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with developmental disabilities</title> <meta name="description" content="Search results for: children with developmental disabilities"> <meta name="keywords" content="children with developmental disabilities"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science 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<form method="get" action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="children with developmental disabilities"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 4010</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: children with developmental disabilities</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3830</span> A Comparative Research on the Development Level of Left-Behind and Non-Left-Behind Children in Rural Areas of Henan Province</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yuying%20Zhu">Yuying Zhu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Left-behind children in rural areas are vulnerable groups with the course of our country’s urbanization. Left-behind young children in rural area separate from their parents in their early childhood, vicegerent guardian’s care are less sensitive and careful than children’s parents; they give less concern to children’s verbal development, this makes the verbal problem of the left-behind children to be ubiquitous problem. This study chooses four kindergartens from the east the middle and the west of the Henan Province, explore the verbal development differences between the left-behind young children and the non-left-behind young rural children through the McCarthy Scales of Children's Abilities (MSCA) and self-made questionnaires. The study shows that there is no significant difference between the left-behind young children and the non-left-behind young rural children in the verbal development, though the marks in primary class and middle class the non-left-behind young rural children is higher, but, the top class in the kindergarten is not. What’s more, the emergent reading and the economy have significant influence on young children’s verbal ability. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=left-behind%20children" title="left-behind children">left-behind children</a>, <a href="https://publications.waset.org/abstracts/search?q=non-left-behind%20children" title=" non-left-behind children"> non-left-behind children</a>, <a href="https://publications.waset.org/abstracts/search?q=regional%20difference" title=" regional difference"> regional difference</a>, <a href="https://publications.waset.org/abstracts/search?q=verbal%20development" title=" verbal development"> verbal development</a> </p> <a href="https://publications.waset.org/abstracts/93053/a-comparative-research-on-the-development-level-of-left-behind-and-non-left-behind-children-in-rural-areas-of-henan-province" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/93053.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">265</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3829</span> Voices of the Students From a Fully Inclusive Classroom</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ashwini%20Tiwari">Ashwini Tiwari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: Inclusive education for all is a multifaceted approach that requires system thinking and the promotion of a "Culture of Inclusion." Such can only be achieved through the collaboration of multiple stakeholders at the community, regional, state, national, and international levels. Researchers have found effective practices used in inclusive general classrooms are beneficial to all students, including students with disabilities, those who experience challenges academically and socially, and students without disabilities as well. However, to date, no statistically significant effects on the academic performance of students without disabilities in the presence of students with disabilities have been revealed. Therefore, proponents against inclusive education practices, based solely on their beliefs regarding the detrimental effects of students without disabilities, appears to have unfounded perceptions. This qualitative case study examines students' perspectives and beliefs about inclusive education in a middle school in South Texas. More specifically, this study examined students understanding of how inclusive education practices intersect with the classroom community. The data was collected from the students attending fully inclusive classrooms through interviews and focus groups. The findings suggest that peer integration and friendships built during classes are an essential part of schooling for both disabled and non-disabled students. Research Methodology: This qualitative case study used observations and focus group interviews with 12 middle school students attending an inclusive classroom at a public school located in South Texas. The participant of this study includes eight females and five males. All the study participants attend a fully inclusive middle school with special needs peers. Five of the students had disabilities. The focus groups and interviews were conducted during for entire academic year, with an average of one focus group and observation each month. The data were analyzed using the constant comparative method. The data from the focus group and observation were continuously compared for emerging codes during the data collection process. Codes were further refined and merged. Themes emerged as a result of the interpretation at the end of the data analysis process. Findings and discussion: This study was conducted to examine disabled and non-disabled students' perspectives on the inclusion of disabled students. The study revealed that non-disabled students generally have positive attitudes toward their disabled peers. The students in the study did not perceive inclusion as a special provision; rather, they perceived inclusion as a way of instructional practice. Most of the participants in the study spoke about the multiple benefits of inclusion. They emphasized that peer integration and friendships built during classes are an essential part of their schooling. Students believed that it was part of their responsibility to assist their peers in the ways possible. This finding is in line with the literature that the personality of children with disabilities is not determined by their disability but rather by their social environment and its interaction with the child. Interactions with peers are one of the most important socio-cultural conditions for the development of children with disabilities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=inclusion" title="inclusion">inclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=special%20education" title=" special education"> special education</a>, <a href="https://publications.waset.org/abstracts/search?q=k-12%20education" title=" k-12 education"> k-12 education</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20voices" title=" student voices"> student voices</a> </p> <a href="https://publications.waset.org/abstracts/164169/voices-of-the-students-from-a-fully-inclusive-classroom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/164169.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">80</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3828</span> A Cross-Sectional Examination of Children’s Developing Understanding of the Rainbow</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Michael%20Hast">Michael Hast</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Surprisingly little is known from a research perspective about children’s understanding of rainbows and rainbow formation, and how this understanding changes with increasing age. Yet this kind of research is useful when conceptualizing pedagogy, lesson plans, or more general curricula. The present study aims to rectify this shortcoming. In a cross-sectional approach, children of three different age groups (4-5, 7-8 and 10-11 years) were asked to draw pictures that included rainbows. The pictures will be evaluated according to their scientific representation of rainbows, such as the order of colors, as well as according to any non-scientific conceptions, such as solidity. In addition to the drawings, the children took part in small focus groups where they had to discuss various questions about rainbows and rainbow formation. Similar to the drawings, these conversations will be evaluated around the degree of scientific accuracy of the children’s explanations. Gaining a complete developmental picture of children’s understanding of the rainbow may have important implications for pedagogy in early science education. Many other concepts in science, while not explicitly linked to rainbows and rainbow formation, can benefit from the use of rainbows as illustrations – such as understanding light and color, or the use of prisms. Even in non-science domains, such as art and even storytelling, recognizing the differentiation between fact and myth in relation to rainbows could be of value. In addition, research has pointed out that teachers tend to overestimate the proportion of students’ correct answers, so clarifying the actual level of conceptual understanding is crucial in this respect. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=conceptual%20development" title="conceptual development">conceptual development</a>, <a href="https://publications.waset.org/abstracts/search?q=cross-sectional%20research" title=" cross-sectional research"> cross-sectional research</a>, <a href="https://publications.waset.org/abstracts/search?q=primary%20science%20education" title=" primary science education"> primary science education</a>, <a href="https://publications.waset.org/abstracts/search?q=rainbows" title=" rainbows"> rainbows</a> </p> <a href="https://publications.waset.org/abstracts/94904/a-cross-sectional-examination-of-childrens-developing-understanding-of-the-rainbow" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/94904.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">215</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3827</span> Educating Children with the Child-Friendly Smartphone Operation System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wildan%20Maulana%20Wildan">Wildan Maulana Wildan</a>, <a href="https://publications.waset.org/abstracts/search?q=Siti%20Annisa%20Rahmayani%20Icha"> Siti Annisa Rahmayani Icha</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nowadays advances in information technology are needed by all the inhabitants of the earth for the sake of ease all their work, but it is worth to introduced the technological advances in the world of children. Before the technology is growing rapidly, children busy with various of traditional games and have high socialization. Moreover, after it presence, almost all of children spend more their time for playing gadget, It can affect the education of children and will change the character and personality children. However, children also can not be separated with the technology. Because the technology insight knowledge of children will be more extensive. Because the world can not be separated with advances in technology as well as with children, there should be developed a smartphone operating system that is child-friendly. The operating system is able to filter contents that do not deserve children, even in this system there is a reminder of a time study, prayer time and play time for children and there are interactive contents that will help the development of education and children's character. Children need technology, and there are some ways to introduce it to children. We must look at the characteristics of children in different environments. Thus advances in technology can be beneficial to the world children and their parents, and educators do not have to worry about advances in technology. We should be able to take advantage of advances in technology best possible. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=information%20technology" title="information technology">information technology</a>, <a href="https://publications.waset.org/abstracts/search?q=smartphone%20operating%20system" title=" smartphone operating system"> smartphone operating system</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=character" title=" character"> character</a> </p> <a href="https://publications.waset.org/abstracts/54719/educating-children-with-the-child-friendly-smartphone-operation-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/54719.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">512</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3826</span> Promoting Diversity and Equity through Interdisciplinary Leadership Training</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sharon%20Milberger">Sharon Milberger</a>, <a href="https://publications.waset.org/abstracts/search?q=Jane%20Turner"> Jane Turner</a>, <a href="https://publications.waset.org/abstracts/search?q=Denise%20White-Perkins"> Denise White-Perkins</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Michigan shares the overall U.S. national need for more highly qualified professionals who have knowledge and experience in the use of evidence-based practices to meet the special health care needs of children, adolescents, and adults with neurodevelopmental disabilities including autism spectrum disorder (DD/ASD). The Michigan Leadership Education in Neurodevelopmental Disabilities (MI-LEND) program is a consortium of six universities that spans the state of Michigan and serves more than 181,800 undergraduate, graduate, and professional students. The purpose of the MI LEND program is to improve the health of infants, children and adolescents with disabilities in Michigan by training individuals from different disciplines to assume leadership roles in their respective fields and work across disciplines. The MI-LEND program integrates “L.I.F.E.” perspectives into all training components. L.I.F.E. is an acronym for Leadership, Interdisciplinary, Family-Centered and Equity perspectives. This paper will describe how L.I.F.E. perspectives are embedded into all aspects of the MI-LEND training program including the application process, didactic training, community and clinical experiences, discussions, journaling and projects. Specific curriculum components will be described including content from a training module dedicated to Equity. Upon completion of the Equity module, trainees are expected to be able to: 1) Use a population health framework to identify key social determinants impacting families and children; 2) Explain how addressing bias and providing culturally appropriate linguistic care/services can influence patient/client health and wellbeing; and 3) Describe the impact of policy and structural/institutional factors influencing care and services for children with DD/ASD and their families. Each trainee completes two self-assessments: the Cultural and Linguistic Competence Health Practitioner Assessment and the other assessing social attitudes/implicit bias. Trainees also conduct interviews with a family with a child with DD/ASD. In addition, interdisciplinary Equity-related group activities are incorporated into face-to-face training sessions. Each MI-LEND trainee has multiple ongoing opportunities for self-reflection through discussion and journaling and completion of a L.I.F.E. project as a culminating component of the program. The poster will also discuss the challenges related to teaching and measuring successful outcomes related to diversity/equity perspectives. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=disability" title="disability">disability</a>, <a href="https://publications.waset.org/abstracts/search?q=diversity" title=" diversity"> diversity</a>, <a href="https://publications.waset.org/abstracts/search?q=equity" title=" equity"> equity</a>, <a href="https://publications.waset.org/abstracts/search?q=training" title=" training"> training</a> </p> <a href="https://publications.waset.org/abstracts/87471/promoting-diversity-and-equity-through-interdisciplinary-leadership-training" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/87471.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">165</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3825</span> Attitudes of Faculty Members Towards Inclusion of Students with Disability at Prince Sattam Bin Abdulaziz University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Khalid%20Alasim">Khalid Alasim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigates the attitudes of faculty members at Prince Sattam bin Abdulaziz University toward integrating students with disabilities. Additionally, this research examines the possible factors that might affect faculty members’ attitudes about the inclusion of students with disability; the factors include occupation, gender, college, the country in which the certificate was obtained, years of experience, previous experience in teaching students with disabilities, the presence of a family member with a disability, attending a program on teaching students with disabilities. The researcher used a survey to collect data and the study sample consisted of 102 faculty members at the university. The findings indicated an increase in the attitudes of faculty members at Prince Sattam bin Abdulaziz University towards the inclusion of students with disabilities in the university, while there is no effect for all study independents variables on the attitudes of faculty members, and there is no interaction between the variables as well. The study concluded with the importance of training and preparing faculty members to teach and deal with students with disabilities at the university level. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attitutes" title="attitutes">attitutes</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusion" title=" inclusion"> inclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=disability" title=" disability"> disability</a>, <a href="https://publications.waset.org/abstracts/search?q=faculty%20members" title=" faculty members"> faculty members</a> </p> <a href="https://publications.waset.org/abstracts/166339/attitudes-of-faculty-members-towards-inclusion-of-students-with-disability-at-prince-sattam-bin-abdulaziz-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/166339.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">76</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3824</span> Improving the Quality of Higher Education for Students with Disability in Universities of Pakistan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nasir%20Sulman">Nasir Sulman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In Pakistan, the inclusion of persons with disabilities in higher education institutions has significantly been increased with every passing year and anyone can observe a sizeable number of these students in each faculty. The study executes to conduct a baseline survey for measuring faculty understanding about the special needs, experiences of students with disabilities and support provided by university administration in order to teach these students effectively. The researcher has used mixed methods and the University of Karachi was selected through non-probability-based sampling method. This university is one of the largest universities in Pakistan where more than 40,000 students have been enrolled. Data was gathered through a questionnaire and focused group discussion from three stakeholders including students with disabilities, faculty members and members of the university administration. The key findings show that students with disabilities experience a number of problems related to accommodating their special needs. However, the most encouraging factors identified are the attitude, support, and motivation they received from various faculty members and university administration. On the basis of the findings of the study the researcher has prepared a faculty guidebook and established a ‘Model Learning Assistance Centre for Students with Disabilities’ in the Department of Special Education, University of Karachi. Both these efforts will be helpful for improving the support services for students with disabilities to strengthen the existing laws, policies, and practices in institutions of higher education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=persons%20with%20disabilities" title="persons with disabilities">persons with disabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20assistance%20center" title=" learning assistance center"> learning assistance center</a>, <a href="https://publications.waset.org/abstracts/search?q=faculty%20guidebook" title=" faculty guidebook"> faculty guidebook</a> </p> <a href="https://publications.waset.org/abstracts/99465/improving-the-quality-of-higher-education-for-students-with-disability-in-universities-of-pakistan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/99465.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">150</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3823</span> Strategies by a Teaching Assistant to Support the Classroom Talk of a Child with Communication and Interaction Difficulties in Italy: A Case for Promoting Social Scaffolding Training</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lorenzo%20Ciletti">Lorenzo Ciletti</a>, <a href="https://publications.waset.org/abstracts/search?q=Ed%20Baines"> Ed Baines</a>, <a href="https://publications.waset.org/abstracts/search?q=Matt%20Somerville"> Matt Somerville</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Internationally, supporting staff with limited training (Teaching Assistants (TA)) has played a critical role in the education of children with special educational needs and/or disabilities (SEND). Researchers have notably illustrated that TAs support the children’s classroom tasks while teachers manage the whole class. Rarely have researchers investigated the TAs’ support for children’s participation in whole-class or peer-group talk, despite this type of “social support” playing a significant role in children’s whole-class integration and engagement with the classroom curriculum and learning. Social support seems particularly crucial for a large proportion of children with SEND, namely those with communication and interaction difficulties (e.g., autism spectrum conditions and speech impairments). This study explored TA practice and, particularly, TA social support in a rarely examined context (Italy). The Italian case was also selected as it provides TAs, known nationally as “support teachers,” with the most comprehensive training worldwide, thus potentially echoing (effective) nuanced practice internationally. Twelve hours of video recordings of a single TA and a child with communication and interaction difficulties (CID) were made. Video data was converted into frequencies of TA multidimensional support strategies, including TA social support and pedagogical assistance. TA-pupil talk oriented to children’s participation in classroom talk was also analysed into thematic patterns. These multi-method analyses were informed by social scaffolding principles: in particular, the extent to which the TA designs instruction contingently to the child’s communication and interaction difficulties and how their social support fosters the child’s highest responsibility in dealing with whole-class or peer-group talk by supplying the least help. The findings showed that the TA rarely supported the group or whole class participation of the child with CID. When doing so, the TA seemed to highly control the content and the timing of the child’s contributions to the classroom talk by a) interrupting the teacher’s whole class or group conversation to start an interaction between themselves and the child and b) reassuring the child about the correctness of their talk in private conversations and prompting them to raise their hand and intervene in the whole-class talk or c) stopping the child from contributing to the whole-class or peer-group talk when incorrect. The findings are interpreted in terms of their theoretical relation to scaffolding. They have significant implications for promoting social scaffolding in TA training in Italy and elsewhere. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=children%20with%20communication%20and%20interaction%20difficulties" title="children with communication and interaction difficulties">children with communication and interaction difficulties</a>, <a href="https://publications.waset.org/abstracts/search?q=children%20with%20special%20educational%20needs%20and%2For%20disabilities" title=" children with special educational needs and/or disabilities"> children with special educational needs and/or disabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20scaffolding" title=" social scaffolding"> social scaffolding</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20assistants" title=" teaching assistants"> teaching assistants</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20practice" title=" teaching practice"> teaching practice</a>, <a href="https://publications.waset.org/abstracts/search?q=whole-class%20talk%20participation" title=" whole-class talk participation"> whole-class talk participation</a> </p> <a href="https://publications.waset.org/abstracts/169612/strategies-by-a-teaching-assistant-to-support-the-classroom-talk-of-a-child-with-communication-and-interaction-difficulties-in-italy-a-case-for-promoting-social-scaffolding-training" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/169612.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">97</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3822</span> Parents of Mentally Disabled Children in Iran: A Study of Their Parenting Stress Levels and Mental Health</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohsen%20Amiri">Mohsen Amiri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aimed at investigating the relationship between familial functioning, child characteristics, demographic variables and parenting stress and mental health among parents of children with mental disabilities. 200 parents (130 mothers and 70 fathers) were studied and they completed the Parenting Stress Index, General Health Questionnaire, Family Assessment Device and demographic questionnaires for parents and children. Data were analyzed using correlation and regression analysis. Regression analysis showed that child characteristics, familial functioning and parents demographic factors could predict 8, 4 and 17 percent of variance in parental stress and 3.6, 16 and 10 percent of variance in mental health, respectively. Familial functioning, child characteristics and parental demographic variables correlated with mental health and parental stress and could predict them. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=parenting%20stress" title="parenting stress">parenting stress</a>, <a href="https://publications.waset.org/abstracts/search?q=mental%20health" title=" mental health"> mental health</a>, <a href="https://publications.waset.org/abstracts/search?q=mentally%20disabled%20children" title=" mentally disabled children"> mentally disabled children</a>, <a href="https://publications.waset.org/abstracts/search?q=familial%20functioning" title=" familial functioning"> familial functioning</a>, <a href="https://publications.waset.org/abstracts/search?q=demographic%20variables" title=" demographic variables"> demographic variables</a> </p> <a href="https://publications.waset.org/abstracts/25980/parents-of-mentally-disabled-children-in-iran-a-study-of-their-parenting-stress-levels-and-mental-health" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/25980.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">445</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3821</span> Ethical Considerations for Conducting Research on Violence against Women with Disabilities: Discussing Issues of Reasonable Accommodation, Capacity and Equal Participation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ingrid%20Van%20Der%20Heijden">Ingrid Van Der Heijden</a>, <a href="https://publications.waset.org/abstracts/search?q=Naeemah%20Abrahams"> Naeemah Abrahams</a>, <a href="https://publications.waset.org/abstracts/search?q=Jane%20Harries"> Jane Harries</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Women with disabilities are largely missing from global research on violence prevention, yet research shows that women with disabilities are a particularly marginalised group who experience heightened levels and unique forms of violence than men with disabilities, and women without disabilities. They face heightened stigma, discrimination, and violence due to their gender and their disability. Including women with disabilities in violence, research helps inform policy and prevention interventions that are relevant and inclusive. To ensure their inclusion in violence research, we need ethical guidelines that are sensitive to their heightened risk and vulnerability, that recognize the diversity in the disabled population, but that also promote disabled people’s agency in defining their own violence prevention needs and agendas. Objective: To highlight pertinent ethical issues around women with disabilities’ inclusion and participation in violence research. Methodology: Considering the lack of formalized guidelines for research of people with disabilities, we draw from the literature on international ethics guidelines for researching violence against women, and the Emancipatory Disability Research paradigm, as well as drawing from our own experiences from the field in applying the guidelines when doing research with disabled women. Findings: Following the guiding ethical principles of respect, benefit, justice, and do no harm, we argue that reasonable accommodation, capacity, and equal participation need to be considered in conceptualizing and conducting ethical violence research with women with disabilities. We conclude that disability research in the area of violence is highly politicized and must be carefully scrutinized to ensure justice and the contribution of women with disabilities to their own welfare. Implications: We suggest that these issues are practically applied in the field and tested and critiqued to enhance best practice for undertaking ethical research with this particular group. It is important that not only researchers and ethics committees, but also disabled women and disabled organizations, are involved in enhancing and formalizing ethical research guidelines for marginalized populations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=capacity" title="capacity">capacity</a>, <a href="https://publications.waset.org/abstracts/search?q=emancipatory%20disability%20research%20paradigm%20equal%20participation" title=" emancipatory disability research paradigm equal participation"> emancipatory disability research paradigm equal participation</a>, <a href="https://publications.waset.org/abstracts/search?q=reasonable%20accommodation" title=" reasonable accommodation"> reasonable accommodation</a>, <a href="https://publications.waset.org/abstracts/search?q=research%20ethics" title=" research ethics"> research ethics</a>, <a href="https://publications.waset.org/abstracts/search?q=violence%20against%20women%20with%20disabilities" title=" violence against women with disabilities"> violence against women with disabilities</a> </p> <a href="https://publications.waset.org/abstracts/69359/ethical-considerations-for-conducting-research-on-violence-against-women-with-disabilities-discussing-issues-of-reasonable-accommodation-capacity-and-equal-participation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/69359.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">341</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3820</span> The Relationship between Hot and Cool Executive Function and Theory of Mind in School-Aged Children with Autism Spectrum Disorder</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Evangelia-Chrysanthi%20Kouklari">Evangelia-Chrysanthi Kouklari</a>, <a href="https://publications.waset.org/abstracts/search?q=Stella%20Tsermentseli"> Stella Tsermentseli</a>, <a href="https://publications.waset.org/abstracts/search?q=Claire%20P.%20Monks"> Claire P. Monks</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Executive function (EF) refers to a set of future-oriented and goal-directed cognitive skills that are crucial for problem solving and social behaviour, as well as the ability to organise oneself. It has been suggested that EF could be conceptualised as two distinct but interrelated constructs, one emotional (hot) and one cognitive (cool), as it facilitates both affective and cognitive regulation. Cool EF has been found to be strongly related to Theory of Mind (ToM) that is the ability to infer mental states, but research has not taken into account the association between hot EF and ToM in Autism Spectrum Disorder (ASD) to date. The present study investigates the associations between both hot and cool EF and ToM in school-aged children with ASD. This cross-sectional study assesses 79 school-aged children with ASD (7-15 years) and 91 controls matched for age and IQ, on tasks tapping cool EF (working memory, inhibition, planning), hot EF (effective decision making, delay discounting), and ToM (emotional understanding and false/no false belief). Significant group differences in each EF measure support a global executive dysfunction in ASD. Strong associations between hot EF and ToM in ASD are reported for the first time (i.e. ToM emotional understanding and delay discounting). These findings highlight that hot EF also makes a unique contribution to the developmental profile of ASD. Considering the role of both hot and cool EF in association with ToM in individuals with ASD may aid in gaining a greater understanding not just of how these complex multifaceted cognitive abilities relate to one another, but their joint role in the distinct developmental pathway followed in ASD. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ASD" title="ASD">ASD</a>, <a href="https://publications.waset.org/abstracts/search?q=executive%20function" title=" executive function"> executive function</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20age" title=" school age"> school age</a>, <a href="https://publications.waset.org/abstracts/search?q=theory%20of%20mind" title=" theory of mind"> theory of mind</a> </p> <a href="https://publications.waset.org/abstracts/51919/the-relationship-between-hot-and-cool-executive-function-and-theory-of-mind-in-school-aged-children-with-autism-spectrum-disorder" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/51919.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">291</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3819</span> Derivational Morphology Training Improves Spelling in School-Aged Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Estelle%20Ardanouy">Estelle Ardanouy</a>, <a href="https://publications.waset.org/abstracts/search?q=Helene%20Delage"> Helene Delage</a>, <a href="https://publications.waset.org/abstracts/search?q=Pascal%20Zesiger"> Pascal Zesiger</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Morphological awareness contributes to the acquisition of reading and spelling in typical learners as well as in children with learning disorders. Indeed, the acquisition of phoneme-grapheme correspondences is not sufficient to master spelling, especially in inconsistent orthographic systems such as English or French. Several meta-analyses show the benefit of explicit training in derivational morphology on reading and spelling in old children (who have already learned the main grapheme-phoneme correspondences), but highlight the lack of studies with younger children, particularly in French. In this study, we chose to focus on the efficiency of an intensive training in derivational morphology on spelling skills in French-speaking four-graders (9-10 years of age). The training consisted of 1) learning how to divide words into morphemes (ex: para/pente in French, paraglider in English), as well as 2) working on the meaning of affixes in relation to existing words (ex: para/pente: to protect against – para - the slope -pente). One group of pupils (N = 37, M age = 9.5) received this experimental group training in morphology while an alternative training group (N = 34, M age = 9.6) received a visuo-semantic training based on visual cues to memorize the spelling difficulties of complex words (such as the doubling of “r” in “verre” in French -or "glass" in English-which are represented by the drawing of two glasses). Both trainings lasted a total of 15 hours at a rate of four 45 minutes sessions per week, resulting in five weeks of training in the school setting. Our preliminary results show a significant improvement in the experimental group in the spelling of affixes on the trained (p < 0.001) and untrained word lists (p <0.001), but also in the root of words on the trained (p <0.001) and untrained word lists group (p <0.001). The training effect is also present on both trained and untrained morphologically composed words. By contrast, the alternative training group shows no progress on these previous measures (p >0.15). Further analyses testing the effects of both trainings on other measures such as morphological awareness and reading of morphologically compose words are in progress. These first results support the effectiveness of explicitly teaching derivational morphology to improve spelling in school-aged children. The study is currently extended to a group of children with developmental dyslexia because these children are known for their severe and persistent spelling difficulties. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=developmental%20dyslexia" title="developmental dyslexia">developmental dyslexia</a>, <a href="https://publications.waset.org/abstracts/search?q=derivational%20morphology" title=" derivational morphology"> derivational morphology</a>, <a href="https://publications.waset.org/abstracts/search?q=reading" title=" reading"> reading</a>, <a href="https://publications.waset.org/abstracts/search?q=school-aged%20children" title=" school-aged children"> school-aged children</a>, <a href="https://publications.waset.org/abstracts/search?q=spelling" title=" spelling"> spelling</a>, <a href="https://publications.waset.org/abstracts/search?q=training" title=" training"> training</a> </p> <a href="https://publications.waset.org/abstracts/132608/derivational-morphology-training-improves-spelling-in-school-aged-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/132608.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">176</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3818</span> Evaluating and Examining Pictures of Children of Five Years Old</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Emine%20Y%C4%B1lmaz%20Bolat">Emine Yılmaz Bolat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Early childhood is a very important period in terms of identifying and developing early skills and abilities. It is likely that the child's development will be in the same direction in the future. This study was conducted with 26 children for the purpose of examining pictures of children of five years old. In the survey, children were asked to draw a picture with pastel dyes. The drawings were collected and evaluated by the researcher. At the end of the research, it was found that the children used the yellow color (N = 17, 16,34%) and the least gray color (N = 1, 0,96%). When the features of children's pictures are examined, the children's paintings have been found to have hierarchy, transparency, completion, the use of vivid colors, and the presence of vertical and horizontal painting lines. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=early%20childhood" title="early childhood">early childhood</a>, <a href="https://publications.waset.org/abstracts/search?q=kindergarten" title=" kindergarten"> kindergarten</a>, <a href="https://publications.waset.org/abstracts/search?q=pictures%20of%20children" title=" pictures of children"> pictures of children</a>, <a href="https://publications.waset.org/abstracts/search?q=features%20of%20pictures" title=" features of pictures"> features of pictures</a> </p> <a href="https://publications.waset.org/abstracts/68252/evaluating-and-examining-pictures-of-children-of-five-years-old" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/68252.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">309</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3817</span> The Effectiveness of Intervention Methods for Repetitive Behaviors in Preschool Children with Autism Spectrum Disorder: A Systematic Review</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Akane%20Uda">Akane Uda</a>, <a href="https://publications.waset.org/abstracts/search?q=Ami%20Tabata"> Ami Tabata</a>, <a href="https://publications.waset.org/abstracts/search?q=Mi%20An"> Mi An</a>, <a href="https://publications.waset.org/abstracts/search?q=Misa%20Komaki"> Misa Komaki</a>, <a href="https://publications.waset.org/abstracts/search?q=Ryotaro%20Ito"> Ryotaro Ito</a>, <a href="https://publications.waset.org/abstracts/search?q=Mayumi%20Inoue"> Mayumi Inoue</a>, <a href="https://publications.waset.org/abstracts/search?q=Takehiro%20Sasai"> Takehiro Sasai</a>, <a href="https://publications.waset.org/abstracts/search?q=Yusuke%20Kusano"> Yusuke Kusano</a>, <a href="https://publications.waset.org/abstracts/search?q=Toshihiro%20Kato"> Toshihiro Kato</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Early intervention is recommended for children with autism spectrum disorder (ASD), and an increasing number of children have received support and intervention before school age in recent years. In this study, we systematically reviewed preschool interventions focused on repetitive behaviors observed in children with ASD, which are often observed at younger ages. Inclusion criteria were as follows : (1) Child of preschool status (age ≤ 7 years) with a diagnosis of ASD (including autism, Asperger's, and pervasive developmental disorder) or a parent (caregiver) with a preschool child with ASD, (2) Physician-confirmed diagnosis of ASD (autism, Asperger's, and pervasive developmental disorder), (3) Interventional studies for repetitive behaviors, (4) Original articles published within the past 10 years (2012 or later), (5) Written in English and Japanese. Exclusion criteria were as follows: (1) Systematic reviews or meta-analyses, (2) Conference reports or books. We carefully scrutinized databases to remove duplicate references and used a two-step screening process to select papers. The primary screening included close scrutiny of titles and abstracts to exclude articles that did not meet the eligibility criteria. During the secondary screening, we carefully read the complete text to assess eligibility, which was double-checked by six members at the laboratory. Disagreements were resolved through consensus-based discussion. Our search yielded 304 papers, of which nine were included in the study. The level of evidence was as follows: three randomized controlled trials (level 2), four pre-post studies (level 4b), and two case reports (level 5). Seven articles selected for this study described the effectiveness of interventions. Interventions for repetitive behaviors in preschool children with ASD were categorized as five interventions that directly involved the child and four educational programs for caregivers and parents. Studies that directly intervened with children used early intensive intervention based on applied behavior analysis (Early Start Denver Model, Early Intensive Behavioral Intervention, and the Picture Exchange Communication System) and individualized education based on sensory integration. Educational interventions for caregivers included two methods; (a) education regarding combined methods and practices of applied behavior analysis in addition to classification and coping methods for repetitive behaviors, and (b) education regarding evaluation methods and practices based on children’s developmental milestones in play. With regard to the neurophysiological basis of repetitive behaviors, environmental factors are implicated as possible contributors. We assumed that applied behavior analysis was shown to be effective in reducing repetitive behaviors because analysis focused on the interaction between the individual and the environment. Additionally, with regard to educational interventions for caregivers, the intervention was shown to promote behavioral change in children based on the caregivers' understanding of the classification of repetitive behaviors and the children’s developmental milestones in play and adjustment of the person-environment context led to a reduction in repetitive behaviors. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autism%20spectrum%20disorder" title="autism spectrum disorder">autism spectrum disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20intervention" title=" early intervention"> early intervention</a>, <a href="https://publications.waset.org/abstracts/search?q=repetitive%20behaviors" title=" repetitive behaviors"> repetitive behaviors</a>, <a href="https://publications.waset.org/abstracts/search?q=systematic%20review" title=" systematic review"> systematic review</a> </p> <a href="https://publications.waset.org/abstracts/152085/the-effectiveness-of-intervention-methods-for-repetitive-behaviors-in-preschool-children-with-autism-spectrum-disorder-a-systematic-review" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/152085.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">140</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3816</span> Moving beyond the Social Model of Disability by Engaging in Anti-Oppressive Social Work Practice</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Irene%20Carter">Irene Carter</a>, <a href="https://publications.waset.org/abstracts/search?q=Roy%20Hanes"> Roy Hanes</a>, <a href="https://publications.waset.org/abstracts/search?q=Judy%20MacDonald"> Judy MacDonald</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Considering that disability is universal and people with disabilities are part of all societies; that there is a connection between the disabled individual and the societal; and that it is society and social arrangements that disable people with impairments, contemporary disability discourse emphasizes the social model of disability to counter medical and rehabilitative models of disability. However, the social model does not go far enough in addressing the issues of oppression and inclusion. The authors indicate that the social model does not specifically or adequately denote the oppression of persons with disabilities, which is a central component of progressive social work practice with people with disabilities. The social model of disability does not go far enough in deconstructing disability and offering social workers, as well as people with disabilities a way of moving forward in terms of practice anchored in individual, familial and societal change. The social model of disability is expanded by incorporating principles of anti-oppression social work practice. Although the contextual analysis of the social model of disability is an important component there remains a need for social workers to provide service to individuals and their families, which will be illustrated through anti-oppressive practice (AOP). By applying an anti-oppressive model of practice to the above definitions, the authors not only deconstruct disability paradigms but illustrate how AOP offers a framework for social workers to engage with people with disabilities at the individual, familial and community levels of practice, promoting an emancipatory focus in working with people with disabilities. An anti- social- oppression social work model of disability connects the day-to-day hardships of people with disabilities to the direct consequence of oppression in the form of ableism. AOP theory finds many of its basic concepts within social-oppression theory and the social model of disability. It is often the case that practitioners, including social workers and psychologists, define people with disabilities’ as having or being a problem with the focus placed upon adjustment and coping. A case example will be used to illustrate how an AOP paradigm offers social work a more comprehensive and critical analysis and practice model for social work practice with and for people with disabilities than the traditional medical model, rehabilitative and social model approaches. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=anti-oppressive%20practice" title="anti-oppressive practice">anti-oppressive practice</a>, <a href="https://publications.waset.org/abstracts/search?q=disability" title=" disability"> disability</a>, <a href="https://publications.waset.org/abstracts/search?q=people%20with%20disabilities" title=" people with disabilities"> people with disabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20model%20of%20disability" title=" social model of disability"> social model of disability</a> </p> <a href="https://publications.waset.org/abstracts/60774/moving-beyond-the-social-model-of-disability-by-engaging-in-anti-oppressive-social-work-practice" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/60774.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1083</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3815</span> Realizing the Rights of Prisoners with Disabilities in Nigeria: A Case Study of Four Lagos State Prisons</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jacob%20Bogart">Jacob Bogart</a>, <a href="https://publications.waset.org/abstracts/search?q=Adaobi%20Egboka"> Adaobi Egboka</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nigeria signed and ratified the Convention on the Rights of Persons with Disabilities in 2010, which was heralded as a much-needed step towards protecting the rights of persons with disabilities (PWDs). However, even with such progress, incarcerated PWDs have been left behind. The current legal framework in Nigeria does not consider the particular challenges PWDs face in prison nor make provisions to address them, despite the need for such reforms. Indeed, given the closed and restricted nature of prisons, and the violence that results from overcrowding, lack of supervision, and poor facilities, prisoners with disabilities often face significant challenges while incarcerated. While every prisoner is affected by these issues, PWDs are disproportionately harmed by them due to the nature of their disability. A study of four prisons in Lagos State, Nigeria was carried out by interviewing prisoners with disabilities, prison officials, advocates, and academics. The study found that for prisoners with physical disabilities, inaccessible prison facilities and a lack of mobility, hearing, or seeing assistance can often cause them to be dependent on the mercy of the other inmates for assistance in performing such basic functions as using the restroom, going to church, or washing themselves. Prison officials do not assist these PWDs or provide them with aids, such as crutches or a cane. Relatedly, prisoners with psychosocial disabilities (mental health conditions) often are not removed to health care facilities, despite a law to that effect, and are left to languish in prisons without the mental health care treatment they need. This presentation argues that reforms addressing the rights of PWDs must consider and make provisions for prisoners with disabilities, such as ensuring that prison facilities are accessible, providing PWDs with mobility, seeing or hearing aids as needed, and conducting mental health screenings for persons awaiting trial immediately upon entering the prison. These reforms, among others, are necessary first steps toward realizing the rights of prisoners with disabilities in Nigeria. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=disability%20rights" title="disability rights">disability rights</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20rights" title=" human rights"> human rights</a>, <a href="https://publications.waset.org/abstracts/search?q=Lagos" title=" Lagos"> Lagos</a>, <a href="https://publications.waset.org/abstracts/search?q=Nigeria" title=" Nigeria"> Nigeria</a>, <a href="https://publications.waset.org/abstracts/search?q=prisoners%20with%20disabilities" title=" prisoners with disabilities"> prisoners with disabilities</a> </p> <a href="https://publications.waset.org/abstracts/56258/realizing-the-rights-of-prisoners-with-disabilities-in-nigeria-a-case-study-of-four-lagos-state-prisons" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/56258.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">356</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3814</span> Extension of Motor Skill Assessments in High Schoolage Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdul%20Aleem">Abdul Aleem</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study aimed to establish age-related normative values for motor skill assessments in Pakistani children aged 15 to 20 years, utilize two motor coordination tests: the Test of Gross Motor Development (TGMD) and the Korper Coordinations test for kinder. In the present study, BMI, age and gender were correlated with the motor performance of the children. The study developed the preliminary normative data for the Test for Gross Motor Development TGMD-2 and KTK test for primary school children. There was a positive correlation between age and TGMD-2 and KTK test scores. All participants performed 100% on the locomotor subset of TGMD-2 test and boys showed better motor proficiency than girls on scores of TGMD-2 test. Moreover, there was a negative correlation between the KTK test score and the BMI of participants. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=motor%20competence" title="motor competence">motor competence</a>, <a href="https://publications.waset.org/abstracts/search?q=Korper%20coordinations" title=" Korper coordinations"> Korper coordinations</a>, <a href="https://publications.waset.org/abstracts/search?q=normative%20%20values" title=" normative values"> normative values</a>, <a href="https://publications.waset.org/abstracts/search?q=developmental%20coordination%20disorder" title=" developmental coordination disorder"> developmental coordination disorder</a> </p> <a href="https://publications.waset.org/abstracts/191035/extension-of-motor-skill-assessments-in-high-schoolage-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/191035.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">37</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3813</span> Teachers' Disability Disclosure: A Multiple Perspective</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=N.%20Tal-Alon">N. Tal-Alon</a>, <a href="https://publications.waset.org/abstracts/search?q=O.%20Shapira-Lishchinsky"> O. Shapira-Lishchinsky </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Disability disclosure is one of the most complicated dilemmas that people with invisible disabilities face. There are only a few research studies that have focused on the difficulties and dilemmas of teachers who have different disabilities. In addition, there are currently no research studies focusing specifically on the different aspects of disability disclosure, which are unique to teachers. This research has, therefore, broadened the knowledge base and understanding of the dilemma of disability disclosure among teachers with invisible physical disabilities. In addition, it has shed light on the ways this issue is perceived by different groups: the perspective of school principals, the perspective of colleagues, and the perspective of teachers with physical disabilities themselves. The study sample included 12 teachers with invisible physical disabilities, 10 school principals who employ at least one teacher with an invisible physical disability, and 10 professional colleagues of at least one teacher with an invisible physical disability. This particular research study was conducted using a qualitative approach through the Narralizer computer program based on a series of in-depth interviews. The data analysis was carried out by grouping major points of interest into specific categories and sub-categories. The findings of this research suggest that teachers with disabilities struggle with the dilemma of whether or not to reveal their disability to the school staff and to their students. It was found that there were considerable differences between the issues that faculty members considered regarding this dilemma and the ones that teachers with disabilities considered. While the principals and professional colleagues focused solely on their own interests, the teachers with a disability emphasized more on the ways that they might have a positive influence on their students, as well as their own individual interests. In addition, school principals on a whole tended to view negatively the option of disclosing the disability to the students and were often critical towards teachers who concealed their disability from the school staff. The importance of this research is in its potential to influence policy decisions that can be implemented by the Ministry of Education regarding the support system for teachers with invisible physical disabilities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education" title="education">education</a>, <a href="https://publications.waset.org/abstracts/search?q=employment" title=" employment"> employment</a>, <a href="https://publications.waset.org/abstracts/search?q=invisible%20disabilities" title=" invisible disabilities"> invisible disabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers" title=" teachers"> teachers</a> </p> <a href="https://publications.waset.org/abstracts/109074/teachers-disability-disclosure-a-multiple-perspective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/109074.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">102</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3812</span> Creating Entrepreneurs through Contribution of Individuals and Corporations: An Insight on Persons with Disabilities in Bangladesh</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Saptarshi%20Dhar">Saptarshi Dhar</a>, <a href="https://publications.waset.org/abstracts/search?q=Tahira%20Farzana"> Tahira Farzana</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In Bangladesh, particularly in rural areas, persons with disabilities are generally isolated from the mainstream and are pushed to the margins of society. They are seen as an individual problem, not as a social responsibility. As a result, persons with disabilities face challenges to actively participate in social and economic activities. The country is experiencing a steady economic and per capita growth over the past few years and entrepreneurial opportunities are also increasing. However, involvement of persons with disabilities in entrepreneurship is yet to increase. The aim of this paper is to explore the issue of entrepreneurship for persons with disabilities through contribution of individuals and corporations in the context of social responsibility. The paper is exploratory in nature and is approached through a three-month research project 'Shwanirbhor' run by the authors in Pakshi area of Pabna District in Bangladesh. The authors collected data through semi structured questionnaire, interviews and focus group discussions. Through the project, persons with disabilities were provided with financial capital (collected through contribution of individuals and corporations), business plans and advisory assistance on a need basis to help them start entrepreneurial ventures. The findings of the study indicate that in terms of contribution toward a social cause, individuals and corporations have positive attitude and are willing to offer monetary and nonmonetary assistance. When provided with entrepreneurial opportunity, persons with disabilities showed motivation in joining entrepreneurship to improve their economic standing and to be financially independent. In addition to that, the study also found that factors such as social inclusion and acceptance, economic empowerment, breaking the social and family barrier are also the reasons that drive persons with disabilities into embracing entrepreneurship. Moreover, while starting and running the entrepreneurial activities, they face constraints that range from personal, environmental, operational and infrastructural to informational barriers. The paper also proposes a strategy framework for entrepreneurship creation in Bangladesh which could be supportive for policy development for persons with disabilities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bangladesh" title="Bangladesh">Bangladesh</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurship" title=" entrepreneurship"> entrepreneurship</a>, <a href="https://publications.waset.org/abstracts/search?q=persons%20with%20disabilities%20%28PWD%29" title=" persons with disabilities (PWD)"> persons with disabilities (PWD)</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20responsibility" title=" social responsibility"> social responsibility</a> </p> <a href="https://publications.waset.org/abstracts/78804/creating-entrepreneurs-through-contribution-of-individuals-and-corporations-an-insight-on-persons-with-disabilities-in-bangladesh" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/78804.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">239</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3811</span> Ultrasonographic Manifestation of Periventricular Leukomalacia in Preterm Neonates at Teaching Hospital Peradeniya, Sri Lanka</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=P.%20P.%20Chandrasekera">P. P. Chandrasekera</a>, <a href="https://publications.waset.org/abstracts/search?q=P.%20B.%20Hewavithana"> P. B. Hewavithana</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Rosairo"> S. Rosairo</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20H.%20M.%20N.%20Herath"> M. H. M. N. Herath</a>, <a href="https://publications.waset.org/abstracts/search?q=D.%20M.%20R.%20D.%20Mirihella"> D. M. R. D. Mirihella</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Periventricular Leukomalacia (PVL) is a White Matter Injury (WMI) of preterm neonatal brain. Objectives of the study were to assess the neuro-developmental outcome at one year of age and to determine a good protocol of cranial ultrasonography to detect PVL. Two hundred and sixty four preterm neonates were included in the study. Series of cranial ultrasound scans were done by using a dedicated neonatal head probe 4-10 MHz of Logic e portable ultrasound scanner. Clinical history of seizures, abnormal head growth (hydrocephalus or microcephaly) and developmental milestones were assessed and neurological examinations were done until one year of age. Among live neonates, 57% who had cystic PVL (Grades2 and 3) manifested as cerebral palsy. In conclusion cystic PVL has permanent neurological disabilities like cerebral palsy. Good protocol of real time cranial ultrasonography to detect PVL is to perform scans at least once a week until one month and at term (40 weeks of gestation). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cerebral%20palsy" title="cerebral palsy">cerebral palsy</a>, <a href="https://publications.waset.org/abstracts/search?q=cranial%20ultrasonography" title=" cranial ultrasonography"> cranial ultrasonography</a>, <a href="https://publications.waset.org/abstracts/search?q=Periventricular%20Leukomalacia" title=" Periventricular Leukomalacia"> Periventricular Leukomalacia</a>, <a href="https://publications.waset.org/abstracts/search?q=preterm%20neonates" title=" preterm neonates"> preterm neonates</a> </p> <a href="https://publications.waset.org/abstracts/14073/ultrasonographic-manifestation-of-periventricular-leukomalacia-in-preterm-neonates-at-teaching-hospital-peradeniya-sri-lanka" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/14073.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">392</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3810</span> Impact of Experiential Learning on Executive Function, Language Development, and Quality of Life for Adults with Intellectual and Developmental Disabilities (IDD)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mary%20Deyo">Mary Deyo</a>, <a href="https://publications.waset.org/abstracts/search?q=Zmara%20Harrison"> Zmara Harrison</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study reports the outcomes of an 8-week experiential learning program for 6 adults with Intellectual and Developmental Disabilities (IDD) at a day habilitation program. The intervention foci for this program include executive function, language learning in the domains of expressive, receptive, and pragmatic language, and quality of life. The interprofessional collaboration aimed at supporting adults with IDD to reach person-centered, functional goals across skill domains is critical. This study is a significant addition to the speech-language pathology literature in that it examines a therapy method that potentially meets this need while targeting domains within the speech-language pathology scope of practice. Communication therapy was provided during highly valued and meaningful hands-on learning experiences, referred to as the Garden Club, which incorporated all aspects of planting and caring for a garden as well as related journaling, sensory, cooking, art, and technology-based activities. Direct care staff and an undergraduate research assistant were trained by SLP to be impactful language guides during their interactions with participants in the Garden Club. SLP also provided direct therapy and modeling during Garden Club. Research methods used in this study included a mixed methods analysis of a literature review, a quasi-experimental implementation of communication therapy in the context of experiential learning activities, Quality of Life participant surveys, quantitative pre- post- data collection and linear mixed model analysis, qualitative data collection with qualitative content analysis and coding for themes. Outcomes indicated overall positive changes in expressive vocabulary, following multi-step directions, sequencing, problem-solving, planning, skills for building and maintaining meaningful social relationships, and participant perception of the Garden Project’s impact on their own quality of life. Implementation of this project also highlighted supports and barriers that must be taken into consideration when planning similar projects. Overall findings support the use of experiential learning projects in day habilitation programs for adults with IDD, as well as additional research to deepen understanding of best practices, supports, and barriers for implementation of experiential learning with this population. This research provides an important contribution to research in the fields of speech-language pathology and other professions serving adults with IDD by describing an interprofessional experiential learning program with positive outcomes for executive function, language learning, and quality of life. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=experiential%20learning" title="experiential learning">experiential learning</a>, <a href="https://publications.waset.org/abstracts/search?q=adults" title=" adults"> adults</a>, <a href="https://publications.waset.org/abstracts/search?q=intellectual%20and%20developmental%20disabilities" title=" intellectual and developmental disabilities"> intellectual and developmental disabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=expressive%20language" title=" expressive language"> expressive language</a>, <a href="https://publications.waset.org/abstracts/search?q=receptive%20language" title=" receptive language"> receptive language</a>, <a href="https://publications.waset.org/abstracts/search?q=pragmatic%20language" title=" pragmatic language"> pragmatic language</a>, <a href="https://publications.waset.org/abstracts/search?q=executive%20function" title=" executive function"> executive function</a>, <a href="https://publications.waset.org/abstracts/search?q=communication%20therapy" title=" communication therapy"> communication therapy</a>, <a href="https://publications.waset.org/abstracts/search?q=day%20habilitation" title=" day habilitation"> day habilitation</a>, <a href="https://publications.waset.org/abstracts/search?q=interprofessionalism" title=" interprofessionalism"> interprofessionalism</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20of%20life" title=" quality of life"> quality of life</a> </p> <a href="https://publications.waset.org/abstracts/171080/impact-of-experiential-learning-on-executive-function-language-development-and-quality-of-life-for-adults-with-intellectual-and-developmental-disabilities-idd" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/171080.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">126</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3809</span> A General Overview on Izadis Children's Right Situation in Iraqi Kurdistan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shabnam%20Dadparvar">Shabnam Dadparvar</a>, <a href="https://publications.waset.org/abstracts/search?q=Laijin%20Shen"> Laijin Shen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Undoubtedly, children are one of the biggest assets of any society and it is the duty of all officials to have a systematic plan to educate the next generation and make a better life for children so that they can progress and be effective for their communities. In an effort, Kurdistan Regional Government (KRG) has adopted standards to improve the condition for Izadis children; however, there are challenges that remain; such as: Izadis child abuse, Izadis child labor, Izadis children right’s law, orphans, Izadis street children and etc. In this paper, by a descriptive-analytical method the authors try to discuss the general situation of Izadis children in today s Iraqi Kurdistan and the issues such as drug abuse, Izadis child labor, orphans and Izadis street children. The questions are: How is the situation of Izadis children in Iraqi Kurdistan and what are their challenges? Also, what is the KRG’s strategy and through which ways, they can make a better life for minority children and change their current status? The authors believe that nowadays, the KRG is trying to crack down on problems against Izadis children; however, their effort is not adequate and some other activities should be performed; one of which is passing the Izadis children s law against violence. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=children%20right" title="children right">children right</a>, <a href="https://publications.waset.org/abstracts/search?q=Iraqi%20Kurdistan" title=" Iraqi Kurdistan"> Iraqi Kurdistan</a>, <a href="https://publications.waset.org/abstracts/search?q=Izadis%20children" title=" Izadis children"> Izadis children</a>, <a href="https://publications.waset.org/abstracts/search?q=Kurdistan%20Regional%20Government" title=" Kurdistan Regional Government"> Kurdistan Regional Government</a> </p> <a href="https://publications.waset.org/abstracts/50885/a-general-overview-on-izadis-childrens-right-situation-in-iraqi-kurdistan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/50885.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">258</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3808</span> Recognition by the Voice and Speech Features of the Emotional State of Children by Adults and Automatically</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elena%20E.%20Lyakso">Elena E. Lyakso</a>, <a href="https://publications.waset.org/abstracts/search?q=Olga%20V.%20Frolova"> Olga V. Frolova</a>, <a href="https://publications.waset.org/abstracts/search?q=Yuri%20N.%20Matveev"> Yuri N. Matveev</a>, <a href="https://publications.waset.org/abstracts/search?q=Aleksey%20S.%20Grigorev"> Aleksey S. Grigorev</a>, <a href="https://publications.waset.org/abstracts/search?q=Alexander%20S.%20Nikolaev"> Alexander S. Nikolaev</a>, <a href="https://publications.waset.org/abstracts/search?q=Viktor%20A.%20Gorodnyi"> Viktor A. Gorodnyi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study of the children’s emotional sphere depending on age and psychoneurological state is of great importance for the design of educational programs for children and their social adaptation. Atypical development may be accompanied by violations or specificities of the emotional sphere. To study characteristics of the emotional state reflection in the voice and speech features of children, the perceptual study with the participation of adults and the automatic recognition of speech were conducted. Speech of children with typical development (TD), with Down syndrome (DS), and with autism spectrum disorders (ASD) aged 6-12 years was recorded. To obtain emotional speech in children, model situations were created, including a dialogue between the child and the experimenter containing questions that can cause various emotional states in the child and playing with a standard set of toys. The questions and toys were selected, taking into account the child’s age, developmental characteristics, and speech skills. For the perceptual experiment by adults, test sequences containing speech material of 30 children: TD, DS, and ASD were created. The listeners were 100 adults (age 19.3 ± 2.3 years). The listeners were tasked with determining the children’s emotional state as “comfort – neutral – discomfort” while listening to the test material. Spectrographic analysis of speech signals was conducted. For automatic recognition of the emotional state, 6594 speech files containing speech material of children were prepared. Automatic recognition of three states, “comfort – neutral – discomfort,” was performed using automatically extracted from the set of acoustic features - the Geneva Minimalistic Acoustic Parameter Set (GeMAPS) and the extended Geneva Minimalistic Acoustic Parameter Set (eGeMAPS). The results showed that the emotional state is worse determined by the speech of TD children (comfort – 58% of correct answers, discomfort – 56%). Listeners better recognized discomfort in children with ASD and DS (78% of answers) than comfort (70% and 67%, respectively, for children with DS and ASD). The neutral state is better recognized by the speech of children with ASD (67%) than by the speech of children with DS (52%) and TD children (54%). According to the automatic recognition data using the acoustic feature set GeMAPSv01b, the accuracy of automatic recognition of emotional states for children with ASD is 0.687; children with DS – 0.725; TD children – 0.641. When using the acoustic feature set eGeMAPSv01b, the accuracy of automatic recognition of emotional states for children with ASD is 0.671; children with DS – 0.717; TD children – 0.631. The use of different models showed similar results, with better recognition of emotional states by the speech of children with DS than by the speech of children with ASD. The state of comfort is automatically determined better by the speech of TD children (precision – 0.546) and children with ASD (0.523), discomfort – children with DS (0.504). The data on the specificities of recognition by adults of the children’s emotional state by their speech may be used in recruitment for working with children with atypical development. Automatic recognition data can be used to create alternative communication systems and automatic human-computer interfaces for social-emotional learning. Acknowledgment: This work was financially supported by the Russian Science Foundation (project 18-18-00063). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autism%20spectrum%20disorders" title="autism spectrum disorders">autism spectrum disorders</a>, <a href="https://publications.waset.org/abstracts/search?q=automatic%20recognition%20of%20speech" title=" automatic recognition of speech"> automatic recognition of speech</a>, <a href="https://publications.waset.org/abstracts/search?q=child%E2%80%99s%20emotional%20speech" title=" child’s emotional speech"> child’s emotional speech</a>, <a href="https://publications.waset.org/abstracts/search?q=Down%20syndrome" title=" Down syndrome"> Down syndrome</a>, <a href="https://publications.waset.org/abstracts/search?q=perceptual%20experiment" title=" perceptual experiment"> perceptual experiment</a> </p> <a href="https://publications.waset.org/abstracts/134192/recognition-by-the-voice-and-speech-features-of-the-emotional-state-of-children-by-adults-and-automatically" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/134192.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">189</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3807</span> A Difficult Advertising: A Preventive Intervention for Siblings of Children with down Syndrome</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Valentina%20Manna">Valentina Manna</a>, <a href="https://publications.waset.org/abstracts/search?q=Oscar%20Pisanti"> Oscar Pisanti</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The term sibling has been adopted by Italian brothers and sisters of people with disabilities, to define themselves as a group with shared features. This choice is due to the importance of underlying the centrality of what being a brother/sister means to these people because of and beyond the disability. Being a sibling offers great opportunities to develop empathy and relational skills but it may also amplify the typical dynamics of fraternal relationships dealing with envy, rivalry and concern. This outlines a condition of potential developmental risk for the non-disabled sibling, being at the same time a great resource for the child with special needs, as actor of an intimate relationship usually lasting after that one with parents. However, young siblings are often unheeded in their needs for comprehension of disability and not considered as persons requiring attention themselves. Moreover, scholars have scarcely undertaken an exploration of siblings’ perspective as competent contributors for producing knowledge useful to the benefit of families with special needs children. This contribution describes a preventive intervention for young siblings (6 – 16 years) of children with Down syndrome, by means of a psychodynamic-oriented group where participants could communicate, explore and share their emotional experiences as siblings. Based on a participatory approach, the program represents an action-research project, involving siblings as key experts for our understanding of siblings’ lives. The initiative used social media and video technologies to rise children’s voice: as a final product, participants were involved in the realization of a video campaign –which they defined ‘a difficult advertising’– built on the insights generated by the program and addressed to other siblings to help them facing and recognizing resources and difficulties related to their status. The final video campaign realized by the participants summarizes the main themes emerged during the intervention; as revealed by a thematic analysis, they are related to the difficulty in feeling to have a personal identity, to face disability as a form of ‘untought known’ and to integrate ambivalent emotions. In conclusion, the group device revealed its efficacy as a preventive tool: it allowed participants to deeply reflect on their own experiences and to communicate them for the first time in a verbal and mentalized form. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=down%20syndrome" title="down syndrome">down syndrome</a>, <a href="https://publications.waset.org/abstracts/search?q=group" title=" group"> group</a>, <a href="https://publications.waset.org/abstracts/search?q=siblings" title=" siblings"> siblings</a>, <a href="https://publications.waset.org/abstracts/search?q=prevention" title=" prevention"> prevention</a> </p> <a href="https://publications.waset.org/abstracts/70460/a-difficult-advertising-a-preventive-intervention-for-siblings-of-children-with-down-syndrome" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/70460.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">244</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3806</span> Approaching Sexual Violence Against People with Disabilities in Colombia from a Qualitative Perspective</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mariana%20Calder%C3%B3n">Mariana Calderón</a>, <a href="https://publications.waset.org/abstracts/search?q=Roc%C3%ADo%20Murad"> Rocío Murad</a>, <a href="https://publications.waset.org/abstracts/search?q=Natalia%20Acevedo"> Natalia Acevedo</a>, <a href="https://publications.waset.org/abstracts/search?q=Laura%20Le%C3%B3n"> Laura León</a>, <a href="https://publications.waset.org/abstracts/search?q=Juliana%20Fonseca"> Juliana Fonseca</a>, <a href="https://publications.waset.org/abstracts/search?q=Maria%20de%20los%20Angeles%20Balaguera%20Villa"> Maria de los Angeles Balaguera Villa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Recently, different countries and international organizations have put on their agenda the elimination of violence against people with disabilities. This research aims to evaluate the social dimensions of sexual violence against people with disabilities, particularly those with psychosocial and cognitive, in Colombia. Results reveal that 55% of people with disabilities that are survivors of sexual violence are younger than 29 years and 20,4 are people with cognitive and psychosocial disabilities. Colombian regions with better social positions presented more cases of sexual violence against people with disabilities. There were found access barriers for health, education and employment among this population, and there was also found poor data quality. Despite Colombia having an important normative framework aimed at preventing and attending to gender-based violence, it does not take into account people with disabilities specific needs. Additionally, it was found an insufficient implementation and appropriation of these norms, negative attitudes, and in general, a lack of service adaptation according to the needs, identities and circumstances of people with disabilities. Furthermore, among the factors that are exposing people with disabilities to sexual violence, it was found that family members tend to be the main aggressors, there are deep gaps in the sex education received by people with disabilities, imaginaries and perceptions about their sexuality are both hypersexualizing and presenting them as asexual. On the other hand, among protective factors, there were found body self-knowledge and conscience, acknowledgment of their sexuality and their sexual and reproductive rights and access to sex ed. Although during the last few years, there has occurred a positive change toward social inclusion of people with disabilities, specifically through their role in the political agenda and the recognition of their rights. More work is needed in order to guarantee their sexual and reproductive rights, particularly for persons with psychosocial and cognitive disabilities. This research results showed the importance of transforming persisting negative imaginaries about their sexuality and also enforcing and promoting their autonomy. In this sense, it is important to acknowledge gaps and barriers faced by them and create strategies to encourage their social inclusion through education, employment, and skill development. Nevertheless, it is necessary to keep contributing new evidence of the social determinants of health that are influencing the occurrence of sexual violence. This research understands sexual violence against people with disabilities in a multidimensional manner and offers the following recommendations: 1- To foment public sensitization and understanding of disabilities. 2- To increase parents, caregivers and officers’ commitment to the prevention and reduction of sexual violence. 3- To focus on the needs, identities and circumstances of people with disabilities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=disabilities" title="disabilities">disabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=sexual%20and%20reproductive%20rights" title=" sexual and reproductive rights"> sexual and reproductive rights</a>, <a href="https://publications.waset.org/abstracts/search?q=sexual%20violence" title=" sexual violence"> sexual violence</a>, <a href="https://publications.waset.org/abstracts/search?q=prevention" title=" prevention"> prevention</a> </p> <a href="https://publications.waset.org/abstracts/162576/approaching-sexual-violence-against-people-with-disabilities-in-colombia-from-a-qualitative-perspective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/162576.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">77</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3805</span> Compatibility of Disabilities for a Single Workplace through Mobile Technology: A Case Study in Brazilian Industries</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Felyppe%20Blum%20Goncalves">Felyppe Blum Goncalves</a>, <a href="https://publications.waset.org/abstracts/search?q=Juliana%20Sebastiany"> Juliana Sebastiany</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In line with Brazilian legislation on the inclusion of persons with disabilities in the world of work, known as the 'quota law' (Law 8213/91) and in accordance with the prerogatives of the United Nations Convention on Human Rights of people with disabilities, which was ratified by Brazil through Federal Decree No. 6.949 of August 25, 2009, the SESI National Department, through Working Groups, structured the product Affordable Industry. This methodology aims to prepare the industries for the adequate process of inclusion of people with disabilities, as well as the development of an organizational culture that values and respects human diversity. All industries in Brazil with 100 or more employees must comply with current legislation, but due to the lack of information and guidance on the subject, they end up having difficulties in this process. The methodology brings solutions for companies through the professional qualification of the disabled person, preparation of managers, training of human resources teams and employees. It also advocates the survey of the architectural accessibility of the factory and the identification of the possibilities of inclusion of people with disabilities, through the compatibility between work and job requirements, preserving safety, health, and quality of life. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=inclusion" title="inclusion">inclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=app" title=" app"> app</a>, <a href="https://publications.waset.org/abstracts/search?q=disability" title=" disability"> disability</a>, <a href="https://publications.waset.org/abstracts/search?q=management" title=" management"> management</a> </p> <a href="https://publications.waset.org/abstracts/85828/compatibility-of-disabilities-for-a-single-workplace-through-mobile-technology-a-case-study-in-brazilian-industries" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/85828.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">163</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3804</span> Caring for Children with Intellectual Disabilities in Malawi: Parental Psychological Experiences and Needs</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Charles%20Masulani%20Mwale">Charles Masulani Mwale</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: It is argued that 85% of children with the disability live in resource-poor countries where there are few available disability services. A majority of these children, including their parents, suffer a lot as a result of the disability and its associated stigmatization, leading to a marginalized life. These parents also experience more stress and mental health problems such as depression, compared with families of normal developing children. There is little research from Africa addressing these issues especially among parents of intellectually disabled children. WHO encourages research on the impact that child with a disability have on their family and appropriate training and support to the families so that they can promote the child’s development and well-being. This study investigated the parenting experiences, mechanisms of coping with these challenges and psychosocial needs while caring for children with intellectual disabilities in both rural and urban settings of Lilongwe and Mzuzu. Methods: This is part of a larger Mixed-methods study aimed at developing a contextualized psychosocial intervention for parents of intellectually disabled children. 16 focus group discussions and four in-depth interviews were conducted with parents in catchments areas for St John of God and Children of Blessings in Mzuzu and Lilongwe cities respectively. Ethical clearance was obtained from COMREC. Data were stored in NVivo software for easy retrieval and management. All interviews were tape-recorded, transcribed and translated into English. Note-taking was performed during all the observations. Data triangulation from the interviews, note taking and the observations were done for validation and reliability. Results: Caring for intellectually disabled children comes with a number of challenges. Parents experience stigma and discrimination; fear for the child’s future; have self-blame and guilt; get coerced by neighbors to kill the disabled child; and fear violence by and to the child. Their needs include respite relief, improved access to disability services, education on disability management and financial support. For their emotional stability, parents cope by sharing with others and turning to God while other use poor coping mechanisms like alcohol use. Discussion and Recommendation: Apart from neighbors’ coercion to eliminate the child life, the findings of this study are similar to those done in other countries like Kenya and Pakistan. It is recommended that parents get educated on disability, its causes, and management to array fears of unknown. Community education is also crucial to promote community inclusiveness and correct prevailing myths associated with disability. Disability institutions ought to intensify individual as well as group counseling services to these parents. Further studies need to be done to design culturally appropriate and specific psychosocial interventions for the parents to promote their psychological resilience. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=psychological%20distress" title="psychological distress">psychological distress</a>, <a href="https://publications.waset.org/abstracts/search?q=intellectual%20disability" title=" intellectual disability"> intellectual disability</a>, <a href="https://publications.waset.org/abstracts/search?q=psychosocial%20interventions" title=" psychosocial interventions"> psychosocial interventions</a>, <a href="https://publications.waset.org/abstracts/search?q=mental%20health" title=" mental health"> mental health</a>, <a href="https://publications.waset.org/abstracts/search?q=psychological%20resilience" title=" psychological resilience"> psychological resilience</a>, <a href="https://publications.waset.org/abstracts/search?q=children" title=" children"> children</a> </p> <a href="https://publications.waset.org/abstracts/31519/caring-for-children-with-intellectual-disabilities-in-malawi-parental-psychological-experiences-and-needs" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31519.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">444</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3803</span> National Projects' Impact on the Regional Division</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mosaad%20Hamouda">Mosaad Hamouda</a>, <a href="https://publications.waset.org/abstracts/search?q=Kamal%20Khalaf"> Kamal Khalaf</a>, <a href="https://publications.waset.org/abstracts/search?q=Zaker%20Mousa"> Zaker Mousa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> National projects are considered Egypt's future vision in investing its various resources and the best way to bring about a developmental renaissance that constitutes a quantum leap because of its developmental impact on the planning regions, which it achieves in attracting and localizing investments to achieve urban development, and what this has a noticeable impact on dividing those regions in order to achieve a developmental balance or at least reduce the severity of the disparities between them, by measuring the impact of these projects, which appear in the per capita share of the various developmental variables, and also analyzing global and local experiences so that a balanced division of the country’s regions can be reached, and the research finds a set of planning foundations that are compatible with the settlement of these national projects in the future. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=national%20projects" title="national projects">national projects</a>, <a href="https://publications.waset.org/abstracts/search?q=regional%20development" title=" regional development"> regional development</a>, <a href="https://publications.waset.org/abstracts/search?q=division%20of%20regions" title=" division of regions"> division of regions</a>, <a href="https://publications.waset.org/abstracts/search?q=development%20disparities" title=" development disparities"> development disparities</a> </p> <a href="https://publications.waset.org/abstracts/174332/national-projects-impact-on-the-regional-division" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/174332.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">126</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3802</span> Developmental Psycholinguistic Approach to Conversational Skills - A Continuum of the Sensitivity to Gricean Maxims</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zsuzsanna%20Schnell">Zsuzsanna Schnell</a>, <a href="https://publications.waset.org/abstracts/search?q=Francesca%20Ervas"> Francesca Ervas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: the experimental pragmatic study confirms a basic tenet in the Relevance theoretical views in language philosophy. It draws up a developmental trajectory of the maxims, revealing the cognitive difficulty of their interpretation, their relative place to each other, and the order they may follow in development. A central claim of the present research is that social-cognitive skills play a significant role in inferential meaning construction. Children passing the False Belief Test are significantly more successful in tasks measuring the recognition of the infringement of conversational maxims. Aims and method: Preschoolers’ conversational skills and pragmatic competence is examined in view of their mentalization skills. In doing so it use a measure of linguistic tasks, containing 5 short scenarios for each Gricean maxim. it measure preschoolers’ ToM performance with a first- and a second order ToM task and compare participants’ ability to recognize the infringement of the Gricean maxims in view of their social cognitive skills. Results: Findings suggest that Theory of Mind has a predictive force of 75% concerning the ability to follow Gricean maxims efficiently. ToM proved to be a significant factor in predicting the group’s performance and success rates in 3 out of 4 maxim infringement recognition tasks: in the Quantity, Relevance and Manner conditions, but not in the Quality trial. Conclusions: the results confirm that children’s communicative competence in social contexts requires the development of higher-order social-cognitive reasoning, and reveal the cognitive effort needed for the recognition of the infringement of each maxim, yielding a continuum of their cognitive difficulty and trajectory of development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=maxim%20infringement%20recognition" title="maxim infringement recognition">maxim infringement recognition</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20cognition" title=" social cognition"> social cognition</a>, <a href="https://publications.waset.org/abstracts/search?q=Gricean%20maxims" title=" Gricean maxims"> Gricean maxims</a>, <a href="https://publications.waset.org/abstracts/search?q=developmental%20pragmatics" title=" developmental pragmatics"> developmental pragmatics</a> </p> <a href="https://publications.waset.org/abstracts/193769/developmental-psycholinguistic-approach-to-conversational-skills-a-continuum-of-the-sensitivity-to-gricean-maxims" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/193769.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">7</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3801</span> Investigating the Effect of Orthographic Transparency on Phonological Awareness in Bilingual Children with Dyslexia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sruthi%20Raveendran">Sruthi Raveendran</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Developmental dyslexia, characterized by reading difficulties despite normal intelligence, presents a significant challenge for bilingual children navigating languages with varying degrees of orthographic transparency. This study bridges a critical gap in dyslexia interventions for bilingual populations in India by examining how consistency and predictability of letter-sound relationships in a writing system (orthographic transparency) influence the ability to understand and manipulate the building blocks of sound in language (phonological processing). The study employed a computerized visual rhyme-judgment task with concurrent EEG (electroencephalogram) recording. The task compared reaction times, accuracy of performance, and event-related potential (ERP) components (N170, N400, and LPC) for rhyming and non-rhyming stimuli in two orthographies: English (opaque orthography) and Kannada (transparent orthography). As hypothesized, the results revealed advantages in phonological processing tasks for transparent orthography (Kannada). Children with dyslexia were faster and more accurate when judging rhymes in Kannada compared to English. This suggests that a language with consistent letter-sound relationships (transparent orthography) facilitates processing, especially for tasks that involve manipulating sounds within words (rhyming). Furthermore, brain activity measured by event-related potentials (ERP) showed less effort required for processing words in Kannada, as reflected by smaller N170, N400, and LPC amplitudes. These findings highlight the crucial role of orthographic transparency in optimizing reading performance for bilingual children with dyslexia. These findings emphasize the need for language-specific intervention strategies that consider the unique linguistic characteristics of each language. While acknowledging the complexity of factors influencing dyslexia, this research contributes valuable insights into the impact of orthographic transparency on phonological awareness in bilingual children. This knowledge paves the way for developing tailored interventions that promote linguistic inclusivity and optimize literacy outcomes for children with dyslexia. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=developmental%20dyslexia" title="developmental dyslexia">developmental dyslexia</a>, <a href="https://publications.waset.org/abstracts/search?q=phonological%20awareness" title=" phonological awareness"> phonological awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=rhyme%20judgment" title=" rhyme judgment"> rhyme judgment</a>, <a href="https://publications.waset.org/abstracts/search?q=orthographic%20transparency" title=" orthographic transparency"> orthographic transparency</a>, <a href="https://publications.waset.org/abstracts/search?q=Kannada" title=" Kannada"> Kannada</a>, <a href="https://publications.waset.org/abstracts/search?q=English" title=" English"> English</a>, <a href="https://publications.waset.org/abstracts/search?q=N170" title=" N170"> N170</a>, <a href="https://publications.waset.org/abstracts/search?q=N400" title=" N400"> N400</a>, <a href="https://publications.waset.org/abstracts/search?q=LPC" title=" LPC"> LPC</a> </p> <a href="https://publications.waset.org/abstracts/194120/investigating-the-effect-of-orthographic-transparency-on-phonological-awareness-in-bilingual-children-with-dyslexia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/194120.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">7</span> </span> </div> </div> <ul class="pagination"> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=children%20with%20developmental%20disabilities&page=6" rel="prev">&lsaquo;</a></li> <li class="page-item"><a class="page-link" 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