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1.
The purpose of this study was to develop a logistic regression model for the prediction of school enrolment of Kenyan children with intellectual disabilities. The initial set of predictors included three demographic variables (child's gender, child's level of intellectual disability, and parents' level of education) and six factors of parents' expectations and beliefs about future outcomes and education of children with intellectual disabilities. Previous research implicated some of these concepts in school enrolment of children with disabilities in African countries without providing a particular prediction model. The hypothesised factor structure of the instrument developed in this study was tested by using a confirmatory maximum likelihood factor analysis. A stepwise logistic regression was conducted with the initial model including all nine predictors of school enrolment of children with intellectual disabilities in Kenya. Significant predictors in the final logistic regression model were (a) parents' expectations about social acceptance of the child, (b) parents' bias against educating children with intellectual disabilities, (c) parents' beliefs about a segregated school option, (d) parents' beliefs about the appropriateness of the child's school education, and (e) parents' level of education.  相似文献   

2.
The present study describes experiences associated with parenting children diagnosed with learning disabilities. Parents whose children were diagnosed with Attention Deficit Hyperactivity Disorder, dyslexia/language problems, and Asperger syndrome, related to poor performance at school, took part in the study. A qualitative study design was implemented, using three focus groups. The data obtained were analysed following an inductive thematic approach. Five major themes were identified: parenting emotions, diagnosis and cause, daily experiences, social relationships and concerns about the future. The parents in this study experienced a range of emotions, and assigned different explanations to the learning disability, depending on the diagnosis (attention, verbal or non-verbal). Daily experience, both at home and at school, was influenced by the child’s specific impairment. All parents, independently of the diagnosis, believe a central role is played by social relationships and expressed concerns about their child’s future development. Emotional interventions targeting these parents should take these considerations into account and address the specific type of learning disability.  相似文献   

3.
This grounded theory study explores beliefs about disability and inclusion from the perspectives of educators of young children in their respective roles as elementary school teachers and early childhood educators, in Ontario, Canada. The social relational model described by Reindal is used as a theoretical framework for interviews with four educators. The interview data provide a theory of educators' beliefs and show the relationship of the beliefs to their practice. Implications based on the theory are presented for both policy and professional development.  相似文献   

4.
This paper draws on longitudinal data to examine the extent to which parents’ educational expectations shape academic development and changes in self-concept among young people with different types of disability. The analysis is based on the Growing Up in Ireland longitudinal study, which tracked 7423 children between the primary to secondary school years, 21% of whom were identified with one of four main disability types. Our conceptual framework assumes that parental expectations at age 9 will be influenced by both the child’s disability and child’s academic achievement at that stage, as well as being influenced by other factors such as parent’s own education, family economic vulnerability, family relationships and family structure. Therefore, we take these factors into account in tracing the consequences of parental expectations at age 9, on academic and social outcomes at age 13 after the transition to secondary education. Among young people with a disability, poorer self-concept at age 13 is partly explained by lower parental expectations, particularly for those with general learning and emotional/behavioural disabilities. Similarly, parental expectations are a significant influence on children’s academic outcomes and partly explain the effects of disability status on academic development. Parents’ beliefs about their children’s abilities have a strong influence on achievement and self-concept, raising important issues around the need to promote equality of opportunity, raising awareness of the educational opportunities available, promoting positive expectations and engagement with school and the importance of promoting a range of opportunities for achievement.  相似文献   

5.
This qualitative study explored the perspectives of parents and teachers in the US with regard to the meaning and implications of disability in the context of schoolling, and of raising a child with a disability. The findings revealed broad conceptual differences in the perspectives of these two groups. Teachers’ beliefs were generally consistent with medical model perspectives on disability as biologically defined. Parents’ interpretations, more aligned with a sociocultural paradigm, were situated in the cultural meanings ascribed to disability and linked with issues of stigma, marginalisation and access. The findings also revealed the existence of master narratives on families of children with disabilities, entrenched in assumptions of pathological functioning and negative outcomes among these families. Implications for professional–family partnerships in the education of students with disabilities are discussed.  相似文献   

6.
This study aims to explore Chinese parents’ understanding about the importance and feasibility of quality pre-school inclusion and how these beliefs are affected by their levels of education and the types of disabilities in the Chinese socio-cultural and policy contexts. Findings support parents are highly supportive of the philosophy of inclusion. Both groups of parents of children with and without disabilities have different expectations for what quality inclusion looks like in the six dimensions of inclusion except for professional development and resources. The higher the levels of education, the more likely regular parents agree on all six dimensions of inclusion. Finally, disability categories did not affect parents’ beliefs. Parents of children with multiple disabilities expressed the greatest need for inclusion. Overall, parents’ agreement with the important features of inclusion reflects a greater expectation for quality inclusion and policy-making to make this happen to all young children.  相似文献   

7.
Children with disabilities are at greater risk of developing mental health problems than their peers, yet the emotional well-being of this group is largely overlooked and there is scant literature about children with a mobility disability. This study examined the retrospective experiences of growing up with mobility disability. The sample comprised 16–25 year olds with mobility disability. A thematic analysis, informed by grounded theory was used. Themes identified included a common socio-educational journey, conflict between care and independence in school and the impact of being singled out because of disability outside school. The result was a range of psychosocial issues that affected participants’ view of themselves and the world around them. The study also looked at what the participants found helpful in dealing with the emotional impact of their disability. Whilst some sought help through talking therapies, others found involvement in disability sport was helpful.  相似文献   

8.
Similarities and differences were examined in the out‐of‐school recreation and leisure activity participation of 422 children with physical disabilities and 354 children without disabilities. The roles of age (six to eight years, nine to 11 years, and 12–14 years), gender, and disability status were examined with respect to the diversity, intensity, location, companionship, and enjoyment of participation in five types of activities, controlling for family income. The findings indicate that dimensions and types of activity participation are differentially influenced by age, gender, and disability. Age cohort comparisons indicated that children without disabilities experienced a widening social world characterised by more intense social participation, greater participation with non‐family members, and stable levels of enjoyment across the age groups. In contrast, children with disabilities in the various age groups were similar in their intensity of social participation and the nature of their companionship, with 12–14 year olds reporting less enjoyment of social activities than those aged six to eight years or nine to 11 years. The findings support the utility of a developmental and contextual perspective in understanding children’s patterns of participation. The information can be used by service providers and managers interested in creating centre‐based or community‐based recreational opportunities, and in providing information to parents about how to encourage children’s recreation and leisure participation.  相似文献   

9.
The Equality Act 2010 will be implemented in full in 2011, and schools in the UK will have to provide special aids or services for children with disabilities where this provision is considered reasonable. This paper reports on staff perspectives on the use and usefulness of a parental questionnaire on disability from a sample of 49 schools (mainstream and special) located in 12 local authorities. Most schools found the process of administering the parent questionnaire undemanding; just under half of the sample indicated that they would take some action as a result of the data collected from the parental questionnaire (e.g., to inform plans for targeting or monitoring support for children, and to contact parents and follow‐up issues they had mentioned); and about one‐third of schools recorded unanticipated findings from the parental questionnaire, that is, the identification of children whose disabilities were not previously known to the school. Implications for schools are discussed.  相似文献   

10.
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. Interviews were used to collect data from 63 parents of CWD. Two major themes emerged concerning beliefs about the causes of disability and children’s progress. Results showed generally that disabilities were attributed to supernatural and biomedical causes; also, most parents had positive expectations about their children’s progress, especially in education skills, and had hopes for their children’s futures. Conclusions and implications are presented in the light of the study findings.  相似文献   

11.
This systematic review of the qualitative research on the formal school education of children with dyslexia addresses three main questions: 1) What is known about the educational experiences of children with dyslexia? 2) What is known about the role that parents/guardians play in their child's schooling? 3) What is known about the role of teachers and administrators in supporting children with Dyslexia? Student and parent-focused studies indicate little awareness of and support for dyslexia in schools, and a strong reliance on parental support. Limited understanding of dyslexia, lack of training, and communication issues were identified as key themes in the small number of teacher-focused studies. The analysis points to a majority of studies not having a firm theoretical grounding and the neglect of teachers and school administrator's perspectives as central issues in the reviewed research. Based on these findings, it is argued that to further understandings of the systematic effects of schools' responses to dyslexic students, research should draw more heavily on socio-cultural models of disability.  相似文献   

12.
This article explores the meaning of community and perceptions of disability in Rwanda, as revealed through a community‐based ethnographic study. This study took place in Rwanda in an educational policy context driven by international rhetoric about human rights, inclusion and the arguably unachievable Education for All targets. We argue that the emphasis on the inclusion of marginalised groups in Rwanda’s current education policy is a reality on paper, but not in practice. However, we explore the potential for a deeper understanding of community responses to disability, and ways in which the rhetoric and reality gap can be bridged. We consider some of the attitudinal and infrastructural barriers in educational settings and argue that Rwandan communities are resourceful, and can be supported to respond appropriately to children with disabilities.  相似文献   

13.
This article describes a method for identifying test items as disability neutral for children with vision and motor disabilities. Graduate students rated 130 items of the Preschool Language Scale and obtained inter‐rater correlation coefficients of 0.58 for ratings of items as disability neutral for children with vision disability, and 0.77 for ratings of items as disability neutral for children with motor disability. These ratings were used to create three item sets considered disability neutral for children with vision disability, motor disability, or both disabilities. Two methods for scoring the item sets were identified: scoring each set as a partially administered developmental test, or computing standard scores based upon pro‐rated raw score totals. The pro‐rated raw score method generated standard scores that were significantly inflated and therefore less useful for the assessment purposes than the ratio quotient method. This research provides a test accommodation technique for assessing children with multiple disabilities.  相似文献   

14.

Prevailing clinical and educational models of dyslexia have focused on effective ways of addressing the proposed core deficits such as poor phonological skills. These models have been helpful in guiding intervention and bringing about some improvements in children's literacy performance (Hatcher, 1994). From a social model of disability perspective these models have not considered sufficiently how cultural factors such as specified school literacy standards can transform the impairments that some children have into disabilities. The underlying tenet of inclusion is that the school should adapt its practice to accommodate the child (Clark et al, 1995; Jenkinson, 1997). This would suggest that an examination of the social model of disability perspective may have a role to play in future school policy and practice across Europe in respect to literacy.  相似文献   

15.
Background. Education is a fundamental human right, yet many children with disabilities in low- and middle-income countries remain deprived of educational opportunities. The movement towards quality inclusive education (IE) aims to support all children at school. Although gender and disability are key factors influencing IE, limited research explores their combined influence. Purpose. This study explored the gendered experiences of IE for children with disabilities in West and East Africa. Methods. A qualitative interpretive secondary analysis was conducted on studies from Guinea, Sierra Leone, Togo, Niger, Zambia, and Malawi. Interviews with children, community members, and policy stakeholders were thematically analysed to explore intersections among gender, disability, and education. Findings. Boys and girls with disabilities experienced similar cases of social exclusion at school. However, girls with disabilities were further hindered by societal biases against their educational potential and by sexual abuse. While boys with disabilities were stereotyped as more capable, their experiences of emotional and physical violence were often overlooked. Implications. To achieve quality IE for all, strategies should aim to foster inclusive and safe school environments for all children, empower girls with disabilities to pursue education, and challenge gendered societal attitudes that hinder educational opportunities.  相似文献   

16.
The pursuit of an acting career is a difficult one for anybody. However, studies have yet to factor how disability affects casting opportunities. This study describes the employment of actors with disabilities, along with the unique barriers they encounter in the audition and casting process. Actors with disabilities from the Screen Actors Guild (SAG) were recruited to participate in focus groups and complete a questionnaire. The results indicate having a disability amplifies difficulties in gaining employment, particularly for females. Participants aged 40 years and over were more likely to work in a lead or supporting role compared to those under 40. Participants identified several barriers to employment in the entertainment industry including industry attitudes about working with actors with disabilities; being restricted to disability specific roles; and fears about requesting an accommodation.  相似文献   

17.
Little is known about the effects of attending full-day versus part-day kindergarten for children with disabilities, and nothing is known about how these settings link to differences in children's school absences. This is concerning, given that children with disabilities have higher absence rates compared to children in the general population. To address this gap, this study examined a nationally-representative sample of kindergartners with disabilities and inquired into whether going to full- versus part-day kindergarten predicted differences in absences. Children with disabilities in full-day kindergarten had more total number of school days missed as well as a higher chance of being chronically absent compared to those children in part-day kindergarten. However, the size of this association was reduced for children with disabilities in lower-SES families and for boys with disabilities. There were no differences by disability category. Policy implications are discussed in terms of how early educational settings can be most supportive, and for whom.  相似文献   

18.
Research suggests that attitudes of typically developing children towards intellectual disability (ID) play an important role in the social integration and acceptance of children with IDs. To date, however, few studies have investigated children’s attitudes towards ID. The primary objective of this study was to examine the cognitive, affective, and behavioural components of children’s attitudes towards ID. Thirty-nine (14 boys, 25 girls) fifth- and sixth-grade elementary school students participated in the study. Seven focus groups were created in five different schools. Results suggested that inaccurate beliefs and negative emotions regarding ID may contribute to social and school integration problems experienced by children with IDs. The findings of the present study could be useful for the development of education and awareness programs that promote the development of more positive attitudes towards ID.  相似文献   

19.
Class action lawsuits filed in violation of Individuals with Disabilities Education Act (IDEA) raise questions for those concerned with improving the education system for students with disabilities. First, do the lawsuits result in changes that can be directly linked to improved student outcomes? Second, do these lawsuits and the ‘consent decrees’ that settle them refer to best practices in educating children with disabilities? To date, no study has examined the remedies ordered as a result of these lawsuits in the disability education context, or proven how different types of remedies can impede or facilitate progress for students with disabilities. Class action lawsuits under IDEA filed in large, urban school districts between 1990 and 2011 and the remedies ordered under the final agreement were reviewed. This review suggests that the lawsuits against large, urban school districts tend to result in remedial activities that focus more on planning, supporting and monitoring than on outcomes or evidence‐based practice.  相似文献   

20.
This paper focuses on Greek regular and special preschool teachers' understanding of inclusion; their views about the engagement of children with disabilities in typical day routines/activities; and their preferred strategies for facilitating children's engagement in classroom activities. Data were gathered through semi-structured interviews with 77 teachers (45 regular and 32 special educators) drawn from 47 preschool mainstream settings in Greece. The analysis revealed that teachers hold conflicting and restrictive beliefs about inclusive education. Further, the teachers' accounts indicated that most of the children with disabilities were experiencing significant difficulties in their engagement during free-play as well as structured/semi-structured activities. Lastly, teachers identified a range of strategies that they deployed for promoting children's involvement in classroom activities. The paper concludes by highlighting the need to shift away from a narrow individualistic-deficit assumption of disability towards a socio-constructivist conceptualisation of ‘diversity’ and the establishment of genuinely inclusive school cultures.  相似文献   

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