A Review about Parenting Style and Parenting Practices and Their Consequences in Disabled and Non Disabled Children

OpenAIRE

Raya Trenas, Antonio Félix; Pino Osuna, M. José; Herruzo Cabrera, Javier; Ruiz Olivares, Rosario

2013-01-01

In order to explain the worst levels of adaptation showed by children with disabilities in relation to non disabled children, this paper aims to carry out a review of the most important advances achieved in recent decades in the study of parenting styles and parenting practices in relation to academic competence and behavior problems of children with and without disabilities. For this, we have carried out an analysis of the main works that show this relationship in the population,...

A call to the Church: Embrace children with disabilities

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Natalie Ann Flickner

2015-01-01

Full Text Available Children with Disabilities are one of the groups of children most in need globally. The author uses her personal story of growing up as a child with mild cerebral palsy to express her solidarity and highlight the multiple needs of children with disabilities around the world. These children should no longer be stigmatized by the world wide church but instead be embraced and ministered to in the name of Jesus.

Parents' management of the development of their children with disabilities

DEFF Research Database (Denmark)

Dammeyer, Jesper Herup

2010-01-01

 Being the parent of a disabled child is not easy, it is experienced as a situation marked by stress, crises and grief. As Vygotsky described eighty years ago, the development of children with disabilities and the culture do not fit as they do for non-disabled children. The development of a child...

The changing role of disabled children benefits

OpenAIRE

Richard V. Burkhauser; Mary C. Daly

2013-01-01

The U.S. federal government’s program that provides cash benefits to low-income families with a disabled child has grown rapidly over the past 25 years. This growth reflects changes in the implementation of the program rather than declines in children’s health or family income. Unfortunately, most disabled children from families that receive such benefits do not become employed when they grow up, so these policy changes may relegate these children to lifetime government support—probably near ...

Violence against primary school children with disabilities in Uganda: a cross-sectional study.

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Devries, Karen M; Kyegombe, Nambusi; Zuurmond, Maria; Parkes, Jenny; Child, Jennifer C; Walakira, Eddy J; Naker, Dipak

2014-09-29

150 million children live with disabilities globally, and a recent systematic review found 3 to 4 times the levels of violence versus non-disabled children in high income countries. However, almost nothing is known about violence against disabled children in lower income countries. We aim to explore the prevalence, patterns and risk factors for physical, sexual and emotional violence among disabled children attending primary school in Luwero District, Uganda. We performed a secondary analysis of data from the baseline survey of the Good Schools Study. 3706 children and young adolescents aged 11-14 were randomly sampled from 42 primary schools. Descriptive statistics were computed and logistic regression models fitted. 8.8% of boys and 7.6% of girls reported a disability. Levels of violence against both disabled and non-disabled children were extremely high. Disabled girls report slightly more physical (99.1% vs 94.6%, p = 0.010) and considerably more sexual violence (23.6% vs 12.3%, p = 0.002) than non-disabled girls; for disabled and non-disabled boys, levels are not statistically different. The school environment is one of the main venues at which violence is occurring, but patterns differ by sex. Risk factors for violence are similar between disabled and non-disabled students. In Uganda, disabled girls are at particular risk of violence, notably sexual violence. Schools may be a promising venue for intervention delivery. Further research on the epidemiology and prevention of violence against disabled and non-disabled children in low income countries is urgently needed.

Learning disabilities: analysis of 69 children

Directory of Open Access Journals (Sweden)

Meister Eduardo Kaehler

2001-01-01

Full Text Available With this article we intend to demonstrate the importance of evaluation and follow up of children with learning disabilities, through a multidisciplinary team. As well as to establish the need of intervention. We evaluate 69 children, from Aline Picheth Public School, in Curitiba, attending first or second grade of elementary school, through general and evolutionary neurological examination, pediatric checklist symptoms, and social, linguistic and psychological (WISC-III, Bender Infantile and WPPSI-figures evaluation. The incidence was higher in boys (84,1%, familiar history of learning disabilities was found in 42%, and writing abnormalities in 56,5%. The most frequent diagnosis was attention deficit and hyperactivity disorder, in 39,1%. With this program, we aimed to reduce the retention taxes and stress the importance of this evaluation, and, if necessary, multidisciplinar intervention in the cases of learning disabilities.

Assessing functional impairment in siblings living with children with disability.

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Goudie, Anthony; Havercamp, Susan; Jamieson, Barry; Sahr, Timothy

2013-08-01

The purpose of this study was to empirically test if siblings of children with disability had higher levels of parent-reported behavioral and emotional functional impairment compared with a peer group of siblings residing with only typically developing children. This was a retrospective secondary analysis of data from the Medical Expenditure Panel Survey. We included only households with at least 2 children to ensure sibling relationships. Two groups of siblings were formed: 245 siblings resided in households with a child with disability and 6564 siblings resided in households with typically developing children. Parents responded to questions from the Columbia Impairment Scale to identify functional impairment in their children. On the basis of parent reports and after adjusting for sibling demographic characteristics and household background, siblings of children with disability were more likely than siblings residing with typically developing children to have problems with interpersonal relationships, psychopathological functioning, functioning at school, and use of leisure time (P siblings of children with disability classified with significant functional impairment was 16.0% at the first measurement period and 24.2% at the second (P siblings of typically developing children there was a smaller percentage increase from 9.5% to 10.3% (P mental health services and, as such, early assessment and interventions to limit increasing severity and short- to long-term consequences need to be addressed. Health care professionals need to consider a family-based health care approach for families raising children with disability.

Predictors of Visual-Motor Integration in Children with Intellectual Disability

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Memisevic, Haris; Sinanovic, Osman

2012-01-01

The aim of this study was to assess the influence of sex, age, level and etiology of intellectual disability on visual-motor integration in children with intellectual disability. The sample consisted of 90 children with intellectual disability between 7 and 15 years of age. Visual-motor integration was measured using the Acadia test of…

Conducting participatory photography with children with disabilities: a literature review.

Science.gov (United States)

Eisen, Isabel; Cunningham, Barbara Jane; Campbell, Wenonah

2018-03-28

This review summarized studies that used participatory photography with children with disabilities, including those with communication impairments, and described modifications made to the methodology to facilitate their participation in qualitative research. In the fall of 2016, we searched Psycinfo (OVID), ERIC, CINAHL and Web of Science to identify studies that used participatory photography with children with disabilities. The search was repeated in January 2018 to retrieve any new publications. The first author extracted data that described the characteristics of each study and the modifications used. Of the 258 articles identified, 19 met inclusion criteria. Participants ranged from 4-21 years old and had a variety of disabilities. Study topics included education, leisure activities and adulthood. Researchers modified participatory photography to enhance accessibility by: modifying cameras; providing individual training; teaching consent through role play; allowing children to direct adults to take photographs; including additional forms of media; using diaries and questionnaires; providing individual interviews with simplified questions; using multiple forms of communication; and modifying how photographs are shared. Participatory photography can be an effective method for studying the lived experiences of children with disabilities, particularly those with communication impairments. Methodological modifications can enhance the accessibility of this approach for this population. Implications for Rehabilitation Participatory photography may be an effective qualitative research method for learning about the perspectives and experiences of children with disabilities on a wide array of topics. There are many specific modifications that researchers can use to support the inclusion of children with disabilities in participatory photography research. The findings of studies that use participatory photography methodology may provide rehabilitation professionals

Otitis Media in Young Children with Disabilities.

Science.gov (United States)

Zeisel, Susan A.; Roberts, Joanne E.

2003-01-01

This study examined the prevalence of otitis media with effusion (OME) in 14 children (ages 8-66 months) with developmental disabilities attending center-based childcare. Although younger children had more OME than older children, children with Down syndrome had the highest incidence of OME regardless of age. Implications of OME for fluctuating…

Parental Influence on Physical Activity of Children with Disabilities

Science.gov (United States)

Siebert, Erin A.; Hamm, Jessica; Yun, Joonkoo

2017-01-01

The purpose of this study was to identify parental influences on physical activity behaviours of children with disabilities. One hundred and forty-eight parents of children with disabilities responded to a survey about factors related to parent and child physical activity, parental support and belief in their child's abilities regarding physical…

Humor in Literature about Children with Disability: What Are We Seeing in Literature?

Science.gov (United States)

McGrail, Ewa; Rieger, Alicja

2014-01-01

This article explores instances of humor in literature as it relates to children with disabilities and offers ways to help children and adolescents build an authentic understanding of disability and disability humor. The prevalent message in the books reviewed is that children with disability not only appreciate humor but also can produce various…

Prevalence and Patterns of Learning Disabilities in School Children.

Science.gov (United States)

Padhy, Susanta Kumar; Goel, Sonu; Das, Shyam Sinder; Sarkar, Siddharth; Sharma, Vijaylaxmi; Panigrahi, Mahima

2016-04-01

To assess the prevalence and patterns of learning disabilities (LD) in school going children in a northern city of India. The present cross-sectional study comprised of three-staged screening procedure for assessing learning disabilities of 3rd and 4th grade students studying in government schools. The first stage comprised of the teacher identifying at-risk student. In the second stage, teachers assessed at-risk students using Specific Learning Disability-Screening Questionnaire (SLD-SQ). The third stage comprised of assessment of the screen positive students using Brigance Diagnostic Inventory (BDI) part of NIMHANS Index of Specific Learning Disabilities for identifying the cases of LD. A total of 1211 (33.6%) children out of the total screened (n = 3600) were identified as at-risk by the teachers at the first stage. Of them, 360 were found to screen positive on the second stage using SLD-SQ. The most common deficits were missing out words or sentences while reading, misplacing letters or words while reading or writing, and making frequent mistake in spelling while writing or reading. Of these, 108 children were confirmed to have learning disability on the third stage using BDI, which represented 3.08% of the total population. Learning disability is an important concern in young school aged children. Early identification of such students can help in early institution of intervention and suitable modifications in teaching techniques.

"Friendship in All Directions": Norwegian Children with Physical Disabilities Experiencing Friendship

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Asbjornslett, Mona; Engelsrud, Gunn H.; Helseth, Solvi

2012-01-01

This article examines how Norwegian children with physical disabilities experience friendship during the transition between primary and secondary school. The research was based on 38 life mode interviews with 15 children. Two themes were explored: (1) different kinds of friends: friends with disabilities, friends without disabilities and…

A Clash of Conventions? Participation, Power and the Rights of Disabled Children

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Ralph Sandland

2017-09-01

Full Text Available This article considers the neglected topic of the relationship between the Convention on the Rights of Persons with Disabilities and the Convention on the Rights of the Child, with regard to the participation rights of disabled children. It analyses key articles in both conventions and considers relevant general comments from both convention committees (the Committee on the Rights of the Child and the Committee on the Rights of Persons with Disabilities, and their interpretation by academic contributors. The article argues that much work on this topic fails to develop an adequate understanding of power relations, and that the ‘social model of disability’ which underpins the disabilities convention, when applied to ‘childhood’ (as opposed to ‘children’ suggests that the implications of that convention for the participation rights of all children, not only disabled children, are profound. This is because the disabilities convention rejects the relevance of tests of capacity and ‘best interests’ for disabled adults, for reasons which are equally germane to disabled children, and children in general. The article concludes with discussion of the difficulties in implementing the insights derived from the analysis of the disabilities convention in substantive law in the absence of a right to freedom from age discrimination for children, and suggests other, less far-reaching, reforms that could be made this notwithstanding.

Neurobehavioral assessment of children and adolescents attending a developmental disabilities clinic.

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Brasić, James Robert; Barnett, Jacqueline Y; Kowalik, S; Tsaltas, Margaret Owen; Ahmad, Raheela

2004-12-01

Although the risk of the eventual development of tardive dyskinesia and other persistent adverse effects of neuroleptics is high, among adults with mental retardation and other developmental disabilities, neuroleptics may ameliorate dyskinesias, aggression, and inattention. The effects of traditional neuroleptics on a comparable population of children and adolescents with mental retardation and other developmental disabilities are unknown. The objective of this study was to develop an assessment battery to describe the effects of traditional neuroleptics on the behavior and movements of a small sample of children and adolescents with mental retardation and other developmental disabilities. 13 children and adolescents aged 6 to 16 years attending a developmental disabilities clinic were evaluated utilizing a Movement Assessment Battery to measure behavior and motions. Five subjects took traditional neuroleptic medications. Trained raters can reliably assess the movements and behaviors of children and adolescents with multiple handicaps. Children and adolescents with developmental disabilities may be vulnerable to experience functional impairment and akathisia, tics, and other dyskinesias when administered traditional neuroleptic medications.

Non-suicidal self-injury among children with hearing loss and intellectual disability.

Science.gov (United States)

Akram, Bushra; Tariq, Amina; Rafi, Zeeshan

2017-10-01

To find the prevalence and to identify the predictors of non-suicidal self-injury among school-going children.. This cross-sectional study was conducted at the University of Gujrat, Gujrat Pakistan, from September 2015 to October 2016, and comprised children with intellectual disability and hearing loss. Participants were recruited from schools for special children located in Gujranwala, Jhelum and Gujrat. Multistage stratified sampling technique was used. Of the 325 children, 178(50.4%) had intellectual disability and 175(49.6%) had hearing loss. Findings indicated that the prevalence of self-injurious behaviour was higher in children with intellectual disability 48(27%) compared to their counterparts with hearing loss 3(2%). Neural network, when administered on whole data set, indicated type of disability 0.474(100%), education/training 0.99(20.9%) and access of counselling 0.114(24%) as important predictors of non-suicidal self-injury in both groups. On the other hand, the degree of disability (hearing loss 0.42[100%]; intellectual disability 0.32[100%]), education/ training (hearing loss 0.18[43%]; intellectual disability 0.27[84.5%]) and access of counselling (hearing loss 0.175[41.8%]; intellectual disability 0.256[78.7%]) were important predictors of non-suicidal self-injury among the participants, when neural network was run on the split files on the basis of disability. The prevalence of non-suicidal self-injury among children with intellectual disability was higher as compared to those with hearing loss.

Monitoring the prevalence of severe intellectual disability in children across Europe

DEFF Research Database (Denmark)

van Bakel, Marit; Einarsson, Ingolfur; Arnaud, Catherine

2014-01-01

Our aim was to study the feasibility of creating a framework for monitoring and undertaking collaborative research on intellectual disability at the European level, based on existing databases of children with such disability.......Our aim was to study the feasibility of creating a framework for monitoring and undertaking collaborative research on intellectual disability at the European level, based on existing databases of children with such disability....

Children With Intellectual Disability and Hospice Utilization: The Moderating Effect of Residential Care.

Science.gov (United States)

Lindley, Lisa C

2017-01-01

Children with intellectual disability commonly lack access to pediatric hospice care services. Residential care may be a critical component in providing access to hospice care for children with intellectual disability. This research tested whether residential care intensifies the relationship between intellectual disability and hospice utilization (ie, hospice enrollment, hospice length of stay), while controlling for demographic characteristics. Multivariate regression analyses were conducted using 2008 to 2010 California Medicaid claims data. The odds of children with intellectual disability in residential care enrolling in hospice care were 3 times higher than their counterparts in their last year of life, when controlling for demographics. Residential care promoted hospice enrollment among children with intellectual disability. The interaction between intellectual disability and residential care was not related to hospice length of stay. Residential care did not attenuate or intensify the relationship between intellectual disability and hospice length of stay. The findings highlight the important role of residential care in facilitating hospice enrollment for children with intellectual disability. More research is needed to understand the capability of residential care staff to identify children with intellectual disability earlier in their end-of-life trajectory and initiate longer hospice length of stays.

Obesity in British children with and without intellectual disability: cohort study.

Science.gov (United States)

Emerson, Eric; Robertson, Janet; Baines, Susannah; Hatton, Chris

2016-07-27

Reducing the prevalence of and inequities in the distribution of child obesity will require developing interventions that are sensitive to the situation of 'high risk' groups of children. Children with intellectual disability appear to be one such group. We aimed to estimate the prevalence of obesity in children with and without intellectual disability in a longitudinal representative sample of British children and identify risk factors associated with obesity at age 11. Information was collected on a nationally representative sample of over 18,000 at ages 9 months, 3, 5, 7 and 11 years. We used UK 1990 gender-specific growth reference charts and the LMS Growth programme to identify age and gender-specific overweight and obesity BMI thresholds for each child at ages 5, 7 and 11 years. Children with intellectual disabilities were significantly more likely than other children to be obese at ages five (OR = 1.32[1.03-1.68]), seven (OR = 1.39[1.05-1.83]) and eleven (OR = 1.68[1.39-2.03]). At ages five and seven increased risk of obesity among children with intellectual disabilities was only apparent among boys. Among children with intellectual disability risk of obesity at age eleven was associated with persistent maternal obesity, maternal education, child ethnicity and being bullied at age five. Children with intellectual disability are a high-risk group for the development of obesity, accounting for 5-6 % of all obese children. Interventions to reduce the prevalence and inequities in the distribution of child obesity will need to take account of the specific situation of this group of children.

Respecting the Dignity of Children with Disabilities in Clinical Practice.

Science.gov (United States)

Cureton, Adam; Silvers, Anita

2017-09-01

Prevailing philosophies about parental and other caregiver responsibilities toward children tend to be protectionist, grounded in informed benevolence in a way that countenances rather than circumvents intrusive paternalism. And among the kinds of children an adult might be called upon to parent or otherwise care for, children with disabilities figure among those for whom the strongest and snuggest shielding is supposed be deployed. In this article, we examine whether this equation of securing well-being with sheltering by protective parents and other care-givers should unreflectively be adopted for disabled children. We also consider why healthcare providers might reasonably be reluctant to yield to this principle, even if parents instinctively suppose that protectionism is the parenting policy that best serves their disabled child's interest. We contend that caregivers owe children with disabilities at least as much, and possibly more, respect for self-governance than other children need. In spite of disabled children's vulnerability and even in view of it, we argue that they should be accorded not only welfare rights to well-being but at least a modified version of liberty rights as well. Healthcare providers are especially favorably positioned to facilitate the latter response. The main components of respectful caregiving can come into conflict with one another, but we present some priorities that advise against adopting a protectionist account of parenting rights, or at least against accepting protectionist views that focus parenting narrowly on shaping ideas about the child's welfare. In sum, caring for a disabled child, we argue, involves more than creating conditions that will afford her contentment and comfort over the course of life.

Group Hypnotherapy With Learning Disabled Children.

Science.gov (United States)

Johnson, Lynn S.; And Others

The impact of group hypnotic and self-hypnotic training on the academic performance and self-esteem of learning disabled children was explored. Three hypnotic training sessions and instructions for six weeks of daily self-hypnotic practice containing suggestions for imagery related to improvement in these areas were given to 15 children, their…

Assessing choice making among children with multiple disabilities.

OpenAIRE

Sigafoos, J; Dempsey, R

1992-01-01

Some learners with multiple disabilities display idiosyncratic gestures that are interpreted as a means of making choices. In the present study, we assessed the validity of idiosyncratic choice-making behaviors of 3 children with multiple disabilities. Opportunities for each child to choose between food and drink were provided under two conditions. In one condition, the children were given the food or drink item corresponding to their prior choice. In the other condition, the teacher delivere...

Is Celiac Disease an Etiological Factor in Children with Nonsyndromic Intellectual Disability?

Science.gov (United States)

Sezer, Taner; Balcı, Oya; Özçay, Figen; Bayraktar, Nilufer; Alehan, Füsun

2016-03-01

To determine the prevalence of celiac disease in children and adolescents with nonsyndromic intellectual disability, we investigated serum levels of tissue transglutaminase antibody and total IgA from 232 children with nonsyndromic intellectual disability and in a healthy control group of 239 children. Study participants who were positive for tissue transglutaminase antibody underwent a duodenal biopsy. A total of 3 patients in the nonsyndromic intellectual disability group (5.45%) and 1 in the control group (0.41%) had positive serum tissue transglutaminase antibody (P > .05). Duodenal biopsy confirmed celiac disease in only 1 patient who had nonsyndromic intellectual disability. In this present study, children with nonsyndromic intellectual disability did not exhibit a higher celiac disease prevalence rate compared with healthy controls. Therefore, we suggest that screening test for celiac disease should not be necessary as a part of the management of mild and moderate nonsyndromic intellectual disability. However, cases of severe nonsyndromic intellectual disability could be examined for celiac disease. © The Author(s) 2015.

The wellbeing of siblings of children with disabilities.

Science.gov (United States)

Emerson, Eric; Giallo, Rebecca

2014-09-01

(1) to estimate the extent of differences in wellbeing between siblings of children with disabilities or long-term health conditions and siblings of 'typically developing' children in a nationally representative cohort of Australian children (the Longitudinal Study of Australian Children); (2) to determine whether any between-group differences in wellbeing may be potentially attributable to between-group differences in exposure to socio-economic disadvantage. The results of our analyses were consistent with the existing literature in indicating that, in unadjusted comparisons, the siblings of children with long-term health conditions or disabilities: (1) had lower wellbeing than their peers on some, but not all, indicators of wellbeing; and (2) that where differences did exist the effect sizes were small. Our results add to the existing literature in: (1) indicating that adjusting for between-group differences in exposure to low SEP and associated adversities eliminated the statistical significance of unadjusted comparisons in the majority of instances; and (2) failing to find any evidence of deterioration over time in the wellbeing of siblings with long-term health conditions or disabilities over a two-year period from age 4/5 to age 6/7. Copyright © 2014 Elsevier Ltd. All rights reserved.

Self-Concept of Children with Intellectual Disability in Mainstream Settings

Science.gov (United States)

Huck, Sally; Kemp, Coral; Carter, Mark

2010-01-01

Background: Positive self-concept is an important educational outcome for individuals with disability. Method: Perceived competence and acceptance of 17 children with intellectual disability, included in mainstream classes, were assessed using the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children (PSPCSA) and…

Young children's attitudes toward peers with intellectual disabilities: effect of the type of school.

Science.gov (United States)

Georgiadi, Maria; Kalyva, Efrosini; Kourkoutas, Elias; Tsakiris, Vlastaris

2012-11-01

This study explored typically developing children's attitudes towards peers with intellectual disabilities, with special reference to the type of school they attended. Two hundred and fifty-six Greek children aged 9-10 (135 in inclusive settings) completed a questionnaire and an adjective list by Gash (European Journal of Special Needs Education 1993; 8, 106) and drew a child with intellectual disabilities, commenting also on their drawings. Typically developing children expressed overall neutral attitudes towards peers with intellectual disabilities. Type of school differentiated their attitudes, with children from inclusive settings being more positive towards peers with intellectual disabilities and choosing less negative adjectives to describe them than children from non-inclusive settings. Girls and students who expressed more positive social, emotional and overall attitudes towards students with intellectual disabilities chose more positive adjectives to describe a child with intellectual disabilities. It was also found that children from inclusive settings drew children with intellectual disabilities as more similar to a child with Down syndrome in comparison with children from non-inclusive settings. Effective inclusive practices should be promoted to foster social acceptance of students with intellectual disabilities. © 2012 Blackwell Publishing Ltd.

Disabled children and their families in Ukraine: health and mental health issues for families caring for their disabled child at home.

Science.gov (United States)

Bridge, Gillian

2004-01-01

In the Eastern European countries included in the communist system of the USSR, parents of disabled children were encouraged to commit their disabled child to institutional care. There were strict legal regulations excluding them from schools. Medical assessments were used for care decisions. Nevertheless many parents decided to care for their disabled child at home within the family. Ukraine became an independent country in 1991, when communism was replaced by liberal democracy within a free market system. Western solutions have been sought for many social problems existing, but 'hidden,' under the old regime. For more of the parents of disabled children, this has meant embracing ideas of caring for their disabled children in the community, and providing for their social, educational, and medical needs, which have previously been denied. The issue of disability is a serious one for Ukraine where the nuclear disaster at Chernobyl in 1986 caused extensive radiation poisoning. This almost certainly led to an increase in the number of disabled children being born and an increase in the incidence of various forms of cancer. This paper is based on a series of observation visits to some of the many self-help groups established by parents, usually mothers, for their disabled children. It draws attention to the emotional stress experienced both by parents and their disabled children in the process of attempting to come to terms with the disabling conditions, and the denial of the normal rights of childhood resulting from prejudice, poor resources, ignorance, and restrictive legislation. Attempts have been made to identify the possible role and tasks of professional social workers within this context. International comparisons show that many parents and their children do not benefit from the medical model of disability, and that serious consequences include the development of depressive illness among those who find that little help is available from public services.

Comparison on testability of visual acuity, stereo acuity and colour vision tests between children with learning disabilities and children without learning disabilities in government primary schools.

Science.gov (United States)

Abu Bakar, Nurul Farhana; Chen, Ai-Hong

2014-02-01

Children with learning disabilities might have difficulties to communicate effectively and give reliable responses as required in various visual function testing procedures. The purpose of this study was to compare the testability of visual acuity using the modified Early Treatment Diabetic Retinopathy Study (ETDRS) and Cambridge Crowding Cards, stereo acuity using Lang Stereo test II and Butterfly stereo tests and colour perception using Colour Vision Test Made Easy (CVTME) and Ishihara's Test for Colour Deficiency (Ishihara Test) between children in mainstream classes and children with learning disabilities in special education classes in government primary schools. A total of 100 primary school children (50 children from mainstream classes and 50 children from special education classes) matched in age were recruited in this cross-sectional comparative study. The testability was determined by the percentage of children who were able to give reliable respond as required by the respective tests. 'Unable to test' was defined as inappropriate response or uncooperative despite best efforts of the screener. The testability of the modified ETDRS, Butterfly stereo test and Ishihara test for respective visual function tests were found lower among children in special education classes ( P learning disabilities. Modifications of vision testing procedures are essential for children with learning disabilities.

Disability and stigma: how Japanese educators help parents accept their children's differences.

Science.gov (United States)

Kayama, Misa; Haight, Wendy

2014-01-01

In this report, part of a larger ethnographic study, the authors examined the support Japanese elementary school educators provide to parents of children with relatively mild cognitive and behavioral disabilities, such as learning disabilities, attention deficit/hyperactivity disorders, and high-functioning autism. Conditions that affect children's learning and behaviors are widespread, but cultures vary in responses to children with such difficulties and their families. In many cultures, disability remains a sensitive issue due to lingering stigma. Japan's recent implementation of special education services for children with mild cognitive and behavioral disabilities provided a unique context in which to examine otherwise taken-for-granted beliefs and practices related to disability. Participant observations in a Japanese elementary school and individual interviews with educators and parents suggest that parents' sensitivity to other people's "eyes," or stigma, can be an obstacle to their acceptance of their children's need for special education, permission for their children to receive services, and collaboration with educators. Educators supported parents through a steadfast focus on emotional support, communication, relationship building, and partnerships. Japanese practices and adults' reflections on stigma provide a broader context for international, school, and other social workers to reflect on their own beliefs and practices with families of children with disabilities.

Lady Health Workers (LHWs as Flag Bearers for Children with Disabilities in Pakistan

Directory of Open Access Journals (Sweden)

Ghazala Rafique

2012-06-01

Full Text Available Purpose: This study explores the perceptions, knowledge and attitudes of LHWs towards children with disabilities in Pakistan. It considers the feasibility of utilising the LHWs for prevention, early identification and management of disabilities for these children in the community.Methods: Two Focus Group Discussions (FGDs were conducted with 15 Lady Health Workers (LHWs, and two In Depth Interviews (IDIs with LHWs of both a semi-urban and a rural community of Pakistan.Results: LHWs were found to have major concerns and strong emotions regarding children with disabilities. They also revealed the insensitive attitude of community members towards these children. While they understood the major types and magnitude of disabilities better than lay persons, they lacked the knowledge to manage these disabilities. Consanguineous marriages were identified as the main cause of disabilities. LHWs reported that education and health facilities were lacking in semi-urban and rural areas, and demanded that the government provide these facilities for the children. They also expressed their willingness to work for these children, provided they had the approval of higher authorities and were given proper training.Conclusions: This qualitative exploratory study recommends that the existing primary health system be reviewed, and the possibility of introducing community based rehabilitation services, utilising LHWs’ services for children with disabilities, be examined. In this regard, it is imperative to assess the existing training modules of LHWs and to introduce modules on prevention, early identification, and management of children with disabilities. It is also necessary to employ mass media to spread awareness about persons with disabilities.

Research on Hippotherapy Effects in Children whith Disabilities

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Zamfir MARCHIS

2017-05-01

Full Text Available This paper presents a study on the interaction of children with special needs and horses, which attempts to demonstrate the effects of hipoterapy in helping children with disabilities. The research was conducted on a group of 20 children with disabilities who participated in this type of therapy for 8 months (January-August 2015 in Leorinţ Leisure Center and Riding Therapy, which owns 6 horses. This study was conducted by a psychologist pre- and post-evaluation and there were followed skills and cognitive function, motor skills, spatial-temporal orientation skills, sensory-perceptual organization, examining language and personality of children. In the first stage an initial assessment of children was made representing the starting point to see to what extent children are, what special needs they have and what gaps need to be recovered or what skills and qualities may be based in therapy. After 3 months of hippotherapy, in April 2015, there was made intermediar evaluation of beneficiaries to see if the intended results were achieved and where to optimise the therapy. The final evaluation was conducted in August 2015, after four months from the intermediar evaluation. Applying hippotherapy for children with various disabilities, it was found that children moving better, move better, speak more easily, communicate and become more careful. Besides outcomes of hippotherapy and results are measurable and easily to observe such as satisfaction to participate in hippotherapy sessions and getting  into contact with the horses.

Predictors of Co-occurring Neurodevelopmental Disabilities in Children With Autism Spectrum Disorders.

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Zauche, Lauren Head; Darcy Mahoney, Ashley E; Higgins, Melinda K

Co-occurring neurodevelopmental disabilities (including cognitive and language delays and attention deficit hyperactivity disorder) affect over half of children with ASD and may affect later behavioral, language, and cognitive outcomes beyond the ASD diagnosis. However, no studies have examined predictors of co-occurring neurodevelopmental disabilities in children with ASD. This study investigated whether maternal sociodemographic, perinatal and neonatal factors are associated with co-occurring disabilities. This study involved a retrospective analysis of medical records for children diagnosed with ASD between 2009 and 2010 at an Autism Center in the southeast United States. Logistic regression was used to identify predictors of co-occurring neurodevelopmental disabilities. Of the 385 children in the sample, 61% had a co-occurring neurodevelopmental disability. Children whose mothers had less education (OR: 0.905), had never been married (OR: 1.803), or had bleeding during pregnancy (OR: 2.233) were more likely to have a co-occurring neurodevelopmental disability. Both preterm birth and African American race were associated with bleeding during pregnancy. Several maternal and perinatal risk factors for ASD were found to put children at risk for further diagnoses of co-occurring neurodevelopmental disabilities. While prematurity, a well-established risk factor for ASD, as well as maternal ethnicity was not found to increase the risk of a co-occurring disability, this study suggests that bleeding during pregnancy may moderate these relationships. Understanding maternal, perinatal, and neonatal risk factors may inform healthcare provider screening for ASD and co-occurring neurodevelopmental disabilities by helping providers recognize infants who present with multiple risk factors. Copyright © 2017 Elsevier Inc. All rights reserved.

[Psychiatric disorders and neurological comorbidity in children with intellectual disability].

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Wriedt, Elke; Wiberg, Anja; Sakar, Vehbi; Noterdaeme, Michele

2010-05-01

This article gives an overview of the consultant child and adolescent psychiatric services in the region of Upper Bavaria (Germany). The data of 257 children and adolescents with intellectual disability and psychiatric disorders were evaluated. About 14% of the children with ID in special schools or day care centers, and 40% of the children with ID in residential care showed a definite psychiatric disorder. The most frequently diagnosed disorders were adjustment disorders, hyperkinetic disorders and conduct disorders, as well as emotional problems and pervasive developmental disorders. Children with severe intellectual disability had more additional somatic disorders and were more impaired in their psychosocial functions. The results show the need for psychiatric services for children and adolescents with intellectual disability and psychiatric disorders. The development and implementation of integrative and interdisciplinary models is necessary to allow for adequate medical care for these patients.

Learning disabilities among extremely preterm children without neurosensory impairment: Comorbidity, neuropsychological profiles and scholastic outcomes.

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Johnson, Samantha; Strauss, Victoria; Gilmore, Camilla; Jaekel, Julia; Marlow, Neil; Wolke, Dieter

2016-12-01

Children born extremely preterm are at high risk for intellectual disability, learning disabilities, executive dysfunction and special educational needs, but little is understood about the comorbidity of intellectual and learning disabilities in this population. This study explored comorbidity in intellectual disability (ID) and learning disabilities (LD) in children born extremely preterm (EP; disabilities. LD were associated with a 3 times increased risk for SEN. However, EP children with ID alone had poorer neuropsychological abilities and curriculum-based attainment than children with no disabilities, yet there was no increase in SEN provision among this group. EP children are at high risk for comorbid intellectual and learning disabilities. Education professionals should be aware of the complex nature of EP children's difficulties and the need for multi-domain assessments to guide intervention. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

Food Insecurity in U.S. Households That Include Children with Disabilities

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Sonik, Rajan; Parish, Susan L.; Ghosh, Subharati; Igdalsky, Leah

2016-01-01

The authors examined food insecurity in households including children with disabilities, analyzing data from the 2004 and 2008 panels of the Survey of Income and Program Participation, which included 24,729 households with children, 3,948 of which had children with disabilities. Logistic regression models were used to estimate the likelihood of…

Orthodontic treatment for disabled children: a survey of parents' attitudes and overall satisfaction.

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Abeleira, María Teresa; Pazos, Elisabeth; Ramos, Isabel; Outumuro, Mercedes; Limeres, Jacobo; Seoane-Romero, Juan; Diniz, Marcio; Diz, Pedro

2014-08-05

Many patients with disability require orthodontic treatment (OT) to achieve adequate oral function and aesthetic appearance. The cooperation of disabled patients and of their parents is central to the success of OT, as treatment can involve ethical dilemmas. The aim of this study was to analyze the motivation, expectations and overall satisfaction with OT among parents of patients with disabilities. The parents of 60 disabled Spanish children with physical, mental and/or sensory impairment undergoing OT were surveyed on attitudes to OT and level of satisfaction with the outcomes. The survey consisted of 23 questions in 4 sections: attitude and adaptation, benefits, adverse effects, and level of satisfaction after completion of OT. A control group formed of the parents of 60 healthy children undergoing OT at the same institution were also surveyed. Parents of disabled children undergoing OT showed a high level of motivation and they are willing to collaborate in oral hygiene procedures. Adaptation to the removable appliances was poorer in disabled children but adaptation to fixed appliances was excellent. OT can provide a marked improvement in quality of life, social relationships and oral functionality in disabled children. Among parents of disabled children undergoing OT, the perceived level of overall satisfaction was very high and expectations were often exceeded.

Conductive Hearing Loss in Autistic, Learning-Disabled, and Normal Children.

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Smith, Donald E. P.; And Others

1988-01-01

Repeated impedance measures were given over five weeks to 11 autistic, 20 learning-disabled, and 20 normal children. A repeated measures analysis of variance led to the conclusion that fluctuating, negative middle ear pressure greater than normal characterizes both autistic and learning-disabled children with the more abnormal pressures typical in…

Social Competence and Temperament in Children with Chronic Orthopaedic Disability

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Yagmurlu, Bilge; Yavuz, H. Melis

2015-01-01

The aim of the study was to investigate social competence in children with orthopaedic disability and its concurrent relations to child's temperament, health condition, and maternal warmth. Participants were 68 Turkish children (mean = 5.94 years) with chronic orthopaedic disability and their mothers coming from disadvantaged backgrounds. Mother…

Involving disabled children and young people as partners in research: a systematic review.

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Bailey, S; Boddy, K; Briscoe, S; Morris, C

2015-07-01

Children and young people can be valuable partners in research, giving their unique perspectives on what and how research should be done. However, disabled children are less commonly involved in research than their non-disabled peers. This review investigated how disabled children have been involved as research partners; specifically how they have been recruited, the practicalities and challenges of involvement and how these have been overcome, and impacts of involvement for research, and disabled children and young people. The INVOLVE definition of involvement and the Equality and Human Rights Commission definition of disability were used. Relevant bibliographic databases were searched. Websites were searched for grey literature. Included studies had involved disabled children and young people aged 5-25 years in any study design. Reviews, guidelines, reports and other documents from the grey literature were eligible for inclusion. Twenty-two papers were included: seven reviews, eight original research papers, three reports, three guidelines and one webpage. Nine examples of involvement were identified. Recommendations included developing effective communication techniques, using flexible methods that can be adapted to needs and preferences, and ensuring that sufficient support and funding is available for researchers undertaking involvement. Positive impacts of involvement for disabled children included increased confidence, self-esteem and independence. Positive impacts for research were identified. Involving disabled children in research can present challenges; many of these can be overcome with sufficient time, planning and resources. More needs to be done to find ways to involve those with non-verbal communication. Generally, few details were reported about disabled children and young people's involvement in studies, and the quality of evidence was low. Although a range of positive impacts were identified, the majority of these were authors' opinions rather

Epilepsy in Children with Intellectual Disability in Bosnia and Herzegovina: Effects of Sex, Level and Etiology of Intellectual Disability

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Memisevic, Haris; Sinanovic, Osman

2009-01-01

The purpose of this study was to examine the occurrence of epilepsy in children with intellectual disability. An additional goal was to determine if there were statistical differences in the occurrence of epilepsy related to the sex, level and etiology of intellectual disability of children. The sample consisted of 167 children with intellectual…

Differences in patterns of participation in leisure activities in Swedish children with and without disabilities.

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Ullenhag, Anna; Krumlinde-Sundholm, Lena; Granlund, Mats; Almqvist, Lena

2014-01-01

To compare participation in leisure activities between Swedish children with and without disabilities and to examine whether age, gender, presence of disabilities, and mother's educational level influence participation. A Swedish version of the Children's Assessment of Participation and Enjoyment was used to study the diversity, intensity, and enjoyment of participation in leisure activities of children aged 6 to 17 years. Fifty-five of the children had disabilities and 337 of the children did not have disabilities. A multiple regression analysis was conducted to explore the impact of age, gender, mother's level of education, and disability on the diversity, intensity, and enjoyment of leisure activities. A t-test for independent samples was used to compare the diversity and intensity of participation between children with and without disabilities. The multiple regression analysis explained 4-36% of the variance of diversity, intensity, and enjoyment. Children with disabilities participated with higher diversity, but with less intensity, than children without disabilities. Younger children had higher levels of enjoyment. Children with disabilities participated in several different activities, but the presence of a disability was associated with lower intensity of participation. The low explanatory value of the investigated variables indicates that the combined effect of several variables needs to be taken into consideration when designing participation interventions. Implications for Rehabilitation Children with disabilities participated in a high number of activities but with a low intensity compared to children without disabilities. Analysis of the children's personal and environmental barriers and facilitators is critical to providing the therapist with ideas about which strategies should be implemented to increase participation. Assessment and intervention may need to focus on methods for supporting the children's autonomy and on creating goals for intervention

Teaching Imitation to Young Children with Disabilities: A Review of the Literature

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Ledford, Jennifer R.; Wolery, Mark

2011-01-01

Imitation is a primary means through which children learn new skills. Most children learn to imitate without being taught but some children with disabilities fail to develop or use imitation in the absence of direct instruction. The importance of teaching imitation to children with disabilities has been acknowledged, with studies appearing as…

Instructional Package of Development of Skill in Using Fine Motor of Children for Children with Intellectual Disabilities

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Sangsawang, T.

2018-02-01

This research has the following purposes: 1) to find the efficiency of the self-learning activity set on development of skill in using fine motor of children with intellectual disabilities., 2) to compare the abilities to use the small muscles after the study more than before the study of children with intellectual disabilities, who made study with the self-learning activity on development of small muscles use., 3) to study the satisfaction of the children with intellectual disabilities using the self-learning activity on development of small muscles use. The sample groups on the research are the children with intellectual disabilities of the special education Maha Chakri Sirindhorn Provincial Nakhon Nayok Center in the school year 2016, for 7 children. The tools used on the research consist of the self-learning activity on development of small muscles use for the children with intellectual disabilities of the special, the observation form of abilities of small muscles before and after using the activity set and the observation form of satisfaction of the children with intellectual disabilities of the special towards the self-learning activity set on development of small muscles for the children with intellectual disabilities of the special. The statistics used on the research include the percentage, mean value, standard deviation and the t-test for dependent sample. From the research, it was found that the self-learning activity set on development of small muscles use for children with intellectual disabilities of the special is efficient based on the criteria in average equal to 77.78/76.51, the educational coefficient of the student after the study higher than before the study with average points before the study equal to 55.14 and S.D. value equal to 3.72. The average points after the study equal to 68.86, S.D. value equal to 2.73, t-test value before and after the study equal to 7.94, which are different significantly on statistics at the level 0.05 and the

Knowledge about the joy in children with mild intellectual disability

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Jasielska Aleksandra

2017-06-01

Full Text Available The aim of this study was to characterize the knowledge about the joy in children with mild intellectual disability. The premises relating to mental functioning of these children suggest that this knowledge is poorer and less complex than the knowledge of their peers in the intellectual norm. The study used the authoring tool to measure children’s knowledge of emotions including the joy. This tool takes into account the cognitive representation of the basic emotions available in three codes: image, verbal, semantic and interconnection between the codes - perception, symbolization and conceptualization which perform the functions of perception, expression and understanding. The study included children with the intellectual norm (N = 30 and children with mild intellectual disability (N = 30. The obtained results mainly indicate the differences in how the happiness is understood by particular groups, to the detriment of children with disability. The character of the results is largely determined by the level of organization of knowledge about the joy and accompanying mental operations. The results will be discussed, among others, in the context of the adjustment of the programs of lasting increase of happiness for people with intellectual disability.

Unanticipated Effects of Children with Learning Disabilities on Their Families

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Dyson, Lily

2010-01-01

This study examined the unanticipated effects that children with learning disabilities have on the life of their families. Eleven parents of students aged 8 to 16 years old participated in two separate focus group interviews. Findings showed that children with learning disabilities had a range of effects on their families. These included family…

Acceptance of Disability and Hwa-Byung among Korean Mothers of Children with Developmental Disabilities

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Kim, Eunha; Hwang, Jowon; Park, Sukyoung

2018-01-01

This study examined how child problem behaviour could be related to maternal Hwa-Byung (HB; Korean culture syndrome, meaning "anger illness") among Korean mothers of children with developmental disabilities. Acceptance of disabilities and parenting stress were tested as mediators for the relationship between child problem behaviour and…

Disparities in the use of preventive health care among children with disabilities in Taiwan.

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Tsai, Wen-Chen; Kung, Pei-Tseng; Wang, Jong-Yi

2012-01-01

Children with disabilities face more barriers accessing preventive health services. Prior research has documented disparities in the receipt of these services. However, most are limited to specific types of disability or care. This study investigates disparities in the use of preventive health care among children with disabilities in Taiwan. Three nationwide databases from the Ministry of the Interior, Bureau of Health Promotion, and National Health Research Institutes were linked to gather related information between 2006 and 2008. A total of 8572 children with disabilities aged 1-7 years were included in this study. Multivariate logistic regression analysis was conducted to adjust for covariates. Nationally, only 37.58% of children with disabilities received preventive health care in 2008. Children with severe and very severe disabilities were less likely to use preventive care than those with mild severity. Children with disabilities from the lowest income family were less likely to have preventive care than other income groups. Urbanization was strongly associated with the receipt of preventive health care. However, surprisingly, urban children with disabilities were less likely to receive preventive care than all others. Under universal health insurance coverage, the overall usage of preventive health care is still low among children with disabilities. The study also identified several disparities in their usage. Potential factors affecting the lack of use deserve additional research. Policymakers should target low socioeconomic brackets and foster education about the importance of preventive care. Mobile health services should be continually provided in those areas in need. Capitation reimbursement and other incentives should be considered in improving the utilization among children with disabilities. Copyright © 2011 Elsevier Ltd. All rights reserved.

Children with Learning Disabilities. Facts for Families. Number 16

Science.gov (United States)

American Academy of Child & Adolescent Psychiatry (NJ1), 2011

2011-01-01

Parents are often worried when their child has learning problems in school. There are many reasons for school failure, but a common one is a specific learning disability. Children with learning disabilities can have intelligence in the normal range but the specific learning disability may make teachers and parents concerned about their general…

Emotional false memories in children with learning disabilities.

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Mirandola, Chiara; Losito, Nunzia; Ghetti, Simona; Cornoldi, Cesare

2014-02-01

Research has shown that children with learning disabilities (LD) are less prone to evince associative illusions of memory as a result of impairments in their ability to engage in semantic processing. However, it is unclear whether this observation is true for scripted life events, especially if they include emotional content, or across a broad spectrum of learning disabilities. The present study addressed these issues by assessing recognition memory for script-like information in children with nonverbal learning disability (NLD), children with dyslexia, and typically developing children (N=51). Participants viewed photographs about 8 common events (e.g., family dinner), and embedded in each episode was either a negative or a neutral consequence of an unseen action. Children's memory was then tested on a yes/no recognition task that included old and new photographs. Results showed that the three groups performed similarly in recognizing target photographs, but exhibited differences in memory errors. Compared to other groups, children with NLD were more likely to falsely recognize photographs that depicted an unseen cause of an emotional seen event and associated more "Remember" responses to these errors. Children with dyslexia were equally likely to falsely recognize both unseen causes of seen photographs and photographs generally consistent with the script, whereas the other participant groups were more likely to falsely recognize unseen causes rather than script-consistent distractors. Results are interpreted in terms of mechanisms underlying false memories' formation in different clinical populations of children with LD. Copyright © 2013 Elsevier Ltd. All rights reserved.

Short-Term Memory Coding in Children With Intellectual Disabilities

OpenAIRE

Henry, L.; Conners, F.

2008-01-01

To examine visual and verbal coding strategies, I asked children with intellectual disabilities and peers matched for MA and CA to perform picture memory span tasks with phonologically similar, visually similar, long, or nonsimilar named items. The CA group showed effects consistent with advanced verbal memory coding (phonological similarity and word length effects). Neither the intellectual disabilities nor MA groups showed evidence for memory coding strategies. However, children in these gr...

Written Narratives of Normal and Learning Disabled Children.

Science.gov (United States)

Johnson, Doris J.; Grant, James O.

1989-01-01

Writing samples of 295 primary school children improved in productivity, syntax, and level of abstraction from grade one through three. The writing of learning-disabled children who were matched with average reading ability primary-school children indicated no significant differences in productivity, but problems in syntax (especially morphology),…

Prevalence of Overweight and Obesity in Children with Intellectual Disabilities in Korea

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Choi, Eunsook; Park, HyunJu; Ha, Yeongmi; Hwang, Won Ju

2012-01-01

Background: Overweight and obesity in children with intellectual disabilities may be a major health threat. The purpose of this study was to examine the prevalence of overweight and obesity in Korean children with intellectual disabilities aged 7-18 years who did not have specific genetic syndromes or physical disabilities. Materials and methods:…

Reading fluency: implications for the assessment of children with reading disabilities.

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Meisinger, Elizabeth B; Bloom, Juliana S; Hynd, George W

2010-06-01

The current investigation explored the diagnostic utility of reading fluency measures in the identification of children with reading disabilities. Participants were 50 children referred to a university-based clinic because of suspected reading problems and/or a prior diagnosis of dyslexia, where children completed a battery of standardized intellectual, reading achievement, and processing measures. Within this clinical sample, a group of children were identified that exhibited specific deficits in their reading fluency skills with concurrent deficits in rapid naming speed and reading comprehension. This group of children would not have been identified as having a reading disability according to assessment of single word reading skills alone, suggesting that it is essential to assess reading fluency in addition to word reading because failure to do so may result in the under-identification of children with reading disabilities.

Do Multimedia Applications Benefit Learning-Disabled Children?

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Raja, B. William Dharma; Kumar, S. Praveen

2010-01-01

This paper focusses on the need and benefit of using multimedia applications to cater to the needs of children with learning disabilities. The children with special educational needs found in various schools may face difficulties in acquiring academic skills such as reading, spelling, writing, speaking, understanding, listening, thinking or…

The assessment of static balance in children with hearing, visual and intellectual disabilities

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Aija Klavina

2017-10-01

Full Text Available Background: Balance is a fundamental part of many movement tasks a child performs. Maintaining upright posture is a complex process involving multiple body parts and functional systems. Objective: This study aimed to explore the mean amplitude and velocity of the center of pressure (COP displacements during static balance tests in children with and without disabilities. Methods: Participants were 34 children (age 8.5 to 10.8 years including 6 typically developed children, 8 children with hearing, 8 children with visual and 12 children with intellectual disabilities. Static balance data were obtained in 15 s bipedal stance with eyes open and eyes closed, and also in 10 s unipedal stance. A force plate was used to collect data of COP amplitude in anterior-posterior (COPA-P, medio-lateral (COPM-L directions and COP velocity (COPV. Results: Study outcomes revealed that all subgroups presented larger COP displacement and velocity with eyes closed (p < .001. During bipedal stance with eyes open for results of COPM-L and COPV no significant differences were found between children with and without disabilities (p > .05. Children with intellectual and visual impairments presented significantly larger displacement in COPA-P and COPM-L in comparison with children with hearing impairment and without disability (p < .05. Conclusions: This study provided evidence of comparative outcomes on static stability assessment in elementary school children with and without disability. While in many test items children with disability did not demonstrate a significantly decreased level of postural control outcomes comparing to their peers without disability, the balance assessment should be used for early detection of dysfunction in children, so as to guide the application of appropriate intervention.

Modeling contextual influences on parents with intellectual disability and their children.

Science.gov (United States)

Wade, Catherine; Llewellyn, Gwynnyth; Matthews, Jan

2011-11-01

Many parents with intellectual disability experience living conditions associated with risk for children and parents. This study used structural equation modeling to test a theoretical model of the relationships among parent, child, family, and contextual variables in 120 Australian families where a parent had an intellectual disability. Findings revealed that parenting practices had a direct effect on children's well being, that social support was associated with children's well being through the mediator of parenting practices, and that access to social support had a direct influence on parenting practices. Implications of the findings for research, intervention, and policy are explored, with the goal of promoting optimal well being for children who are raised by parents with intellectual disability.

Working memory functions in children with different degrees of intellectual disability.

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Schuchardt, K; Gebhardt, M; Mäehler, C

2010-04-01

In recent years, there has been increased research interest in the functioning of working memory in people with intellectual disabilities. Although studies have repeatedly found these individuals to have weak working memory skills, few investigations have distinguished between different degrees of intellectual disability. This study aims to help close this research gap and, in so doing, to examine whether the deficits observed reflect a developmental lag or a qualitative deviation from normal development. In a 5-group design, the working memory performance of a group of 15-year-olds with mild intellectual disability (IQ 50-69) was compared with that of two groups of children (aged 10 and 15 years) with borderline intellectual disability (IQ 70-84) and with that of two groups of children with average intellectual abilities (IQ 90-115) matched for mental and chronological age (aged 7 and 15 years). All children were administered a comprehensive battery of tests assessing the central executive, the visual-spatial sketchpad, and the phonological loop. The results showed deficits in all three components of working memory, and revealed that these deficits increased with the degree of intellectual disability. The findings indicate that, relative to their mental age peers, children with learning difficulties show structural abnormalities in the phonological store of the phonological loop, but developmental lags in the other two subsystems. Similar patterns of results emerged for both subgroups of children with intellectual disability, indicating that problems with phonological information processing seem to be one of the causes of cognitive impairment in individuals with intellectual disability.

Comparing participation in physical recreation activities between children with disability and children with typical development: A secondary analysis of matched data.

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Woodmansee, Carmen; Hahne, Andrew; Imms, Christine; Shields, Nora

2016-01-01

Facilitating participation in physical recreation among children with disability is an increasingly important aim of paediatric rehabilitation. To compare the extent (diversity and frequency), context (where and companionship), experience (enjoyment) and preference for participation in physical recreation activities outside-of-school between children with disability and children with typical development. One hundred and sixty-three children with physical, intellectual, sensory or multiple disabilities (67 girls; mean age 10.8 yr) were matched with 163 children with typical development for age, sex, geographical location and socioeconomic status. Participation in 16 physical recreation activities (including walking, cycling, team sports) was compared between these two groups using non-parametric statistics and relative risk ratios. There were significant differences between the groups in 14 activities. A lower percentage of children with disability reported participating in 5 physical recreation activities. A higher percentage of children with disability reported not participating in their preferred activities. Children with disability were less likely to participate on their own in some day-to-day physical recreation activities such as walking and cycling. Differences between the groups related to the context (companionship) and preference for participation. Understanding and addressing these differences may enhance participation among children with disability. Copyright © 2015 Elsevier Ltd. All rights reserved.

Residual cognitive disability after completion of inpatient rehabilitation among injured children.

Science.gov (United States)

Zonfrillo, Mark R; Durbin, Dennis R; Winston, Flaura K; Zhang, Xuemei; Stineman, Margaret G

2014-01-01

To determine the prevalence and nature of residual cognitive disability after inpatient rehabilitation for children aged 7-18 years with traumatic injuries. This retrospective cohort study included children aged 7-18 years in the Uniform Data System for Medical Rehabilitation who underwent inpatient rehabilitation for traumatic injuries in 523 facilities from 2002-2011. Traumatic injuries were identified by standardized Medicare Inpatient Rehabilitation Facility-Patient Assessment Instrument codes. Cognitive outcomes were measured by the Functional Independence Measure instrument. A validated, categorical staging system derived from responses to the items in the cognitive domain of the functional independence measure was used and consisted of clinically relevant levels of cognitive achievement from stage 1 (total cognitive disability) to stage 7 (completely independent cognitive function). There were 13,798 injured children who completed inpatient rehabilitation during the 10-year period. On admission to inpatient rehabilitation, patients with traumatic brain injury (TBI) had more cognitive disability (median stage 2) than those with spinal cord injury or other injuries (median stage 5). Cognitive functioning improved for all patients, but children with TBI still tended to have significant residual cognitive disability (median stage on discharge, 4). Injured children gained cognitive functionality throughout inpatient rehabilitation. Those with TBI had more severe cognitive disability on admission and more residual disability on discharge. This is important not only for patient and family expectation setting but also for resource and service planning, as discharge from inpatient rehabilitation is a critical milestone for reintegration into society for children with serious injury. Copyright © 2014 Mosby, Inc. All rights reserved.

Group intervention for siblings of children with disabilities: a pilot study in a clinical setting.

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Granat, Tina; Nordgren, Ingrid; Rein, George; Sonnander, Karin

2012-01-01

To study the effectiveness of a group intervention in a clinical setting designed to increase knowledge of disability and improve sibling relationship among siblings of children with disabilities. A self-selected sample of 54 younger and older siblings with typical development (ages 8-12 years) of children with attention deficit hyperactivity disorder (ADHD) (9), Asperger syndrome (7), autistic disorder (13), physical disability (8) and intellectual disability (17) participated in collateral sibling groups. The Sibling Knowledge Interview (SKI) and Sibling Relationship Questionnaire (SRQ) were administered pre- and post-intervention. SKI scores increased (p sibling groups showed significantly different (p siblings of children with disabilities. In view of the limited empirical research on group interventions for siblings of children with disabilities future work is needed to investigate the effectiveness of such interventions. Particular attention should be given to siblings of children with autism and siblings of children with intellectual disability.

Experiences of parents of children with intellectual disabilities in the Ashanti Region of Ghana

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Eric Badu

2016-07-01

Full Text Available Parents of children with intellectual disabilities could experience difficulties associated with their care. Yet, insight into individual experiences is inadequate to guide effective responses to the needs of parents and their sons and daughters with intellectual disability. This study sought to explore the experiences of parents of children with intellectual disability with the aim of making these experiences visible to guide the design and provision of support services for the parents and their children. In-depth interviews were conducted with 20 parents of children with intellectual disability between the ages of 4 and 15 years residing in the Ashanti Region of Ghana. Data were analyzed using qualitative content analysis to explore themes that describe the experiences of the parents. The study found that parents of intellectually disabled children encounter challenges looking after their children due to the negative perceptions associated with having such children. Financial costs and managing behavioral challenges of intellectually disabled children were also major sources of stressors for parents. Although informal support and assurances from professionals alleviated parental stress and gave them some hope about the future of their children, these support services seem inadequate. A more structured support programme that includes financial empowerment of the parents and recognizes the importance of early detection and intervention practices is needed.  Keywords: Intellectual disability, parents, caregivers, support services, health professionals

45 CFR 1308.5 - Recruitment and enrollment of children with disabilities.

Science.gov (United States)

2010-10-01

... WITH DISABILITIES Social Services Performance Standards § 1308.5 Recruitment and enrollment of children with disabilities. (a) The grantee or delegate agency outreach and recruitment activities must... 45 Public Welfare 4 2010-10-01 2010-10-01 false Recruitment and enrollment of children with...

The Young Athletes Curriculum: Impact on Children with Disabilities in Kenya

Science.gov (United States)

Favazza, Paddy C.; Siperstein, Gary N.; Ghio, Kathleen; Wairimu, Jane; Masila, Susan

2016-01-01

Research consistently demonstrates that children with developmental disabilities exhibit motor skill deficits, but motor skill interventions can positively affect motor abilities and other areas of development. These findings have particular relevance for children with disabilities in developing countries, where there is limited access to early…

A QUESTIONNAIRE-BASED SURVEY ON ROAD VEHICLE TRAVEL HABITS OF CHILDREN WITH DISABILITIES

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Torbjörn FALKMER

2001-01-01

Full Text Available Previous research concerning the transport situation for children with disabilities has shown a lack of reliable data on their travel habits, although such data are essential for producing rules, regulations and guidelines for safe transportation of the target group. The results from the present questionnaire study, which was carried out among 1,060 parents of children with disabilities, showed that the target group travelled frequently in the family vehicle. Most of their journeys occupied a substantial amount of time. Less than a third of all family vehicles were adapted for transporting children with disabilities. There was a large proportion of safety belt users in the family vehicle. Lack of tiedown and safety restraint system procedures meant that journeys by school transportation and Special Transport Systems were a very hazardous means of transport for children with disabilities. The results suggest that school transportation systems must be compelled to use safety belts for children with disabilities, preferably for all children, since children seated in technical aids face an even greater risk in the event of an impact than other children. Tiedown systems must be made compulsory for road vehicle transportation with technical aids used as seating systems.

Comparing the functional performance of children and youths with autism, developmental disabilities, and no disability using the revised pediatric evaluation of disability inventory item banks.

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Kao, Ying-Chia; Kramer, Jessica M; Liljenquist, Kendra; Tian, Feng; Coster, Wendy J

2012-01-01

OBJECTIVE. We compared the functional performance of children with autism spectrum disorders (ASD), intellectual and developmental disabilities (IDD), and without disabilities using the revised Pediatric Evaluation of Disability Inventory-Computer Adaptive Test (PEDI-CAT) Social/Cognitive, Daily Activities, and Responsibility domains. METHOD. A nationally representative sample of parents of children ages 0-21 without disabilities (n = 2,205), with ASD (n = 108), or with IDD (n = 150) completed an online survey. We obtained predicted PEDI-CAT scaled scores for three reference ages (5, 10, 15) from a modified analysis of covariance model and compared each group's scores using contrasts of the regression parameters. RESULTS. We found no significant differences between the ASD and IDD groups. The group with ASD demonstrated significantly lower performance than the group without disabilities across the three domains at ages 10 and 15. CONCLUSION. Scores on the PEDI-CAT differentiated the group with ASD from the group without disabilities. Children with ASD and IDD did not demonstrate different performance profiles. Copyright © 2012 by the American Occupational Therapy Association, Inc.

Relations among motor, social, and cognitive skills in pre-kindergarten children with developmental disabilities.

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Kim, Helyn; Carlson, Abby G; Curby, Timothy W; Winsler, Adam

2016-01-01

Despite the comorbidity between motor difficulties and certain disabilities, limited research has examined links between early motor, cognitive, and social skills in preschool-aged children with developmental disabilities. The present study examined the relative contributions of gross motor and fine motor skills to the prediction of improvements in children's cognitive and social skills among 2,027 pre-kindergarten children with developmental disabilities, including specific learning disorder, speech/language impairment, intellectual disability, and autism spectrum disorder. Results indicated that for pre-kindergarten children with developmental disabilities, fine motor skills, but not gross motor skills, were predictive of improvements in cognitive and social skills, even after controlling for demographic information and initial skill levels. Moreover, depending on the type of developmental disability, the pattern of prediction of gross motor and fine motor skills to improvements in children's cognitive and social skills differed. Implications are discussed. Copyright © 2016 Elsevier Ltd. All rights reserved.

Management of Developmentally Disabled Children with Chronic Infections.

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Andersen, Richard D.

1988-01-01

The nature of chronic infections in developmentally disabled children is reviewed, along with appropriate management strategies for care providers and implications for other children. Discussed are herpes simplex virus, cytomegalovirus, hepatitis B virus, and human immunodeficiency virus. (Author/JDD)

Peculiarities of mathematics instruction for beginners for children with disabilities in regular primary schools

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Jablan Branka

2010-01-01

Full Text Available The paper studies the issue of education of visually impaired children, hearing impaired children and children with intellectual disabilities in regular primary schools in the context of mathematics instruction for beginners. The authors state the basic characteristics of mathematics instruction for beginners with respect to the contents studied in the first four grades of primary school, as well as the key problems and educational needs of visually impaired children, hearing impaired children and children with intellectual disabilities. The basic characteristics of inclusive education and the key role of teacher in this process are pointed out. Starting from the developmental peculiarities of children with disabilities, the authors emphasize the importance of applying an individualized approach in teaching mathematics. Possible didactic and methodical solutions are discussed, as well as different approaches in teaching this subject that can facilitate learning of mathematical contents to visually impaired children, hearing impaired children and children with intellectual disabilities. Bearing in mind the peculiarities of inclusive education, i.e. the need for the children with disabilities to participate in common activities with the other children in the class, the authors emphasize the importance of encouraging interaction and communication among children in the process of learning mathematical contents.

Children With Disability Are More at Risk of Violence Victimization: Evidence From a Study of School-Aged Chinese Children.

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Chan, Ko Ling; Emery, Clifton R; Ip, Patrick

2016-03-01

Although research tends to focus on whether children with disability are more at risk of violence victimization, conclusive evidence on the association, especially in non-Western settings, is lacking. Using a large and representative sample of school-aged children in Hong Kong (N = 5,841, aged 9-18 years), this study aims to fill the research gap by providing reliable estimates of the prevalence of disability and the direct and indirect experiences of violence among children with disability. The study also compares the prevalence of child maltreatment, parental intimate partner violence (IPV), and in-law conflict to explore the factors related to the association between disability and violence victimization. The prevalence of disability among children was about 6%. Children with disability were more likely to report victimization than those without disability: 32% to 60% of the former had experienced child maltreatment, and 12% to 46% of them had witnessed IPV between parents or in-law conflict. The results of a logistic regression showed that disability increased the risk of lifetime physical maltreatment by 1.6 times. Furthermore, low levels of parental education and paternal unemployment were risk factors for lifetime child maltreatment. The risk of child maltreatment could have an almost sixfold increase when the child had also witnessed other types of family violence. Possible explanations and implications of the findings are discussed. © The Author(s) 2014.

The Social Networks of Children With and Without Disabilities in Early Childhood Special Education Classrooms.

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Chen, Jing; Lin, Tzu-Jung; Justice, Laura; Sawyer, Brook

2017-09-01

Interaction with peers is an important contributor to young children's social and cognitive development. Yet, little is known about the nature of social networks within preschool inclusive classrooms. The current study applied a social network analysis to characterize children's peer interactions in inclusive classrooms and their relations with children's disability status. The participants were 485 preschoolers from 64 early childhood special education (ECSE) inclusive classrooms. Results from teachers' report of children's social networks showed that children with disabilities formed smaller play networks compared to their typically developing peers in the classroom, but no evidence indicated that children with disabilities engaged in more conflict networks than their counterparts. Children's play and conflict networks were segregated by children's disability status.

Short-term memory coding in children with intellectual disabilities.

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Henry, Lucy

2008-05-01

To examine visual and verbal coding strategies, I asked children with intellectual disabilities and peers matched for MA and CA to perform picture memory span tasks with phonologically similar, visually similar, long, or nonsimilar named items. The CA group showed effects consistent with advanced verbal memory coding (phonological similarity and word length effects). Neither the intellectual disabilities nor MA groups showed evidence for memory coding strategies. However, children in these groups with MAs above 6 years showed significant visual similarity and word length effects, broadly consistent with an intermediate stage of dual visual and verbal coding. These results suggest that developmental progressions in memory coding strategies are independent of intellectual disabilities status and consistent with MA.

The play of children with disabilities from the perspective of parents

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Daniele da Silva Souza

2017-06-01

Full Text Available Introduction: Through play, children develop, and cultivate skills, abilities, interests and habits used in everyday life. When the child has a disability this function of play can be compromised, affecting the experience of discovery, control, creativity and self-expression. Objective: To investigate the perception of parents of play in the daily lives of children with disabilities. Method: For both the father and mother of a child with a physical disability assisted at the Clinical Occupational Therapy School of the Federal University of Paraiba, qualitative research was conducted, from October to November 2014. They were asked about the daily lives of their children in terms of play. A semi-structured interview guide was specifically developed for this study. Eight parents participated in the study. Through content analysis it was found that parents recognize that play contributes to the learning and social interaction of their child; that children with disabilities have restricted activity during play, only sharing jokes with family members, and using materials that do not always favor sensory development. Results: According to parents, the difficulties during play are caused by movement problems and parents often “lend” their bodies to enable the play of the child. Conclusion: The study points to the need for professionals who accompany children with physical disabilities, collaborating with parents to facilitate and expand the play repertoire of their children, which contributes to social participation and child autonomy.

Analysis of the recent international documents toward inclusive education of children with disabilities

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Tabatabaie Minou

2012-01-01

Full Text Available Analysis of various international documents clearly suggests that international documents have provided a significantmotivation to efforts undertaken at the national level about education of children with disabilities. UN Convention on theRights of the Child imposed a requirement for radical changes to traditional approaches to provision made for children withdisabilities. One year later, the 1990 World Conference on Education for all focused attention on a much broader range ofchildren with disabilities who may be excluded from or marginalized within education systems. Its development has involveda series of stages during which education systems have explored different ways of responding to children with disabilities andothers who experience difficulties in learning. This conference declared the inclusive education is regarded as the only meansto achieve the goal of "Education for All". This trend was reaffirmed by next international documents. And finally, accordingto the article 24 of the Convention on the rights of persons with disabilities, disabled persons should be able to accessgeneral tertiary education, vocational training, adult education and lifelong learning without discrimination and on an equalbasis with others through reasonable accommodation of their disabilities. All of these documents played an important role inbringing the attention on to children with disabilities, especially on education as a vehicle for integration and empowerment.This research examines the new international trends occurring regarding the education of children with disabilities and finallyresults that the new trends show a movement from special education to inclusive education and moving from seclusion toinclusion and provide that solutions must focus on prevention, cure and steps to make these children as normal as possible.In this regard, States must ensure the full realization of all human rights and fundamental freedoms for all disabled people,on an

Mothers' Perceptions of the Treatment of Their Children with Disabilities in Qatar

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Kay, Alyn K.

2011-01-01

This article constitutes one part of a study of the perceptions of mothers of children with disabilities in Qatar with the purpose of obtaining mothers' unique perceptions of treatment of their children within their community. Participants included 40 mothers of one or more children with disabilities from ages 4 to 19 who attended the same…

Perceptions of Disability and Special Education Services: The Perspectives of Korean-American Parents of Children with Disabilities

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Choi, Nari; Ostendorf, Raymond

2015-01-01

Parents' perception of disabilities and special education services can impact the way they interact with professionals providing services for their children with disabilities. In addition, the cultural background of parents plays an important role in their perception of disabilities, as well as how they communicate with professionals. Thus, it is…

Perceptions of disability among south Asian immigrant mothers of children with disabilities in Canada: implications for rehabilitation service delivery.

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Daudji, Anisa; Eby, Sarah; Foo, Tina; Ladak, Fahreen; Sinclair, Cameal; Landry, Michel D; Moody, Kim; Gibson, Barbara E

2011-01-01

The objectives of this study were to describe perceptions of disability among South Asian immigrant mothers of children with disabilities in a large multicultural urban centre in Ontario, Canada, and to explore how these perceptions influence rehabilitation services. The study was built on our previous work conducted with mothers in South Asia. A descriptive qualitative research design was employed. Semi-structured interviews were conducted with five mothers who had immigrated to Canada from South Asia in the last decade, and whose children were receiving outpatient rehabilitation services. Three primary themes were identified: (1) perceptions of disability reflected a mix of traditional and western beliefs; (2) mothers experienced physical, emotional and social suffering related to socio-cultural and material barriers and (3) mothers' primary goal for their children was the achievement of independent walking, which was linked to notions of achieving a ?normal? life and the desire for more rehabilitation interventions. South Asian immigrant mothers' perceptions of their children's disabilities had important similarities and differences to mothers living in South Asia. Healthcare professionals can assist families in managing and coping with their child's disabilities by exploring their unique values and beliefs and identifying achievable outcomes together.

"Challenging Disabling Attitudes, Building an Inclusive Society": Considering the Role of Education in Encouraging Non-Disabled Children to Develop Positive Attitudes towards Disabled People

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Beckett, Angharad E.

2009-01-01

In the United Kingdom, the introduction of the Disability Equality Duty 2006 has provided a new window of opportunity to promote the idea that education has a role to play in changing non-disabled children/young people's attitudes towards disabled people. This article explores the issues raised by the application of the Disability Equality Duty to…

Participation in leisure activities: differences between children with and without physical disabilities.

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Schreuer, N; Sachs, D; Rosenblum, S

2014-01-01

The aim of the current study was to compare varied dimensions of participation in leisure activities among school-aged children ages 10-16 with and without disabilities. The Children Leisure Activity Scale (CLASS) was administrated to 294 children, 81 with and 213 without physical disability. Two-way MANCOVA revealed significant differences between the frequency of participation in leisure activities of the study groups: an effect of disability F(4,265=239.57; pleisure participation. In addition, the research further established the discriminate validity of the CLASS. Copyright © 2013 Elsevier Ltd. All rights reserved.

The Application of a Communication Model to the Problems of Learning Disabled Children.

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Florio-Forslund, Evelyn

This paper examines the problems of learning disabled children and discusses possibilities for improving their self-concept and attitude toward school. It first notes the suspected link between juvenile delinquency and learning disabilities and suggests that initial efforts to help learning disabled children be directed at the lower-class urban…

Barriers and facilitators of sports in children with physical disabilities: a mixed-method study.

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Jaarsma, Eva A; Dijkstra, Pieter U; de Blécourt, Alida C E; Geertzen, Jan H B; Dekker, Rienk

2015-01-01

This study explored barriers and facilitators of sports participation of children with physical disabilities from the perspective of the children, their parents and their health professionals. Thirty children and 38 parents completed a questionnaire, and 17 professionals were interviewed in a semi-structured way. Data from the three groups were combined in a mixed-method design, after which the results were triangulated. Mean age (SD) of the children was 14.1 (2.9) years old, 58% were boys. Sixty-seven percent of the children had cerebral palsy and 77% participated in sports after school. Most commonly practiced sports were swimming, cycling and football. Children specifically experienced dependency on others as a barrier, parents did not have enough information about sports facilities, and professionals observed that the family's attitude had influence on the child's sports participation. Facilitators were health benefits, fun and social contacts. Sports participation of children with physical disabilities is a complex phenomenon because children, their parents and professionals reported different barriers. Sports participation is more physically challenging for children with severe physical disabilities, as their daily activities already require much energy. However, the psychosocial benefits of sports are applicable to all children with physical disabilities. IMPLICATION FOR REHABILITATION: Perceived barriers seemed to differ for children, parents and health professionals, suggesting that sports participation is a complex phenomenon. Sports might be more physically challenging for children with severe physical disabilities, as their daily activities already take much energy. The psychosocial benefits of sports should be emphasized by rehabilitation professionals when advising children with physical disabilities about sports.

Examining Rater Effects of the TGMD-2 on Children with Intellectual Disability

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Kim, Youngdeok; Park, Ilhyeok; Kang, Minsoo

2012-01-01

The purpose of this study was to investigate rater effects on the TGMD-2 when it applied to children with intellectual disability. A total of 22 children with intellectual disabilities participated in this study. Children's performances in each of 12 subtests of the TGMD-2 were recorded via video and scored by three adapted physical activity…

Parenting children with intellectual disabilities in Malawi: the impact that reaches beyond coping?

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Masulani-Mwale, C; Mathanga, D; Silungwe, D; Kauye, F; Gladstone, M

2016-11-01

Rates of disability are high in resource poor settings with 85% of children with disabilities living in these settings. Long-term caregiving for disabled children is associated with fatigue, financial difficulties, parenting distress and other psychological issues. While such parents of children have repeatedly highlighted their feelings of discrimination, stigma and exclusion, leading to mental health issues, there is little research from the developing world addressing these issues. This study aims to explore psychological experiences of parents caring for children with intellectual disabilities; understand their mechanisms of coping and their psychosocial needs in Malawi. This study used a qualitative phenomenological design. We purposively sampled parents who had children diagnosed with intellectual disability from two clinics in two cities in Malawi. Between January 2015 and March 2015, we conducted 10 focus group discussions and four in-depth interviews. All ethical study procedures were carefully followed. All interviews were tape-recorded, transcribed and translated from vernacular to English. Thematic approach of data analysis was adopted to understand the data. Caring for intellectually disabled children comes with a number of challenges. Parents have limited access to services for their children let alone for their own psychological issues; they experience stigma and discrimination, have mental health issues resulting from the caring role, have suicidal ideas and in some cases have even been coerced by neighbours to kill their disabled child. To manage these issues, most parents cope through their spirituality. Apart from suicide and filicide, the findings of this study are similar to those performed in other countries. It is recommended that parents' psychological issues be managed concurrently when providing services for their children. There is also a need to develop psychosocial training interventions to address the needs of the parents of these

Comparative study on attitudes and psychological problems of mothers towards their children with developmental disability.

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Shobana, M; Saravanan, C

2014-03-01

Parents' positive attitudes and psychological wellbeing play an important role in the development of the children with developmental disability. This study aimed to measure the prevalence of psychological problems among mothers of children with autism disorder, intellectual disability, and Down syndrome. The second aim was to assess the differences in mothers' attitudes and psychological problems among their children with intellectual disability, autism disorder, and Down syndrome. The third aim was to identify whether negative attitude was a predictor of psychological problems in these mothers. In this study, 112 mothers of children having mild and moderate levels of autism disorder, Down syndrome, and intellectual disability were assessed using the Parental Attitude Scale and General Health Questionnaire-28. Overall, mothers of children with intellectual disability were found to have the most negative attitude towards their child. Mothers of children with autism disorder exhibited higher scores on somatic symptoms, anxiety, and social dysfunction when compared with their counterparts with Down syndrome and intellectual disability. Negative attitude was a significant predictor of psychological problems. Parental attitudes and psychological problems would vary among mothers of children with different types of developmental disability.

Communication problems in children with autism and intellectual disability : depicting the phenotype

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Maljaars, Janne Pieternella Wilhelmina

2012-01-01

Children with autism and intellectual disability form a particularly vulnerable group, as both disorders have a significant impact on the way and level of information processing and communication. However, children with autism and co-occurring intellectual disability are often excluded from

Care of children with disabilities in Primary Health Care

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Thaís Giudice Schultz

2016-07-01

Full Text Available Objective: This article describes an experience report that aimed to present perceptions on the care of children with disabilities in the Family Health Strategy (FHS, showing its limits and potentials based on the experience of participation in the program ‘PET-Saúde’. Method: Data were collected from field notes which recorded the monitoring of the care process offered to children with disabilities by the FHS teams. The study was conducted in a health facility in the city of Rio de Janeiro for one year. Results: Content analysis results listed the two main themes that composed the issues of concern for child care in this experience: the coordination of health care and the family and community orientation as the core for child care in the FHS. Conclusion: Despite the weakness in compliance with these categories, which are principles and fundamentals of the FHS, this is a privileged space with regard to care practices for children with disabilities.

Dimensions of Parenting in Families Having Children with Disabilities.

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Bradley, Robert H.; And Others

1991-01-01

This study examined relationships between parenting, severity of disability, and 5 aspects of family ecology for 83 preschool and 69 elementary school children with disabilities. Family ecology variables included socioeconomic status, coping styles, social support, stressful life events, and marital quality. Results showed positive correlations…

Fighting the odds: strategies of female caregivers of disabled children in Zimbabwe

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van der Mark, E.J.; Verrest, H.

2014-01-01

Caregivers of disabled children face numerous challenges in meeting their child’s needs. Research on Zimbabwean caregivers of disabled children is limited. Yet the difficult socio-economic, political and institutional context is expected to complicate the caregiving task. This article examines the

Using assistive technology for schoolwork: the experience of children with physical disabilities.

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Murchland, Sonya; Parkyn, Helen

2010-01-01

This study explored the experience of children with physical disabilities using assistive technology for participation with schoolwork to gain a greater understanding of their perspectives and subjective experiences. A qualitative study involving thematic analysis of in-depth interviews of the child with a parent or significant adult. Purposeful sampling from a larger study recruited five children aged between 10 and 14 years, with differing physical disabilities who attended mainstream schools. All children used computer-based assistive technology. All of the children recognised that assistive technology enabled them to participate and reduced the impact of their physical disability, allowing independent participation, and facilitated higher learning outcomes. Issues related to ease of use, social implications and assistive technology systems are discussed.

Exclusion of children with intellectual disabilities from regular ...

African Journals Online (AJOL)

Study investigated why teachers exclude children with intellectual disability from the regular classrooms in Nigeria. Participants were, 169 regular teachers randomly selected from Oyo and Ogun states. Questionnaire was used to collect data result revealed that 57.4% regular teachers could not cope with children with ID ...

Risk Factors of Learning Disabilities in Chinese Children in Wuhan

Institute of Scientific and Technical Information of China (English)

BIN YAO; HAN-RONG WU

2003-01-01

Objective To investigate prevalence rate of learning disabilities (LD) in Chinese children, and to explore related risk factors, and to provide theoretical basis for preventing such disabilities.Methods One thousand and one hundred fifty one children were randomly selected in primary schools. According to criteria set by ICD-10, 118 children diagnosed as LD were classified into the study group. Four hundred and ninety one children were classified into the normal control group. Five hundred and forty two children were classified into the excellent control group. The study instruments included PRS (The pupil rating scale revised screening for learning disabilities), Conners' children behavior check-list taken by parents and YG-WR character check-list. Results The prevalence rate of LD in Chinese children was 10.3%. Significant differences were observed between LD and normally learning children, and between the LD group and the excellent group, in terms of scores of Conners' behavior check-list (P＜0.05). The study further showed that individual differences in character between the LD group and the control groups still existed even after controlling individual differences in age, IQ, and gender. Some possible causal explanations contributing to LD were improper teaching by parents, low educational level of the parents, and children's characteristics and social relationships. Conclusion These data underscore the fact that LD is a serious national public health problem in China. LD is resulted from a number of factors. Good studying and living environments should be created for LD children.

Behavior guidance techniques in Pediatric Dentistry: attitudes of parents of children with disabilities and without disabilities.

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de Castro, Alessandra Maia; de Oliveira, Fabiana Sodré; de Paiva Novaes, Myrian Stella; Araújo Ferreira, Danielly Cunha

2013-01-01

This study compared the parental acceptance of pediatric behavior guidance techniques (BGT). Forty parents of children without disabilities (Group A) and another 40 parents of children with disabilities (Group B) were selected. Each BGT was explained by a single examiner and it was presented together with a photograph album. After that parents evaluated the acceptance in: totally unacceptable, somewhat acceptable, acceptable, and totally acceptable. Results indicated that in Group A, the BGT based on communicative guidance was accepted by most participants. In Group B, just one mother considered totally unacceptable the voice control method and other two, tell-show-do. For both groups, the general anesthesia was the less accepted BGT. There was statistically significant difference in acceptance for protective stabilization with a restrictive device in Group B. Children's parents with and without disabilities accepted behavioral guidance techniques, but basic techniques showed higher rates of acceptance than advanced techniques. ©2013 Special Care Dentistry Association and Wiley Periodicals, Inc.

Verbal Analogical Reasoning in Children with Language-Learning Disabilities.

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Masterson, Julie J.; And Others

1993-01-01

Children (ages 9-13) with language-learning disabilities were administered 5 types of verbal analogies: synonyms, antonyms, linear order, category membership, and functional relationship. Subjects performed worse than mental age-matched children on all types of analogies and performed worse than language age-matched children on all types except…

Improving Learning Outcomes: The iPad and Preschool Children with Disabilities.

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Chmiliar, Linda

2017-01-01

The digital age has reached early childhood, and the use of touch screens by young children is common place. Research on the use of touch screen tablets with young children is becoming more prevalent; however, less information is available on the use of touch screen tablets to support young children with disabilities. Touch screen tablets may offer possibilities to preschool children with disabilities to participate in learning in a digital way. The iPad provides easy interaction on the touch screen and access to a multitude of engaging early learning applications. This paper summarizes a pilot study with 8 young children with disabilities included in a preschool classroom, who were given iPads to use in class and at home for a period of 21 weeks. Systematic observations, classroom assessments, and teacher and parent interviews documented the improvements in learning outcomes for each child in many areas including, but not limited to: shape and color recognition, letter recognition, and tracing letters throughout six research cycles.

Pragmatic skills of children and youth with mild intellectual disability

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Brojčin Branislav

2016-01-01

Full Text Available Pragmatic competence means the use of language in social context. Persons with intellectual disability experience numerous problems in this aspect of communication, but they are relatively pragmatically skilled in well-known situations, in which they are not subjected to significant cognitive and social requirements. The aim of this paper is to determine the level of pragmatic abilities of children and youth with mild intellectual disability and to perceive its relation to chronological age, speech comprehension, speech production, the level of intellectual functioning, gender and bilingualism of the participants. The level of pragmatic competence was tested in the sample of 120 children with mild intellectual disability, aged between 8 and 16, by using the Test of pragmatic language competence. The Clinical scales of Luria-Nebraska neuropsychological battery for children were also used. The results obtained in this research suggest that general level of achievement of children with mild intellectual disability in this domain of development is far below the expectations based on their chronological age. Significant progress appears between 12 and 14 years of age, but there are also two critical periods in their development. Important relations of pragmatic skills with speech comprehension, speech production, chronological age and intellectual level were established.

The Effect of a Disability Camp Program on Attitudes towards the Inclusion of Children with Disabilities in a Summer Sport and Leisure Activity Camp

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Papaioannou, Christina; Evaggelinou, Christina

2014-01-01

The aim of the present study was to examine the impact of a specific Disability Camp Program (DCP) in the attitudes of children without disabilities toward the inclusion of children with disabilities in a summer sport and leisure activity camp. Three hundred eighty-seven campers without disabilities participated in the study and were divided into…

Weight-based nutritional diagnosis of Mexican children and adolescents with neuromotor disabilities.

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Vega-Sanchez, Rodrigo; de la Luz Gomez-Aguilar, Maria; Haua, Karime; Rozada, Guadalupe

2012-07-04

Nutrition related problems are increasing worldwide but they have scarcely been evaluated in people with neuromotor disabilities, particularly in developing countries. In this study our aim was to describe the weight-based nutritional diagnoses of children and adolescents with neuromotor disabilities who attended a private rehabilitation center in Mexico City. Data from the first visit's clinical records of 410 patients who attended the Nutrition department at the Teleton Center for Children Rehabilitation, between 1999 and 2008, were analyzed. Sex, age, weight and height, length or segmental length data were collected and used to obtain the nutritional diagnosis based on international growth charts, as well as disability-specific charts. Weight for height was considered the main indicator. Cerebral palsy was the most frequent diagnosis, followed by spina bifida, muscular dystrophy, and Down's syndrome. Children with cerebral palsy showed a higher risk of presenting low weight/undernutrition (LW/UN) than children with other disabilities, which was three times higher in females. In contrast, children with spina bifida, particularly males, were more likely to be overweight/obese (OW/OB), especially after the age of 6 and even more after 11. Patients with muscular dystrophy showed a significantly lower risk of LW/UN than patients with other disabilities. In patients with Down's syndrome neither LW/UN nor OW/OB were different between age and sex. This is the first study that provides evidence of the nutritional situation of children and adolescents with neuromotor disabilities in Mexico, based on their weight status. Low weight and obesity affect a large number of these patients due to their disability, age and sex. Early nutritional diagnosis must be considered an essential component in the treatment of these patients to prevent obesity and malnutrition, and improve their quality of life.

Searching Nearest Potential of Children with Intellectual Disability – Dynamic Assessment

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Kulesza Ewa Maria

2015-08-01

Full Text Available The article discussed the issue of the diagnosis with the use of task-support-task procedure. A theoretical model of diagnosis based on the concepts by L. S. Vygotski, R. Case, and A. Bandura was described and developed. The model was tested on a group of non-disabled preschool children, and children with mild and moderate intellectual disability who were paired up accordingly to their mental age. Each pair was given a set of developmentally adapted tasks. The tool (44 tasks was reliable and valid. The task-support-task procedure significantly affected the level of the task performance in all the children and allowed to define the scope of potential abilities, especially in the children with mild and moderate intellectual disabilities. Most of the task they did fell into the zone of proximal development.

Use of robotics as a learning aid for disabled children

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Teodiano Freire Bastos

2012-05-01

Full Text Available Severe disabled children have little chance of environmental and social exploration and discovery, and due to this lack of interaction and independency, it may lead to an idea that they are unable to do anything by themselves. Trying to help these children on this situation, educational robotics can offer and aid, once it can give them a certain degree of independency in exploration of environment. The system developed in this work allows the child to transmit the commands to a robot. Sensors placed on the child’s body can obtain information from head movement or muscle signals to command the robot to carry out tasks. With the use of this system, the disabled children get a better cognitive development and social interaction, balancing in a certain way, the negative effects of their disabilities.

Foundations of reading comprehension in children with intellectual disabilities

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Wingerden-Fontein, E.G. van; Segers, P.C.J.; Balkom, L.J.M. van; Verhoeven, L.T.W.

2017-01-01

Background Knowledge about predictors for reading comprehension in children with intellectual disabilities (ID) is still fragmented. Aims This study compared reading comprehension, word decoding, listening comprehension, and reading related linguistic and cognitive precursor measures in children

BEHAVIORAL PROBLEMS IN CHILDREN WITH MILD AND MODERATE INTELLECTUAL DISABILITY

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Vesna KOSTIKJ-IVANOVIKJ

2009-06-01

Full Text Available Large number of children with intellectual disabilities encounters behavioral problems or show disharmonic behavior within the family, at school and in the community. Researches show that 30-50% of persons with intellectual disabilities have some behavioral problems. The behavior of children with intellectual disabilities depends on many factors: age of the child, level of intellectual disability, cognitive potentials, level of psycho-physical development, differentiation of emotions, communicative skills, social status and conditions of the environment (in the family and the wider community where the child lives. The influence of some of these factors has been analyzed by this research. There are many ins truments (questionnaires, scales that evaluate behavior of persons with intellectual disabilities, and reveal problems that these persons have in their psychosocial development and social life. This research used the AAMD Adaptive behavior Scale (part II and Scale for evaluating behavior of the child in school by authors Bojanin, Savanovikj.

Potential savings from redetermining disability among children receiving supplemental security income benefits.

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Pulcini, Christian D; Kotelchuck, Milton; Kuhlthau, Karen A; Nozzolillo, Alixandra A; Perrin, James M

2012-01-01

To compare the costs of redetermining disability to potential savings in Supplemental Security Income payments associated with different strategies for implementing Continuing Disability Reviews (CDRs) among children potentially enrolled in SSI from 2012 to 2021. We reviewed publicly available reports from the Social Security Administration and Government Accountability Office to estimate costs and savings. We considered CDRs for children ages 1-17 years, excluding mandated low-birth weight and age 18 redeterminations that SSA routinely has performed. If in 2012 the Social Security Administration performs the same number of CDRs for children as in 2010 (16,677, 1% of eligibles) at a cessation rate of 15%, the agency would experience net savings of approximately $145 million in benefit payments. If CDR numbers increased to the greatest level ever (183,211, 22% of eligibles, in 1999) at the same cessation rate, the agency would save approximately $1.6 billion in benefit payments. Increasing the numbers of CDRs for children represents a considerable opportunity for savings. Recognizing the dynamic nature of disability, the agency could reassess the persistence of disability systematically; doing so could free up resources from children who are no longer eligible and help the agency better direct its benefits to recipients with ongoing disability and whose families need support to meet the extra costs associated with raising a child with a major disability. Copyright © 2012 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.

Psychological and School Functioning of Latino Siblings of Children with Intellectual Disability

Science.gov (United States)

Lobato, Debra; Kao, Barbara; Plante, Wendy; Seifer, Ronald; Grullon, Edicta; Cheas, Lydia; Canino, Glorisa

2011-01-01

Background: Siblings of children with disabilities are at risk for internalizing psychological disorders; however, little is known about how culture influences this effect. This study examined the psychological and school functioning of Latino siblings of children with intellectual disability (ID). Methods: Participants were 100 Latino (L) and…

Parental Stress in Families of Children With Autism and Other Developmental Disabilities.

Science.gov (United States)

Valicenti-McDermott, Maria; Lawson, Katharine; Hottinger, Kathryn; Seijo, Rosa; Schechtman, Merryl; Shulman, Lisa; Shinnar, Shlomo

2015-11-01

The level of parental stress in families of children with autism and other developmental disabilities and its association with child comorbid symptoms was studied in an ethnically diverse population, in a cross-sectional study with structured interview. The sample included 50 families of children with autism and 50 families of children with other developmental disabilities, matched by age/gender. Interview included Parenting Stress Index-Short Form, Gastrointestinal Questionnaire, Child Sleep Habits Questionnaire, and Aberrant Behavior Checklist. In this ethnically diverse sample, parental stress was significantly higher for the autism group and for non-Hispanic and US-born mothers. In both study groups, parental stress was related to child irritability. Parental stress was also related to gastrointestinal problems in the autism group and to sleep difficulties in the developmental disabilities group. Targeting child irritability may be particularly important in reducing parental stress for families of children with autism and other developmental disabilities. © The Author(s) 2015.

Jordanian Parents' Beliefs about the Causes of Disability and the Progress of Their Children with Disabilities: Insights on Mainstream Schools and Segregated Centres

Science.gov (United States)

Al-Dababneh, Kholoud Adeeb; Al-Zboon, Eman K.; Baibers, Haitham

2017-01-01

This study aims to identify the beliefs of Jordanian parents of children with disabilities (CWD), including intellectual disabilities, specific learning disorders and Autism Spectrum Disorder: both in terms of the causes of these disabilities, and the ability of their children to make progress. A qualitative interpretive methodology was employed.…

Against all odds: resilience in single mothers of children with disabilities.

Science.gov (United States)

Levine, Kathryn A

2009-01-01

There is a substantial body of literature that explores family adaptation within the context of childhood disability. However, closer analysis indicates that the primary focus of this research is concentrated on two-parent family systems. Despite evidence to suggest that single mothers are more likely to be parenting children with disabilities, their experiences have received minimal attention within social science research. Furthermore, when single mothers do become the focus of study, much of the attention is directed toward identifying the deficits within their family systems. Grounded in an integrated family resilience framework, the intent of this study was to explore the family adaptation of single mothers of children with disabilities within a longitudinal framework and to identify the individual, family, social, and environmental factors that contribute toward resilience within this population. Study participants consisted of 15 single mothers who had previously participated in the "Family Strengths and Childhood Disability" research project. Mothers were interviewed with the view toward identifying their perceptions of what constitutes risk and protective factors, and exploring these in the context of family adaptation and resilience. Findings revealed a marked contrast between public discourses about single motherhood and childhood disability and the personal narratives of the mothers in this study. Concepts of family resilience were revealed by mothers who challenged definitions of single mothers as inadequate, who disputed the definition of their children as "disabled," and who moved from a position of received to authoritative knowledge. The study demonstrates that in contrast to public perceptions, single mothers of children with disabilities view their experiences as personally transformative and as a means of building confidence that empowers them to further disrupt negative expectations of their families.

The Uses of Hypnotherapy with Learning Disabled Children.

Science.gov (United States)

Johnson, Lynn S.; And Others

1981-01-01

Explored the impact of group hypnotic and self-hypnotic training on the academic performance and self-esteem of learning disabled (LD) children. Important predictors of self-esteem improvement were the child's hypnotic susceptibility score and self-hypnotic practice by children and parents. Hypnotherapy is of potential benefit to self-esteem…

Physical Punishment, Mental Health and Sense of Coherence Among Parents of Children with Intellectual Disability in Japan.

Science.gov (United States)

Kimura, Miyako; Yamazaki, Yoshihiko

2016-09-01

Although sense of coherence (SOC) moderates parental stress, the relationship between SOC, parental mental health and physical punishment of children with intellectual disabilities remains uncertain. The present authors describe parental physical punishment towards children with intellectual disabilities and investigate its related demographic characteristics, SOC and parental mental health. With the cooperation of Tokyo's 10 special needs schools, the present authors obtained 648 questionnaire responses from parents of children with intellectual disabilities. Of the parents, 69.7% reported having physically punished their children with intellectual disabilities. This was positively associated with parents' younger age, poorer mental health, lower SOC, children's younger age, birth order (firstborns) and disability type (autism/pervasive developmental disorder). This is the first study supporting the relationship between SOC, mental health and physical punishment use among parents of children with intellectual disabilities. It may assist the development of strategies to prevent physical abuse of children with disabilities. © 2015 John Wiley & Sons Ltd.

Perceived barriers and facilitators to participation in physical activity for children with disability: a qualitative study.

Science.gov (United States)

Shields, Nora; Synnot, Anneliese

2016-01-19

Children with disability engage in less physical activity compared to their typically developing peers. Our aim was to explore the barriers and facilitators to participation in physical activity for this group. Ten focus groups, involving 63 participants (23 children with disability, 20 parents of children with disability and 20 sport and recreation staff), were held to explore factors perceived as barriers and facilitators to participation in physical activity by children with disability. Data were analysed thematically by two researchers. Four themes were identified: (1) similarities and differences, (2) people make the difference, (3) one size does not fit all, and (4) communication and connections. Key facilitators identified were the need for inclusive pathways that encourage ongoing participation as children grow or as their skills develop, and for better partnerships between key stakeholders from the disability, sport, education and government sectors. Children with disabilities' need for the early attainment of motor and social skills and the integral role of their families in supporting them were considered to influence their participation in physical activity. Children with disability were thought to face additional barriers to participation compared to children with typical development including a lack of instructor skills and unwillingness to be inclusive, negative societal attitudes towards disability, and a lack of local opportunities. The perspectives gathered in this study are relevant to the many stakeholders involved in the design and implementation of effective interventions, strategies and policies to promote participation in physical activity for children with disability. We outline ten strategies for facilitating participation.

[Family violence in a sample of children and adolescents with disabilities].

Science.gov (United States)

Barros, Ana Cláudia Mamede Wiering de; Deslandes, Suely Ferreira; Bastos, Olga Maria

2016-06-20

This study aimed to identify and analyze the prevalence of physical and psychological family violence in a sample of children and adolescents with different categories of disabilities in a hospital in Rio de Janeiro, Brazil. This was a cross-sectional observational study based on application of the Parent-Child Conflict Tactics Scale in a sample of 270 parents or guardians. Prevalence was 83.7% for psychological aggression and 84.4% for physical maltreatment, while 96.5% of the children and adolescents with disabilities that suffered physical punishment were also victims of psychological aggression (p < 0.01) and 100% of those who suffered severe physical maltreatment also suffered psychological aggression (p = 0.01). Children and adolescents with disabilities showed increased risk of suffering family violence compared to those without disabilities. In conclusion, there is a need for greater awareness-raising and training of health teams for detection and notification of child abuse, and efforts should be made to support these families.

Measuring and Promoting Acceptance of Young Children with Disabilities.

Science.gov (United States)

Favazza, Paddy C.; Phillipsen, Leslie; Kumar, Poonam

2000-01-01

Results of two studies indicate the Acceptance Scale for Kindergartners was reliable with a sample of minority, low socioeconomic status children and that children exposed to all of the components of an intervention designed to promote acceptance of young children with disabilities had short-term and long-term gains in acceptance. (Contains…

The Diagnostic Accuracy of the Luria-Nebraska Neuropsychological Battery-Children's Revision for 9- to 12-Year-Old Learning Disabled Children.

Science.gov (United States)

Gerry, David C.; And Others

1984-01-01

Two groups (learning disabled and normal) of 15 children were administered the Luria-Nebraska Neuropsychological Battery-Children's Revision and the Wechsler Intelligence Scale for Children-Revised. Considering abnormal or borderline profiles as indicative of learning disability was 93.3 percent accurate in discriminating between groups.…

The relationship between gross motor skills and academic achievement in children with learning disabilities.

Science.gov (United States)

Westendorp, Marieke; Hartman, Esther; Houwen, Suzanne; Smith, Joanne; Visscher, Chris

2011-01-01

The present study compared the gross motor skills of 7- to 12-year-old children with learning disabilities (n = 104) with those of age-matched typically developing children (n = 104) using the Test of Gross Motor Development-2. Additionally, the specific relationships between subsets of gross motor skills and academic performance in reading, spelling, and mathematics were examined in children with learning disabilities. As expected, the children with learning disabilities scored poorer on both the locomotor and object-control subtests than their typically developing peers. Furthermore, in children with learning disabilities a specific relationship was observed between reading and locomotor skills and a trend was found for a relationship between mathematics and object-control skills: the larger children's learning lag, the poorer their motor skill scores. This study stresses the importance of specific interventions facilitating both motor and academic abilities. Copyright © 2011 Elsevier Ltd. All rights reserved.

Stress in Mothers of Hearing Impaired Children Compared to Mothers of Normal and Other Disabled Children

Directory of Open Access Journals (Sweden)

Mahnaz Aliakbari Dehkordi

2011-06-01

Full Text Available Background and Aim: Stress is associated with life satisfaction and also development of some physical diseases. Birth of a disabled child with mental or physical disability (especially deaf or blind children, impose an enormous load of stress on their parents especially the mothers. This study compared stress levels of mothers with hearing impaired children and mothers of normal children or with other disabilities.Methods: In this study, cluster random sampling was performed in Karaj city. 120 mothers in four groups of having a child with mental retardation, low vision, hearing impairment and with normal children were included. Family inventory of life events (FILE of Mc Cubbin et al. was used to determine stress level in four groups of mothers.Results: The results of this research indicated a significant difference (p<0.05 between stress levels of mothers with hearing impaired children and mothers of other disabled and normal children in subscales of intra-family stress, finance and business strains, stress of job transitions, stress of illness and family care and family members "in and out''. There was no difference between compared groups in other subscales.Conclusion: Since deafness is a hidden inability, the child with hearing impairment has a set of social and educational problems causing great stress for parents, especially to mother. In order to decrease mother’s stress, it is suggested to provide more family consultation, adequate social support and to run educational classes for parents to practice stress coping strategies.

Disparities in the Use of Preventive Health Care among Children with Disabilities in Taiwan

Science.gov (United States)

Tsai, Wen-Chen; Kung, Pei-Tseng; Wang, Jong-Yi

2012-01-01

Children with disabilities face more barriers accessing preventive health services. Prior research has documented disparities in the receipt of these services. However, most are limited to specific types of disability or care. This study investigates disparities in the use of preventive health care among children with disabilities in Taiwan. Three…

Overweight and Obesity among Children with Developmental Disabilities

Science.gov (United States)

De, Sukanya; Small, Jacqueline; Baur, Louise A.

2008-01-01

Background: The aim of this study was to determine the prevalence of overweight and obesity in children with developmental disabilities attending a metropolitan Diagnosis and Assessment Service. Method: A retrospective chart review was carried out for 98 children (67 male) aged 2-18 years. Data on age, sex, weight, height, and severity of…

WISC-R Scatter and Patterns in Three Types of Learning Disabled Children.

Science.gov (United States)

Tabachnick, Barbara G.; Turbey, Carolyn B.

Wechsler Intelligence Scale for Children-Revised (WISC-R) subtest scatter and Bannatyne recategorization scores were investigated with three types of learning disabilities in children 6 to 16 years old: visual-motor and visual-perceptual disability (N=66); auditory-perceptual and receptive language deficit (N=18); and memory deficit (N=12). Three…

Extracurricular activities and the development of social skills in children with intellectual and specific learning disabilities.

Science.gov (United States)

Brooks, B A; Floyd, F; Robins, D L; Chan, W Y

2015-07-01

Children with intellectual disability and specific learning disabilities often lack age-appropriate social skills, which disrupts their social functioning. Because of the limited effectiveness of classroom mainstreaming and social skills training for these children, it is important to explore alternative opportunities for social skill acquisition. Participation in social activities is positively related to children's social adjustment, but little is known about the benefits of activity participation for children with intellectual and specific learning disabilities. This study investigated the association between frequency and type of social activity participation and the social competence of 8-11-year-old children with intellectual disability (n = 40) and specific learning disabilities (n = 53), in comparison with typically developing peers (n = 24). More time involved in unstructured activities, but not structured activities, was associated with higher levels of social competence for all children. This association was strongest for children with intellectual disability, suggesting that participation in unstructured social activities was most beneficial for these children. Future research on the quality of involvement is necessary to further understand specific aspects of unstructured activities that might facilitate social development. © 2014 MENCAP and International Association of the Scientific Study of Intellectual and Developmental Disabilities and John Wiley & Sons Ltd.

The Phenomenon of Legislative Advocacy among Parents of Children with Disabilities

Science.gov (United States)

Burke, Meghan M.; Sandman, Linda; Perez, Beatrize; O'Leary, Meghann

2018-01-01

Although parents of children with disabilities have forged systemic changes for individuals with disabilities, little is known about the phenomenon of legislative advocacy (LA) including methods and barriers. In this United States-based study, 49 parents of individuals with disabilities participated in focus groups about LA reporting both positive…

Dental caries experience and barriers to care in young children with disabilities in Ireland.

Science.gov (United States)

Sagheri, Darius; McLoughlin, Jacinta; Nunn, June H

2013-02-01

Dental caries among preschool children remains a significant dental public health problem. In Ireland, there are no national data available regarding dental caries levels in preschool children. Furthermore, the number of young children with disabilities and their dental caries levels remains unknown. The aim of the present study was to measure the dental caries levels in a sample of preschool children with disabilities. A team of trained and calibrated dentists examined a sample of all 0- to 6-year old preschool children with disabilities in two health service administrative areas under standardized conditions. Dental caries was recorded using WHO criteria. Of a total of 422 participants, 337 datasets were included in the study. Of these 337 examined children, approximately 75.1% had a cognitive disability and 12.9% had a noncognitive disability. In 12% of the children, a diagnosis had not yet been established. Dental caries at dentin level was detected from the age of 4 years. The overall mean decayed/missing/ filled teeth (dmft) was 0.49 (SD, 1.39). The analysis of mean dmft levels in children with positive (dmft > 0) scores revealed a mean dmft of 1.14. The evidence from this study demonstrated that dental caries levels in preschool children with disabilities in Ireland are low when compared with the general population. Furthermore, children aged 3 years or younger exhibited no dental caries at dentin level and therefore were not affected by early childhood caries. An adjustment of current oral health prevention practice may lead to a further reduction in dental caries levels in this section of the child population.

Coping of Siblings of Children with Developmental Disabilities in the Bedouin Community

Science.gov (United States)

Manor-Binyamini, Iris; Abu-Ajaj, Othman

2012-01-01

This is the first study that examines the coping of siblings of children with developmental disabilities in comparison with siblings of children without disabilities in the Bedouin community in Israel. For this purpose, the study examines the components of self-esteem, stress, and growth. Data were collected from 200 adolescents. The findings of…

A Review of Mathematical Learning Disabilities in Children with Fragile X Syndrome

Science.gov (United States)

Murphy, Melissa M.

2009-01-01

The prevalence rate of mathematical learning disabilities (MLD) among children with fragile X syndrome who do not meet criteria for intellectual and developmental disabilities ([approximately equal to] 50% of female children) exceeds the rate reported in the general population. The purpose of this article is two-fold: (1) to review the findings on…

Improving Learning Outcomes: The iPad and Preschool Children with Disabilities

Directory of Open Access Journals (Sweden)

Linda Chmiliar

2017-05-01

Full Text Available The digital age has reached early childhood, and the use of touch screens by young children is common place. Research on the use of touch screen tablets with young children is becoming more prevalent; however, less information is available on the use of touch screen tablets to support young children with disabilities. Touch screen tablets may offer possibilities to preschool children with disabilities to participate in learning in a digital way. The iPad provides easy interaction on the touch screen and access to a multitude of engaging early learning applications. This paper summarizes a pilot study with 8 young children with disabilities included in a preschool classroom, who were given iPads to use in class and at home for a period of 21 weeks. Systematic observations, classroom assessments, and teacher and parent interviews documented the improvements in learning outcomes for each child in many areas including, but not limited to: shape and color recognition, letter recognition, and tracing letters throughout six research cycles.

Spatial short-term memory in children with nonverbal learning disabilities: impairment in encoding spatial configuration.

Science.gov (United States)

Narimoto, Tadamasa; Matsuura, Naomi; Takezawa, Tomohiro; Mitsuhashi, Yoshinori; Hiratani, Michio

2013-01-01

The authors investigated whether impaired spatial short-term memory exhibited by children with nonverbal learning disabilities is due to a problem in the encoding process. Children with or without nonverbal learning disabilities performed a simple spatial test that required them to remember 3, 5, or 7 spatial items presented simultaneously in random positions (i.e., spatial configuration) and to decide if a target item was changed or all items including the target were in the same position. The results showed that, even when the spatial positions in the encoding and probe phases were similar, the mean proportion correct of children with nonverbal learning disabilities was 0.58 while that of children without nonverbal learning disabilities was 0.84. The authors argue with the results that children with nonverbal learning disabilities have difficulty encoding relational information between spatial items, and that this difficulty is responsible for their impaired spatial short-term memory.

Disability, social functioning and school inclusion among older children and adolescents living with HIV in Zimbabwe.

Science.gov (United States)

Rukuni, Ruramayi; McHugh, Grace; Majonga, Edith; Kranzer, Katharina; Mujuru, Hilda; Munyati, Shungu; Nathoo, Kusum; Gregson, Celia L; Kuper, Hannah; Ferrand, Rashida A

2018-02-01

Increasing numbers of children with HIV are surviving to adolescence and encountering multiple clinical and social consequences of long-standing HIV infection. We aimed to investigate the association between HIV and disability, social functioning and school inclusion among 6- to 16-year-olds in Zimbabwe. HIV-infected children receiving antiretroviral therapy from a public-sector HIV clinic and HIV-uninfected children attending primary care clinics in the same catchment area were recruited. Standardised questionnaires were used to collect socio-demographic, social functioning and disability data. Multivariable logistic regression was used to assess the relationship between HIV status and disability and functioning. We recruited 202 HIV-infected and 285 HIV-uninfected children. There was no difference in age and gender between the two groups, but a higher proportion of HIV-infected children were orphaned. The prevalence of any disability was higher in HIV-infected than uninfected children (37.6% vs. 18.5%, P disability to those with HIV but no disabilities. Children with HIV commonly experience disabilities, and this is associated with social and educational exclusion. Rehabilitation and support services are needed to facilitate educational attainment and social participation in this group. © 2017 The Authors. Tropical Medicine & International Health Published by John Wiley & Sons Ltd.

Evaluating the relation between memory and intelligence in children with learning disabilities.

Science.gov (United States)

Hoerig, Dianne C; David, Andrew S; D'Amato, Rik Carl

2002-12-01

Although both intelligence tests and memory tests are commonly used in neuropsychological examinations, the relationship between memory and intelligence has not been fully explored, particularly for children having learning disabilities. Memory, or the ability to retain information, was evaluated using the Test of Memory and Learning, a recently released test that gives a comprehensive measure of global memory functioning. This, and the Wechsler Intelligence Scale for Children-Third Edition, used to assess intelligence, were given to 80 students with learning disabilities. The correlation between a global measure of memory and a global measure f intelligence was significant (r = .59), indicating that memory should be viewed as an important component when evaluating children with learning disabilities.

The Quality of Life of Children with Severe Developmental Disabilities

Science.gov (United States)

Ncube, B. L.; Perry, A.; Weiss, J. A.

2018-01-01

Background: Research examining the quality of life (QoL) of children with severe developmental disabilities (SDD) is limited. The present study examines parent perceptions of child QoL in children with SDD compared with typically developing (TD) children and then examines predictors of QoL for the SDD group. Method: Parents of 246 children with…

First Insights with a Vibrotactile Interface for Children with Multiple Disabilities

DEFF Research Database (Denmark)

Manresa-Yee, Cristina; Morrison, Ann; Jordi Muntaner, Joan

2015-01-01

for users with multiple disabilities. We developed V-Sense, a vibrotactile interface that encourages children with multiple disabilities to move their arms by using vibrations and exploiting the saltation perceptual illusion. In this paper we describe our initial experience evaluating the interface with 5...... children for 7 weeks and we discuss the first insights concerning the use of the interface and the difficulties encountered while conducting the evaluation sessions....

Children with disabling chronic conditions in the Western health ...

African Journals Online (AJOL)

Background. Children with disabling chronic conditions often have extensive, complex and unmet healthcare and educational needs. ... such children that access specialist health and special educational services, particularly in an urban setting, and what services exist for them. ..... Kromberg J, Zwane E, Manga P, et al.

Development of physical fitness in children with intellectual disabilities

NARCIS (Netherlands)

Hartman, Esther; Smith, J.; Westendorp, M.; Visscher, C.

BackgroundFew studies examined the development of physical fitness in children and youth with intellectual disabilities (ID), but the developmental patterns of physical fitness are largely unknown. The first aim was to examine physical fitness of primary school children with ID, aged 8-12, and

Inclusion of Children with Disabilities in Mainstream Child Development Research

Science.gov (United States)

Feldman, Maurice A.; Battin, Susan M.; Shaw, Olivia A.; Luckasson, Ruth

2013-01-01

This study investigated whether children with disabilities are excluded from mainstream child development research. Fifteen per cent of 533 articles from "Child Development" and "Developmental Psychology" (1996-2010) were randomly selected. The exclusion rate was 89.9% when no mention of participants with disabilities was…

Dietary Patterns and Feeding Problems of Turkish Children with Intellectual Disabilities and Typically Developing Children

Science.gov (United States)

Sayin, Kubra; Ilik, Senay

2017-01-01

This study aimed to determine whether dietary patterns and feeding problems differ among children with intellectual disabilities (ID) and typically developing children (TDC) in Turkey. This cross-sectional study was conducted in 220 (112 children with ID and 108 TDC) 7-12 aged children in Konya, Turkey. We assessed usual dietary intakes by a…

Memory Profiles in Children with Mild Intellectual Disabilities: Strengths and Weaknesses

Science.gov (United States)

Van der Molen, Mariet J.; Van Luit, Johannes E. H.; Jongmans, Marian J.; Van der Molen, Maurits W.

2009-01-01

Strengths and weaknesses in short-term memory (STM) and working memory (WM) were identified in children with mild intellectual disabilities (MID) by comparing their performance to typically developing children matched on chronological age (CA children) and to younger typically developing children with similar mental capacities (MA children).…

Sibling Relationship Quality and Social Functioning of Children and Adolescents with Intellectual Disability

Science.gov (United States)

Floyd, Frank J.; Purcell, Susan E.; Richardson, Shana S.; Kupersmidt, Janis B.

2009-01-01

We examined sibling relationships for children and adolescents with intellectual disability and assessed implications for their social functioning. Targets (total N = 212) had either intellectual disability, a chronic illness/physical disability, or no disability. Nontarget siblings reported on relationship quality, sibling interactions were…

Inhibition Performance in Children with Math Disabilities

OpenAIRE

Winegar, Kathryn Lileth

2013-01-01

This study examined the inhibition deficit hypothesis in children with math disabilities (MD). Children with and without MD were compared on two inhibition tasks that included the random generation of numbers and letters. The results addressed three hypotheses. Weak support was found for the first hypothesis which stated difficulties related to inhibition are significantly related to math performance. I found partial support for this hypothesis in that inhibition was related to math problem s...

Children's thoughts on the social exclusion of peers with intellectual or learning disabilities.

Science.gov (United States)

Nowicki, E A; Brown, J; Stepien, M

2014-04-01

Previous research has shown that children with intellectual or learning disabilities are at risk for social exclusion by their peers but little is known of children's views on this topic. In this study, we used concept mapping to investigate elementary school children's thoughts on why they believe their peers with intellectual or learning disabilities are sometimes socially excluded at school. Participants were 49 grade five and six children who attended inclusive classrooms. Interviews were digitally recorded and transcribed. We extracted 49 unique statements from the transcribed data, and then invited participants to sort the statements into meaningful categories. Sorted data were entered into matrices, which were summed and analysed with multi-dimensional scaling and cluster analysis. A four-cluster solution provided the best conceptual fit for the data. Clusters reflected themes on (1) the thoughts and actions of other children; (2) differences in learning ability and resource allocation; (3) affect, physical characteristics and schooling; and (4) negative thoughts and behaviours. The overarching reason for social exclusion focused on differences between children with and without disabilities. This study also provided evidence that children are effective, reliable and competent participants in concept mapping. Educational and research implications are discussed. © 2013 The Authors. Journal of Intellectual Disability Research © 2013 John Wiley & Sons Ltd, MENCAP & IASSIDD.

The Relative Risk of Divorce in Parents of Children With Developmental Disabilities: Impacts of Lifelong Parenting.

Science.gov (United States)

Namkung, Eun Ha; Song, Jieun; Greenberg, Jan S; Mailick, Marsha R; Floyd, Frank J

2015-11-01

We prospectively examined the risk of divorce in 190 parents of children with developmental disabilities compared to 7,251 parents of children without disabilities based on a random sample drawn from the community and followed longitudinally for over 50 years. A significant interaction between the parental group status and number of children was found: In the comparison group, having a larger number of children was related to an increased risk of divorce, whereas the number of children did not increase divorce risk among parents of children with developmental disabilities.

The Relative Risk of Divorce in Parents of Children with Developmental Disabilities: Impacts of Lifelong Parenting

Science.gov (United States)

Song, Jieun; Greenberg, Jan S.; Mailick, Marsha R.; Floyd, Frank J.

2015-01-01

We examined prospectively the risk of divorce in 190 parents of children with developmental disabilities compared to 7,251 parents of children without disabilities based on a random sample drawn from the community and followed longitudinally for over 50 years. A significant interaction between the parental group status and number of children was found: In the comparison group, having a larger number of children was related to an increased risk of divorce, whereas the number of children did not increase divorce risk among parents of children with developmental disabilities. PMID:26505872

Visual acuity and visual skills in Malaysian children with learning disabilities

Directory of Open Access Journals (Sweden)

Muzaliha MN

2012-09-01

Full Text Available Mohd-Nor Muzaliha,1 Buang Nurhamiza,1 Adil Hussein,1 Abdul-Rani Norabibas,1 Jaafar Mohd-Hisham-Basrun,1 Abdullah Sarimah,2 Seo-Wei Leo,3 Ismail Shatriah11Department of Ophthalmology, 2Biostatistics and Research Methodology Unit, School of Medical Sciences, Universiti Sains Malaysia, Kelantan, Malaysia; 3Paediatric Ophthalmology and Strabismus Unit, Department of Ophthalmology, Tan Tock Seng Hospital, SingaporeBackground: There is limited data in the literature concerning the visual status and skills in children with learning disabilities, particularly within the Asian population. This study is aimed to determine visual acuity and visual skills in children with learning disabilities in primary schools within the suburban Kota Bharu district in Malaysia.Methods: We examined 1010 children with learning disabilities aged between 8–12 years from 40 primary schools in the Kota Bharu district, Malaysia from January 2009 to March 2010. These children were identified based on their performance in a screening test known as the Early Intervention Class for Reading and Writing Screening Test conducted by the Ministry of Education, Malaysia. Complete ocular examinations and visual skills assessment included near point of convergence, amplitude of accommodation, accommodative facility, convergence break and recovery, divergence break and recovery, and developmental eye movement tests for all subjects.Results: A total of 4.8% of students had visual acuity worse than 6/12 (20/40, 14.0% had convergence insufficiency, 28.3% displayed poor accommodative amplitude, and 26.0% showed signs of accommodative infacility. A total of 12.1% of the students had poor convergence break, 45.7% displayed poor convergence recovery, 37.4% showed poor divergence break, and 66.3% were noted to have poor divergence recovery. The mean horizontal developmental eye movement was significantly prolonged.Conclusion: Although their visual acuity was satisfactory, nearly 30% of the

Relationships between Humor Styles and Family Functioning in Parents of Children with Disabilities

Science.gov (United States)

Rieger, Alicja; McGrail, J. Patrick

2015-01-01

The humor styles and family functioning of parents of children with disabilities are understudied subjects. This study seeks to shed quantitative light on these areas. Seventy-two parents of children with disabilities completed the "Family Adaptability and Cohesion Evaluation Scales" (FACES IV) and the "Humor Styles…

The experiences of parents of children with mental disability ...

African Journals Online (AJOL)

Objective: The aim of this qualitative study was to describe the problems that parents or caregivers of children with mental health disabilities and disorders in Namibia experience when accessing healthcare resources for their children. Method: Data was collected through focus group discussions with the participants and ...

Attitudes, beliefs, and perceptions of caregivers and rehabilitation providers about disabled children's sleep health: a qualitative study.

Science.gov (United States)

Chen, Xiaoli; Gelaye, Bizu; Velez, Juan Carlos; Pepper, Micah; Gorman, Sara; Barbosa, Clarita; Zafonte, Ross D; Redline, Susan; Williams, Michelle A

2014-10-01

Children with disabilities are more likely to have sleep disturbances than children without disabilities. Identifying attitudes, beliefs, knowledge, and perceptions of caregivers and health professionals is essential in developing effective intervention programs to improve disabled children's sleep health. However, no such qualitative data about adults who have key roles in the life and daytime activities of children with disabilities are available. This qualitative study aimed to understand attitudes, beliefs, knowledge, and perceptions about disabled children's sleep hygiene among caregivers and rehabilitation providers of children with disabilities. Twenty seven adults, including nine primary caregivers and eighteen rehabilitation providers, participated in five focus group discussions between September and December 2012 at the Rehabilitation Center in Punta Arenas, Chile. A trained facilitator guided focus group discussions using a semi-structured script. Audiotapes and transcripts of focus group discussions were reviewed and analyzed for recurrent themes. Participants identified seven themes related to children's sleep hygiene: lifestyle behaviors, family factors, children's disabilities and/or comorbidities, environmental factors, adults' responsibilities for children's sleep, perception of good sleep, and parental distress about children's sleep problems. While both caregivers and rehabilitation providers recognized the importance of sleep for children's health and functioning, they differed in their understanding of how sleep hygiene practices influence sleep. Rehabilitation providers recognized the negative influence of electronics on sleep and the positive influence of sleep routines. In contrast, caregivers reported use of television/movie watching and stimulants as coping strategies for managing children's sleep problems. Caregivers may benefit from better understanding the influence of electronics and stimulant use on child sleep health. Rehabilitation

Inclusion understood from the perspectives of children with disability.

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Spencer-Cavaliere, Nancy; Watkinson, E Jane

2010-10-01

This study explored the perspectives of children with disabilities regarding the concept of inclusion in physical activity. Participants were children (two girls, nine boys, Mage = 10 years, five months, age range: 8-12 years) with disabilities, including cerebral palsy, fine and gross motor delays, developmental coordination disorder, muscular dystrophy, nemaline myopathy, brachial plexus injury, and severe asthma. Children's perspectives on inclusion in physical activity (e.g., sports, games, and play) were explored through semistructured interviews. Interviews were digitally audio taped and transcribed verbatim. Data were analyzed through content analysis. Three themes emerged from the data: gaining entry to play, feeling like a legitimate participant, and having friends. These themes were associated with feeling included to varying degrees in sports, games, and play. In essence, it was the actions of others that were the prominent features identified by children that contributed to feeling more or less included in physical activity contexts. These results are discussed in relation to inclusion in physical education, recreation, and unstructured free play.

READING-WRITING AND LITERACY IN CHILDREN WITH INTELLECTUAL DISABILITIES

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Marilene Bortolotti Boraschi

2013-07-01

Full Text Available This article focuses on the role and learning of reading and wrinting to human development as a social practice, considering the necessary condition to reading and writing as an exercise in citizenship. Aims to reflect on the occurrence of reading-writing processes and literacy in children with intellectual disabilities. The study was conducted by means of literature, and are based on a qualitative research. The reflections made throughout the investigation brought some considerations on intellectual disability, charactering it. Allowed some notes on the processes of reading-writing and literacy. As the survey results, some thoughts were about the possible occurrence of the processes of reading-writing and literacy in intellectually disabled children, discussing how these processes can take place through pedagogical practices in classrooms common regular education, contributing to the appropriation of the world literate and active participation by such child in society.

The ethnography of help - Supporting families with children with intellectual disabilities

OpenAIRE

Summers, N.

2010-01-01

This thesis explored parents’ of children with learning disabilities perceptions of family support workers’ helping strategies. A qualitative approach drawing on the principles of ethnography was used to explore the experiences of six families of the helping strategies adopted by family workers and posed three research questions:\\ud (1) What are the perceptions of parents, of children with learning disabilities, of the helping strategies of family support workers?\\ud (2) How do parents unders...

Physical activity of rurally residing children with a disability: A survey of parents and carers.

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Wakely, Luke; Langham, Jessica; Johnston, Catherine; Rae, Kym

2018-01-01

Children residing in rural areas face unique barriers to physical activity participation. Further, while children with a disability who reside in metropolitan areas face barriers hindering physical activity, rurally residing children with a disability may face the augmented combination of these barriers that could have negative health implications. Parents are often the key advocates for children with disabilities and are likely to have valuable insight into the opportunities and barriers to physical activity for their child. The aim of this study was to investigate parents' perceptions of physical activity opportunities for their child with a disability in a rural area. A mixed method survey examining parent's perceptions of their child's physical activity and possible barriers to participation was mailed to rurally residing parents of children with a disability. Quantitative data were analyzed descriptively using frequencies and proportions. Qualitative data were analyzed using qualitative content analysis. There were 34 completed surveys, a response rate of 37%. Participants' responses indicated 74% of children were not meeting daily recommendations of physical activity. Participation barriers including emotional, physical and environmental issues. Three main themes emerged from qualitative data; segregation, access to facilities and resources and barriers specific to the child. The children in this study were from rural areas and face similar barriers to children in metropolitan areas. However, they are also confronted with the same barriers children without a disability in rural areas face, participating in physical activity. This may have detrimental effects on their health and development. Copyright © 2017 Elsevier Inc. All rights reserved.

Being Untaught: How NGO Field Workers Empower Parents of Children with Disabilities in Dadaab

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Allyson Krupar

2016-09-01

Full Text Available Roughly 350,000 refugees, over 90% of them Somali, lived in five sprawling camps in Dadaab, Kenya in 2015. In the Dadaab refugee camps, families had unique experiences of disability, education, women’s roles, and involvement with International Non-Governmental Organization (INGO programming. INGOs provided a variety of basic services including education such as the program analyzed here for parents of children with disabilities. Many children with disabilities in the refugee camps faced social stigma and lacked access to education. This research draws on practices and literature in family literacy and parental involvement programming to explore how one NGO training sought to empower women learners to send their children with disabilities to school in Kambioos, the smallest and newest refugee camp in Dadaab. Using ethnographic methods, one training program involving parents and children was video-taped. The video was used as a cue to interview field workers about how the training empowered parents, particularly mothers. The study found that empowerment of women through training for parents of children with disabilities centered on parents’ interaction with formal schools and engagement in their communities.

The pros and cons of inclusive education for children with Profound Intellectual and Multiple Disabilities

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Everaarts, Sanne; de Boer, Anke; van der Putten, Annette; Minnaert, Alexander

2016-01-01

Aim: Although children with disabilities have the right to be included into the school system, children with Profound Intellectual and Multiple Disabilities (PIMD) are often not included. The aim of this study is to gather knowledge about inclusive education for children with PIMD by identifying

A New Approach for the Quantitative Evaluation of Drawings in Children with Learning Disabilities

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Galli, Manuela; Vimercati, Sara Laura; Stella, Giacomo; Caiazzo, Giorgia; Norveti, Federica; Onnis, Francesca; Rigoldi, Chiara; Albertini, Giorgio

2011-01-01

A new method for a quantitative and objective description of drawing and for the quantification of drawing ability in children with learning disabilities (LD) is hereby presented. Twenty-four normally developing children (N) (age 10.6 [plus or minus] 0.5) and 18 children with learning disabilities (LD) (age 10.3 [plus or minus] 2.4) took part to…

The Effects of Being Diagnosed with a Learning Disability on Children's Self-Esteem.

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MacMaster, Keith; Donovan, Leslie A.; MacIntyre, Peter D.

2002-01-01

This study used a quasi-experimental design to examine the effect of being diagnosed with a learning disability on elementary school children's self-esteem. Findings indicated that self-esteem increased significantly above prediagnosis of a learning disability while self-esteem levels in a control group of children without learning disabilities…

PARENTS OF CHILDREN WITH DEVELOPMENTAL DISABILITIES: STRESS AND SUPPORT

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Natasha CHICHEVSKA JOVANOVA

2013-03-01

Full Text Available Parents’ reactions, in the moment when they find out that their child is with developmental disabilities, are absolutely individual. A lot of parents need months, while some of them need years to face the fact that their child is with developmental disabilities. The state and the crises that arise are very hard to be prevented, however they could be overcomed by a good professional help and support. The aim of this research is to examine the stress level that the parents of these children experience as well as the support that they receive by the family and the local community. Thirty one parents of children with intellectual disabilities, cerebral paralysis and visual impairment have been inquired. The questionnaire referred to the way of communication between professionals and parents, the stress level that they experienced because of their child and the support they received from their close family and other family members, their friends and the local community. For parents, the most stressful thing is the moment of finding out their child’s developmental disabilities. The biggest support they receive from their partners and parents.

Challenges faced by parents of children with learning disabilities in Opuwo, Namibia

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Clever Taderera

2017-07-01

Conclusion: The researchers concluded that the participants in this study experience a range of challenges in parenting their children with learning disabilities. The main challenges emanate from financial instability, as well as lack of knowledge regarding services and programmes for children with learning disabilities. This lack of knowledge on the part of participants could indicate poor policy education by policy implementers at grass-roots level.

Partnership with parents and disabled children. HIA of the All-Inclusive Wraparound Project for children with a disability

International Nuclear Information System (INIS)

Farrell, Brid; Elliott, Iris; Ison, Erica

2004-01-01

The All-Inclusive Wraparound Scheme seeks to develop new ways of multidisciplinary, interagency working that will make a difference to the lives of children with disabilities (aged 0-18 years) and their families and carers across the Southern Health and Social Services Board in Northern Ireland. A concurrent HIA was undertaken with the aims of identifying the positive and negative health impacts, producing clear recommendations to improve the service and informing the development of an evaluation and monitoring framework. Eight community-based projects linked to 15 partners were involved in the HIA. Health and social services, education, the Library Board, voluntary sector community groups, parents and children all took part. It was concluded that there was a need for better information for parents to enable them to access services. Partnership working with parents and between agencies needed to be improved and parents and professionals on partnership working. The handover between services at transition from preschool to school-age and from school-age to adult services needed to be better planned. Conducting a HIA early in the implementation of Wraparound has enabled the project to take account of more perspectives and influence the delivery of services for children with a disability

Comparison of self-esteem and maternal attitude between children with learning disability and unaffected siblings.

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Lahane, Sandeep; Shah, Henal; Nagarale, Vivek; Kamath, Ravindra

2013-09-01

To compare self-esteem and maternal attitude between children with learning disability and their unaffected siblings. This cross sectional study was conducted at a tertiary care hospital in an urban setting. It comprised of 31 pairs of children with a learning disability, their unaffected siblings and input from their mothers. All children were assessed with Rosenberg self-esteem scale. Mothers were asked to fill Index of parental attitude (IPA) and semi structured proforma with demographic data and questionnaire about her children with a learning disability and his/her unaffected sibling. Self-esteem was found to be lower in children with learning disability. They felt they do not have much to be proud of and have a fewer number of good qualities. They are also inclined to consider themselves as failures. In factors affecting self-esteem, index of parental attitude was found to be unfavorable towards children with learning disability. Mothers felt child was interfering with their activities and was getting on their nerves. In addition, they also felt that they do not understand their child, feel like they do not love their child and wished that child was more like others they know off. More academic failures, academic difficulties and negative school report were also perceived by mother as lowering child's self-esteem. Self-esteem was lower in children with learning disability. In factors affecting self-esteem maternal attitude, academic difficulties, academic failure and negative school reports was found to be unfavorable.

Writing Disabilities in Spanish-Speaking Children: Introduction to the Special Series.

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Jiménez, Juan E

This special issue of the Journal of Learning Disabilities focuses on studies of writing disabilities in Spanish-speaking children. The World Health Organization (2001) included writing difficulties as one of the problems considered to constitute an impediment to school participation, a significant element in the normal developmental process of the child. In this introduction, I describe the background of a larger project promoted by the United Nations Educational, Scientific and Cultural Organization (UNESCO). This special series offers recent findings on writing disabilities in Spanish-Speaking children within the UNESCO project. The pilot study was carried out in the Canary Islands, an autonomous Spanish region located between three continents and composed of seven islands in the Atlantic Ocean. Most of the current empirical evidence on writing disabilities comes from English, a language with deep orthography; therefore, it is very relevant to investigate the writing process in Spanish, a language with shallow, fine-grained orthography. Included are a number of articles that form a conspectus on writing disabilities in the Spanish language. Topics center on early grade writing assessment, prevalence of writing disabilities, handwriting and keyboarding, transcription and text generation, graphonomic and handwriting analysis, and instructional practices with an learning disabled population.

Developing Reception Competence in Children with a Mild Intellectual Disability

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Ana Koritnik

2015-06-01

Full Text Available The paper presents research paradigms which study factors that allow influencing the language development of children with mild intellectual disabilities to the greatest extent possible. Special attention is dedicated to the development of the reception competence with the use of reception didactics methods based on a relatively frequent use of less demanding non-language semiotic functions. The core of the paper presents results of an experimental case study (on a sample of five children with a mild intellectual disability over a one school year period, through which the reception competence in these children was developed with a systematic use of an adapted communication model of literary education as an experimental factor. The results have confirmed the initially set hypothesis about reception progress.

Religious Coping, Meaning-Making and Stress: Perspective of Support Staff of Children with Disabilities in Residential Disability Centres in Oman

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Emam, Mahmoud; Al-Bahrani, Muna

2016-01-01

Staff providing support to children with disabilities in residential disability centres in Oman are exposed to stressful work environments which may put them at an increased risk of burnout. Previous research has examined predictors of stress in disability support staff, but there is little consensus as the findings are inconclusive. Using a…

PHYSICAL DISABILITY, STIGMA, AND PHYSICAL ACTIVITY IN CHILDREN: A REPLICA STUDY

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Markus GEBHARDT

2016-04-01

Full Text Available Introduction: Stereotypes can be reduced through positive descriptions. A stigma that able-bodied adults have towards children with physical disability can be reduced when the child is portrayed as being active. The study found out that a sporty active child, who uses a wheelchair, is perceived as more competent than the sporty active able-bodied child. Objective: This study is a replica study to support the hypotheses and to examine the stereotypes of able-bodied adults towards children with and without (physical disabilities. Methods: This study presents two experimental replica studies using a 2 (physical activity x 2 (sporty activities. The dependent variables were the perception of competencies and warmth according to Stereotype Content Model (SCM. Study 1 is an online experiment with 355 students of the Open University of Hagen. Study 2 surveys 1176 participants (from Munich and Graz with a paper-pencil-questionnaire. Results: The significant interaction effect was not supported by our studies. The sporty able-bodied child was rated higher in competences than the sporty child, who use a wheelchair. Sporting activity only reduces the stigma towards children with a physical disability slightly. Conclusion: The stigma towards children with physical disability can be reduced when the child is portrayed as being active, but the effect was not strong enough to chance the original classification by the SCM.

Socio-emotional regulation in children with intellectual disability and typically developing children, and teachers' perceptions of their social adjustment.

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Baurain, Céline; Nader-Grosbois, Nathalie; Dionne, Carmen

2013-09-01

This study examined the extent to which socio-emotional regulation displayed in three dyadic interactive play contexts (neutral, competitive or cooperative) by 45 children with intellectual disability compared with 45 typically developing children (matched on developmental age, ranging from 3 to 6 years) is linked with the teachers' perceptions of their social adjustment. A Coding Grid of Socio-Emotional Regulation by Sequences (Baurain & Nader-Grosbois, 2011b, 2011c) focusing on Emotional Expression, Social Behavior and Behavior toward Social Rules in children was applied. The Social Adjustment for Children Scale (EASE, Hugues, Soares-Boucaud, Hochman, & Frith, 1997) and the Assessment, Evaluation and Intervention Program System (AEPS, Bricker, 2002) were completed by teachers. Regression analyses emphasized, in children with intellectual disability only, a positive significant link between their Behavior toward Social Rules in interactive contexts and the teachers' perceptions of their social adjustment. Children with intellectual disabilities who listen to and follow instructions, who are patient in waiting for their turn, and who moderate their externalized behavior are perceived by their teachers as socially adapted in their daily social relationships. The between-groups dissimilarity in the relational patterns between abilities in socio-emotional regulation and social adjustment supports the "structural difference hypothesis" with regard to the group with intellectual disability, compared with the typically developing group. Hierarchical cluster cases analyses identified distinct subgroups showing variable structural patterns between the three specific categories of abilities in socio-emotional regulation and their levels of social adjustment perceived by teachers. In both groups, several abilities in socio-emotional regulation and teachers' perceptions of social adjustment vary depending on children's developmental age. Chronological age in children with

Outcomes of 3-Year-Old Children With Hearing Loss and Different Types of Additional Disabilities

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Cupples, Linda

2014-01-01

This research investigated the speech, language, and functional auditory outcomes of 119 3-year-old children with hearing loss and additional disabilities. Outcomes were evaluated using direct assessment and caregiver report. Multiple regressions revealed that type of additional disability and level of maternal education were significant predictors of language outcomes. Poorer outcomes were achieved in a combined group of children with autism, cerebral palsy, and/or developmental delay (DD) (Group A), compared with children with vision or speech output impairments, syndromes not entailing DD, or medical disorders (Group B). Better outcomes were associated with higher levels of maternal education. The association between better language outcomes and earlier cochlear implant switch-on approached significance. Further regression analyses were conducted separately for children with different types of additional disabilities. Level of maternal education was the only significant predictor of outcomes for Group A children, whereas degree of hearing loss was the strongest predictor for children in Group B. The findings highlight the variable impact that different types of additional disabilities can have on language development in children with hearing loss. PMID:24150488

Strategies for improving disability awareness and social inclusion of children and young people with cerebral palsy.

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Lindsay, S; McPherson, A C

2012-11-01

Children and youth with disabilities are at a higher risk of being socially excluded or bullied while at school compared with their typically developing peers. This study explored disabled children's suggestions for improving social inclusion. Fifteen children with cerebral palsy were interviewed or took part in a group discussion about social inclusion and bullying. All interviews and focus groups were audio-recorded and transcribed verbatim. The children and youth described several strategies to help improve social inclusion at school including: (1) disclosure of condition and creating awareness of disability; (2) awareness of bullying; (3) developing a peer support network and building self-confidence; and (4) suggestions on what teachers can do. It is recommended that children's suggestions be considered within the classroom context to enhance the social inclusion and participation of children with disabilities. © 2011 Blackwell Publishing Ltd.

The Impact of Dietary and Tooth-Brushing Habits to Dental Caries of Special School Children with Disability

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Liu, Hsiu-Yueh; Chen, Chun-Chih; Hu, Wen-Chia; Tang, Ru-Ching; Chen, Cheng-Chin; Tsai, Chi-Cheng; Huang, Shun-Te

2010-01-01

The daily oral activities may severely influence oral health of children with disabilities. In this survey, we analyzed the impact of dietary and tooth-brushing habits to dental caries in special school children with disabilities. This cross-sectional survey investigated 535 special school children with disabilities aged 6-12 years, 60.93% males,…

Health and quality of life among the caregivers of children with disabilities: A review of literature.

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Isa, Siti Nor Ismalina; Ishak, Ismarulyusda; Ab Rahman, Azriani; Mohd Saat, Nur Zakiah; Che Din, Normah; Lubis, Syarif Husin; Mohd Ismail, Muhammad Faiz

2016-10-01

Families caring for children with disabilities face particular challenges and demands compared to those caring for children without disabilities. Evidence suggests that there is considerable variation in how caregivers of children with disabilities adapt to their caregiving demands and stressors. The different adaptations to the children with disabilities may cause different impacts on the health and well-being of caregivers. This paper provides a brief overview of the literature on the impact of caring for children with disabilities on the health and quality of life of caregivers and the factors related to the health outcomes and quality of life. A literature search was conducted by using various electronic databases, including PsychINFO, ScienceDirect, ProQuest, and MEDLINE using specific key terms. Thirty-one articles published in peer-review journals from the last six years (2009-2014) were reviewed. Most of the studies were quantitative studies. Factors discussed that impact on caregivers' health and quality of life include the caregivers' sociodemographic background and child's disability-related factors. Several mediators and moderators including coping strategies, social support, parental stress, self-esteem and self-efficacy are described in this paper. This review highlighted the importance of these factors to better understand the complex nature of stress processes and the caregivers' adaptations to their children's disabilities. Copyright © 2016 Elsevier B.V. All rights reserved.

Behavioral flexibility in children with autism spectrum disorder and intellectual disability

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Peters-Scheffer, N.C.; Didden, H.C.M.; Sigafoos, J.; Green, V.A.; Korzilius, H.P.L.M.

2013-01-01

Children with autism spectrum disorder (ASD) have particular difficulty with behavioral flexibility, but the knowledge base on behavioral flexibility in children with a diagnosis of ASD plus intellectual disability (ID) compared to children with ID only is still scarce. The aim of the present study

The History of Legislation and Regulations Related to Children with Developmental Disabilities: Implications for School Nursing Practice Today

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Dang, Michelle T.

2010-01-01

A significant number of children in the United States have developmental disabilities. Historically, many children with developmental disabilities were institutionalized and rarely seen in public. Currently, children with developmental disabilities are entitled to education and health-related support services that permit them access to public…

Perceived support among Iranian mothers of children with learning disability.

Science.gov (United States)

Kermanshahi, Sima Mohammad Khan; Vanaki, Zohreh; Ahmadi, Fazlollah; Azadfalah, Parviz

2009-01-01

This qualitative phenomenological study explores the lived experiences of perceived support by Iranian mothers who have children with learning disability. Twelve open interviews with six mothers of learning-disabled children (7-12 years of age) were audiotape-recorded with participants' consent. The interviews were transcribed and data were analyzed using Van Manen methodology. Two major themes emerged from 138 thematic sentences. The mothers'experiences could be interpreted as a sense of being in the light or being in the shade of support, with variations for different participants. The results indicate a need for more specialized and individually adjusted support for mothers in Iran.

Stability of cognitive performance in children with mild intellectual disability.

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Jenni, Oskar G; Fintelmann, Sylvia; Caflisch, Jon; Latal, Beatrice; Rousson, Valentin; Chaouch, Aziz

2015-05-01

Longitudinal studies that have examined cognitive performance in children with intellectual disability more than twice over the course of their development are scarce. We assessed population and individual stability of cognitive performance in a clinical sample of children with borderline to mild non-syndromic intellectual disability. Thirty-six children (28 males, eight females; age range 3-19y) with borderline to mild intellectual disability (Full-scale IQ [FSIQ] 50-85) of unknown origin were examined in a retrospective clinical case series using linear mixed models including at least three assessments with standardized intelligence tests. Average cognitive performance remained remarkably stable over time (high population stability, drop of only 0.38 IQ points per year, standard error=0.39, p=0.325) whereas individual stability was at best moderate (intraclass correlation of 0.58), indicating that about 60% of the residual variation in FSIQ scores can be attributed to between-child variability. Neither sex nor socio-economic status had a statistically significant impact on FSIQ. Although intellectual disability during childhood is a relatively stable phenomenon, individual stability of IQ is only moderate, likely to be caused by test-to-test reliability (e.g. level of child's cooperation, motivation, and attention). Therefore, clinical decisions and predictions should not rely on single IQ assessments, but should also consider adaptive functioning and previous developmental history. © 2014 Mac Keith Press.

Psychometrics and utility of Psycho-Educational Profile-Revised as a developmental quotient measure among children with the dual disability of intellectual disability and autism.

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Alwinesh, Merlin Thanka Jemi; Joseph, Rachel Beulah Jansirani; Daniel, Anna; Abel, Julie Sandra; Shankar, Satya Raj; Mammen, Priya; Russell, Sushila; Russell, Paul Swamidhas Sudhakar

2012-09-01

There is no agreement about the measure to quantify the intellectual/developmental level in children with the dual disability of intellectual disability and autism. Therefore, we studied the psychometric properties and utility of Psycho-Educational Profile-Revised (PEP-R) as a developmental test in this population. We identified 116 children with dual disability from the day care and inpatient database of a specialised Autism Clinic. Scale and domain level scores of PEP-R were collected and analyzed. We examined the internal consistency, domain-total correlation of PEP-R and concurrent validity of PEP-R against Gesell's Developmental Schedule, inter-rater and test-retest reliability and utility of PEP-R among children with dual disability in different ages, functional level and severity of autism. Besides the adequate face and content validity, PEP-R demonstrates a good internal consistency (Cronbach's α ranging from 0.91 to 0.93) and domain-total correlation (ranging from 0.75 to 0.90). The inter-rater reliability (intraclass correlation coefficient, ICC = 0.96) and test-retest reliability (ICC = 0.87) for PEP-R is good. There is moderate-to-high concurrent validity with GDS (r ranging from 0.61 to 0.82; all Ps = 0.001). The utility of PEP-R as a developmental measure was good with infants, toddlers, pre-school and primary school children. The ability of PEP-R to measure the developmental age was good, irrespective of the severity of autism but was better with high-functioning children. The PEP-R as an intellectual/developmental test has strong psychometric properties in children with dual disability. It could be used in children with different age groups and severity of autism. PEP-R should be used with caution as a developmental test in children with dual disability who are low functioning.

A Functional Analysis of Gestural Behaviors Emitted by Young Children with Severe Developmental Disabilities

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Ferreri, Summer J.; Plavnick, Joshua B.

2011-01-01

Many children with severe developmental disabilities emit idiosyncratic gestures that may function as verbal operants (Sigafoos et al., 2000). This study examined the effectiveness of a functional analysis methodology to identify the variables responsible for gestures emitted by 2 young children with severe developmental disabilities. Potential…

Effects of Mindfulness-Based Intervention to Improve Task Performance for Children with Intellectual Disabilities

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Kim, Jeongil; Kwon, Miyoung

2018-01-01

Background: Task performance is a critical factor for learning in individuals with intellectual disabilities. This study aimed to examine mindfulness-based intervention (MBI) to improve task performance for children with intellectual disability (ID). Methods: Three elementary school children with ID participated in the study. A multiple baseline…

Jordan-3: measuring visual reversals in children as symptoms of learning disability and attention-deficit/hyperactivity disorder.

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Jordan, Brian T; Martin, Nancy; Austin, J Sue

2012-12-01

The purpose of this research was to establish new norms for the Jordan-3 for children ages 5 to 18 years. The research also investigated the frequency of visual reversals in children previously identified as having reading disability, attention-deficit/hyperactivity disorder, and broader learning disabilities. Participants were regular education students, ages 5 through 18 years, and special education students previously diagnosed with attention-deficit/hyperactivity disorder, reading disability, or broader learning disability. Jordan-3 Accuracy and Error raw scores were compared to assess if there was a significant difference between the two groups. Mean Accuracy and Error scores were compared for males and females. Children with learning disability and attention-deficit/hyperactivity disorder had higher reversals when compared to regular education children, which lends continued support to the Jordan-3 as a valid and reliable measure of visual reversals in children and adolescents. This study illustrates the utility of the Jordan-3 when assessing children who may require remediation to reach their academic potential.

Parenting Stress in Mothers of Mentally Retarded, Blind, Deaf and Physically Disabled Children

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Mohammad Kazem Atefvahid

2017-03-01

Full Text Available Background and Objective: Parents of children with disabilities are poorer physical and mental health and greater stress experience. This study was conducted to evaluate Parenting stress in mothers of mentally retarded, blind, deaf and physically disabled children.Materials and Methods: This study was causal-comparative. The study population included 310 mothers of exceptional children (mothers of children with mental retardation, blind, deaf and physical-motor disabilities 7 to 12 years of age enrolled in primary schools in the academic year 90-1389 exceptional Tehran. Multi-stage cluster sampling method was used. The data obtained from questionnaires parenting stress using multivariate analysis of variance (MANOVA were analyzed.Results: The results showed that parenting stress in mothers of blind with mentally retarded, deaf with mentally retarded, physically with blind and deaf children are significantly different. As well as, there was significant difference between the mean score of blind, physical disorders, mentally retarded and deaf groups in terms of distraction- hyperactivity subscale.Conclusion: Mothers of children with mental retardation, physical disorders, blind and deaf have most parenting stress respectively.

Nutritional status in mentally disabled children and adolescents: A study from Western Turkey.

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Hakime Nogay, Nalan

2013-04-01

To assess the nutritional status of mentally disabled children in Turkey on the basis of anthropometric indicators and dietary intake. The sample of the study consisted of 77 mentally disabled children with ages between 10 and 18 years. The body mass index and body fat ratios of the children were calculated by measuring their body weight, height, and the skinfold thickness of their triceps and subscapular. Their three-day nutrition consumption was recorded in order to determine their nutrient intake. When the body weights of the children were evaluated according to their ages, 14.3% of the children were found to be thin. The shortness rate among the participants was 28.6%. The shortness ratio was found to increase with age and girls had a higher inclination for shortness than boys. The ratios of those with ≤5(th) percentile upper middle arm circumference were 32.7% in the 10-13 age group, and 36.0% in the 14-18 age group. The folic acid and calcium intakes of girls in the 10-13 age group, and the calcium intakes of boys in the 10-13 age group were under the suggested values. In the 14-18 age group the vit C and calcium intakes of girls and the calcium intakes of boys were under the recommended values. The prevalence of malnutrition is high among mentally disabled children. In order to raise their quality of life, mentally disabled children must be provided with sufficient nutritional support.

Barriers in health care access faced by children with intellectual disabilities living in rural Uttar Pradesh

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Jubin Varghese

2015-09-01

Full Text Available Purpose: People with disability in rural India face multiple barriers accessing healthcare; our hypothesis is that children with intellectual disability suffer the same but little is known about the barriers faced by them. The objectives of the study were to identify the health seeking behaviours of families with children with intellectual disabilities and the barriers they faced accessing healthcare. Methods: This qualitative study involved interviewing caregivers of children with intellectual disability from a pre-existing community development project in the Sahadoli Kadim block of rural Uttar Pradesh. Semi-structured interviews were also conducted with the local practitioners frequented by these caregivers. Results: Barriers identified were grouped under cognitive, structural and financial barriers which were found to be consistent with the Health Care Access Barrier Model (Carrillo, et al., 2011; WHO, 2011. Cognitive barriers included caregivers being unable to identify the complex health needs of their children. Caregivers lacked appropriate knowledge of intellectual disability, with doctors failing to educate them. Structural and financial barriers encompassed poor availability of healthcare providers and contributed to poor access to specialists. Caregivers had no information about government financial aid and healthcare providers did not refer them to these. Conclusion: Children with intellectual disabilities are forced to live with a poor quality of life because of cognitive, structural and financial barriers they face in accessing health care. Results are specific to children with intellectual disability in rural Sahadoli Kadim and could be used to inform policies and strategies to reduce disparities in health care access for these children.

[The Role of Physician In Enhancement of Rehabilitation of Disabled Children].

Science.gov (United States)

Nizova, L M; Kislisyna, I G

2017-09-01

The national and international experience of rehabilitation of disabled children was investigated. On the basis of monitoring data problem of increasing of number of children with diagnosis of infantile cerebral paralysis, including necessity of development of new methods of their rehabilitation was established. The comparative dynamics of nosology of disabled children permitted to detect diseases of nervous system and congenital abnormalities (malformations), deformations and chromosomal disorders, psychological disorders and behavioral disorders mostly specific for urban and rural area. The model of institutional environment of rehabilitation of disabled children was developed including system of formal (state, legislative acts, health institutions, organizations of social support of population)and non-formal (public, non-commercial and social psychological organizations) institutions impacted by economic, social,legal and demographic factors. The role of physician is substantiated concerning increasing of quality of rehabilitation services: diagnostic of disordered functions, detection of optimal volume of medical, psychological and pedagogue activities in patients with severe speech disorders, motoric and and neuro-censorial disorders developed as a result of early organic damage of brain, neuro-infections, strokes, and other affection of brain. The adequate curative rehabilitative complex programs were developed of social everyday and social labor rehabilitation.

Social Support Is Associated with Blood Pressure Responses in Parents Caring for Children with Developmental Disabilities

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Gallagher, Stephen; Whiteley, Jenny

2012-01-01

The present study tested whether parents caring for children with developmental disabilities would have higher blood pressure compared to parents of typically developing children (controls). It also examined the psychosocial factors underlying this observation. Thirty-five parents of children with developmental disability and thirty controls…

Tackling the Barriers to Disabled Parents' Involvement in Their Children's Education

Science.gov (United States)

Stalker, Kirsten Ogilvie; Brunner, Richard; Maguire, Roseann; Mitchell, June

2011-01-01

Promoting parental participation plays a significant role in education policies across Britain. Previous research has identified various barriers to involving disabled parents. This paper reports findings from part of a study examining disabled parents' engagement in their children's education, which focused on good practice. Twenty-four case…

Effect of learning disabilities on academic self-concept in children with epilepsy and on their quality of life.

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Brabcová, Dana; Zárubová, Jana; Kohout, Jiří; Jošt, Jiří; Kršek, Pavel

2015-01-01

Academic self-concept could significantly affect academic achievement and self-confidence in children with epilepsy. However, limited attention has been devoted to determining factors influencing academic self-concept of children with epilepsy. We aimed to analyze potentially significant variables (gender, frequency of seizures, duration of epilepsy, intellectual disability, learning disability and attention deficit hyperactivity disorder) in relation to academic self-concept in children with epilepsy and to additional domains of their quality of life. The study group consisted of 182 children and adolescents aged 9-14 years who completed the SPAS (Student's Perception of Ability Scale) questionnaire determining their academic self-concept and the modified Czech version of the CHEQOL-25 (Health-Related Quality of Life Measure for Children with Epilepsy) questionnaire evaluating their health-related quality of life. Using regression analysis, we identified learning disability as a key predictor for academic-self concept of children with epilepsy. While children with epilepsy and with no learning disability exhibited results comparable to children without epilepsy, participants with epilepsy and some learning disability scored significantly lower in almost all domains of academic self-concept. We moreover found that children with epilepsy and learning disability have significantly lower quality of life in intrapersonal and interpersonal domains. In contrast to children with epilepsy and with no learning disability, these participants have practically no correlation between their quality of life and academic self-concept. Our findings suggest that considerable attention should be paid to children having both epilepsy and learning disability. It should comprise services of specialized counselors and teaching assistants with an appropriate knowledge of epilepsy and ability to empathize with these children as well as educational interventions focused on their teachers

Are we ignoring the problem of sleep disorder in children with intellectual disabilities?

LENUS (Irish Health Repository)

MacCrosain, A M

2009-12-01

Sleep problems are more common amongst children with intellectual disability than other children. The implications for families, teachers and classmates, as well as the children themselves, are profound.

Abuse and Young Children with Disabilities: A Review of the Literature

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Corr, Catherine; Santos, Rosa Milagros

2017-01-01

Legislation in the United States, such as the Child Abuse Prevention and Treatment Act and the Individuals With Disabilities Education Improvement Act, mandates service system collaboration to meet the complex needs of young children with disabilities who have experienced abuse. This literature review examines extant literature related to young…

Predictors of Harsh Parenting Practices in Parents of Children with Disabilities

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Norlin, David; Axberg, Ulf; Broberg, Malin

2014-01-01

International research indicates that children with disabilities are more exposed to negative parenting than their non-disabled peers. The mechanisms behind this increased risk are likely operating at the levels of the individual child, the family and the broader social context. The present study investigated harsh parenting practices using…

Beliefs about feeding practices and nutrition for children with disabilities among families in Dharavi, Mumbai.

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Yousafzai, Aisha K; Pagedar, Sunita; Wirz, Sheila; Filteau, Suzanne

2003-03-01

Attitudes arise from specific experiences and emotions driven by cultural beliefs. An understanding of societal constructs regarding disability in a given culture contributes to developing strategies to meet the needs of children with disabilities by providing culturally competent services. In 1999, a series of focus-group discussions were conducted with families in a low-income community in Mumbai, India to collect qualitative information on the knowledge, skills and attitudes (KSA) regarding disability, feeding and nutrition to facilitate the development of an intervention to improve the nutritional well-being of children with disabilities. The KSA of this population of poor families has seldom been directly examined. The specific objectives of this study were (i) to describe the experiences of families with young disabled children in the local community; (ii) to identify the nutritional and feeding needs of children with disabilities; and (iii) to identify any service, environmental or attitudinal barriers to acquiring an adequate nutritional status. Content analysis of concepts in the focus groups identified four emerging themes: (i) acceptance of disability; (ii) services and needs; (iii) future; and (iv) food and nutrition. The focus-group findings enabled a broader understanding of attitudes towards disability within this population, which can have an impact on the care of the child. The findings provided insights into the content of the intervention to be helpful for local families incorporating an understanding of the cultural background of the local community that must be included alongside our understanding of the feeding impairment.

Playable One-Switch Video Games for Children with Severe Motor Disabilities Based on GNomon

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Sebastián Aced López

2015-12-01

Full Text Available Being able to play games in early years is very important for the development of children. Even though, children with physical disabilities encounter several obstacles that exclude them from engaging in many popular games. In particular, children with severe motor disabilities that rely on one-switch interfaces for accessing electronic devices find dynamic video games completely unplayable. In this paper we present the development and evaluation of GNomon: a framework, based on the NOMON interaction modality, that enables the creation of dynamic one-switch games for children with severe motor disabilities. The framework was designed following a series of guidelines elicited in close collaboration with a team of speech therapists, physiotherapists and psychologists from one of the Local Health Agencies in Turin, Italy. Likewise, three mini games were developed for testing the playability of GNomon-based games. Finally, we conducted a series of trials with 8 children with severe motor disabilities assisted by the health agency, in which we found that all of them enjoyed playing the GNomon- based mini games and that 7 of them were able to interact and play autonomously.

Strategies for Promoting Social Relationships among Young Children with and without Disabilities. Final Report.

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Favazza, Paddy C.

This report details the activities and accomplishments of a 4-year federally supported project concerned with: (1) validating a new strategy designed to promote the social relationships among young children with and without disabilities; (2) creating a training manual for use by teachers to promote acceptance of young children with disabilities;…

Longitudinal Relationships between Sibling Behavioral Adjustment and Behavior Problems of Children with Developmental Disabilities

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Hastings, Richard P.

2007-01-01

Siblings of children with developmental disabilities were assessed twice, 2 years apart (N = 75 at Time 1, N = 56 at Time 2). Behavioral adjustment of the siblings and their brother or sister with developmental disability was assessed. Comparisons of adjustment for siblings of children with autism, Down syndrome, and mixed etiology mental…

Executive Function in Children with Intellectual Disability--The Effects of Sex, Level and Aetiology of Intellectual Disability

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Memisevic, H.; Sinanovic, O.

2014-01-01

Background: Executive function is very important in the children's overall development. The goal of this study was to assess the executive function in children with intellectual disability (ID) through the use of the Behavior Rating Inventory of Executive Function (BRIEF) teacher version. An additional goal was to examine the differences in…

Comparing the Parenting Role Tasks in Parents of Children with Mental/Physical Disabilities

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Azade Riyahi

2017-06-01

Full Text Available Background The role of parents during childhood is very important. Imbalances in parenting roles may cause severe emotional and physical injuries in children. The current study aimed at comparing parenting role tasks in parents of children who affected to mental/physical disabilities. Materials and Methods In the current cross sectional study, the parenting role tasks questionnaire was completed for 230 married couples with at least one child with disability and the parents were selected by convenience sampling method. The parenting role tasks were compared between mothers and fathers. Independent t-test, chi square and analysis of variances was used to compare the scores between fathers and mothers based on studied variables including demographic variables, types of child disabilities and history of trauma and seizure. Results Among enrolled children, 49 (21.3% had mental and 99 (43% affecting to physical disabilities. A significant difference regarding the parenting role tasks between mothers and fathers; therefore, the mean score of mothers for parenting role tasks was significantly higher than that of fathers regarding different variables such as demographic data, seizure, trauma, and the type of disabilities in the child (P

Diagnostic overshadowing in a population of children with neurological disabilities: A cross sectional descriptive study on acquired ADHD.

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Hendriksen, J G M; Peijnenborgh, J C A W; Aldenkamp, A P; Vles, J S H

2015-09-01

Diagnostic overshadowing refers to the underdiagnosis of comorbid conditions in children with known neurological diagnoses. To demonstrate diagnostic overshadowing we determined the prevalence of attention deficit-hyperactivity disorders (ADHD) in a cohort of children with a wide range of neurological disabilities. The study cohort consisted of 685 children (mean age 10.3 years, SD: 3.1; 425 boys and 260 girls) who visited a tertiary outpatient multidisciplinary clinic for neurological learning disabilities. Patients with ADHD were identified by retrospective chart review using DSM-IV criteria. The prevalence of ADHD in this cohort was 38.8% (266 children); of these children only 28.2% (75 children) were diagnosed with ADHD before referral. ADHD is a common problem in children with neurological disabilities and may be underdiagnosed due to overshadowing of somatic, physical or syndromal features of the disability. In our heterogeneous population ADHD was overshadowed in 71.8% of the cases. This finding may have important implications for diagnosis and treatment of mental health needs in children with neurological disabilities. Copyright © 2015 European Paediatric Neurology Society. Published by Elsevier Ltd. All rights reserved.

The resource potential of social protection of children with disabilities and the efficiency of its use

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E. R. Kalimullina

2016-01-01

Full Text Available Over a long period of reforms, political, economic and social situation in the Russian Federation has changed significantly. Formed during transformation of the Russian economy, economic relations provoked a change in established patterns of socio-economic behavior of the population that determined the need for significant changes in the system of social security of citizens, especially in the social protection of families raising children with disabilities. Over the past five years has taken significant steps to improve the legislative norms regulating the situation of children with disabilities, which served as the preamble to the achievement of certain positive results, however, economic and social support for families raising children with disabilities, remains low. Equally important is the fact that the appearance of a fundamentally new for Russia, economic, social and institutional relations in this field has necessitated the study of various economic foundations of social protection of children with disabilities. To date this subject, though its importance was not considered in scientific research that determines the relevance of this dissertation work, its scientific and practical importance. The article discusses the conceptual basis of the resource potential of social protection of children with disabilities in the framework of the modern economic realities of the state policy on social-the shield of the population. A key aspect of the research was to determine the qualitative and quantitative level of resources, required to fully meet all the needs of potential customers, that is children with disabilities. The syllogism of the study is to identify criteria for the effectiveness of the services provided to children with disabilities the use of the resource potential of bodies of social protection.

Playable One-Switch Video Games for Children with Severe Motor Disabilities Based on GNomon

OpenAIRE

ACED LOPEZ, Sebastian; Corno, Fulvio; DE RUSSIS, Luigi

2015-01-01

Being able to play games in early years is very important for the development of children. Even though, children with physical disabilities encounter several obstacles that exclude them from engaging in many popular games. In particular, children with severe motor disabilities that rely on one-switch interfaces for accessing electronic devices find dynamic video games completely unplayable. In this paper we present the development and evaluation of GNomon: a framework, based on the NOMON inte...

20 CFR 416.924a - Considerations in determining disability for children.

Science.gov (United States)

2010-04-01

... SECURITY INCOME FOR THE AGED, BLIND, AND DISABLED Determining Disability and Blindness Evaluation of... of you while your parent(s) works or an adult who looks after you in a before-or after-school program....g., Headstart or a public school kindergarten for children with special needs), these programs are...

Resting State EEG in Children With Learning Disabilities: An Independent Component Analysis Approach.

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Jäncke, Lutz; Alahmadi, Nsreen

2016-01-01

In this study, the neurophysiological underpinnings of learning disabilities (LD) in children are examined using resting state EEG. We were particularly interested in the neurophysiological differences between children with learning disabilities not otherwise specified (LD-NOS), learning disabilities with verbal disabilities (LD-Verbal), and healthy control (HC) children. We applied 2 different approaches to examine the differences between the different groups. First, we calculated theta/beta and theta/alpha ratios in order to quantify the relationship between slow and fast EEG oscillations. Second, we used a recently developed method for analyzing spectral EEG, namely the group independent component analysis (gICA) model. Using these measures, we identified substantial differences between LD and HC children and between LD-NOS and LD-Verbal children in terms of their spectral EEG profiles. We obtained the following findings: (a) theta/beta and theta/alpha ratios were substantially larger in LD than in HC children, with no difference between LD-NOS and LD-Verbal children; (b) there was substantial slowing of EEG oscillations, especially for gICs located in frontal scalp positions, with LD-NOS children demonstrating the strongest slowing; (c) the estimated intracortical sources of these gICs were mostly located in brain areas involved in the control of executive functions, attention, planning, and language; and (d) the LD-Verbal children demonstrated substantial differences in EEG oscillations compared with LD-NOS children, and these differences were localized in language-related brain areas. The general pattern of atypical neurophysiological activation found in LD children suggests that they suffer from neurophysiological dysfunction in brain areas involved with the control of attention, executive functions, planning, and language functions. LD-Verbal children also demonstrate atypical activation, especially in language-related brain areas. These atypical

Children with physical disability: gaps in service provision, problems joining in.

Science.gov (United States)

Clark, Phillipa; Macarthur, Jude

2008-01-01

To describe the reported experiences of the estimated 14 500 New Zealand children with a physical disability and those of their families and whanau (extended families). We have used data from the Household Disability Survey conducted in 2002 to obtain this information. These children and their carers reported a number of perceived unmet needs in all areas covered in the survey: service and assistance, transport, accommodation and education. Thus an estimated 24% reported an unmet need for equipment, and 10% an unmet need for home modification. Around 9% reported having to fund respite care themselves. Of particular note was the proportion of children who had difficulties joining in games and sport at school (59%), going on school outings or camps (28%), playing at school (47%), and or making friends (35%). In all, an estimated 67% of children had one or more problems taking part at school. More could be done to help such families and to facilitate the full participation of these children.

Reducing distress in mothers of children with autism and other disabilities: a randomized trial.

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Dykens, Elisabeth M; Fisher, Marisa H; Taylor, Julie Lounds; Lambert, Warren; Miodrag, Nancy

2014-08-01

Compared with other parents, mothers of children with autism spectrum disorder or other neurodevelopmental disabilities experience more stress, illness, and psychiatric problems. Although the cumulative stress and disease burden of these mothers is exceptionally high, and associated with poorer outcomes in children, policies and practices primarily serve the identified child with disabilities. A total of 243 mothers of children with disabilities were consented and randomized into either Mindfulness-Based Stress Reduction (mindfulness practice) or Positive Adult Development (positive psychology practice). Well-trained, supervised peer mentors led 6 weeks of group treatments in 1.5-hour weekly sessions, assessing mothers 6 times before, during, and up to 6 months after treatment. Mothers had children with autism (65%) or other disabilities (35%). At baseline, 85% of this community sample had significantly elevated stress, 48% were clinically depressed, and 41% had anxiety disorders. Using slopes-as-outcomes, mixed random effects models, both treatments led to significant reductions in stress, depression, and anxiety, and improved sleep and life satisfaction, with large effects in depression and anxiety. Mothers in Mindfulness-Based Stress Reduction versus Positive Adult Development had greater improvements in anxiety, depression, sleep, and well-being. Mothers of children with autism spectrum disorder improved less in anxiety, but did not otherwise differ from their counterparts. Future studies are warranted on how trained mentors and professionals can address the unmet mental health needs of mothers of children with developmental disabilities. Doing so improves maternal well-being and furthers their long-term caregiving of children with complex developmental, physical, and behavioral needs. Copyright © 2014 by the American Academy of Pediatrics.

Exploring Children's Literature with Authentic Representations of Disability

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Rieger, Alicja; McGrail, Ewa

2015-01-01

Given the power of children's literature to communicate authentic representations of disability and the potential of humor for nurturing social acceptance, teachers should know how to discuss this literature in the inclusive classroom. The authors analyze authentic children's literature with elements of humor and provide strategies in…

Communicating with disabled children when inpatients: barriers and facilitators identified by parents and professionals in a qualitative study.

Science.gov (United States)

Sharkey, Siobhan; Lloyd, Claire; Tomlinson, Richard; Thomas, Eleanor; Martin, Alice; Logan, Stuart; Morris, Christopher

2016-06-01

Communication is a fundamental part of health care, but can be more difficult with disabled children. Disabled children are more frequently admitted to hospital than other children. To explore experiences of ward staff and families to identify barriers and facilitators to effective communication with disabled children whilst inpatients. This was an exploratory qualitative study. We consulted 25 staff working on paediatric wards and 15 parents of disabled children recently admitted to those wards. We had difficulty in recruiting children and evaluating their experiences. Data were collected through interviews and focus groups. A thematic analysis of the data supported by the Framework Approach was used to explore experiences and views about communication. Emerging themes were subsequently synthesised to identify barriers and facilitators to good communication. Barriers to communication included time, professionals not prioritising communication in their role and poor information sharing between parents and professionals. Facilitators included professionals building rapport with a child, good relationships between professionals and parents, professionals having a family-centred approach, and the use of communication aids. Communication with disabled children on the ward was perceived as less than optimal. Parents are instrumental in the communication between their children and professionals. Although aware of the importance of communication with disabled children, staff perceived time pressures and lack of priority given to communicating directly with the child as major barriers. © 2014 John Wiley & Sons Ltd.

Fears and Related Anxieties across Three Age Groups of Mexican American and White Children with Disabilities

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Li, Huijun; Prevatt, Frances

2007-01-01

The authors compared levels and types of fears and anxieties in a sample of Mexican American children and adolescents with disabilities to a group of White children and adolescents with similar disabilities. Students (N = 238), parents, and teachers completed the Fear Survey Schedule for Children-Revised (T. H. Ollendick, 1983) and the Revised…

Access Barriers to Dental Health Care in Children with Disability. A Questionnaire Study of Parents.

Science.gov (United States)

Gerreth, Karolina; Borysewicz-Lewicka, Maria

2016-03-01

A patient's with disability everyday life is rife with many limitations such as architectural, transport, information as well as medical, psychological, legal, economic and social barriers. The aim of this study was to evaluate access to dental health care of special-care schoolchildren with intellectual disability on the basis of their parents' opinion. A questionnaire survey was carried out among 264 parents/caregivers of children from eight special-care schools in Poznan (Poland). Close-ended questions concerned children's barriers in access to dental care and parents' satisfaction with their children's dental care. Only 31.8% parents/caregivers did not have any problems with access to dental care and the most commonly reported barrier to obtaining dental care was protracted waiting time for a visit (36.7%). Most commonly, children were treated in dental surgery conditions (90.1%). Only 42.1% respondents were satisfied with their children's dental care. The research revealed that there is a need to improve the access of children with disability to dental care. Hence, it seems to be beneficial to set up specialist dental surgeries in special-care schools which would improve the access of children with disability to prophylaxis as well as dental treatment. © 2015 John Wiley & Sons Ltd.

Engaging Preschool Children with Severe and Multiple Disabilities Using Books and iPad Apps

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Kemp, Coral; Stephenson, Jennifer; Cooper, Megan; Hodge, Kerry

2016-01-01

A single subject multiple treatment design was used to compare the engagement of 3 preschool children with severe and multiple disabilities, using 2 different stimuli: picture books and iPad apps matched for theme and content. Two of the 3 children had diagnoses of autism spectrum disorder in addition to their other disabilities. Sessions for each…

Handwriting Development in Spanish Children with and without Learning Disabilities: A Graphonomic Approach

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Barrientos, Pablo

2017-01-01

The central purpose of this study was to analyze the dynamics of handwriting movements in real time for Spanish students in early grades with and without learning disabilities. The sample consisted of 120 children from Grades 1 through 3 (primary education), classified into two groups: with learning disabilities and without learning disabilities.…

Effects of Teaching Simultaneous Prompting through Visual Supports to Parents of Children with Developmental Disabilities

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Batu, Sema

2014-01-01

The present study was designed to examine the effectiveness of visual supports on teaching simultaneous prompting procedure to mothers to provide home-based instruction to their children with developmental disabilities. Three preschool-aged children with moderate developmental disabilities and their mothers were the participants. A multiple probe…

Assessment of family needs in children with physical disabilities: development of a family needs inventory

NARCIS (Netherlands)

Alsem, M. W.; Siebes, R. C.; Gorter, J. W.; Jongmans, M. J.; Nijhuis, B. G. J.; Ketelaar, M.

2014-01-01

Valid tools to assess family needs for children with physical disabilities are needed to help tune paediatric rehabilitation care processes to individual needs of these families. To create such a family needs inventory, needs of families of children with a physical disability (age 0-18 years) were

Attention-Deficit/Hyperactivity Disorder among Children with and without Intellectual Disability: An Examination across Time

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Neece, C. L.; Baker, B. L.; Blacher, J.; Crnic, K. A.

2011-01-01

Background: Children with intellectual and developmental disabilities are at heightened risk for mental disorders, and disruptive behaviour disorders appear to be the most prevalent. The current study is a longitudinal examination of attention-deficit/hyperactivity disorder (ADHD) among children with and without intellectual disability (ID) across…

Ethnic Variation in Service Utilisation among Children with Intellectual Disability

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Dura-Vila, G.; Hodes, M.

2009-01-01

Background: This study examined whether service utilisation among children with intellectual disability (ID) varied by ethnic cultural group. Method: Survey carried out in four special schools in London. Information was provided by school teachers using case files, and 242 children aged 7 to 17 years with mild and moderate ID were identified.…

[Etiological, clinical and neuroradiological investigation of deaf children with additional neuropsychiatric disabilities].

Science.gov (United States)

Chilosi, A M; Scusa, M F; Comparini, A; Genovese, E; Forli, F; Berrettini, S; Cipriani, P

2012-04-01

Sensorineural hearing loss (SNHL) is complicated by additional disabilities in about 30% of cases, but the epidemiology of associated disorders, in terms of type, frequency and aetiology is still not clearly defined. Additional disabilities in a deaf child have important consequences in assessing and choosing a therapeutic treatment, in particular when considering cochlear implantation (CI) or hearing aids (HA). The aim of this paper was to evaluate frequency, type and severity of additional neurodevelopmental disabilities in children with profound bilateral sensorineural hearing loss and to investigate the relationship between disability and the etiology of deafness. Eighty children with profound bilateral sensorineural hearing loss (mean age 5.4 years) were investigated by means of a diagnostic protocol including clinical, neurodevelopmental, and audiological procedures together with genetic and neurometabolic tests and neuroradiological investigation by brain MRI. Fifty-five percent of the sample exhibited one or more disabilities in addition to deafness, with cognitive, behavioural-emotional and motor disorders being the most frequent. The risk of additional disabilities varied according to aetiology, with a higher incidence in hereditary syndromic deafness, in cases due to pre-perinatal pathology (in comparison to unknown and hereditary non syndromic forms) and in the presence of major brain abnormalities at MRI. Our results suggest that the aetiology of deafness may be a significant risk indicator for the presence of neuropsychiatric disorders. A multidimensional evaluation, including aetiological, neurodevelopmental and MRI investigation is needed for formulating prognosis and for planning therapeutic intervention, especially in those children candidated to cochlear implant.

Poverty and Children with Intellectual Disabilities in the World's Richer Countries

Science.gov (United States)

Emerson, Eric

2004-01-01

The experience of poverty has a pervasive impact on the health (including mental health) of children and their parent(s), on family functioning and on the life course of children. The aim of this paper is to consider the relevance of poverty to our understanding of the health (and mental health) of children with intellectual disabilities in the…

Representing Young Children with Disabilities in Classroom Environments.

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Favazza, Paddy C.; LaRoe, Joyce; Phillipsen, Leslie; Kumar, Poonam

2000-01-01

The "Inventory of Disability Representation" was administered to 92 teachers representing kindergarten, community child care, or preschool settings. Low scores across settings indicated that classrooms typically do not have materials that represent or depict children with diverse abilities. Reasons cited by teachers are noted as are benefits…

Anxiety and Self-Concept of Learning Disabled Children.

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Margalit, Malka; Zak, Itai

1984-01-01

One hundred learning disabled (LD) and 118 nondisabled children (six-13 years old) participated in the study which demonstrated significantly higher anxiety and lower self-concept in the first group. The differences emphasized the self-dissatisfaction of the LD group and their pawning related anxiety. (Author/CL)

Contrasting deficits on executive functions between ADHD and reading disabled children

NARCIS (Netherlands)

Marzocchi, G.M.; Oosterlaan, J.; Zuddas, A.; Cavolina, P.; Geurts, H.; Redigilo, D.; Vio, C.; Sergeant, J.A.

2008-01-01

Background: The object of this study was to analyze the executive functioning of children with attention deficit hyperactivity disorder (ADHD) or reading disability (RD) independent of their non-executive deficits. Methods: Three carefully diagnosed groups of children, aged between 7 and 12 years

A review of cognitive impairments in children with intellectual disabilities: Implications for cognitive behaviour therapy.

Science.gov (United States)

Hronis, Anastasia; Roberts, Lynette; Kneebone, Ian I

2017-06-01

Nearly half of children with intellectual disability (ID) have comorbid affective disorders. These problems are chronic if left untreated and can significantly impact upon future vocational, educational, and social opportunities. Despite this, there is a paucity of research into effective treatments for this population. Notably, one of the most supported of psychological therapies, cognitive behaviour therapy (CBT), remains largely uninvestigated in children with ID. The current review considers the neuropsychological profile of children and adolescents with mild to moderate ID, with a view to informing how CBT might best be adapted for children and adolescents with ID. Narrative review of literature considering the neuropsychological profiles of children and adolescents with ID, with specific focus upon attention, memory, learning, executive functioning, and communication. Studies were identified through SCOPUS, PsycINFO, and PubMed databases, using combinations of the key words 'intellectual disability', 'learning disability', 'neuropsychology', 'attention', 'learning', 'memory', 'executive function', 'language', and 'reading'. Children with ID have significant deficits in attention, learning, memory, executive functions, and language. These deficits are likely to have a negative impact upon engagement in CBT. Suggestions for adapting therapy to accommodate these wide ranging deficits are proposed. There are multiple cognitive factors which need to be considered when modifying CBT for children who have ID. Furthermore, research is required to test whether CBT so modified is effective in this population. Clinical implications Effective ways of providing cognitive behavioural therapy (CBT) to children with intellectual disability (ID) is unclear. This study provides a framework of potential adaptations for clinical practice As rates of mental illness for children with intellectual disability are high, and rates of treatment provision low, it is hoped that the

Teachers' Perceptions of the Concomitance of Emotional Behavioural Difficulties and Learning Disabilities in Children Referred for Learning Disabilities in Oman

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Emam, Mahmoud Mohamed; Kazem, Ali Mahdi

2015-01-01

Research has documented overlapping and coexisting characteristics of learning disabilities (LD) and emotional and behavioural difficulties (EBD). Such concomitance may impact teacher referrals of children at risk for LD which in turn may influence service delivery. Using the Learning Disabilities Diagnostic Inventory (LDDI) and the Strengths and…

Correlation between oral health in disabled children and depressive symptoms in their mothers.

Science.gov (United States)

D'Alessandro, G; Cremonesi, I; Alkhamis, N; Piana, G

2014-09-01

The aim of this study was to evaluate the presence and degree of depressive symptoms in mothers of disabled children and to assess the correlation between maternal major depression risk and son/daughter oral health. A prospective study was conducted in 51 disabled children and their 51 mothers. In children dmft/DMFT values, food and/or sugar- sweetened consumption levels and daily tooth brushing frequency were evaluated. Depressive maternal symptoms were measured by EDPS questionnaire: the questionnaire scores were converted into positive predictive values (PPV) that represented the risk of falling into major depression. A regression analysis was performed on the variables (statical significance was set at p value ≤ 0.05). Children (8.68 ± 3.98 years old) average dmft/DMFT was 2.7. Fifty three percent of the mothers (38.37 ± 6.04 years) were at risk for depression (PPV > 60%), while depressive symptoms were already present in 25% of the subjects (PPV=100%). Mothers of disabled children are more likely to fall into major depression compared to mothers of healthy children. For each mother-child couple the correlation between different variables was evaluated: there was a statistically significant correlation between children's dmft/DMFT values and mothers' depression risk. The risk of maternal depression was statistically correlated to prevalence of caries and sugar consumption in children.

Minor Neurological Dysfunctions (MNDs in Autistic Children without Intellectual Disability

Directory of Open Access Journals (Sweden)

Gabriele Tripi

2018-04-01

Full Text Available Background: Children with autism spectrum disorder (ASD require neurological evaluation to detect sensory-motor impairment. This will improve understanding of brain function in children with ASD, in terms of minor neurological dysfunctions (MNDs. Methods: We compared 32 ASD children without intellectual disability (IQ ≥ 70 with 32 healthy controls. A standardized and age-specific neurological examination according to Touwen was used to detect the presence of MNDs. Particular attention was paid to severity and type of MNDs. Results: Children with ASD had significantly higher rates of MNDs compared to controls (96.9% versus 15.6%: 81.3% had simple MNDs (p < 0.0001 and 15.6% had complex MNDs (p = 0.053. The prevalence of MNDs in the ASD group was significantly higher (p < 0.0001 than controls. With respect to specific types of MNDs, children with ASD showed a wide range of fine manipulative disability, sensory deficits and choreiform dyskinesia. We also found an excess of associated movements and anomalies in coordination and balance. Conclusions: Results replicate previous findings which found delays in sensory-motor behavior in ASD pointing towards a role for prenatal, natal and neonatal risk factors in the neurodevelopmental theory of autism.

Test Scatter on the WISC-R in Learning Disabled Children.

Science.gov (United States)

Tabachnick, Barbara Gerson

Scatter on the revised Wechsler Intelligence Scale for children (WISC-R) was evaluated for 105 learning disabled (LD) children. Scatter was defined as range of scaled scores on: (1) five regular verbal tests; (2) five regular performance tests; and (3) all 10 regular subtests. Pairwise combinations of 11 subtests were also evaluated for deviations…

Variability of Performance: A "Signature" Characteristic of Learning Disabled Children?

Science.gov (United States)

Fuchs, Douglas; And Others

Two studies were conducted to compare the performance instability of children (grades 3-9) labeled learning disabled/brain injured (LD/BI) to the performance instability of emotionally handicapped (EH) children. In the first study, 50 LD/BI and 37 EH students were measured on three third grade reading passages twice, once within one sitting and…

Physical, psychological, sexual, and systemic abuse of children with disabilities in East Africa: Mapping the evidence.

Science.gov (United States)

Winters, Niall; Langer, Laurenz; Geniets, Anne

2017-01-01

Children with disabilities (CWDs) are at a higher risk of being maltreated than are typical children. The evidence base on the abuse of children with disabilities living in low- and middle-income countries is extremely limited but the problem is particularly acute in East Africa. We don't know the types of evidence that exist on this topic. This problem is compounded by the fact that key indicators of disability, such as reliable prevalence rates, are not available currently. This paper addresses this serious problem by mapping the existing evidence-base to document the coverage, patterns, and gaps in existing research on the abuse of children with disabilities in East Africa. An evidence map, following systematic review guidelines, was conducted and included a systematic search, transparent and structured data extraction, and critical appraisal. Health and social science databases (Medline, EMBASE, PsychInfo, Taylor&Francis, Web of Science, and SAGE) were systematically searched for relevant studies. A substantive grey literature search was also conducted. All empirical research on the abuse of CWDs in East Africa was eligible for inclusion: Data on abuse was systematically extracted and the research evidence, following critical appraisal, mapped according to the type of abuse and disability condition, highlighting gaps and patterns in the evidence-base. 6005 studies were identified and screened, of which 177 received a full-text assessment. Of these, 41 studies matched the inclusion criteria. By mapping the available data and reports and systematically assessing their trustworthiness and relevance, we highlight significant gaps in the available evidence base. Clear patterns emerge that show a major data gap and lack of research on sexual abuse of children with disabilities and an identifiable lack of methodological quality in many relevant studies. These make the development of a concerted and targeted research effort to tackle the abuse of children with

Physical, psychological, sexual, and systemic abuse of children with disabilities in East Africa: Mapping the evidence.

Directory of Open Access Journals (Sweden)

Niall Winters

Full Text Available Children with disabilities (CWDs are at a higher risk of being maltreated than are typical children. The evidence base on the abuse of children with disabilities living in low- and middle-income countries is extremely limited but the problem is particularly acute in East Africa. We don't know the types of evidence that exist on this topic. This problem is compounded by the fact that key indicators of disability, such as reliable prevalence rates, are not available currently. This paper addresses this serious problem by mapping the existing evidence-base to document the coverage, patterns, and gaps in existing research on the abuse of children with disabilities in East Africa. An evidence map, following systematic review guidelines, was conducted and included a systematic search, transparent and structured data extraction, and critical appraisal. Health and social science databases (Medline, EMBASE, PsychInfo, Taylor&Francis, Web of Science, and SAGE were systematically searched for relevant studies. A substantive grey literature search was also conducted. All empirical research on the abuse of CWDs in East Africa was eligible for inclusion: Data on abuse was systematically extracted and the research evidence, following critical appraisal, mapped according to the type of abuse and disability condition, highlighting gaps and patterns in the evidence-base. 6005 studies were identified and screened, of which 177 received a full-text assessment. Of these, 41 studies matched the inclusion criteria. By mapping the available data and reports and systematically assessing their trustworthiness and relevance, we highlight significant gaps in the available evidence base. Clear patterns emerge that show a major data gap and lack of research on sexual abuse of children with disabilities and an identifiable lack of methodological quality in many relevant studies. These make the development of a concerted and targeted research effort to tackle the abuse of

Perception and coping with the specific learning disabilities impacts on everyday life of children with this diagnosis

OpenAIRE

Vilímová, Zuzana

2015-01-01

TITLE: Perception and coping with the specific learning disabilities impacts on everyday life of children with this diagnosis. ABSTRACT This text is focused on recognition of impacts of the specific learning disabilities on everyday life as the children with this diagnosis themselves see it and the strategies used by these children in order to cope with these disabilities. The theoretical part summarizes the necessary knowledge of the early school age developmental stage, the interaction of a...

Patterns of participation in recreational and leisure activities among children with complex physical disabilities.

Science.gov (United States)

Law, Mary; King, Gillian; King, Susanne; Kertoy, Marilyn; Hurley, Patricia; Rosenbaum, Peter; Young, Nancy; Hanna, Steven

2006-05-01

Children with physical disabilities are at increased risk of limitations to participation in everyday activities. This study describes research examining the participation of children in day-to-day formal and informal activities (excluding mandated academic schooling). Using the Children's Assessment of Participation and Enjoyment (CAPE) measure, data on participation patterns were collected from 427 children (229 males, 198 females; mean age 10 y [SD 2 y 4 mo]; range 6-14 y) with physical limitations and from their families. The primary types of physical disability in the sample included cerebral palsy, spina bifida, acquired brain injury, and musculoskeletal limitations. Findings indicate a broad range of diversity and intensity of participation, with proportionately greater involvement in informal rather than formal activities. Significant differences in participation and enjoyment were found between males and females, and for children more than 12 years of age. Children's participation was less diverse in families reporting lower income, single-parent status, and lower respondent parent education. These findings provide a foundation for an improved understanding of the participation of children with physical disabilities, which can assist families and service providers in planning activities that fit with their child's preferences and ensure active participation.

Children with Disabilities Are Often Misdiagnosed Initially and Children with Neuropsychiatric Disorders Are Referred to Adequate Resources 30 Months Later than Children with Other Disabilities

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Tuominen-Eriksson, Alli-Marie; Svensson, Yvonne; Gunnarsson, Ronny K.

2013-01-01

Disabilities in a child may lead to low self-esteem and social problems. The lives of parents and siblings are also affected. Early intervention may decrease these consequences. To promote early intervention early referral to adequate resources is essential. In a longitudinal retrospective observational study it was found that children with…

Treatment of Epilepsy in Children with Developmental Disabilities

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Depositario-Cabacar, Dewi Frances T.; Zelleke, Tesfaye-Getaneh

2010-01-01

Children with developmental disabilities are at increased risk for epilepsy with a prevalence rate higher than the general population. Some of the more common developmental disorders in childhood and the features of epilepsy in these conditions are discussed. Specifically, autism, cerebral palsy, mental retardation, and attention deficit and…

The experiences of Latino siblings of children with developmental disabilities.

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Kao, B; Romero-Bosch, L; Plante, W; Lobato, D

2012-07-01

This qualitative study explored the experiences of Latino siblings of children with developmental disabilities. Parents and typically developing siblings from 15 Latino families with a child with a developmental disability participated in separate interviews. Using consensual qualitative research methodology, domains reflecting siblings' relationships, emotional experiences and communication about the disability were identified. The child's need for caregiving was a prominent topic in the sibling and parent narratives. Parents reported concerns about siblings' experience of differential treatment, whereas siblings reported concerns about restricted social activities because of their brother/sister. Including multiple informants revealed commonalities and differences in parents' and siblings' perspectives on the impact of a child's disability. The importance of considering sibling adaptation in sociocultural context is discussed. © 2011 Blackwell Publishing Ltd.

Children's Beliefs toward Cooperative Playing with Peers with Disabilities in Physical Education

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Obrusnikova, Iva; Block, Martin E.; Dillon, Suzanna

2010-01-01

Theory of Planned Behavior (Ajzen, 1991) was used to elicit salient behavioral, normative, and control beliefs of children without disabilities toward playing with a hypothetical peer with a disability in general physical education. Participants were 350 elementary and middle school students who completed two questionnaires. Questionnaires were…

Educators' evaluations of children's ideas on the social exclusion of classmates with intellectual and learning disabilities.

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Nowicki, Elizabeth A; Brown, Jason D; Dare, Lynn

2018-01-01

Reasons underlying the social exclusion of children with intellectual or learning disabilities are not entirely understood. Although it is important to heed the voices of children on this issue, it is also important to consider the degree to which these ideas are informed. The present authors invited educators to evaluate the content of children's ideas on the causes of social exclusion. Educators thematically sorted and rated children's ideas on why classmates with intellectual or learning disabilities are socially excluded. Sorted data were analysed with multidimensional scaling and hierarchical cluster analysis. Six thematic clusters were identified differing in content to those provided by children in an earlier study. Educators generally rated children's ideas as showing somewhat uninformed ideas about why social exclusion occurs. Educators indicated that children need to be better informed about intellectual and learning disabilities. Limitations and implications are discussed. © 2017 John Wiley & Sons Ltd.

Emotional and Behavioural Problems in Children with Visual Impairment, Intellectual and Multiple Disabilities

Science.gov (United States)

Alimovic, S.

2013-01-01

Background: Children with multiple impairments have more complex developmental problems than children with a single impairment. Method: We compared children, aged 4 to 11 years, with intellectual disability (ID) and visual impairment to children with single ID, single visual impairment and typical development on "Child Behavior Check…

Searching Nearest Potential of Children with Intellectual Disability--Dynamic Assessment

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Kulesza, Ewa Maria

2015-01-01

The article discussed the issue of the diagnosis with the use of task-support-task procedure. A theoretical model of diagnosis based on the concepts by L. S. Vygotski, R. Case, and A. Bandura was described and developed. The model was tested on a group of non-disabled preschool children, and children with mild and moderate intellectual disability…

The Gross Motor Skills of Children with Mild Learning Disabilities

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Nonis, Karen P.; Jernice, Tan Sing Yee

2014-01-01

Many international studies have examined the gross motor skills of children studying in special schools while local studies of such nature are limited. This study investigated the gross motor skills of children with Mild Learning Disabilities (MLD; n = 14, M age = 8.93 years, SD = 0.33) with the Test of Gross Motor Development-2 (TGMD-2, Ulrich,…

Assessment of salivary and plaque pH and oral health status among children with and without intellectual disabilities.

Science.gov (United States)

Radha, G; Swathi, V; Jha, Abhishek

2016-01-01

This study explores the association of disabilities and oral health. The aim of the study was to assess the salivary and plaque pH and oral health status of children with and without disabilities. A total of 100 schoolchildren (50 with disabilities and 50 without disabilities) were examined from 9 to 15 years age group. Saliva and plaque pH analysis were done to both the groups. Clinical data were collected on periodontal status, dental caries using WHO criteria. pH values of different groups, difference between the means were calculated using independent t-test, and frequency distribution was analyzed using Chi-square test. Statistical significance, P value was set at 0.05. Mean plaque and salivary pH scores were lesser (5.73 and 5.67) in children with intellectual disabilities (IDs) (Psalivary pH among children with and without ID with lower plaque and salivary pH among children with ID. In addition to this, the oral health was also more compromised in children with ID, which confirms a need for preventive treatment for these children.

Perceived barriers and facilitators to physical activity for children with disability: a systematic review.

Science.gov (United States)

Shields, Nora; Synnot, Anneliese Jane; Barr, Megan

2012-11-01

The aim of this systematic review was to investigate the perceived barriers and facilitators to physical activity among children with disability. 10 electronic databases were searched from the earliest time available to September 2010 to identify relevant articles. Articles were included if they examined the barriers or facilitators to physical activity for children with disability and were written in English. Articles were excluded if they included children with an acute, transient or chronic medical condition, examined sedentary leisure activities, or societal participation in general. Two reviewers independently assessed the search yields, extracted the data and assessed trial quality. Data were analysed descriptively. 14 articles met the inclusion criteria. Barriers included lack of knowledge and skills, the child's preferences, fear, parental behaviour, negative attitudes to disability, inadequate facilities, lack of transport, programmes and staff capacity, and cost. Facilitators included the child's desire to be active, practising skills, involvement of peers, family support, accessible facilities, proximity of location, better opportunities, skilled staff and information. Personal, social, environmental, and policy and programme-related barriers and facilitators influence the amount of activity children with disability undertake. The barriers to physical activity have been studied more comprehensively than the facilitators.

Using Ipad Applications to Increase Literacy Skills for Children Prek to Grade 3 with Disabilities

Science.gov (United States)

Stone-MacDonald, Angi

2015-01-01

This article, intended to inform educators on how to use iPad apps for literacy development for young children with developmental disabilities, briefly reviews the literature on iPad apps for literacy development, examines key apps for literacy development for children with developmental disabilities, and discusses how to incorporate iPad apps…

Serum Uric Acid, Hyperuricemia and Body Mass Index in Children and Adolescents with Intellectual Disabilities

Science.gov (United States)

Lin, Jin-Ding; Lin, Pei-Ying; Lin, Lan-Ping; Hsu, Shang-Wei; Yen, Chia-Feng; Fang, Wen-Hui; Wu, Sheng-Ru; Chien, Wu-Chien; Loh, Ching-Hui; Chu, Cordia M.

2009-01-01

The aims of the preset study were to describe the profile of serum uric acid, the prevalence of hyperuricemia and its risk factors among children and adolescents with intellectual disabilities. We conducted a cross-sectional study of 941 children and adolescents with intellectual disabilities (aged 4-18 years) who participated in annual health…

Social skills in children with intellectual disabilities with and without autism

NARCIS (Netherlands)

de Bildt, A; Serra, M; Luteijn, E; Kraijer, D; Sytema, S; Minderaa, R

Background Social skills were studied in 363 children with mild intellectual disabilities (ID) and 147 with moderate ID with and without autism (age 4 through 18). The objective was to investigate the value of the Children's Social Behaviour Questionnaire (CSBQ), as a measure of subtle social

Sleep problems and daytime problem behaviours in children with intellectual disablity

NARCIS (Netherlands)

Didden, H.C.M.; Korzilius, H.P.L.M.; Aperloo, B. van; Overloon, C. van; Vries, M. de

2002-01-01

BACKGROUND: Sleep problems are common among children with intellectual disability (ID). METHOD: The present study assessed the prevalence of severe sleep problems in a sample of children (n=286) with mild to profound ID who lived at home with their parents(s) in the Netherlands. It also

"Delivering" Education; Maintaining Inequality. The Case of Children with Disabilities in Afghanistan

Science.gov (United States)

Trani, Jean-Francois; Bakhshi, Parul; Nandipati, Anand

2012-01-01

Education for children with disabilities in Afghanistan, particularly disabled girls, continues to lag behind despite laudable efforts of the Ministry of Education to promote universal access for all. The opportunity for education constitutes not just a means of achieving learning outcomes but also a space for social interaction, individual…

A Comparison of Two Methods for Recruiting Children with an Intellectual Disability

Science.gov (United States)

Adams, Dawn; Handley, Louise; Heald, Mary; Simkiss, Doug; Jones, Alison; Walls, Emily; Oliver, Chris

2017-01-01

Background: Recruitment is a widely cited barrier of representative intellectual disability research, yet it is rarely studied. This study aims to document the rates of recruiting children with intellectual disabilities using two methods and discuss the impact of such methods on sample characteristics. Methods: Questionnaire completion rates are…

WISC-R Factor Structures for Diagnosed Learning Disabled Navajo and Papago Children.

Science.gov (United States)

Zarske, John A.; And Others

1981-01-01

Wechsler Intelligence Scale for Children (Revised) (WISC-R) factor structures were compared for learning disabled Navajo and Papago children. Results support the validity of the WISC-R as a measure of general intellectual functioning, and verbal and performance aspects for both groups, indicating its appropriateness for diverse groups of children.…

Diagnoses, Labels and Stereotypes: Supporting Children with Intellectual Disabilities in the Hospital

Science.gov (United States)

Aston, Megan; Breau, Lynn; MacLeod, Emily

2014-01-01

Children with intellectual disabilities (IDs) and their parents continue to experience stigma within health-care systems. Whilst some research studies have examined the stigma associated with children who have IDs, there continues to be a gap in understanding how the experiences of these children, their parents and nurses have been constructed…

Extracurricular Activities and the Development of Social Skills in Children with Intellectual and Specific Learning Disabilities

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Brooks, B. A.; Floyd, F.; Robins, D. L.; Chan, W. Y.

2015-01-01

Background: Children with intellectual disability and specific learning disabilities often lack age-appropriate social skills, which disrupts their social functioning. Because of the limited effectiveness of classroom mainstreaming and social skills training for these children, it is important to explore alternative opportunities for social skill…

The Individuals With Disabilities Education Act (IDEA) for Children With Special Educational Needs.

Science.gov (United States)

Lipkin, Paul H; Okamoto, Jeffrey

2015-12-01

The pediatric health care provider has a critical role in supporting the health and well-being of children and adolescents in all settings, including early intervention (EI), preschool, and school environments. It is estimated that 15% of children in the United States have a disability. The Individuals with Disabilities Education Act entitles every affected child in the United States from infancy to young adulthood to a free appropriate public education through EI and special education services. These services bolster development and learning of children with various disabilities. This clinical report provides the pediatric health care provider with a summary of key components of the most recent version of this law. Guidance is also provided to ensure that every child in need receives the EI and special education services to which he or she is entitled. Copyright © 2015 by the American Academy of Pediatrics.

INCLUSION OF CHILDREN WITH INTELLECTUAL AND MULTIPLE DISABILITIES: A COMMUNITY-BASED REHABILITATION APPROACH, INDIA

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Ram LAKHAN

2013-03-01

Full Text Available Background: Inclusion of children with intellectual disabilities (ID and multiple disabilities (MD in regular schools in India is extremely poor. One of the key objectives of community-based rehabilitation (CBR is to include ID & MD children in regular schools. This study attempted to find out association with age, ID severity, poverty, gender, parent education, population, and multiple disabilities comprising one or more disorders cerebral palsy, epilepsy and psychiatric disorders with inclusion among 259 children in Barwani Block of Barwani District in the state of Madhya Pradesh, India.Aim: Inclusion of children with intellectual and multiple disabilities in regular schools through CBR approach in India.Method: Chi square test was conducted to investigate association between inclusion and predictor variables ID categories, age, gender, poverty level, parent education, population type and multiple disabilities. Result: Inclusion was possible for borderline 2(66.4%, mild 54(68.3%, moderate 18(18.2%, and age range from 5 to 12 years 63 (43%. Children living in poor families 63 (30.6%, not poor 11(18.9%, parental edu­ca­ti­on none 52 (26%, primary level 11 (65%, midd­le school 10 (48% high school 0 (0% and bachelor degree 1(7%, female 34 (27.9%, male 40 (29.2%, tribal 40 (28.7%, non-tribal 34(28.3% and multiple disabled with cerebral palsy 1(1.2%, epilepsy 3 (4.8% and psychiatry disorders 12 (22.6% were able to receive inclusive education. Sig­ni­ficant difference in inclusion among ID ca­te­gories (c2=99.8, p < 0.001, poverty (c2=3.37, p 0.044, parental education (c2=23.7, p < 0.001, MD CP (c2=43.9, p < 0.001 and epilepsy (c2=22.4, p < 0.001 were seen.Conclusion: Inclusion through CBR is feasible and acceptable in poor rural settings in India. CBR can facilitate inclusion of children with borderline, mild and moderate categories by involving their parents, teachers and community members.

Frequency of joined disabilities of children with cerebral palsy in Tuzla canton

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Mirela Babajić

2013-12-01

Full Text Available Introduction: Cerebral palsy (CP connotes a group of non-progressive, but often variable symptoms of motor impairment of movement and posture, as well as other impairments which are a consequenceof anomalies or brain impairment in different phases of its development. CP is a pathological condition characterised in the fi rst place by motor function impairment to which other disorders such as: visual andhearing impairment, intellectual defi cit, emotional problems, behaviour disorder, speech disorder, epileptic seizure and similar can join. The aim of this study is to determine frequency of joined disabilities ofchildren with cerebral palsy in Tuzla Canton.Methods: The research covers a total sample of 48 examinees, chronological age from 2-19 years, in Tuzla Canton. Research instrument was a Structural Questionnaire for the parents of children and adolescentswith cerebral palsy. Research data were processed by nonparametric statistics method. Basic statistical parameters of frequency and percentages were calculated, and tabular presentation was made.Results: After classification of examinees as per frequency of joined disabilities was done, work results have shown that speech impairment occurred with 35.4 % of children, visual impairment 33.3 %, epilepsy29.3 %, whereas hearing impairment occurred with 2 % of children.Conclusion: In research of frequency of joined disabilities of children with cerebral palsy in Tuzla Canton, most expressed are speech and visual disorders with children, then epilepsy, whereas a small percentageof children are with hearing disorder.

Immune Responses to "Helicobacter pylori" Infection in Children with Intellectual Disabilities

Science.gov (United States)

Douraghi, Masoumeh; Goudarzi, Hossein; Rostami, Mahmoud Nateghi; Nikmanesh, Bahram

2012-01-01

Infection with "Helicobacter pylori" was assessed through serum "H. pylori" IgG antibody in children with intellectual disabilities (ID). The sero-status of cytotoxin-associated gene A (CagA) was determined as a risk determinant for severe "H. pylori"-associated diseases. In total, 210 children with ID were included…

Understanding Impulsivity among Children with Specific Learning Disabilities in Inclusion Schools

Science.gov (United States)

Al-Dababneh, Kholoud Adeeb; Al-Zboon, Eman K.

2018-01-01

Impulsive behavior is a characteristic of children with specific learning disabilities (SLD), and is related to learning ability. The present study aims to identify impulsivity behavior in children with SLD who attend inclusion schools, from their resource room teachers' perspectives. A 31-item questionnaire that addressed four subscales was…

Variability of Self-Regulatory Strategies in Children with Intellectual Disability and Typically Developing Children in Pretend Play Situations

Science.gov (United States)

Nader-Grosbois, N.; Vieillevoye, S.

2012-01-01

Objective: This study has examined whether or not self-regulatory strategies vary depending on pretend play situations in 40 children with intellectual disability and 40 typically developing children. Method: Their cognitive, linguistic and individual symbolic play levels were assessed in order to match the children of the two groups. During two…

"Oh, Why Can't You Remain Like This Forever!": Children's Literature, Growth, and Disability

Directory of Open Access Journals (Sweden)

Teresa Michals

2018-05-01

Full Text Available One of the foundational gestures of the disability rights movement was the rejection of the common description of people who live with physical or mental impairments as "eternal children." This paper argues that the contradictions inherent in applying this trope to adults amplify the contradictions inherent in applying it to children themselves. From its heyday in in the 19th-century "Golden Age" of children's literature to its afterlife in 20th-century disabling rhetoric, the fantasy of childhood as stasis requires denying the fact of growth.

Internalizing forms of problem behavior in school-age children with mild intellectual disability

Directory of Open Access Journals (Sweden)

Brojčin Branislav

2012-01-01

Full Text Available Mood disorders are very frequent affective symptoms often found in children with disabilities. Even the nonclinical depression or depressive mood in children are characterized by social withdrawal and decline in self-confidence, anger or auto-destructive behavior, as well as decrease in academic achievement. The objective of this research is to determine the prevalence of elevated expression of internalizing behavior in children with mild intellectual disability and to perceive elevated expression association of this form of problem behavior with chronological age, gender, IQ, speech comprehension and speech production of the participants. Subscale used to assess level of internalizing types of problem behavior, which is part of the teacher's Problem Behavior Rating Scale, of the Social Skills Rating System was applied on 120 participants with mild intellectual disability, aged from 8 to 16. Increased level of internalizing problem behavior is found in 25% of the participants, whereas statistically significant correlation is detected only between this variable and IQ. The results obtained in this study indicate the necessity for children and youth with intellectual disability who have elevated level of problem internalization to be identified, for the purpose of undertaking proper measures to eliminate or alleviate those problems. Development of preventive programs directed to reinforce the skills, necessary for resolving emotional and social problems is advised as well.

Impact of Chess Training on Mathematics Performance and Concentration Ability of Children with Learning Disabilities

Science.gov (United States)

Scholz, Markus; Niesch, Harald; Steffen, Olaf; Ernst, Baerbel; Loeffler, Markus; Witruk, Evelin; Schwarz, Hans

2008-01-01

The aim of this study is to evaluate the benefit of chess in mathematics lessons for children with learning disabilities based on lower intelligence (IQ 70-85). School classes of four German schools for children with learning disabilities were randomly assigned to receive one hour of chess lesson instead of one hour of regular mathematics lessons…

Unmet Health Care Service Needs of Children With Disabilities in Penang, Malaysia.

Science.gov (United States)

Tan, Seok Hong

2015-11-01

Information on unmet health care needs reveal problems that are related to unavailability and inaccessibility of services. The study objectives were to determine the prevalence, and the reasons for unmet service needs among children with disabilities in the state of Penang, Malaysia. Caregivers of children with disabilities aged 0 to 12 years registered with the Penang Social Welfare Department in 2012 answered a self-administered mailed questionnaire. A total of 305 questionnaires were available for analysis (response rate 37.9%). Services that were very much needed and yet highly unmet were dental services (49.6% needed, 59.9% unmet), dietary advice (30.9% needed, 63.3% unmet), speech therapy (56.9% needed, 56.8% unmet), psychology services (25.5% needed, 63.3% unmet), and communication aids (33.0% needed, 79.2% unmet). Access problems were mainly due to logistic issues and caregivers not knowing where to obtain services. Findings from this study can be used to inform strategies for service delivery and advocacy for children with disabilities in Penang, Malaysia. © 2015 APJPH.

Parenting of children with borderline to mild intellectual disability

NARCIS (Netherlands)

Kleefman, Marijke

2015-01-01

Raising children with borderline to mild intellectual disability (BMID) may cause parenting stress, especially when the child with BMID has psychosocial problems. To improve support, it is important to have a better understanding of the effectiveness of interventions to reduce problems in raising

Parents of children with disabilities in Kuwait: a study of their information seeking behaviour.

Science.gov (United States)

Al-Daihani, Sultan M; Al-Ateeqi, Huda I

2015-06-01

Parents of children with disabilities desperately seek information regarding their children's conditions because of the high stakes involved. This study investigates the information needs of parents in Kuwait with special needs children during and after their children's diagnoses. Understanding their information seeking behaviour by identifying their information sources and information seeking barriers will assist librarians and other information professionals in meeting these important information needs. A survey was conducted by means of questionnaires administered to 240 participants at a school for children with special needs. The data were analysed using nonparametric Mann-Whitney and Kruskal-Wallis tests. Most parents needed information at the time of diagnosis, with information about educating the children having the highest mean. Doctors and physicians were the most preferred information sources, followed by books. Online support groups and social media applications were least desirable as information sources. Lack of Arabic resources was identified as the greatest information seeking barrier, followed by lack of information to help parents cope with their child's disability. Information sources and services for Kuwaiti parents of disabled children need further development and improvement. Librarians and other information professionals can assist by providing parents with information appropriate to their stage in understanding the child's diagnosis and education. © 2015 Health Libraries Group.

Strengths and Weaknesses in Executive Functioning in Children with Intellectual Disability

Science.gov (United States)

Danielsson, Henrik; Henry, Lucy; Messer, David; Ronnberg, Jerker

2012-01-01

Children with intellectual disability (ID) were given a comprehensive range of executive functioning measures, which systematically varied in terms of verbal and non-verbal demands. Their performance was compared to the performance of groups matched on mental age (MA) and chronological age (CA), respectively. Twenty-two children were included in…

Patterns of Time Processing Ability in Children with and without Developmental Disabilities

Science.gov (United States)

Janeslatt, Gunnel; Granlund, Mats; Kottorp, Anders; Almqvist, Lena

2010-01-01

Background: Children with developmental disabilities, e.g. intellectual disability or autism, are reported to have problems in time perception, time orientation or time management, i.e. in time-processing ability (TPA). The aim was to investigate whether the problems described are diagnosis specific or reflect differences in age or in level of…

Problems in educating abused and neglected children with disabilities.

Science.gov (United States)

Weinberg, L A

1997-09-01

This study considers whether Goerge and colleagues' (1992) thesis is correct--that the reason the special education needs of abused or neglected children in foster care are not being met appropriately is that the services provided to them revolve around their need for protection. A case study was done of 12 children with disabilities who were removed from the homes of their parents because of abuse or neglect. The primary data were the legal interventions made on the children's behalf with various agencies serving them by a legal services office. Data were collected through semi-structured interviews and a review of the children's case files. The number of dysfunctions identified in the various agencies serving the children that negatively affected the children's ability to receive an appropriate education were in the following categories: search and serve (3); eligibility (1); timeline violation (8); IEP violation (11); inappropriate program (17); inadequate resources (4); lack of knowledge (3); parent advocacy problem (3); lack of coordination (7); dependent status (8); mobility delay (9). In those instances where the child welfare agency did not take into account a child's educational needs when placing that child, but simply considered the appropriateness of the living situation to protect and care for the child, then the thesis appears to be borne out. However, some-dysfunctions appear to be part of routine lack of compliance with certain areas of special education law, and would seem to affect any child with similar disabilities and educational needs in the offending school districts.

Effects of inclusion on the academic achievement and adaptive behaviour of children with intellectual disabilities.

Science.gov (United States)

Dessemontet, R Sermier; Bless, G; Morin, D

2012-06-01

While an extensive body of research has examined the outcomes of inclusion for pupils with special needs, in particular learning disabilities, its effects on the development of children with intellectual disabilities (ID) have been less explored. As inclusive practices tend to be more common for this group of children, it is important to acquire more knowledge on this issue. A comparative study with an experimental group of 34 children with ID fully included in general education classrooms with support, and a control group of 34 comparable children in special schools has been conducted. The progress accomplished by these two groups in their academic achievement and adaptive behaviour has been compared over two school years. Included children made slightly more progress in literacy skills than children attending special schools. No differences were found between the progress of the two groups in mathematics and adaptive behaviour. Inclusive education is an appropriate educational option for primary pupils with ID who require extensive support in school. © 2011 The Authors. Journal of Intellectual Disability Research © 2011 Blackwell Publishing Ltd.

Visuospatial working memory for locations, colours, and binding in typically developing children and in children with dyslexia and non-verbal learning disability.

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Garcia, Ricardo Basso; Mammarella, Irene C; Tripodi, Doriana; Cornoldi, Cesare

2014-03-01

This study examined forward and backward recall of locations and colours and the binding of locations and colours, comparing typically developing children - aged between 8 and 10 years - with two different groups of children of the same age with learning disabilities (dyslexia in one group, non-verbal learning disability [NLD] in the other). Results showed that groups with learning disabilities had different visuospatial working memory problems and that children with NLD had particular difficulties in the backward recall of locations. The differences between the groups disappeared, however, when locations and colours were bound together. It was concluded that specific processes may be involved in children in the binding and backward recall of different types of information, as they are not simply the resultant of combining the single processes needed to recall single features. © 2013 The British Psychological Society.

Holiday Play for Children with Disabilities in England: Access, Choice and Parents' Views about Integration

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Parker, Wendy; Gage, Heather; Sterr, Annette; Williams, Peter

2017-01-01

Families with children with disabilities can feel isolated during school holidays and concerns exist that they face greater difficulties than families of children without disabilities in finding enriching activities for their child. In the context of national policies that encourage integrated play, local service commissioners in England require…

Children disability in Ukrainian provinces with population survived after the Chernobyl disaster

International Nuclear Information System (INIS)

Ipatov, A.V.; Sergieni, E.V.; Voitchak, T.G.; Pikush, A.Ya.

2004-01-01

Numerical characteristics and nosology structure of child disability of the age under 16 and disability from childhood following the Chernobyl accident was studied. The nosology structure of children disability showed the increased part of the specific diseases subject to causal connection of disability and consequences of the Chernobyl accident: malignant neoplasm of hemopoietic system, congenital malformations, and respiratory diseases. According to data from Ukrainian medical-social expert commissions there were neoplasm (29.4%), endocrine system diseases (19.6%, with thyroid diseases in 60%, mainly postoperative hypothyroidism), diseases of nervous system (11.0%), respiratory diseases (8.0%, with 99% of bronchial asthma), mental and behavioral disorders (5.0%) in the nosology structure of childhood disability in age older than 16

Parenting of children with borderline to mild intellectual disability

OpenAIRE

Kleefman, Marijke

2015-01-01

Raising children with borderline to mild intellectual disability (BMID) may cause parenting stress, especially when the child with BMID has psychosocial problems. To improve support, it is important to have a better understanding of the effectiveness of interventions to reduce problems in raising such children and of the problems these parents are dealing with. Therefore, the aim of this thesis was to assess the effectiveness of the parenting support program Stepping Stones Triple P (SSTP). F...

Problems in Educating Abused and Neglected Children with Disabilities.

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Weinberg, Lois A.

1997-01-01

Interviews and review of case files investigated reasons for the common failure to meet the educational needs of abused and neglected children with disabilities in foster care. Agency dysfunctions which negatively affected appropriate educational provisions were identified in such categories as eligibility, timeline violation, inappropriate…

Mind the Gap: The Human Rights of Children with Intellectual Disabilities in Egypt

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Gobrial, E.

2012-01-01

Background: Children with intellectual disabilities (IDs) have the same human value as other children and are entitled to their basic human rights. And yet, in developing countries they face many barriers to accessing these rights. This study focuses on children with IDs in Egypt. Method: A new measure, the Human Rights of children with…

Identifying Learning Patterns of Children at Risk for Specific Reading Disability

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Barbot, Baptiste; Krivulskaya, Suzanna; Hein, Sascha; Reich, Jodi; Thuma, Philip E.; Grigorenko, Elena L.

2016-01-01

Differences in learning patterns of vocabulary acquisition in children at risk (+SRD) and not at risk (-SRD) for Specific Reading Disability (SRD) were examined using a microdevelopmental paradigm applied to the multi-trial Foreign Language Learning Task (FLLT; Baddeley et al., 1995). The FLLT was administered to 905 children from rural…

Sources of Stress among Parents of Children with Intellectual Disabilities: A Preliminary Investigation in Saudi Arabia

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Aldosari, Mubarak S.; Pufpaff, Lisa A.

2014-01-01

This study identified differences in sources of stress between parents of male children with intellectual disabilities in Saudi Arabia. Seventeen pairs of parents completed the Parent Stress Index (Abidin, 1995). Each pair of parents had a male child diagnosed with intellectual disability who either attended an institute for male children with…

Measuring quality in services for children with an intellectual disability.

Science.gov (United States)

Koornneef, Erik

2006-01-01

To evaluate the application of one particular quality measurement tool, the SERVQUAL instrument, as a potential mechanism to measure quality in services for children with disabilities Staff and family of children with an intellectual disability in two organisations providing specialist therapy and day completed an adapted SERVQUAL questionnaire. A total of 81 SERVQUAL questionnaires were distributed and 59 questionnaires were returned (response rate of 73 per cent). The SERVQUAL instrument can be considered as a useful diagnostic tool to identify particular strengths and areas for improvement in services for people with disabilities as the instrument lends itself for the monitoring of the effectiveness of quality improvement initiatives over time. The findings also showed relatively high customer expectations and the organisations involved in this research are currently not meeting all of these high expectations as significant quality gaps were found in the areas of reliability and responsiveness. The sample size was relatively small and the measurement of quality using the SERVQUAL instrument remains a challenge, due to the conceptual and empirical difficulties. The SERVQUAL instrument is probably most be attractive to service managers and funding organisations because of its ability to identify gaps in the quality of the service. The tool had been used to measure quality in services for people with disabilities and the research has shown that this tool might be an important additional quality measurement tool for services.

76 FR 60310 - Assistance to States for the Education of Children With Disabilities

Science.gov (United States)

2011-09-28

..., and independent living; (2) to ensure that the rights of children with disabilities and their parents... B regulations in 2006 in recognition of two principles affecting the rights of parents and children... also believe that written notification will continue to protect the rights of children with...

Technology supporting written productivity in children with learning disabilities: a critical review.

Science.gov (United States)

Batorowicz, Beata; Missiuna, Cheryl A; Pollock, Nancy A

2012-10-01

Occupational therapists working with school-aged children are often in the position of recommending technology to enhance written productivity. The outcome of using technology on the writing of children with learning disabilities has not been reviewed critically, and this knowledge is necessary for evidence-based practice. To review evidence regarding the use of technology to support written productivity in children with learning disabilities. A systematic search of seven databases, plus a manual search, retrieved 864 papers published between 1985 and March 2012. Twenty-seven papers (28 studies) met inclusion criteria. The evidence is of a moderately low level and results are inconclusive; however, trends suggest a positive influence of some technology on children's performance and behaviour. Methodological limitations exist in most studies and the description of specific technology intervention is often combined with teaching instructions. The available research is encouraging, but high-quality investigations with newer technologies are needed.

Physical Disability, Stigma, and Physical Activity in Children

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Barg, Carolyn J.; Armstrong, Brittany D.; Hetz, Samuel P.; Latimer, Amy E.

2010-01-01

Using the stereotype content model as a guiding framework, this study explored whether the stigma that able-bodied adults have towards children with a physical disability is reduced when the child is portrayed as being active. In a 2 (physical activity status) x 2 (ability status) study design, 178 university students rated a child described in…

Physical Punishment, Mental Health and Sense of Coherence among Parents of Children with Intellectual Disability in Japan

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Kimura, Miyako; Yamazaki, Yoshihiko

2016-01-01

Background: Although sense of coherence (SOC) moderates parental stress, the relationship between SOC, parental mental health and physical punishment of children with intellectual disabilities remains uncertain. The present authors describe parental physical punishment towards children with intellectual disabilities and investigate its related…

LEARNING PROBLEMS IN CHILDREN WITH MILD INTELLECTUAL DISABILITY

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Keskinova Angelka

2018-04-01

Full Text Available School failure is one of the more complex, more difficult and unfortunately frequent problem that modern school meets. Many factors can cause school failure, such as: child development characteristics, family and school-originated factors. The purpose of the research is analysis of the specific learning problems in students with a mild intellectual disability. For our research we used ACADIA test, which contains 13 subtests for assessing the overall individual functioning. The research involved 144 students. We divided the sample into two groups, children with intellectual disability (our target group and control group. We found that generally all students with the intellectual disability have special learning problems. According to individual subtests analysis we concluded that the ability for visual association is best developed among these students while on the subtest for auditory memory they achieved worse results. With the analysis of the control group we found that 13.75% of the students have special learning problems.

Education of children with disabilities in New Delhi: When does exclusion occur?

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Babulal, Ganesh M.; Trani, Jean-Francois

2017-01-01

Background In the new Sustainable Development Goal 4, quality of education defined as equity and inclusion alongside traditional learning outcomes, has replaced the narrow goal of access to primary education stipulated in the Millennium Development Goal 2. Since 2000, considerable progress has been made towards improving access to school for children in India, yet questions remain regarding not just children with disabilities’ access and acquisition of basic learning skills, but also completion of learning cycles. Methods and findings Between November, 2, 2011 and June 20th 2012, we interviewed 1294 households about activity limitations and functioning difficulties associated with a health problem among all family members using a validated screening instruments, as well as questions about access, retention and barriers to education. We found that vulnerable children, particularly children with disabilities are less likely to start school and more likely to drop out of school earlier and before completing their high school education than non-disabled children, showing that the learning process is not inclusive in practice. The gap is wider for girls, economically deprived children, or children from households where the head is uneducated. Conclusions Firstly, in order to fill the existing knowledge gap on education of children with disabilities in line with SDG4, not only is there a necessity for relevant data with regards to learning outcomes, but also an urgent requirement for more innovative information pertaining to relational aspects of learning that reflect inclusion. Secondly, a stronger understanding of the implications of early assessment would further promote equity in education. Finally, research should tackle learning as a complex and dynamic phenomenon. Education needs to fulfil its instrumental value, but must also re-claim its intrinsic value that often gets watered down in the journey from policies to implementation. PMID:28877203

Working Memory Training in Children with Mild Intellectual Disability, Through Designed Computerized Program

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Mona Delavarian

2015-12-01

Full Text Available Objectives: The aim of this research is designing a computerized program, in game format, for working memory training in mild intellectual disabled children. Methods: 24 students participated as test and control groups. The auditory and visual-spatial WM were assessed by primary test, which included computerized Wechsler numerical forward and backward sub- tests, and secondary tests, which contained three parts: dual visual-spatial test, auditory test, and a one-syllable word recalling test. Results: The results showed significant differnces between working memory capacity in the intellectually disabled children and normal ones (P-value<0.00001. After using the computerized working memory training, Visual-spatial WM, auditory WM, and speaking were improved in the trained group. The mentioned four tests showed significant differences between pre-test and post-test. The trained group showed more improvements in forward tasks. The trained participant’s processing speed increased with training. Discussion: According to the results, comprehensive human-computer interfaces and the aplication of computer in children training, especially in traing of intellectual disabled children with impairements in visual and auditory perceptions, could be more effective and vaulable.

Hearing Voices: Participatory Research with Preschool Children with and without Disabilities

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Gray, Colette; Winter, Eileen

2011-01-01

The present study seeks to extend current thinking on participatory research by actively engaging 36 young children with and without a known disability in all aspects of a research project. Matched according to age and gender, six dyads of children attending four early years settings in Northern Ireland chose the research question, selected the…

[Do Current German-Language Intelligence Tests Take into Consideration the Special Needs of Children with Disabilities?].

Science.gov (United States)

Mickley, Manfred; Renner, Gerolf

2015-01-01

Do Current German-Language Intelligence Tests Take into Consideration the Special Needs of Children with Disabilities? A review of 23 German intelligence test manuals shows that test-authors do not exclude the use of their tests for children with disabilities. However, these special groups play a minor role in the construction, standardization, and validation of intelligence tests. There is no sufficient discussion and reflection concerning the issue which construct-irrelevant requirements may reduce the validity of the test or which individual test-adaptations are allowed or recommended. Intelligence testing of children with disabilities needs more empirical evidence on objectivity, reliability, and validity of the assessment-procedures employed. Future test construction and validation should systematically analyze construct-irrelevant variance in item format, the special needs of handicapped children, and should give hints for useful test-adaptations.

Body experience in children with intellectual disabilities with and without externalising disorders

NARCIS (Netherlands)

Emck, C.; Plouvier, M; van Lee, M.

2012-01-01

Psychomotor therapy for children with mild intellectual disabilities (ID) often is aimed at improving body experiences. If children are able to recognise their bodily signals, they will be able to regulate emotions better and act more adequately. Because little is known about body experience in

Sleep Quality, Affect, Pain, and Disability in Children With Chronic Pain: Is Affect a Mediator or Moderator?

Science.gov (United States)

Evans, Subhadra; Djilas, Vesna; Seidman, Laura C; Zeltzer, Lonnie K; Tsao, Jennie C I

2017-09-01

Sleep problems have been identified as a potential antecedent of chronic pain and pain-related disability in pediatric populations. In adult studies, affect has been implicated in these relationships. This study sought to better understand the relationships between sleep quality, negative and positive affect, and pain and functioning in children with chronic pain. Participants included 213 children and adolescents (aged 7-17 years) presenting to a tertiary pain clinic with chronic pain. Children completed questionnaires measuring sleep quality, positive and negative affect, pain intensity, and functional disability. Results indicated that 74% of children reported disordered sleeping and that poor sleep quality was significantly associated with increased pain, disability, negative affect, and decreased positive affect. Our hypotheses were partially supported, with negative affect (but not positive affect) mediating the relationship between poor sleep and increased pain; and positive as well as negative affect mediating the relationship between poor sleep and increased functional disability. There was no evidence for affect as a moderator. This study adds to the growing literature demonstrating the effect of poor sleep quality on children's pain and functioning, highlighting the need to develop further longitudinal research to confirm the causal roles of these variables. This article examines the relationship between poor sleep quality, affect (negative as well as positive), pain, and disability in children with chronic pain. The findings have the potential to better understand the processes involved in how poor sleep may lead to increased pain and pain-related disability. Copyright © 2017 American Pain Society. All rights reserved.

Parental perceptions of barriers to physical activity in children with developmental disabilities living in Trinidad and Tobago.

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Njelesani, Janet; Leckie, Karen; Drummond, Jennifer; Cameron, Deb

2015-01-01

Parents have a strong influence on their child's engagement in physical activities, especially for children with developmental disabilities, as these children are less likely to initiate physical activity. Knowledge is limited regarding parents' perceptions of this phenomenon in low- and middle-income countries (LMICs); yet many rehabilitation providers work with children with developmental disabilities and their parents in these contexts. The aim of this study was to explore the barriers perceived by parents of children with developmental disabilities to their children's engagement in physical activity. An occupational perspective was used to explore how parents speak about barriers to their child's engagement in physical activity. Interviews were conducted with nine parents in Port-of-Spain, Trinidad and Tobago. Parent's perceived barriers were categorized into four themes: family priorities, not an option in our environment, need to match the activity to the child's ability, and need for specialized supports. FINDINGS provide opportunities for future rehabilitation and community programming in LMICs. Implications for Rehabilitation Children living with a developmental disability may engage more in solitary and sedentary pursuits as a result of parents choosing activities that do not present extensive social and physical demands for their child. Therapists can play an important role in providing knowledge to parents of appropriate physical activity and the benefits of physical activity for children with developmental disabilities in order to promote children's participation. In environments where there is limited social support for families, therapists need to consider and be particularly supportive of parental priorities and schedules.

The Prevalence of Child Sexual Abuse in Out-of-Home Care: Increased Risk for Children with a Mild Intellectual Disability

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Euser, Saskia; Alink, Lenneke R. A.; Tharner, Anne; van IJzendoorn, Marinus H.; Bakermans-Kranenburg, Marian J.

2016-01-01

Background: Children without disabilities in out-of-home care have a higher risk of child sexual abuse [CSA (Euser et al. 2013)]. In this study, we examined the year prevalence of CSA in out-of-home care for children with a mild intellectual disability, and compared it with the prevalence in out-of-home care for non-disabled children and children…

Factors associated with bruxism in children with developmental disabilities.

Science.gov (United States)

Souza, Valeska Aparecida Fernandes; Abreu, Mauro Henrique Nogueira Guimarães; Resende, Vera Lúcia Silva; Castilho, Lia Silva

2015-01-01

The aim of the present study was to investigate factors associated with bruxism in children aged from 1 to 13 years with developmental disabilities. A total of 389 dental records were examined. The bruxism analyzed was determined based on parental reports. The following variables were also analyzed: gender, age, International Code of Diseases (ICD), mouth breathing, history of gastroesophageal reflux, use of psychotropic drugs, gingival status, reports of xerostomia, hyperkinesis, pacifier use, thumb sucking and involuntary movements. For the purposes of analysis, the individuals were categorized as being with and without bruxism. Variables with a p-value bruxism than males. Individuals with gastroesophageal reflux had a 2.28-fold (95%CI: 1.03 to 5.02) greater chance of exhibiting bruxism. Individuals with reported involuntary movements had a 2.24-fold (95%CI: 1.19 to 4.24) greater chance of exhibiting bruxism than those without such movements. Exhibiting involuntary movements, the male gender and gastroesophageal reflux are factors associated with bruxism in children with developmental disabilities.

Stigma and restriction on the social life of families of children with intellectual disabilities in Vietnam.

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Ngo, Hong; Shin, Jin Y; Nhan, Nguyen Viet; Yang, Lawrence H

2012-07-01

Intellectual disabilities are as prevalent in East Asian countries as in the West (0.06%-1.3%). Widespread discrimination against intellectual disabilities in Asia may initiate stigma that places unfair restrictions on the social life of these individuals and their caregivers. We utilised established stigma frameworks to assess the extent to which a child's intellectual disability contributes to the social exclusion of caregivers in Vietnam. A mixed quantitative and qualitative approach was employed to examine the experience of social life restriction among parents of children with intellectual disabilities. The child's disability level and restrictions on caregivers' social experiences were assessed among 70 mothers and fathers recruited from schools in Hue City, Vietnam. Qualitative responses describing social exclusion were also recorded. Caregivers reported elevated levels of social exclusion. As hypothesised, parents of children with greater intellectual disability experienced more restrictions on their social life (Beta = 0.79, 95% confidence interval 0.27-1.30, standard error = 0.26, p stigma, which in turn restricts key social interactions among caregivers. Psycho-educational interventions may address the social domains in which caregivers are impacted and encourage sustained help-seeking among caregivers for their children.

Attributions of Stability, Control and Responsibility: How Parents of Children with Intellectual Disabilities View their Child's Problematic Behaviour and Its Causes.

Science.gov (United States)

Jacobs, Myrthe; Woolfson, Lisa Marks; Hunter, Simon C

2016-01-01

Children with intellectual disabilities have high rates of behaviour problems. This study explored parents' causal beliefs and attributions for general problematic child behaviour in children with different aetiologies of intellectual disabilities. Ten parents of children with intellectual disabilities participated in interviews about their child's problematic behaviour. Thematic analysis using NVivo revealed that parents viewed their child's problematic behaviour not only as caused by the child's intellectual disabilities but also by other causes unrelated to the intellectual disabilities, as well as by aspects of the social environmental context. Some causes were viewed as stable and uncontrollable and others as unstable and controllable. In addition, parents showed a strong sense of responsibility for child behaviour. Parents of children with intellectual disabilities do not solely interpret their child's problematic behaviour through the intellectual disabilities but incorporate the environment and causes and attributions that are not related to the intellectual disabilities, which may help to promote more effective parenting. © 2015 John Wiley & Sons Ltd.

The Voice of Jordanian Parents of Young Children with Disabilities on Involvement in Their Children's Educational Services

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Hyassat, Mizyed A.

2016-01-01

Since the literature in the field of special education supports the argument that involving parents in the educational process is more likely to positively influence children's educational outcomes, this research aims at exploring the position of Jordanian parents of young children with disabilities in terms of their involvement. A qualitative…

The use of fluoride varnish and its determining factors among children with disability in Taiwan.

Science.gov (United States)

Weng, Rhay-Hung; Kung, Pei-Tseng; Tsai, Wen-Chen; Chiang, Hsien-Hsiung; Chiu, Li-Ting

2011-01-01

The oral health of children with disability is often not as good as that of other children. In view of improving their oral health, this study aims to explore the utilization of fluoride varnish services among children with disability in Taiwan and its relevant influencing factors. With children under the age of 5 as subjects, this study is conducted based on the database of Ministry of the Interior, Executive Yuan, ROC in 2008, coupled with information gathered between 2006 and 2008 on preventive health care and health insurance from the Bureau of Health Promotion and the National Health Research Institute, respectively. In addition to descriptive statistics and bivariate analysis, this study examined the factors determining the use of fluoride varnish with logistic regression analysis. Research revealed that fluoride varnish is used by up to 9.84% of children with disability; the use increases with age and decreases with increased level of disability, but is remarkably higher in those with catastrophic illness/injury. The probability of fluoride varnish use is lower among those living in areas of lower urbanization (levels 5-7) and higher among those whose parents have higher premium-based monthly salaries. Recommendations include (1) providing a differential pricing scheme for fluoride varnish based on the level of disability of the child, (2) promoting proactively among dentists to carry out regular fluoride varnish in rural areas and collaboration with pediatricians to provide convenient services and (3) targeting families in low socioeconomic brackets, improving knowledge of fluoride varnish. Copyright © 2010 Elsevier Ltd. All rights reserved.

From Diagnosis to Coping: A Journey with Parents in the Course of the Disability of Their Children

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Mahin Raeis-Dana

2009-04-01

Full Text Available Objective: The aim of this study was to examine parents' experiences, expectations, and needs regarding service providers and their roles in the process of copping with a child with a disability. Materials & Methods: A qualitative phenomenological method has been selected for this study. Nine parents of children with variety of disabilities including children with cerebral palsy, intellectual disabilities, and autism were purposefully selected and semi-structured in-depth interview were conducted. Interviews records were transcribed and analyzed using Van Manen's method. Results: Findings were classified in four domains as experienced and perceived by the participants of the study: medical , consoling , rehabilitation, and education services. Problems accessing information were due to interpersonal relationship skills, early diagnosis, and frank and honest communication . Consoling are two folds support and education . In rehabilitation promote (progress of child's function, to possible of observation and comparison with other children with similar situation, and attitude of therapists were emerged. Education included: present and future. Conclusion: Findings indicate that the families are faced with ongoing challenges when receiving professional services. These findings revealed that early diagnosis and intervention, empathic relationships, and appropriate consultation will help the parents better cope with their children disabilities and become more positively involved in the care and development of their children with a disability.

Overweight and obesity among children at risk of intellectual disability in 20 low and middle income countries.

Science.gov (United States)

Savage, A; Emerson, E

2016-11-01

Children with intellectual disability (ID) in high income countries are at significantly greater risk of obesity than their non-disabled peers. We aimed to estimate the prevalence of overweight and obesity in 3 to 4-year-old children who are/are not at risk of ID in low and middle income countries. Secondary analysis of Round 4 and 5 UNICEF Multiple Indicator Cluster Surveys (MICS) from 20 low and middle income countries that included a total of 83 597 3 to 4-year-old children. Few differences in risk of overweight or obesity were apparent between 3 and 4-year-old children identified as being at risk/not at risk of ID in 20 low and middle income countries. In the two countries where statistically significant differences were observed, prevalence of overweight/obesity was lower among children at risk of ID. These results stand in stark contrast to evidence from high income countries which suggest that children with ID are at significantly increased risk of obesity when compared to their non-intellectually disabled peers. © 2016 MENCAP and International Association of the Scientific Study of Intellectual and Developmental Disabilities and John Wiley & Sons Ltd.

Strengths and weaknesses in executive functioning in children with intellectual disability

OpenAIRE

Danielsson, H.; Henry, L.; Messer, D. J.; Ronnberg, J.

2012-01-01

Children with intellectual disability (ID) were given a comprehensive range of executive functioning measures, which systematically varied in terms of verbal and non-verbal demands. Their performance was compared to the performance of groups matched on mental age (MA) and chronological age (CA), respectively. Twenty-two children were included in each group. Children with ID performed on par with the MA group on switching, verbal executive-loaded working memory and most fluency tasks, but belo...

Barriers and facilitators of sports in children with physical disabilities : a mixed-method study

NARCIS (Netherlands)

Jaarsma, Eva A.; Dijkstra, Pieter U.; de Blecourt, Alida C. E.; Geertzen, Jan H. B.; Dekker, Rienk

2015-01-01

Purpose: This study explored barriers and facilitators of sports participation of children with physical disabilities from the perspective of the children, their parents and their health professionals. Method: Thirty children and 38 parents completed a questionnaire, and 17 professionals were

Auditory Evoked Potential: a proposal for further evaluation in children with learning disabilities

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Ana Claudia Figueiredo Frizzo

2015-06-01

Full Text Available The information presented in this paper demonstrates the author's experience in previews cross-sectional studies conducted in Brazil, in comparison with the current literature. Over the last ten years, AEP has been used in children with learning disabilities. This method is critical to analyze the quality of the processing in time and indicates the specific neural demands and circuits of the sensorial and cognitive process in this clinical population. Some studies with children with dyslexia and learning disabilities were shown here to illustrate the use of AEP in this population.

Working memory in children with mild intellectual disabilities: abilities and training potential

NARCIS (Netherlands)

van der Molen, M.J.

2009-01-01

The two main objectives of this thesis are a) to unravel working memory (WM) strengths and weaknesses in children with mild intellectual disabilities (MID), and b) to investigate if WM can be trained effectively in these children. Chapter 1 provides an introduction to the thesis and encompasses

Involvement of nurses in end-of-life discussions for severely disabled children

NARCIS (Netherlands)

Zaal-Schuller, I. H.; Willems, D. I.; Ewals, F.; van Goudoever, J. B.; de Vos, M. A.

2018-01-01

In children with profound intellectual and multiple disabilities (PIMD), discussions about end-of-life decisions (EoLDs) are comparatively common. Nurses play a crucial role in the care for these children, yet their involvement in EoLD discussions is largely unknown. The objective of this research

Problem solving verbal strategies in children with mild intellectual disability

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Gligorović Milica

2013-01-01

Full Text Available Problem solving is a process conditioned by the development and application of efficient strategies. The aim of this research is to determine the level of verbal strategic approach to problem solving in children with mild intellectual disability (MID. The sample consists of 93 children with MID, aged between 10 and 14. Intellectual abilities of the examinees are within the defined range for mild intellectual disability (AM=60.45; SD=7.26. The examinees with evident physical, neurological, and emotional disorders were not included in the sample. The closed 20 Questions Test (20Q was used to assess the development and use of verbal strategy, where the examinee is presented with a poster containing 42 different pictures, and instructed to guess the picture selected by the examiner by asking no more than 20 closed questions. Test χ2, and Spearman and Pearson's correlation coefficient were used in statistical analysis. Research results indicate that most children with MID, aged between 10 and 14, use non-efficient strategy in solving the 20 Questions Test. Although strategic approach to problem solving is present in most children (72%, more than half of the examinees (53.5% use an inadequate strategy. Most children with MID have the ability to categorize concepts, however, they do not use it as a strategy in problem solving.

A quantitative study of brain perfusion patterns of 99mTc-ECD SPECT in children with developmental disabilities

International Nuclear Information System (INIS)

Hirano, Keiko; Aiba, Hideo; Oguro, Katsuhiko

2004-01-01

The aim of this study was to investigate the relationship between developmental disabilities and brain perfusion patterns. We performed technetium-99m-ethylcysteinate dimer ( 99m Tc-ECD) single photon emission computed tomography (SPECT) in 30 children with neurological disorders using the Patlak plot method. In children without developmental disabilities, the distribution of regional cortical perfusion evolved in relation to brain maturation. At one month of age, there was a predominant uptake in the perirolandic cortex. Radionuclide uptake in both the parietal and occipital cortices became evident by three months. Uptake in the temporal and frontal cortex increased by 6 and 11 months, respectively. Brain perfusion showed a pattern similar to that of adults by two years of age at the latest. In children with developmental disabilities, developmental changes of brain perfusion were delayed compared to normally developing children. Brain SPECT is a useful tool to assess the brain maturation in children with developmental disabilities. (author)

Preparing for Children with Disabilities in Early Childhood Classrooms.

Science.gov (United States)

Favazza, Paddy C.

1998-01-01

Offers suggestions to kindergarten teachers for creating a more accepting environment in their classrooms for children with disabilities. Three key influences in attitude formation are discussed--indirect experiences, direct experiences, and the child's primary social group--and ideas for examining these influences and adapting them are suggested.…

The Prevalence of Disabilities and Maltreatment among Runaway Children.

Science.gov (United States)

Sullivan, Patricia M.; Knutson, John F.

2000-01-01

Descriptive information was analyzed for maltreated and nonmaltreated runaways from hospital (N=39,352, 255 runaways) and school (N=40,211, 562 runaways) populations. Children and youth with disabilities (especially those with behavior disorders, mental retardation, and communication disorders) were at increased risk to become runaways in both…

Profiling health and health-related services for children with special health care needs with and without disabilities.

Science.gov (United States)

Houtrow, Amy J; Okumura, Megumi J; Hilton, Joan F; Rehm, Roberta S

2011-01-01

The aims of this study were to profile and compare the health and health services characteristics for children with special health care needs (CSHCN), with and without disabilities, and to determine factors associated with unmet need. Secondary data analysis of the 2005-2006 National Survey of Children with Special Health Care Needs was conducted. The sociodemographics, health, and health services of CSHCN with and without disabilities were compared. Multivariable logistic regression was employed to examine factors associated with unmet need for health services. Children from minority racial and ethnic groups and children living in or near poverty were over-represented among CSHCN with disabilities, compared with other CSHCN. Statistically higher percentages of CSHCN with disabilities had behavioral problems (39.6% vs 25.2%), anxiety/depressed mood (46.1% vs 24.0%), and trouble making/keeping friends (38.1% vs 15.6%) compared with other CSHCN. Thirty-two percent of CSHCN with disabilities received care in a medical home compared with 51% of other CSHCN. CSHCN with disabilities had higher rates of need and unmet need than other CSHCN for specialty care, therapy services, mental health services, home health, assistive devices, medical supplies, and durable medical equipment. The adjusted odds of unmet need for CSHCN with disabilities were 71% higher than for other CSHCN. CSHCN with disabilities had more severe health conditions and more health services need, but they less commonly received care within a medical home and had more unmet need. These health care inequities should be amenable to policy and health service delivery interventions to improve outcomes for CSHCN with disabilities. Copyright © 2011 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.

Participation in child protection. Essential for helpful care for children and families with disabilities. : From theory to daily practice

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Smits, Veronica; Snelders, Maartje

The William Schrikker Group is a national organization for child protection, youth probation and foster care in The Netherlands. With over 550 family supervisors we provide support to children with disabilities and to children of parents with disabilities. Almost 10.000 children are our clients. In

Hmong Parents’ Perceptions on Instructional Strategies for Educating their Children with Disabilities

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Halee Vang

2005-01-01

Full Text Available This article reports how Hmong parents were involved in an educational research study to examine their views on a structured reading instruction protocol developed in English and then translated into Hmong for Hmong children identified with disabilities. Six Hmong female parents were interviewed using a semi-structured interview. The responses from the interviews revealed that Hmong parents of disabled children are not only very concerned about seeking education equity, but that they need more communication and knowledge about their children’s education. The research methodology revealed a process to engage Hmong parents in discussing their perceptions about schools and their relationships with schools as well as classroom instruction.

The Development of Object Permanence in Children with Intellectual Disability, Physical Disability, Autism, and Blindness

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Bruce, Susan; Muhammad, Zayyad

2009-01-01

This article presents a review of the literature on object permanence with an emphasis on research on children with severe disabilities. Object permanence is the realisation that objects continue to exist in time and place even when they are no longer visible. This understanding is achieved across Stages IV-VI of Piaget's Sensorimotor Period.…

Promoting the development of children with disabilities through school inclusion: clinical psychology in supporting teachers in Mozambique

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Manuela Tomai

2017-12-01

Full Text Available This article presents an intervention study developed within an international cooperation program, and aimed at promoting the school inclusion of children with disabilities in Mozambique. To avoid the risk of exporting models from a local context to another, and in order to favour a sustainable social change, a participatory and ecological framework was adopted. The main aim of the Participatory Action Research (PAR carried out was to explore teachers’ views and beliefs concerning disability and inclusion, and determine best practices to fully include students with disabilities. The paper illustrates the overall outcomes of a participatory research development process, and the results achieved in each phase. The final purpose is to increase the knowledge on school inclusion of children with disabilities in the Global South. Potentials and challenges of using clinical psychological, ecological and collaborative paradigms to address issues concerning health promotion and development of children with disabilities and local development are also discussed.

Effects of phonological awareness and naming speed on mathematics skills in children with mild intellectual disabilities.

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Foster, Matthew E; Sevcik, Rose A; Romski, Maryann; Morris, Robin D

2015-01-01

Both phonological awareness (PA) and naming speed have been identified as two skills related to the development of mathematics skills for children with and without learning disabilities. The purpose of the present study was to investigate the relationships between PA and colour naming speed for 265 elementary school students with mild intellectual disabilities (MID). Participants were assessed using the Comprehensive Test of Phonological Processes and the KeyMath Revised Diagnostic Inventory of Essential Mathematics. Hierarchical regression analyses accounting for the effects of age indicated that children with MID rely on both PA and naming speed when solving mathematics problems, although PA was the more robust indicator of the two. As a whole, these results suggest that children with intellectual disabilities evidence the same types of reading and math relationships as shown for other populations of children.

Dynamic Testing, Working Memory, and Reading Comprehension Growth in Children with Reading Disabilities

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Swanson, H. Lee

2011-01-01

This longitudinal study assessed (a) whether performance changes in working memory (WM) as a function of dynamic testing were related to growth in reading comprehension and (b) whether WM performance among subgroups of children with reading disabilities (RD; children with RD only, children with both reading and arithmetic deficits, and low verbal…

Father-Friendly Classrooms: Making a Space for Dads of Children with Disabilities

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Pancsofar, Nadya; Petroff, Jerry G.; Lewis, Alex

2017-01-01

Father-child interactions can positively influence child development and learning, and greater father involvement in children's education can support overall positive family functioning, especially in families with children with disabilities. As the number of dual-earner families in America has increased, more and more fathers have assumed care…

Sequential and Simultaneous Processing in Children with Learning Disabilities: An Attempted Replication.

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Bain, Sherry K.

1993-01-01

Analysis of Kaufman Assessment Battery for Children (K-ABC) Sequential and Simultaneous Processing scores of 94 children (ages 6-12) with learning disabilities produced factor patterns generally supportive of the traditional K-ABC Mental Processing structure with the exception of Spatial Memory. The sample exhibited relative processing strengths…

Cognitive and linguistic predictors of reading comprehension in children with intellectual disabilities

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Wingerden-Fontein, E.G. van; Segers, P.C.J.; Balkom, L.J.M. van; Verhoeven, L.T.W.

2014-01-01

A considerable number of children with intellectual disabilities (ID) are able to acquire basic word reading skills. However, not much is known about their achievements in more advanced reading comprehension skills. In the present study, a group of 49 children with ID and a control group of 21

Race, Disability, and Grade: Social Relationships in Children with Autism Spectrum Disorders

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Azad, Gazi F.; Locke, Jill; Kasari, Connie; Mandell, David S.

2017-01-01

Race is associated with social relationships among typically developing children; however, studies rarely examine the impact of race on social outcomes for children with autism spectrum disorder. This study examined how race (African American, Latino, Asian, or White) in conjunction with disability status (autism spectrum disorders or typically…

Care coordination, the family-centered medical home, and functional disability among children with special health care needs.

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Litt, Jonathan S; McCormick, Marie C

2015-01-01

Children with special health care needs (CSHCN) are at increased risk for functional disabilities. Care coordination has been shown to decrease unmet health service use but has yet been shown to improve functional status. We hypothesize that care coordination services lower the odds of functional disability for CSHCN and that this effect is greater within the context of a family-centered medical home. A secondary objective was to test the mediating effect of unmet care needs on functional disability. Our sample included children ages 0 to 17 years participating the 2009-2010 National Survey of Children with Special Health Care Needs. Care coordination, unmet needs, and disability were measured by parent report. We used logistic regression models with covariate adjustment for confounding and a mediation analysis approach for binary outcomes to assess the effect of unmet needs. There were 34,459 children in our sample. Care coordination was associated with lower odds of having a functional disability (adjusted odds ratio 0.82, 95% confidence interval 0.77, 0.88). This effect was greater for care coordination in the context of a medical home (adjusted odds ratio 0.71, 95% confidence interval 0.66, 0.76). The relationship between care coordination and functional disability was mediated by reducing unmet services. Care coordination is associated with lower odds of functional disability among CSHCN, especially when delivered in the setting of a family-centered medical home. Reducing unmet service needs mediates this effect. Our findings support a central role for coordination services in improving outcomes for vulnerable children. Copyright © 2015 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.

How Do Children With Mild Intellectual Disabilities Perceive Loneliness?

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Kalliopi Papoutsaki

2013-02-01

Full Text Available The present study examined 154 children with mild intellectual disability (MID attending special schools with regard to their reports of loneliness. Semi-structured interviews revealed that more than half of the students with MID reported feelings of loneliness. They tend to have as friends children from their neighborhood, friends of their siblings, children of their parents’ friends and from their school. Lonely children with MID tend to attribute their isolation to interpersonal deficits, lack of contact with peers and physical appearance, while one fourth cannot justify why they do not have any friends. Children with MID report that they withdraw from social interactions, engage in solitary activities and actively look for friends to cope with their feelings of loneliness and rejection, while very few resort to physical or verbal aggression. Moreover, boys and children living in smaller towns reported less feelings of loneliness than girls and children living in the capital.

Short-Term Memory Coding in Children with Intellectual Disabilities

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Henry, Lucy

2008-01-01

To examine visual and verbal coding strategies, I asked children with intellectual disabilities and peers matched for MA and CA to perform picture memory span tasks with phonologically similar, visually similar, long, or nonsimilar named items. The CA group showed effects consistent with advanced verbal memory coding (phonological similarity and…

Verbal Working Memory in Children with Mild Intellectual Disabilities

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Van der Molen, M. J.; Van Luit, J. E. H.; Jongmans, M. J.; Van der Molen, M. W.

2007-01-01

Background: Previous research into working memory of individuals with intellectual disabilities (ID) has established clear deficits. The current study examined working memory in children with mild ID (IQ 55-85) within the framework of the Baddeley model, fractionating working memory into a central executive and two slave systems, the phonological…

Text-to-audiovisual speech synthesizer for children with learning disabilities.

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Mendi, Engin; Bayrak, Coskun

2013-01-01

Learning disabilities affect the ability of children to learn, despite their having normal intelligence. Assistive tools can highly increase functional capabilities of children with learning disorders such as writing, reading, or listening. In this article, we describe a text-to-audiovisual synthesizer that can serve as an assistive tool for such children. The system automatically converts an input text to audiovisual speech, providing synchronization of the head, eye, and lip movements of the three-dimensional face model with appropriate facial expressions and word flow of the text. The proposed system can enhance speech perception and help children having learning deficits to improve their chances of success.

Emotional and behavioural adjustment in siblings of children with intellectual disability with and without autism.

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Petalas, Michael A; Hastings, Richard P; Nash, Susie; Lloyd, Tracey; Dowey, Alan

2009-09-01

Siblings of children with autism may be at greater risk for psychological problems than siblings of children with another disability or of typically developing (TD) children. However, it is difficult to establish whether autism or the presence of intellectual disability (ID) explains the findings in previous research. Mothers rated the emotional and behavioural adjustment of siblings of children with ID with (N = 25) or without (N = 24) autism. Data were also available 18 months later for siblings of children with autism and ID (N = 15). Siblings of children with autism and ID had more emotional problems compared with siblings of children with ID only and with normative data. Three variables were pertinent: increasing age of the child with autism, having a brother with autism, and being younger than the child with autism. Behavioural and emotional difficulties of siblings of children with autism and ID were relatively stable over 18 months.

Detective Questions: A Strategy for Improving Inference-Making in Children With Mild Disabilities

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Jiménez-Fernández, Gracia

2015-01-01

One of the most frequent problems in reading comprehension is the difficulty in making inferences from the text, especially for students with mild disabilities (i.e., children with learning disabilities or with high-functioning autism). It is essential, therefore, that educators include the teaching of reading strategies to improve their students'…

Intellectual Disability in Children; a Systematic Review

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Dasteh Goli N.*BSc

2016-03-01

Full Text Available Abstract Aims: Intellectual disability is a condition characterised by the inability of a person to undertake normal psychological activities. The purpose of this study was to systematically review the intellectual disability in children and discuss the implications of different environmental and genetic factors, which describe particular categories of intellectual disable cases. Information & Methods: This systematic review was performed in 2014 by searching the existing literature in PubMed database in the scope of “intellectual disability in children”. 38 articles written from 1987 to 2014 were selected and surveyed for review. Findings: The prevalence of ID in the general population is estimated to be approximately 1%. ID disorder is multi-causal, encompassing all factors that interfere with brain development and functioning. Causes usually are classified according to the time of the insult, as prenatal, perinatal, and postnatal or acquired. Some causes, such as environmental toxins or endocrine disorders, may act at multiple times. Others, such as genetic disorders, have different manifestations during postnatal development. The outcome for ID is variable and depends upon the aetiology, associated conditions, and environmental and social factors. The goals of management of ID are to strengthen areas of reduced function, minimize extensive deterioration in mental cognitive and adaptability, and lastly, to promote optimum or normal functioning of the individuals in their community. Conclusion: Prominent features of ID include significant failures in both intellectual functioning and adaptive behaviour, which comprises daily social and practical life skills, commencing earlier in life.

The Picture Exchange Communication System: Communicative Outcomes for Young Children with Disabilities.

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Schwartz, Ilene S.; Garfinkle, Ann N.; Bauer, Janet

1998-01-01

Presents two studies documenting the use of the Picture Exchange Communication System (PECS) for 31 preschool children with severe disabilities. Initial findings indicated the children could learn to use PECS quickly and efficiently. The second study, which included 18 participants, found that PECS use generalized to untrained settings. (Author/CR)

MRI in assessing children with learning disability, focal findings, and reduced automaticity.

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Urion, David K; Huff, Hanalise V; Carullo, Maria Paulina

2015-08-18

In children with clinically diagnosed learning disabilities with focal findings on neurologic or neuropsychological evaluations, there is a hypothesized association between disorders in automaticity and focal structural abnormalities observed in brain MRIs. We undertook a retrospective analysis of cases referred to a tertiary-hospital-based learning disabilities program. Individuals were coded as having a focal deficit if either neurologic or neuropsychological evaluation demonstrated focal dysfunction. Those with abnormal MRI findings were categorized based on findings. Children with abnormalities from each of these categories were compared in terms of deficits in automaticity, as measured by the tasks of Rapid Automatized Naming, Rapid Alternating Stimulus Naming, or the timed motor performance battery from the Physical and Neurological Examination for Soft Signs. Data were compared in children with and without disorders of automaticity regarding type of brain structure abnormality. Of the 1,587 children evaluated, 127 had a focal deficit. Eighty-seven had a brain MRI (52 on 1.5-tesla machines and 35 on 3.0-tesla machines). Forty of these images were found to be abnormal. These children were compared with a clinic sample of 150 patients with learning disabilities and no focal findings on examination, who also had undergone MRI. Only 5 of the latter group had abnormalities on MRI. Reduced verbal automaticity was associated with cerebellar abnormalities, whereas reduced automaticity on motor or motor and verbal tasks was associated with white matter abnormalities. Reduced automaticity of retrieval and slow timed motor performance appear to be highly associated with MRI findings. © 2015 American Academy of Neurology.

Is treatment under general anaesthesia associated with dental neglect and dental disability among caries active preschool children?

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Kvist, T; Zedrén-Sunemo, J; Graca, E; Dahllöf, G

2014-10-01

To study if treatment under general anaesthesia (GA) is associated with dental neglect or dental disability. This was a retrospective study. Dental records of all children in the age 0-6 years who underwent GA at a specialist paediatric dentistry clinic during 2006-2011 were studied with regard to decayed-missed-filled teeth, traumatic injuries, emergency visits, behaviour management problems and the history of attendance. The final sample consisted of 134 children. Matched controls were selected among recall patients who had not received treatment under GA. Fishers exact test or Pearson Chi-square test analysed response distribution and comparisons between groups, and for multivariate analyses, logistic regression was used. The results show that children treated under GA had significantly higher caries prevalence, apical periodontitis and infections due to pulpal necrosis. Dental neglect as well as dental disability was significantly more prevalent in the GA group compared to the control group. In a multivariate analysis with dental neglect as independent factor, dental disability was the only significant factor (p = 0.006). Children treated under general anaesthesia were significantly more often diagnosed with both dental neglect and dental disability. Dental disability was the only factor significantly related to dental neglect. There is a need for improved documentation in the dental records to better identify dental neglect and dental disability, and also a continued training of dentists regarding child protection.

Classification of intellectual disability using the Wechsler Intelligence Scale for Children: Full Scale IQ or General Abilities Index?

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Koriakin, Taylor A; McCurdy, Mark D; Papazoglou, Aimilia; Pritchard, Alison E; Zabel, T Andrew; Mahone, E Mark; Jacobson, Lisa A

2013-09-01

We examined the implications of using the Full Scale IQ (FSIQ) versus the General Abilities Index (GAI) for determination of intellectual disability using the Wechsler Intelligence Scales for Children, fourth edition (WISC-IV). Children referred for neuropsychological assessment (543 males, 290 females; mean age 10y 5mo, SD 2y 9mo, range 6-16y) were administered the WISC-IV and the Adaptive Behavior Assessment System, second edition (ABAS-II). GAI and FSIQ were highly correlated; however, fewer children were identified as having intellectual disability using GAI (n=159) than when using FSIQ (n=196). Although the 44 children classified as having intellectual disability based upon FSIQ (but not GAI) had significantly higher adaptive functioning scores than those meeting intellectual disability criteria based upon both FSIQ and GAI, mean adaptive scores still fell within the impaired range. FSIQ and GAI were comparable in predicting impairments in adaptive functioning. Using GAI rather than FSIQ in intellectual disability diagnostic decision-making resulted in fewer individuals being diagnosed with intellectual disability; however, the mean GAI of the disqualified individuals was at the upper end of criteria for intellectual impairment (standard score 75), and these individuals remained adaptively impaired. As GAI and FSIQ were similarly predictive of overall adaptive functioning, the use of GAI for intellectual disability diagnostic decision-making may be of limited value. © 2013 Mac Keith Press.

Magnitude Representation and Working Memory Updating in Children With Arithmetic and Reading Comprehension Disabilities.

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Pelegrina, Santiago; Capodieci, Agnese; Carretti, Barbara; Cornoldi, Cesare

2015-01-01

It has been argued that children with learning disabilities (LD) encounter severe problems in working memory (WM) tasks, especially when they need to update information stored in their WM. It is not clear, however, to what extent this is due to a generally poor updating ability or to a difficulty specific to the domain to be processed. To examine this issue, two groups of children with arithmetic or reading comprehension LD and a group of typically developing children (9 to 10 years old) were assessed using two updating tasks requiring to select the smallest numbers or objects presented. The results showed that children with an arithmetic disability failed in a number updating task, but not in the object updating task. The opposite was true for the group with poor reading comprehension, whose performance was worse in the object than in the number updating task. It may be concluded that the problem of WM updating in children with LD is also due to a poor representation of the material to be updated. In addition, our findings suggest that the mental representation of the size of objects relates to the semantic representation of the objects' properties and differs from the quantitative representation of numbers. © Hammill Institute on Disabilities 2014.

Obesity in School Children with Intellectual Disabilities in France

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Salaun, Laureline; Berthouze-Aranda, Sophie

2011-01-01

Background: The aims of this study were to assess the prevalence of obesity in school children with intellectual disabilities and to determine the most appropriate indicators of obesity measurement. Materials and Methods: The weight, height, body mass index (BMI), waist circumference, waist-to-height ratio and body fat percentage as measured by…

A DESCRIPTIVE STUDY ON THE ASSESSMENT OF FUNCTIONAL MOTOR DISABILITY IN CHILDREN WITH CEREBRAL PALSY

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Wadugodapitiya .S .I

2015-08-01

Full Text Available Background: Cerebral palsy (CP is one of the most common conditions in childhood causing severe physical disability. Spastic paresis is the most common form of CP. According to the topographic classification, CP is divided into spastic hemiplegia, diplegia and quadriplegia. Distribution of functional motor disability is varied in each type of CP. Aims: To describe functional motor disability in children with cerebral palsy using standard scales. Method: This cross-sectional descriptive study included 93 children with cerebral palsy (CP. Functional motor disability of each type of spastic CP was assessed using standard scales. Results: The dominant sub-type of cerebral palsy in the present study was spastic diplegia. Most affected muscle with spasticity was gastrocnemius-soleus group of muscles. Active range of motion of foot eversion and dorsiflexion were the most affected movements in all the types of CP. In the overall sample, only 35% were able to walk independently. Majority of subjects with quadriplegia were in levels III and IV of Gross Motor Functional Classification Scale representing severe disability. There was a significant relationship observed between the muscle tone and range of motion of their corresponding joints as well as between the muscle tone of gastrocnemius-soleus group of muscles and the ankle components of Observational Gait Analysis. Conclusions: Results of the present study confirms the clinical impression of disability levels in each type of CP and showed that the assessment of functional motor disability in children with different types of spastic CP is useful in planning and evaluation of treatment options.

Parent-reported problem behavior among children with sensory disabilities attending elementary regular schools

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Maes, B; Grietens, H

2004-01-01

Parent-reported problem behaviors of 94 children with visual and auditory disabilities, attending elementary regular schools, were compared with problems reported in a general population sample of nondisabled children. Both samples were matched by means of a pairwise matching procedure, taking into

Use of computerized tests to evaluate psychomotor performance in children with specific learning disabilities in comparison to normal children

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Santosh Taur

2014-01-01

Full Text Available Background & objectives: Children with specific learning disabilities (SpLD have an unexplained difficulty in acquiring basic academic skills resulting in a significant discrepancy between their academic potential and achievements. This study was undertaken to compare the performance on a battery of six psychomotor tests of children with SpLD and those without any learning disabilities (controls using computerized tests. Methods: In this study, 25 children with SpLD and 25 controls (matched for age, socio-economic status and medium of instruction were given three training sessions over one week. Then children were asked to perform on the six computerized psychomotor tests. Results were compared between the two groups. Results: Children with SpLD fared significantly worse on finger tapping test, choice reaction test, digit picture substitution test and card sorting test compared to the controls ( p <0.05. Interpretation & conclusions: Children with SpLD have impairment of psychomotor skills like attention, sensory-motor coordination and executive functioning. Further research is needed to evaluate if the remedial education plan results in improvement in psychomotor performance of children with SpLD on these selected tests.

PSYCHOLOGICAL- PEDAGOGICAL CONDITIONS OF PROVIDING OF THE AVAILABLE EDUCATIONAL ENVIRONMENT FOR CHILDREN WITH DISABILITIES

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Andrey Ivanovich Shutenko

2015-11-01

Full Text Available The article describes psychological and pedagogical bases for carrying out successful integration of children with disabilities in general education system. Relying on the principle of a complementarity, authors develop the model of such integration in the form of the adaptive educational environment, represent the leading components of the organization of such environment (valeological, personal- focused, axiological, hermeneutical, interindividual, and also a number of the important pedagogical and psychological principles of its functioning in logic of fruitful socialization of children with disabilities in educational process.

EVALUATION OF THE PSYCHO-EMOTIONAL FACTOR IN A GROUP OF CHILDREN WITH AUDITIVE DISABILITIES

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Carmen SAVIN

2013-12-01

Full Text Available Introduction. Approaching of patients with general and, mainly, auditive disabilities requires specific methods of behavioural and therapeutical management, on short-, medium- and long-term period. Scope. Quantification of the psycho-emotional reactions of childern suffering from auditive disabilities in the stomatological office, compara‑ tively with those with normal keenness of hearing. Mate‑ rials and method. The experiments were performed on a group of 207 children, with the limit of chronological age between 6 - 11 years, 120 of them registered with auditive disabilities and 87 – with normal keeness of hearing. The Raven Test of Progressive Matrices and the questionnaire were employed as investigation methods. Results. The mean age of the subjects considered in the study was of 9 years, with a standard deviation of 1.4. A statistically sig‑ nificant association was established between the moment of their addressing the stomatologist and the presence of the auditive-type disability (r=0.87, p=0.00321, 95%CI. Most of the children (69% with normal keenness of hea‑ ring come to the stomatological office alone, only rarely being accompanied by friends or parents, whereas those with sensorial auditive disabilities are usually accompa‑ nied by parents, professors or educators (67.5%. Discus‑ sion. Explanations on the stomatological treatment to be applied, details on its stages may prepare an adequate reaction from the part of the child-patient. The statistically significant differences observed, as a function of their audi‑ tive disabilities, among the accompanied children may be explained exactly by this situation, causing in itself a higher dependence and need of support from the part of the others, especially for exceeding the barriers that may prevent a normal communication. Conclusions. An adequate approaching of the child – affected or not with auditive disabilities – may model his attitudes and beha‑ viour during the