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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">4010</span> An Online Master's Degree Program for the Preparation of Adapted Physical Education Teachers for Children with Significant Developmental Disabilities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jiabei%20Zhang">Jiabei Zhang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Online programs developed for preparing qualified teachers have significantly increased over the years in the United States of America (USA). However, no online graduate programs for training adapted physical education (APE) teachers for children with significant developmental disabilities are currently available in the USA. The purpose of this study was to develop an online master’s degree program for the preparation of APE teachers to serve children with significant developmental disabilities. The characteristics demonstrated by children with significant developmental disabilities, the competencies required for certified APE teachers, and the evidence-based positive behavioral interventions (PBI) documented for teaching children with significant developmental disabilities were fully reviewed in this study. An online graduate program with 14 courses for 42 credit hours (3 credit hours per course) was then developed for training APE teachers to serve children with significant developmental disabilities. Included in this online program are five components: (a) 2 capstone courses, (b) 4 APE courses, (c) 4 PBI course, (d) 2 elective courses, and (e) 2 capstone courses. All courses will be delivered online through Desire2Learn administered by the Extended University Programs at Western Michigan University (WMU). An applicant who has a bachelor’s degree in physical education or special education is eligible for this proposed program. A student enrolled in this program is expected to complete all courses in 2.5 years while staying in their local area. This program will be submitted to the WMU curriculum committee for approval in the fall of 2018. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adapted%20physical%20education" title="adapted physical education">adapted physical education</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20program" title=" online program"> online program</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20preparation" title=" teacher preparation"> teacher preparation</a>, <a href="https://publications.waset.org/abstracts/search?q=and%20significant%20disabilities" title=" and significant disabilities"> and significant disabilities</a> </p> <a href="https://publications.waset.org/abstracts/92639/an-online-masters-degree-program-for-the-preparation-of-adapted-physical-education-teachers-for-children-with-significant-developmental-disabilities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/92639.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">148</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">4009</span> Learning Difficulties of Children with Disabilities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chalise%20Kiran">Chalise Kiran</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The learning difficulties of children with disabilities are always a matter of concern when we talk about educational needs and quality education of children with disabilities. This paper is the outcome of the review of the literatures based on the literatures on the educational needs and learning difficulties of children with disabilities. For the paper, different studies written on children with disabilities and their education were collected through search engines. The literature put together was analyzed from the angle of learning difficulties faced by children with disabilities and the same were used as a precursor to arrive at the findings on the learning of the children. The analysis showed that children with disabilities face learning difficulties. The reasons for these difficulties could be attributed to factors in terms of authority, structure, school environment, and behaviors of teachers and parents, and the society as a whole. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=children%20with%20disabilities" title="children with disabilities">children with disabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20difficulties" title=" learning difficulties"> learning difficulties</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=disabled%20children" title=" disabled children"> disabled children</a> </p> <a href="https://publications.waset.org/abstracts/148186/learning-difficulties-of-children-with-disabilities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/148186.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">113</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">4008</span> Use of Social Support for Fathers with Developmental Disabilities in Japan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shiori%20Ishida">Shiori Ishida</a>, <a href="https://publications.waset.org/abstracts/search?q=Hiromi%20Okuno"> Hiromi Okuno</a>, <a href="https://publications.waset.org/abstracts/search?q=Hisato%20Igarashi"> Hisato Igarashi</a>, <a href="https://publications.waset.org/abstracts/search?q=Akemi%20Yamazaki"> Akemi Yamazaki</a>, <a href="https://publications.waset.org/abstracts/search?q=Hiroko%20Takahashi"> Hiroko Takahashi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study was to clarify the differences and similarities regarding the social support of fathers and mothers towards considering increased assistance for the paternity of children with developmental disabilities. Written questionnaires were completed by fathers (n=85) and mothers (n=101) of children using rehabilitation facilities between infancy and 5 years of age. The survey contained multiple-choice questions on four categories: information support (6 items), emotional support (7 items), evaluation support (3 items), and daily living support (3 items). Regarding information support, fathers answered ‘spouse’ as the provider in over 50% of cases for all 6 items, which was significantly different compared with mothers (all p < 0.001). For emotional support, fathers were significantly more likely to get support from the workplace (p < 0.001) and from spouse (p < 0.001). The ‘evaluation support’ did not have significant differences for fathers in all the items, but the most frequent support providers were ‘spouses’. ‘Daily living support’ was significantly different from fathers in the workplace (p < 0.000) in terms of make allowances for work and duties. Thus, it appeared that fathers had fewer social support sources as compared with mothers and limited non-spouse support. The understanding of developmental disabilities, acquisition of methods of rehabilitation, and sources of support might have been inadequately addressed among fathers, which could be a hindrance to the involvement of fathers in the rearing of children with developmental disabilities. On the other hand, we also observed that some fathers were involved in the care of developmentally troubled children while providing mental support for their spouse, cooperating with housework, and adjusting their work life. However, the results on the external and social backgrounds of fathers indicated a necessity for greater empowerment and peer support to improve the paternal care of children with developmental disabilities in the family survey. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=children%20with%20developmental%20disabilities" title="children with developmental disabilities">children with developmental disabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=family%20support" title=" family support"> family support</a>, <a href="https://publications.waset.org/abstracts/search?q=father" title=" father"> father</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20support" title=" social support"> social support</a> </p> <a href="https://publications.waset.org/abstracts/114583/use-of-social-support-for-fathers-with-developmental-disabilities-in-japan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/114583.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">132</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">4007</span> Effectiveness of Parent Coaching Intervention for Parents of Children with Developmental Disabilities in the Home and Community </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elnaz%20Alimi">Elnaz Alimi</a>, <a href="https://publications.waset.org/abstracts/search?q=Keriakoula%20Andriopoulos"> Keriakoula Andriopoulos</a>, <a href="https://publications.waset.org/abstracts/search?q=Sam%20Boyer"> Sam Boyer</a>, <a href="https://publications.waset.org/abstracts/search?q=Weronika%20Zuczek"> Weronika Zuczek</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Occupational therapists can use coaching strategies to guide parents in providing therapy for their children with developmental disabilities. Evidence from various fields has shown increased parental self-efficacy and positive child outcomes as benefits of home and community-based parent coaching models. A literature review was conducted to investigate the effectiveness of parent coaching interventions delivered in home and community settings for children with developmental disabilities ages 0-12, on a variety of parent and child outcomes. CINAHL Plus, PsycINFO, PubMed, OTseeker were used as databases. The inclusion criteria consisted of: children with developmental disabilities ages 0-12 and their parents, parent coaching models conducted in the home and community, and parent and child outcomes. Studies were excluded if they were in a language other than English and published before 2000. Results showed that parent coaching interventions led to more positive therapy outcomes in child behaviors and symptoms related to their diagnosis or disorder. Additionally, coaching strategies had positive effects on parental satisfaction with therapy, parental self-efficacy, and family dynamics. Findings revealed decreased parental stress and improved parent-child relationships. Further research on parent coaching could involve studying the feasibility of coaching within occupational therapy specifically, incorporating cultural elements into coaching, qualitative studies on parental satisfaction with coaching, and measuring the quality of life outcomes for the whole family. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=coaching%20model" title="coaching model">coaching model</a>, <a href="https://publications.waset.org/abstracts/search?q=developmental%20disabilities" title=" developmental disabilities"> developmental disabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=occupational%20therapy" title=" occupational therapy"> occupational therapy</a>, <a href="https://publications.waset.org/abstracts/search?q=pediatrics" title=" pediatrics"> pediatrics</a> </p> <a href="https://publications.waset.org/abstracts/87802/effectiveness-of-parent-coaching-intervention-for-parents-of-children-with-developmental-disabilities-in-the-home-and-community" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/87802.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">194</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">4006</span> Intertwined Lives: Narratives of Children with Disabilities and Their Siblings</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shyamani%20Hettiarachchi">Shyamani Hettiarachchi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The experiences of children with disabilities and their siblings are seldom documented in Sri Lanka. The aim of this study was to uncover the narratives of young children with disabilities and their siblings in Sri Lanka. Fifteen children with disabilities and fifteen siblings were included in this study. Opportunities were offered to the participants to engage in artwork and story making activities. Narratives on the artwork and stories were gathered and the data analyzed using the key principles of Framework Analysis to determine the key themes. The key themes to emerge were of love, protectiveness, insecurity and visibility. The results highlight the need to take account of the experiences of children with disabilities and their siblings to understand how they understand and cope with disability. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=art" title="art">art</a>, <a href="https://publications.waset.org/abstracts/search?q=children%20with%20disabilities" title=" children with disabilities"> children with disabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=narratives" title=" narratives"> narratives</a>, <a href="https://publications.waset.org/abstracts/search?q=siblings" title=" siblings"> siblings</a>, <a href="https://publications.waset.org/abstracts/search?q=storymaking" title=" storymaking"> storymaking</a> </p> <a href="https://publications.waset.org/abstracts/41652/intertwined-lives-narratives-of-children-with-disabilities-and-their-siblings" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41652.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">277</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">4005</span> The Impact of Equine-Assisted Therapy on Occupational Engagement for Children with Intellectual and/or Developmental Disabilities: From the Perspectives of the Children and Their Caregivers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Morgan%20Dempsey">Morgan Dempsey</a>, <a href="https://publications.waset.org/abstracts/search?q=Sam%20Lewis"> Sam Lewis</a>, <a href="https://publications.waset.org/abstracts/search?q=Maggie%20Pierce"> Maggie Pierce</a>, <a href="https://publications.waset.org/abstracts/search?q=Alex%20Goodman"> Alex Goodman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research investigates the impact of equine-assisted therapy programs on occupational engagement for children with intellectual and developmental disabilities. There is a general lack of evidence for equine-based services for this population, so this research aims to decrease gaps in the current literature. To gain comprehensive insight, data will be collected from both the child and their caregiver. This study takes a qualitative approach utilizing online surveys and in-person guided interviews. The participants are individuals ages 4-17 with a diagnosed intellectual or developmental disability who are currently participating in a PATH int. certified equine-assisted therapy program. Also, caregivers of individuals who meet this criterion are included. This study decreases gaps in the literature by providing comprehensive data regarding the impacts of these services on occupational engagement. The addressed domains are physical, behavioral, emotional, and social functioning, as well as overall activity engagement and impacts in everyday life. With a better understanding of how equine-assisted therapy affects relevant outcomes for children with disabilities, an increased number of occupational therapists can implement these uniquely effective services while adhering to standards of evidence-based practice. Ultimately, this research strives to contribute to generalizable data in occupational therapy by supporting the implementation of equine-assisted services for children with intellectual and/or developmental disabilities and their caregivers/families. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=occupational%20therapy" title="occupational therapy">occupational therapy</a>, <a href="https://publications.waset.org/abstracts/search?q=pediatric" title=" pediatric"> pediatric</a>, <a href="https://publications.waset.org/abstracts/search?q=rehabilitation" title=" rehabilitation"> rehabilitation</a>, <a href="https://publications.waset.org/abstracts/search?q=hippotherapy" title=" hippotherapy"> hippotherapy</a> </p> <a href="https://publications.waset.org/abstracts/187259/the-impact-of-equine-assisted-therapy-on-occupational-engagement-for-children-with-intellectual-andor-developmental-disabilities-from-the-perspectives-of-the-children-and-their-caregivers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/187259.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">35</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">4004</span> Israeli Households Caring for Children and Adults with Intellectual and Developmental Disabilities: An Explorative Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ayelet%20Gur">Ayelet Gur</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: In recent years we are witnessing a welcome trend in which more children/persons with disabilities are living at home with their families and within their communities. This trend is related to various policy innovations as the UN Convention on the Rights of People with Disabilities that reflect a shift from the medical-institutional model to a human rights approach. We also witness the emergence of family centered approaches that perceive the family and not just the individual with the disability as a worthy target of policy planning, implementation and evaluation efforts. The current investigation aims to explore economic, psychological and social factors among households of families of children or adults with intellectual disabilities in Israel and to present policy recommendation. Methods: A national sample of 301 households was recruited through the education and employment settings of persons with intellectual disability. The main caregiver of the person with the disability (a parent) was interviewed. Measurements included the income and expense surveys; assets and debts questionnaire; the questionnaire on resources and stress; the social involvement questionnaire and Personal Wellbeing Index. Results: Findings indicate significant gaps in financial circumstances between households of families of children with intellectual disabilities and households of the general Israeli society. Households of families of children with intellectual disabilities report lower income and higher expenditures and loans than the general society. They experience difficulties in saving and coping with unexpected expenses. Caregivers (the parents) experience high stress, low social participation, low financial support from family, friend and non-governmental organizations and decreased well-being. They are highly dependent on social security allowances which constituted 40% of the household's income. Conclusions: Households' dependency on social security allowances may seem contradictory to the encouragement of persons with intellectual disabilities to favor independent living in light of the human rights approach to disability. New policy should aim at reducing caregivers' stress and enhance their social participation and support, with special emphasis on families of lower socio-economic status. Finally, there is a need to continue monitoring the economic and psycho-social needs of households of families of children with intellectual disabilities and other developmental disabilities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=disability%20policy" title="disability policy">disability policy</a>, <a href="https://publications.waset.org/abstracts/search?q=family%20policy" title=" family policy"> family policy</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=Israel" title=" Israel"> Israel</a>, <a href="https://publications.waset.org/abstracts/search?q=households%20study" title=" households study"> households study</a>, <a href="https://publications.waset.org/abstracts/search?q=parents%20of%20children%20with%20disabilities" title=" parents of children with disabilities"> parents of children with disabilities</a> </p> <a href="https://publications.waset.org/abstracts/96536/israeli-households-caring-for-children-and-adults-with-intellectual-and-developmental-disabilities-an-explorative-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/96536.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">154</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">4003</span> Barriers and Facilitators to Inclusive Programming for Children with Mental and/or Developmental Challenges: A Participatory Action Research of Perspectives from Families and Professionals</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Minnie%20Y.%20Teng">Minnie Y. Teng</a>, <a href="https://publications.waset.org/abstracts/search?q=Kathy%20Xie"> Kathy Xie</a>, <a href="https://publications.waset.org/abstracts/search?q=Jarus%20Tal"> Jarus Tal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Rationale: The traditional approach to community programs for children with mental and/or developmental challenges often involves segregation from typically-developing peers. However, studies show that inclusive education improves children’s quality of life, self-concept, and long term health outcomes. Investigating factors that influence inclusion can thus have important implications in the design and facilitation of community programs such that all children - across a spectrum of needs and abilities - may benefit. Objectives: This study explores barriers and facilitators to inclusive community programming for children aged 0 to 12 with developmental/mental challenges. Methods: Using a participatory-action research methodology, semi-structured focus groups and interviews will be used to explore perspectives of sighted students, instructors, and staff. Data will be transcribed and coded thematically. Practice Implications or Results: By having a deeper understanding of the barriers and facilitators to inclusive programming in the community, researchers can work with the broader community to facilitate inclusion in children’s community programs. Conclusions: Expanding inclusive practices may improve the health and wellbeing of the pediatric populations with disabilities, which consistently reports lower levels of participation. These findings may help to identify gaps in existing practices and ways to approach them. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=aquatic%20programs" title="aquatic programs">aquatic programs</a>, <a href="https://publications.waset.org/abstracts/search?q=children" title=" children"> children</a>, <a href="https://publications.waset.org/abstracts/search?q=disabilities" title=" disabilities"> disabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusion" title=" inclusion"> inclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=community%20programs" title=" community programs"> community programs</a> </p> <a href="https://publications.waset.org/abstracts/123529/barriers-and-facilitators-to-inclusive-programming-for-children-with-mental-andor-developmental-challenges-a-participatory-action-research-of-perspectives-from-families-and-professionals" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/123529.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">115</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">4002</span> Using Assistive Technologies in Teaching Children with Disabilities in Jordan: Teachers' Perceptions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kholoud%20Adeeb.%20Al-Dababneh">Kholoud Adeeb. Al-Dababneh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aimed at investigating teachers' perceptions of using assistive technologies in teaching children with disabilities in Jordan. The researcher developed a study instrument (questionnaire) to examine teachers' perceptions regarding the use of assistive technologies in teaching children with disabilities. The validity and reliability of the research instrument were checked. A random sample of 260 teachers who teach children with disabilities participated in the study by completing the questionnaire; fifteen teachers were later interviewed. Results revealed that the use of assistive technology by teachers in teaching children with disabilities was high. The results also revealed that there are statistically significant differences at (α= .05) according to the type of disability in favor of teachers of children with specific learning disabilities (SLD), according to educational settings in favor of local public schools (inclusion settings). The results revealed that there were no statistically significant differences attributed to the teacher's level of education and teachers' gender. In light of the study results, the researcher addressed several recommendations and future implications. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assistive%20technologies" title="assistive technologies">assistive technologies</a>, <a href="https://publications.waset.org/abstracts/search?q=children%20with%20disabilities" title=" children with disabilities"> children with disabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=Jordan" title=" Jordan"> Jordan</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers" title=" teachers"> teachers</a> </p> <a href="https://publications.waset.org/abstracts/123242/using-assistive-technologies-in-teaching-children-with-disabilities-in-jordan-teachers-perceptions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/123242.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">113</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">4001</span> Parental Involvement and Students' Outcomes: A Study in a Special Education School in Singapore</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=E.%20Er">E. Er</a>, <a href="https://publications.waset.org/abstracts/search?q=Y.%20S.%20Cheng"> Y. S. Cheng</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The role of parents and caregivers in their children’s education is pivotal. Parental involvement (PI) is often associated with a range of student outcomes. This includes academic achievements, socioemotional development, adaptive skills, physical fitness and school attendance. This study is the first in Singapore to (1) explore the relationship between parental involvement and student outcomes; (2) determine the effects of family structure and socioeconomic status (SES) on parental involvement and (3) investigate factors that inform involvement in parents of children with specific developmental disabilities. Approval for the study was obtained from Nanyang Technological University’s Institutional Review Board in Singapore. The revised version of a comprehensive theoretical model on parental involvement was used as the theoretical framework in this study. Parents were recruited from a SPED school in Singapore which caters to school-aged children (7 to 21 years old). Pearson’s product moment correlation, analysis of variance and multiple regression analyses were used as statistical techniques in this study. Results indicate that there are significant associations between parental involvement and educational outcomes in students with developmental disabilities. Next, SES has a significant impact on levels of parental involvement. In addition, parents in the current study reported being more involved at home, in school activities and the community, when teachers specifically requested their involvement. Home-based involvement was also predicted by parents’ perceptions of their time and energy, efficacy and beliefs in supporting their child’s education, as well as their children’s invitations to be more involved. An interesting and counterintuitive inverse relationship was found between general school invitations and parental involvement at home. Research findings are further discussed, and suggestions are put forth to increase involvement for this specific group of parents. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autism" title="autism">autism</a>, <a href="https://publications.waset.org/abstracts/search?q=developmental%20disabilities" title=" developmental disabilities"> developmental disabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=intellectual%20disabilities" title=" intellectual disabilities"> intellectual disabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=parental%20involvement" title=" parental involvement"> parental involvement</a>, <a href="https://publications.waset.org/abstracts/search?q=Singapore" title=" Singapore"> Singapore</a> </p> <a href="https://publications.waset.org/abstracts/85469/parental-involvement-and-students-outcomes-a-study-in-a-special-education-school-in-singapore" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/85469.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">201</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">4000</span> The Deprivation of Human Rights Experienced by African Children with Disabilities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anna%20Wiltshire">Anna Wiltshire</a>, <a href="https://publications.waset.org/abstracts/search?q=Rebecca%20Markham"> Rebecca Markham</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Over the last decade, a growing body of evidence has indicated that children with disabilities are often amongst the most excluded and vulnerable in society. The World Bank estimates that 20% of those living in poverty in developing countries are disabled which means that those with the least bear the greatest burden. Furthermore, children with disabilities in Africa have to face a multitude of difficulties ranging from the physical to the psychological. Misconceptions and cultural beliefs are used to justify violence against, or complete shunning of these individuals and their families. In addition, discrimination can prevent access to both education and health services, further compromising these individuals. All children, irrespective of their disability should be able to enjoy human rights without discrimination, but this is often not the case. This poster explores how and why children with disabilities in Africa are subject to violations of their human rights, and suggests ways of addressing these problems. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Africa" title="Africa">Africa</a>, <a href="https://publications.waset.org/abstracts/search?q=children" title=" children"> children</a>, <a href="https://publications.waset.org/abstracts/search?q=disability" title=" disability"> disability</a>, <a href="https://publications.waset.org/abstracts/search?q=discrimination" title=" discrimination"> discrimination</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20rights" title=" human rights"> human rights</a> </p> <a href="https://publications.waset.org/abstracts/20440/the-deprivation-of-human-rights-experienced-by-african-children-with-disabilities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20440.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">563</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">3999</span> Functional Analysis of Barriers in Disability Care Research: An Integrated Developmental Approach </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Asma%20Batool">Asma Batool</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Immigrant families raising a child with developmental disabilities in Canada encounter many challenges during the process of disability care. Starting from the early screening of their child for diagnosis followed by challenges associated with treatment, access and service utilization. A substantial amount of research focuses on identifying barriers. However, the functional aspects of barriers in terms of their potential influences on parents and children with disabilities are unexplored yet. This paper presents functional analysis of barriers in disability care research by adopting a method of integrated approach. Juxtaposition of two developmental approaches, Bronfenbrenner’s ecological model and parents ‘transformational process model is generating multiple hypotheses to be considered while empirically investigating causal relationships and mediating or moderating factors among various variables related with disability care research. This functional analysis suggests that barriers have negative impacts on the physical and emotional development of children with disabilities as well as on the overall quality of family life (QOFL). While, barriers have facilitating impacts on parents, alternatively, the process of transformation in parents expedite after experiencing barriers. Consequently, parents reconstruct their philosophy of life and experience irreversible but continuous developmental change in terms of transformations simultaneously with their developing child and may buffer the expected negative impacts of barriers on disabled child and QOFL. Overall, this paper is suggesting implications for future research and parents’ transformations are suggesting potential pathways to minimize the negative influences of barriers that parents experience during disability care, hence improving satisfaction in QOFL in general. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=barriers%20in%20disability%20care" title="barriers in disability care">barriers in disability care</a>, <a href="https://publications.waset.org/abstracts/search?q=developmental%20disabilities" title=" developmental disabilities"> developmental disabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=parents%E2%80%99%20transformations" title=" parents’ transformations"> parents’ transformations</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20of%20family%20life" title=" quality of family life"> quality of family life</a> </p> <a href="https://publications.waset.org/abstracts/37036/functional-analysis-of-barriers-in-disability-care-research-an-integrated-developmental-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/37036.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">405</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">3998</span> Creative Potential of Children with Learning Disabilities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=John%20McNamara">John McNamara</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Growing up creative is an important idea in today’s classrooms. As education seeks to prepare children for their futures, it is important that the system considers traditional as well as non-traditional pathways. This poster describes the findings of a research study investigating creative potential in children with learning disabilities. Children with learning disabilities were administered the Torrance Test of Creative Problem Solving along with subtests from the Comprehensive Test of Phonological Processing. A quantitative comparative analysis was computed using paired-sample t-tests. Results indicated statistically significant difference between children’s creative problem-solving skills and their reading-based skills. The results lend support to the idea that children with learning disabilities have inherent strengths in the area of creativity. It can be hypothesized that the success of these children may be associated with the notion that they are using a type of neurological processing that is not otherwise used in academic tasks. Children with learning disabilities, a presumed left-side neurological processing problem, process information with the right side of the brain – even with tasks that should be processed with the left side (i.e. language). In over-using their right hemisphere, it is hypothesized that children with learning disabilities have well-developed right hemispheres and, as such, have strengths associated with this type of processing, such as innovation and creativity. The current study lends support to the notion that children with learning disabilities may be particularly primed to succeed in areas that call on creativity and creative thinking. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learning%20disabilities" title="learning disabilities">learning disabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20psychology" title=" educational psychology"> educational psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=creativity" title=" creativity"> creativity</a> </p> <a href="https://publications.waset.org/abstracts/167792/creative-potential-of-children-with-learning-disabilities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/167792.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">70</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">3997</span> Levels of Family Empowerment and Parenting Skills of Parents with Children with Developmental Disabilities Who Are Users of Early Intervention Services</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=S.%20Bagur">S. Bagur</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Verger"> S. Verger</a>, <a href="https://publications.waset.org/abstracts/search?q=B.%20Mut"> B. Mut</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Early childhood intervention (ECI) is understood as the set of interventions aimed at the child population with developmental disorders or disabilities from 0 to 6 years of age, the family, and the environment. Under the principles of family-centred practices, the members of the family nucleus are direct agents of intervention. Thus, the multidisciplinary team of professionals should work to improve family empowerment and the level of parenting skills. The aim of the present study is to analyse descriptively and differentially the level of parenting skills and family empowerment of parents using ECI services during the foster care phase. There were 135 families participating in the study. Three questionnaires were completed. The results show that the employment situation, the age of the child receiving an intervention, and the number of children in the family nucleus or the professional carrying out the intervention are variables that have a differential impact on different items of empowerment and parenting skills. The results are discussed and future lines of research are proposed, with the understanding that the initial analysis of the variables of empowerment and parenting skills may be predictors for the improvement of child development and family well-being. In addition, it is proposed to identify and analyse professional training in order to be able to adapt early care practices without depending on the discipline of the professional of reference. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=developmental%20disabilities" title="developmental disabilities">developmental disabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20childhood%20intervention" title=" early childhood intervention"> early childhood intervention</a>, <a href="https://publications.waset.org/abstracts/search?q=family%20empowerment" title=" family empowerment"> family empowerment</a>, <a href="https://publications.waset.org/abstracts/search?q=parenting%20skills" title=" parenting skills"> parenting skills</a> </p> <a href="https://publications.waset.org/abstracts/145417/levels-of-family-empowerment-and-parenting-skills-of-parents-with-children-with-developmental-disabilities-who-are-users-of-early-intervention-services" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/145417.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">111</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">3996</span> Auditory and Language Skills Development after Cochlear Implantation in Children with Multiple Disabilities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tamer%20Mesallam">Tamer Mesallam</a>, <a href="https://publications.waset.org/abstracts/search?q=Medhat%20Yousef"> Medhat Yousef</a>, <a href="https://publications.waset.org/abstracts/search?q=Ayna%20Almasaad"> Ayna Almasaad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> BACKGROUND: Cochlear implantation (CI) in children with additional disabilities can be a fundamental and supportive intervention. Although, there may be some positive impacts of CI on children with multiple disabilities such as better outcomes of communication skills, development, and quality of life, the families of those children complain from the post-implant habilitation efforts that considered as a burden. OBJECTIVE: To investigate the outcomes of CI children with different co-disabilities through using the Meaningful Auditory Integration Scale (MAIS) and the Meaningful Use of Speech Scale (MUSS) as outcome measurement tools. METHODS: The study sample comprised 25 hearing-impaired children with co-disability who received cochlear implantation. Age and gender-matched control group of 25 cochlear-implanted children without any other disability has been also included. The participants' auditory skills and speech outcomes were assessed using MAIS and MUSS tests. RESULTS: There was a statistically significant difference in the different outcomes measure between the two groups. However, the outcomes of some multiple disabilities subgroups were comparable to the control group. Around 40% of the participants with co-disabilities experienced advancement in their methods of communication from behavior to oral mode. CONCLUSION: Cochlear-implanted children with multiple disabilities showed variable degrees of auditory and speech outcomes. The degree of benefits depends on the type of the co-disability. Long-term follow-up is recommended for those children. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=children%20with%20disabilities" title="children with disabilities">children with disabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=Cochlear%20implants" title=" Cochlear implants"> Cochlear implants</a>, <a href="https://publications.waset.org/abstracts/search?q=hearing%20impairment" title=" hearing impairment"> hearing impairment</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20development" title=" language development"> language development</a> </p> <a href="https://publications.waset.org/abstracts/120465/auditory-and-language-skills-development-after-cochlear-implantation-in-children-with-multiple-disabilities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/120465.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">119</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">3995</span> The Place of Inclusive Education in the Transformative Education of Children with Intellectual Disabilities in Oyo State, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Adewale%20Olabisi">Adewale Olabisi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The society has bastion of people with diverse kinds of special needs which invariably affect the kind of education that is provided to this category of children. Most schools for pupils with intellectual disabilities seem not to be achieving the objectives it was set out to achieve. Hence, there is the need to provide transformative education for these children with intellectual disabilities which can only be achieved in an inclusive educational setting. However, achieving this has been a great challenge in Nigeria. This paper, however, dealt with the urgent need for transformative teaching for persons with intellectual disabilities in readiness for them to be accepted in the society and also enhance their self-concept and perception which in turn will make a way for their self-sustenance. Suggestions and recommendations that will better enhance the full implementation of transformative teaching for pupils with intellectual disabilities in an inclusive environment were also made. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=inclusive%20education" title="inclusive education">inclusive education</a>, <a href="https://publications.waset.org/abstracts/search?q=transformative%20education" title=" transformative education"> transformative education</a>, <a href="https://publications.waset.org/abstracts/search?q=intellectual%20disabilities" title=" intellectual disabilities"> intellectual disabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=Oyo%20state" title=" Oyo state"> Oyo state</a>, <a href="https://publications.waset.org/abstracts/search?q=Nigeria" title=" Nigeria"> Nigeria</a> </p> <a href="https://publications.waset.org/abstracts/48027/the-place-of-inclusive-education-in-the-transformative-education-of-children-with-intellectual-disabilities-in-oyo-state-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/48027.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">326</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">3994</span> The Use of Relaxation Training in Special Schools for Children With Learning Disabilities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Birgit%20Heike%20Spohn">Birgit Heike Spohn</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Several authors (e.g., Krowatschek & Reid, 2011; Winkler, 1998) pronounce themselves in favor of the use of relaxation techniques in school because those techniques could help children to cope with stress, improve power of concentration, learning, and social behavior as well as class climate. Children with learning disabilities might profit from those techniques in a special way because they contribute to improved learning behavior. There is no study addressing the frequency of the use of relaxation techniques in special schools for children with learning disabilities in German speaking countries. The paper presents a study in which all teachers of special schools for children with learning disabilities in a district of South Germany (n = 625) were questioned about the use of relaxation techniques in school using a standardized questionnaire. Variables addressed were the use of these techniques in the classroom, aspects of their use (kind of relaxation technique, frequency, and regularity of their use), and potential influencing factors. The results are discussed, and implications for further research are drawn. <p class="card-text"><strong>Keywords:</strong> <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=learning%20disabilities" title=" learning disabilities"> learning disabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=relaxation%20training" title=" relaxation training"> relaxation training</a>, <a href="https://publications.waset.org/abstracts/search?q=concentration" title=" concentration"> concentration</a> </p> <a href="https://publications.waset.org/abstracts/160489/the-use-of-relaxation-training-in-special-schools-for-children-with-learning-disabilities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/160489.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">108</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">3993</span> Exploring Thai Early Childhood Teachers’ Experience and Concerns regarding Teaching Children with Disabilities in Inclusive Classrooms</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sunanta%20Klibthong">Sunanta Klibthong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In view of the Thailand government policy creating increasing awareness of opportunity for children with special needs, the number of children with disabilities enrolled in kindergartens in Thailand has increased. This study explores early childhood teachers’ experiences and concerns of teaching children with disabilities in inclusive classrooms. The population of the study was private early childhood teachers who teach in inclusive classrooms in Thailand. Quantitative data obtained through a questionnaire were supplemented by early childhood teachers’ interviews to identify key experiences and concerns of the teachers when teaching children with and without disabilities in the same classrooms. The results of this study indicated that many teachers face challenges including lack of professional development opportunities, difficulty identifying the needs of all children and how to use effective strategies to support inclusive practices in their classrooms. Teachers also expressed concern about parents’ lack of willingness to accept children without disabilities studying together with those with disabilities in the same classrooms. Findings from this study can inform program support for parents and professional support needs of teachers in the provision of high-quality inclusive programs for all students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=the%20concern" title="the concern">the concern</a>, <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=experience" title=" experience"> experience</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusive%20education" title=" inclusive education"> inclusive education</a>, <a href="https://publications.waset.org/abstracts/search?q=Thailand" title=" Thailand"> Thailand</a> </p> <a href="https://publications.waset.org/abstracts/94380/exploring-thai-early-childhood-teachers-experience-and-concerns-regarding-teaching-children-with-disabilities-in-inclusive-classrooms" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/94380.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">166</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">3992</span> Physical Aggression and Language Skills among Children with Mild Intellectual Disabilities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maryam%20Razmjoee">Maryam Razmjoee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Physical aggression is one of the most common behavioural problems among children with intellectual disabilities. Behaviours such as hitting, kicking, and threatening with the intent to harm others are examples of physical aggression. Identified language delays are related to physically aggressive behaviours, as children with poor language skills are often frustrated by socially interactions with their peers, leaving them at risk engaging in acts of physical aggression. As a result of this concern, physical aggression and language skills of children with mild intellectual disabilities was investigated. In the current study, 102 students, from years 1-3, with mild intellectual disabilities (51 girls and 51 boys) have been recruited from five educational centres which cater for children with mild intellectual disabilities in the city of Shiraz (a major city in Iran). The Test of Language Development-Primary: 3rd Edition (TOLD-3) and Overt and Relational Aggression Questionnaire were used to assess these children. Results showed that physical aggression had a significant negative association with expressive (p = 0.008), and receptive (p = 0.019) language skills. In addition, boys demonstrated more physically aggressive behaviours than girls (p = 0.014). No difference was found in expressive and receptive language skills between girls and boys with mild intellectual disabilities. The overall findings suggest that improving the language skills of children with intellectual disabilities experiencing language delays will help them to avoid exhibiting antisocial behaviours in social interactions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=behaviour" title="behaviour">behaviour</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20skills" title=" language skills"> language skills</a>, <a href="https://publications.waset.org/abstracts/search?q=mild%20intellectual%20disabilities" title=" mild intellectual disabilities"> mild intellectual disabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20aggression" title=" physical aggression"> physical aggression</a>, <a href="https://publications.waset.org/abstracts/search?q=primary%20school%20students" title=" primary school students"> primary school students</a> </p> <a href="https://publications.waset.org/abstracts/92106/physical-aggression-and-language-skills-among-children-with-mild-intellectual-disabilities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/92106.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">230</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">3991</span> The Participation of Refugee Children with Disabilities in Educational Options in Turkey: A Systematic Review</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Robert%20L.%20Williamson">Robert L. Williamson</a>, <a href="https://publications.waset.org/abstracts/search?q=Baris%20%C3%87etin"> Baris Çetin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Turkey, due to its geographic location, finds itself the world’s largest host to refugees worldwide, and this nation has done much to educate their refugee population. Turkey’s considerable experience can inform other nations educating refugee children. This systematic review of the literature examined the context, barriers, and responses to successfully educating refugee children in Turkey. Additionally, because some refugee children may have an identified or unidentified disability, the educational experiences of refugee children with disabilities in Turkey were an ancillary focus. Results indicated that while some educational challenges have been successfully met within Turkey, others remain. Additionally, the education of children with disabilities in Turkey is largely unexamined. <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=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=refugee" title=" refugee"> refugee</a>, <a href="https://publications.waset.org/abstracts/search?q=systematic%20review" title=" systematic review"> systematic review</a>, <a href="https://publications.waset.org/abstracts/search?q=Turkey" title=" Turkey"> Turkey</a> </p> <a href="https://publications.waset.org/abstracts/100863/the-participation-of-refugee-children-with-disabilities-in-educational-options-in-turkey-a-systematic-review" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/100863.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">290</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">3990</span> Intimate Partner Violence and the Risk of Children’s Growth and Development</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fatemeh%20Abdollahi">Fatemeh Abdollahi</a>, <a href="https://publications.waset.org/abstracts/search?q=Munn-Sann%20Lye"> Munn-Sann Lye</a>, <a href="https://publications.waset.org/abstracts/search?q=Jamshid%20Yazdani%20Charati"> Jamshid Yazdani Charati</a>, <a href="https://publications.waset.org/abstracts/search?q=Mehran%20Zarghami"> Mehran Zarghami</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: The negative consequences of intimate partner violence (IPV) on children have not been studied extensively. This study aimed to determine the prevalence of different types of IPV and its association with children’s growth and developmental problems. Methods: In a descriptive-analytical study, 596 mothers of one-year-old children referred to the primary health centers in Gonbad-e- Kavoos city were recruited (2018). The data were collected using the World Health Organization Domestic Violence, Ages and Stages Questionnaire-12 and the socio-economic, obstetrics, demographic and anthropometric characteristics related questionnaire. BMI Z-Score was categorized into three grades; thin (Z<-2), normal (-2≤Z<1), and overweight-obese (Z≥1). The data were analyzed using descriptive analysis, chi-square test, and regression. Results: The prevalence of physical, psychological, and sexual IPV was 7.4%, 29.5%, and 2.4%, respectively. Most of the children were of normal weight at one-year-old (91.7%). Similarly, the prevalence of overweight and obese was 13.3% and 8%, respectively. 2% of children had developmental problems at age one. There was a significant relationship between the father’s education and occupation and IPV and children’s delay in growth, respectively. There was no significant difference between BMI Z-Score and developmental disabilities in the children in women exposed and not exposed to all types of IPV. Conclusions: The prevalence of psychological IPV was common. IPV and children’s growth problems were influenced by the father’s socio-economic status. Preventing psychological IPV as a forerunner of other types of IPV and improving the economic situation may help in the reduction of these difficulties. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=children" title="children">children</a>, <a href="https://publications.waset.org/abstracts/search?q=development" title=" development"> development</a>, <a href="https://publications.waset.org/abstracts/search?q=growth" title=" growth"> growth</a>, <a href="https://publications.waset.org/abstracts/search?q=intimate%20partner%20violence" title=" intimate partner violence"> intimate partner violence</a> </p> <a href="https://publications.waset.org/abstracts/161981/intimate-partner-violence-and-the-risk-of-childrens-growth-and-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/161981.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">84</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">3989</span> Spirituality in Adults with Developmental Disabilities in the Practice of Pastoral Care Ministry</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Olutayo%20Stephen%20Shodipo">Olutayo Stephen Shodipo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper explores how individuals with disabilities understand and express their spirituality like everyone else can help provide church ministers and religious leaders with new knowledge of human experience and change the way pastoral care ministry is being practiced with this population. Disability literature has revealed studies on various aspects of disability. However, on the spirituality of people with disabilities, there is a gap. This paper offers a brief overview of what has been studied on the spiritual needs of adults with developmental disabilities (ADDs) and the church and the gap that still exists. Along with explaining this gap, it considers the reality of ADDs’ spiritual needs and why the church needs to validate their spirituality and religious expressions and create an inclusive environment where their spiritual experience and expressions can be enhanced and supported. This paper, then, aims to explore the diverse spiritual experiences of ADDs in faith communities, and their theological, moral, and social implications for Pastoral care ministry practices. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=spirituality" title="spirituality">spirituality</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusive%20ministry" title=" inclusive ministry"> inclusive ministry</a>, <a href="https://publications.waset.org/abstracts/search?q=pastoral%20theology" title=" pastoral theology"> pastoral theology</a>, <a href="https://publications.waset.org/abstracts/search?q=developmental%20disability" title=" developmental disability"> developmental disability</a>, <a href="https://publications.waset.org/abstracts/search?q=pastoral%20care" title=" pastoral care"> pastoral care</a> </p> <a href="https://publications.waset.org/abstracts/141426/spirituality-in-adults-with-developmental-disabilities-in-the-practice-of-pastoral-care-ministry" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/141426.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">206</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">3988</span> Sport and Psychological Need Satisfaction: A Cross Sectional Study Applied to Children and Adolescents with Disabilities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Isabel%20Stolz">Isabel Stolz</a>, <a href="https://publications.waset.org/abstracts/search?q=Vera%20Tillmann"> Vera Tillmann</a>, <a href="https://publications.waset.org/abstracts/search?q=Volker%20Anneken"> Volker Anneken</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The relationship between sport participation and psychological need satisfaction was examined by an analysis of interest and involvement in the sport of 937 children and adolescents with disabilities and their self-perceived need satisfaction. The Children’s intrinsic need-satisfaction Scale (CINSS) has been used to measure sport-related need satisfaction in this cross-sectional study. CINSS scores for the dimensions competence, autonomy and relatedness of the study’s participants were generally located in higher score levels. Significant relations between interest and involvement in sport and higher levels of psychological need satisfaction were found in the questioned children and adolescents. Examining the results of each need, the competence-dimension displayed a particular relevance for an increased sport-related lifestyle. The further results showed a negative correlation between children’s need satisfaction and a lack of confidence of participating in sport. A negative correlation was also found between children’s need satisfaction and experiencing difficulties in making contact with others. Despite the general interest in sport and the wish to participate in another sporting activity, the participation of the questioned children and adolescents in organized sport is comparatively low and decreases with age. Participation in sport seems to be beneficial to children and adolescents with disabilities’ psychological need satisfaction. This research highlights the positive impact of sport on psychological need satisfaction of children and adolescents with disabilities and emphasizes the demand for greater participation in organized sport for children and adolescents with disabilities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=children%20and%20adolescents" title="children and adolescents">children and adolescents</a>, <a href="https://publications.waset.org/abstracts/search?q=health" title=" health"> health</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20activity" title=" physical activity"> physical activity</a>, <a href="https://publications.waset.org/abstracts/search?q=sport" title=" sport"> sport</a> </p> <a href="https://publications.waset.org/abstracts/107908/sport-and-psychological-need-satisfaction-a-cross-sectional-study-applied-to-children-and-adolescents-with-disabilities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/107908.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">154</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">3987</span> Developmental Delays among Children with Neonatal Hyperbilirubinemia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Simplejit%20Kaur%20Dhanoa">Simplejit Kaur Dhanoa</a>, <a href="https://publications.waset.org/abstracts/search?q=Manmohan%20Singh"> Manmohan Singh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study was done with the primary objective to evaluate the motor and mental developmental delays among children having neonatal Jaundice. A total sample of 300 neonates were collected; out of them, 150 were preterm neonates, and 150 were full term neonates from the hospital setting and follow up study was done with the help of the Developmental Assessment scale of the Indian Infant. The registered samples were assessed up to 2.6 years with a gap of 6 months. The outcomes of this study reveal that developmental delays were present among children who had preterm neonatal jaundice as compare to full term normal babies. Further, It was reported that both motor and mental development is affected due to neonatal hyperbilirubinemia in addition to preterm birth. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=hyperbinirubinemia" title="hyperbinirubinemia">hyperbinirubinemia</a>, <a href="https://publications.waset.org/abstracts/search?q=preterm%20neonates" title=" preterm neonates"> preterm neonates</a>, <a href="https://publications.waset.org/abstracts/search?q=developmental%20delays" title=" developmental delays"> developmental delays</a>, <a href="https://publications.waset.org/abstracts/search?q=preterm" title=" preterm"> preterm</a> </p> <a href="https://publications.waset.org/abstracts/141649/developmental-delays-among-children-with-neonatal-hyperbilirubinemia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/141649.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">3986</span> Hopes of out of School Children with Disabilities for Educational Inclusion</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Afaf%20Manzoor">Afaf Manzoor</a>, <a href="https://publications.waset.org/abstracts/search?q=Abdul%20Hameed"> Abdul Hameed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Hopes to attend school is the most effective means to overcome the burden of disability and become a self-reliant, productive citizen. The objectives of the study were to develop a valid and reliable scale to measure hopes of out of school children with disabilities and find an association between hopes and various demographic factors such as type of disability, gender, socio-economic status, and locale, etc. Child Hope theory by Snyder (2003) was used as a framework to develop a measure for the hopes of children. According to this theory, hope is defined as a set of cognition that includes self- perception which establish routes to achieve desired goals (pathways) and motivation for achieving the goals (agency). By applying this theory, inclusion hope scale was developed and validated. The data were collected from 361 out of school children with disabilities living in three districts (Lahore, Sheikupura, Kasur) of Lahore Division by using the cluster sampling technique. Findings of the study indicated that children with intellectual challenges were more hopeless as compared to other types of disabilities. Similarly, children living in urban areas have better hopes for inclusion in school. However, no gender disparity was found in terms of being hopeful to attend schools. The study also includes recommendations to improve hopes for educational inclusion among out of school children with disabilities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=out%20of%20school%20children" title="out of school children">out of school children</a>, <a href="https://publications.waset.org/abstracts/search?q=disability" title=" disability"> disability</a>, <a href="https://publications.waset.org/abstracts/search?q=hopes" title=" hopes"> hopes</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusion" title=" inclusion"> inclusion</a> </p> <a href="https://publications.waset.org/abstracts/102023/hopes-of-out-of-school-children-with-disabilities-for-educational-inclusion" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/102023.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">172</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">3985</span> Trends in Practical Research on Universal Design for Learning (UDL) in Japanese Elementary Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zolzaya%20Badmaavanchig">Zolzaya Badmaavanchig</a>, <a href="https://publications.waset.org/abstracts/search?q=Shoko%20Miyamoto"> Shoko Miyamoto</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In recent years, universal design for learning (hereinafter referred to as "UDL"), which aims to establish an inclusive education system and to make all children, regardless of their disabilities, experts in learning, has been attracting attention, and there have been some attempts to incorporate it into regular classrooms where children with developmental disabilities and those who show such tendencies are enrolled. The purpose of this study was to examine the effectiveness and challenges of implementing UDL in Japanese elementary schools based on the previous literature. As a method, we first searched for articles on UDL for learning and UDL in the classroom from 2010 to 2022. In addition, we selected practice studies that targeted children with special educational support needs and the classroom as a whole. In response to the extracted literature, this bridge examined the following five perspectives: (1) subjects and grades in which UDL was practiced, (2) methods to grasp the actual conditions of the children, (3) consideration for children with special needs during class, (4) form of class, and (5) effects of the practice. Based on the results, we would like to present issues related to future UDL efforts in Japanese elementary schools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=universal%20design%20for%20learning" title="universal design for learning">universal design for learning</a>, <a href="https://publications.waset.org/abstracts/search?q=regular%20elementary%20school%20class" title=" regular elementary school class"> regular elementary school class</a>, <a href="https://publications.waset.org/abstracts/search?q=children%20with%20special%20education%20needs" title=" children with special education needs"> children with special education needs</a>, <a href="https://publications.waset.org/abstracts/search?q=special%20educational%20support" title=" special educational support"> special educational support</a> </p> <a href="https://publications.waset.org/abstracts/183070/trends-in-practical-research-on-universal-design-for-learning-udl-in-japanese-elementary-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/183070.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">62</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">3984</span> The Importance of Working Memory, Executive and Attention Functions in Attention Deficit Hyperactivity Disorder and Learning Disabilities Diagnostics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dorottya%20Horv%C3%A1th">Dorottya Horváth</a>, <a href="https://publications.waset.org/abstracts/search?q=T%C3%ADmea%20Harmath-T%C3%A1nczos"> Tímea Harmath-Tánczos</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Attention deficit hyperactivity disorder (ADHD) and learning disabilities are common neurocognitive disorders that can have a significant impact on a child's academic performance. ADHD is characterized by inattention, hyperactivity, and impulsivity, while learning disabilities are characterized by difficulty with specific academic skills, such as reading, writing, or math. The aim of this study was to investigate the working memory, executive, and attention functions of neurotypical children and children with ADHD and learning disabilities in order to fill the gaps in the Hungarian mean test scores of these cognitive functions in children with neurocognitive disorders. Another aim was to specify the neuropsychological differential diagnostic toolkit in terms of the relationships and peculiarities between these cognitive functions. The research question addressed in this study was: How do the working memory, executive, and attention functions of neurotypical children compare to those of children with ADHD and learning disabilities? A self-administered test battery was used as a research tool. Working memory was measured with the Non-Word Repetition Test, the Listening Span Test, the Digit Span Test, and the Reverse Digit Span Test; executive function with the Letter Fluency, Semantic Fluency, and Verb Fluency Tests; and attentional concentration with the d2-R Test. The data for this study was collected from 115 children aged 9-14 years. The children were divided into three groups: neurotypical children (n = 44), children with ADHD without learning disabilities (n = 23), and children with ADHD with learning disabilities (n = 48). The data was analyzed using a variety of statistical methods, including t-tests, ANOVAs, and correlational analyses. The results showed that the performance of children with neurocognitive involvement in working memory, executive functions, and attention was significantly lower than the performance of neurotypical children. However, the results of children with ADHD and ADHD with learning disabilities did not show a significant difference. The findings of this study are important because they provide new insights into the cognitive profiles of children with ADHD and learning disabilities and suggest that working memory, executive functions, and attention are all impaired in children with neurocognitive involvement, regardless of whether they have ADHD or learning disabilities. This information can be used to develop more effective diagnostic and treatment strategies for these disorders. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ADHD" title="ADHD">ADHD</a>, <a href="https://publications.waset.org/abstracts/search?q=attention%20functions" title=" attention functions"> attention functions</a>, <a href="https://publications.waset.org/abstracts/search?q=executive%20functions" title=" executive functions"> executive functions</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20disabilities" title=" learning disabilities"> learning disabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=working%20memory" title=" working memory"> working memory</a> </p> <a href="https://publications.waset.org/abstracts/167664/the-importance-of-working-memory-executive-and-attention-functions-in-attention-deficit-hyperactivity-disorder-and-learning-disabilities-diagnostics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/167664.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">94</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">3983</span> Determining Current and Future Training Needs of Ontario Workers Supporting Persons with Developmental Disabilities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Erin%20C.%20Rodenburg">Erin C. Rodenburg</a>, <a href="https://publications.waset.org/abstracts/search?q=Jennifer%20McWhirter"> Jennifer McWhirter</a>, <a href="https://publications.waset.org/abstracts/search?q=Andrew%20Papadopoulos"> Andrew Papadopoulos</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Support workers for adults with developmental disabilities promote the care and wellbeing of a historically underserved population. Poor employment training and low work satisfaction for these disability support workers are linked to low productivity, poor quality of care, turnover, and intention to leave employment. Therefore, to improve the lives of those within disability support homes, both client and caregiver, it is vital to determine where improvements to training and support for those providing direct care can be made. The current study aims to explore disability support worker’s perceptions of the training received in their employment at the residential homes, how it prepared them for their role, and where there is room for improvement with the aim of developing recommendations for an improved training experience. Responses were collected from 85 disability support workers across 40 Ontario group homes. Findings suggest most disability support workers within the 40 support homes feel adequately trained in their responsibilities of employment. For those who did not feel adequately trained, the main issues expressed were a lack of standardization in training, a need for more continuous training, and a move away from trial and error in performing tasks to support clients with developmental disabilities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=developmental%20disabilities" title="developmental disabilities">developmental disabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=disability%20workers" title=" disability workers"> disability workers</a>, <a href="https://publications.waset.org/abstracts/search?q=support%20homes" title=" support homes"> support homes</a>, <a href="https://publications.waset.org/abstracts/search?q=training" title=" training"> training</a> </p> <a href="https://publications.waset.org/abstracts/100841/determining-current-and-future-training-needs-of-ontario-workers-supporting-persons-with-developmental-disabilities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/100841.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">188</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">3982</span> Spelling Errors in Persian Children with Developmental Dyslexia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20Haghighi">Mohammad Haghighi</a>, <a href="https://publications.waset.org/abstracts/search?q=Amineh%20Akhondi"> Amineh Akhondi</a>, <a href="https://publications.waset.org/abstracts/search?q=Leila%20Jahangard"> Leila Jahangard</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20Ahmadpanah"> Mohammad Ahmadpanah</a>, <a href="https://publications.waset.org/abstracts/search?q=Masoud%20Ansari"> Masoud Ansari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: According to the recent estimation, approximately 4%-12% percent of Iranians have difficulty in learning to read and spell possibly as a result of developmental dyslexia. The study was planned to investigate spelling error patterns among Persian children with developmental dyslexia and compare that with the errors exhibited by control groups Participants: 90 students participated in this study. 30 students from Grade level five, diagnosed as dyslexics by professionals, 30 normal 5th Grade readers and 30 younger normal readers. There were 15 boys and 15 girls in each of the groups. Qualitative and quantitative methods for analysis of errors were used. Results and conclusion: results of this study indicate similar spelling error profiles among dyslexics and the reading level matched groups, and these profiles were different from age-matched group. However, performances of dyslexic group and reading level matched group were different and inconsistent in some cases. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=spelling" title="spelling">spelling</a>, <a href="https://publications.waset.org/abstracts/search?q=error%20types" title=" error types"> error types</a>, <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=Persian" title=" Persian"> Persian</a>, <a href="https://publications.waset.org/abstracts/search?q=writing%20system" title=" writing system"> writing system</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20disabilities" title=" learning disabilities"> learning disabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=processing" title=" processing"> processing</a> </p> <a href="https://publications.waset.org/abstracts/40597/spelling-errors-in-persian-children-with-developmental-dyslexia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40597.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">427</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">3981</span> Accessing Single Parenting and Disabled Children: A Case Study of Ghana</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Edwina%20Owusu%20Panin">Edwina Owusu Panin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Families may face significant obstacles as a result of single parenting and disabilities. The amenities and support those single parents need to give their children with disabilities the care they need are frequently out of their reach. These can include financial hardship, limited access to health and education, and social isolation. In addition, cultural attitudes toward disability can worsen these challenges, making it difficult for families to get the support and resources they need. Despite these challenges, many single parents have shown resilience and strength to overcome these difficulties and defend the rights of their children; some, too, have failed in taking care of their disabled children in Ghana. The study traces the developmental process of how single parents cope with disabled children. There is a discouraging fact that single father’s face a much more dreadful task in taking care of their disabled children in Ghana, which is later highlighted in the article. Additional research and support are needed to address the unique needs of families facing these challenges. This case study explores the experiences of single parents raising children with disabilities in Ghana. Using a qualitative approach, the study examines the challenges facing lone parents in caring for children, including access to healthcare, education and social support. In addition, the study examines the impact of cultural disability attitudes on the experiences of single parents and their children and what causes it in Ghana. Findings indicate that single parents in Ghana face significant challenges in accessing resources and support for their children and that cultural attitudes toward disability may aggravate these challenges. However, the study recommends the tenacity and strengths of how to create awareness, protect the welfare and also by encouraging single parents to face these challenges and protect the rights of their children, swaying away influences of bad cultural attitudes. <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=single%20parenting" title=" single parenting"> single parenting</a>, <a href="https://publications.waset.org/abstracts/search?q=case%20study" title=" case study"> case study</a>, <a href="https://publications.waset.org/abstracts/search?q=assessing" title=" assessing"> assessing</a> </p> <a href="https://publications.waset.org/abstracts/170496/accessing-single-parenting-and-disabled-children-a-case-study-of-ghana" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/170496.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">91</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=children%20with%20developmental%20disabilities&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=children%20with%20developmental%20disabilities&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=children%20with%20developmental%20disabilities&page=4">4</a></li> <li class="page-item"><a class="page-link" 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