Technology at Home: Implications for Children with Disabilities

2007 ◽  
Vol 22 (3) ◽  
pp. 43-56 ◽  
Author(s):  
Emily C. Bouck ◽  
Cynthia M. Okolo ◽  
Carrie Anna Courtad
Keyword(s):  
Students With Disabilities ◽  
Computer Use ◽  
Children With Disabilities ◽  
Home Environments ◽  
Future Directions ◽  
Communication Devices ◽  
And Function ◽  
At Home

Given the prominence technology holds in today's schools and society, it seems crucial to explore its use and function in home environments for students with disabilities, particularly when considering everyday technology such as “smart” toys, computers, and communication devices. Unfortunately, little research or literature has been devoted to this issue. This paper reviews the literature on smart toys for children in general, and extrapolates what we have learned from smart toys and computer use in the home to children with disabilities. It suggests future directions for research, and proposes that the field of technology in the home for children with disabilities is wide open and clearly in need of study.

scholarly journals The Going to Stay at Home program: combining dementia caregiver training and residential respite care

2018 ◽  
Vol 30 (11) ◽  
pp. 1697-1706 ◽  
Author(s):  
Meredith Gresham ◽  
Megan Heffernan ◽  
Henry Brodaty
Keyword(s):  
Unmet Needs ◽  
Respite Care ◽  
Behavioral Symptoms ◽  
Caregiver Training ◽  
Dementia Caregivers ◽  
Home Program ◽  
Caregiver Depression ◽  
Dementia Caregiver ◽  
And Function ◽  
At Home

ABSTRACTBackground:Caring for persons with dementia is stressful for family caregivers. Caregiver training programs and respite care can reduce this stress and help maintain persons with dementia living longer in the community. We evaluated a program that combines caregiver training with a residential respite stay.Methods:In total, 90 dyads of persons with dementia and their caregivers, in groups of 3–6 dyads, volunteered to participate in a five-day residential training program and were followed-up 6 and 12 months later. The primary outcome was caregiver depression; secondary outcomes were measures of caregiver burden, unmet needs, person with dementia behavioral symptoms, and the quality of life and function.Results:Caregiver depression and burden were unchanged, despite decreasing function in persons with dementia. Caregivers’ unmet needs and behavioral symptoms in persons with dementia decreased significantly. Compared to a group of persons with dementia admitted for routine residential respite care, there was a marked reduction in permanent placement over 12 months.Conclusions:The Going to Stay at Home Program is a feasible and practicable model with benefits for caregivers and persons with dementia. It may lead to delay in institutionalization and may be applicable to other chronic conditions.

Restraint and Seclusion of Students with Disabilities

2015 ◽  
Vol 23 (1) ◽  
pp. 189-239 ◽  
Author(s):  
Darcie Lyons
Keyword(s):  
Human Rights ◽  
Students With Disabilities ◽  
Children With Disabilities ◽  
Duty Of Care ◽  
International Human Rights Law ◽  
Human Rights Law ◽  
Cultural Shift ◽  
Rights Of The Child ◽  
United Nations Convention ◽  
Harm Prevention

Students with disabilities are being subjected to restraint and seclusion in some schools in Victoria, Australia. The practices are being used for purposes such as punishment, behaviour change and harm prevention. This article analyses the legality of the practices under the Victorian Charter of Human Rights and Responsibilities and the United Nations Convention on the Rights of the Child, which Australia has ratified. It concludes that the use of restraint and seclusion on students with disabilities in some Victorian schools has violated children’s rights, under both domestic and international human rights law. The Australian and Victorian governments have failed to recognise the presumption against the use of restraint and seclusion on children with disabilities in school and have failed to justify the associated rights limitations. A cultural shift is required to ensure that children with disabilities no longer experience unlawful rights violations, injuries and mental anguish as a result of restraint and seclusion in the very institutions that have a duty of care to protect them.

scholarly journals THE INFLUENCE OF PARENTS' ATTITUDES IN PROVIDING EDUCATION AT HOME TOWARD THE DEVELOPMENT OF CHILDREN AGED 5-6 YEARS IN BULUSARI VILLAGE, GEMPOL SUB-DISTRICT, PASURUAN DISTRICT

2019 ◽  
Vol 8 (1) ◽  
pp. 56-61
Author(s):  
Siti Fithrotul Umami ◽  
Titiek Idayanti
Keyword(s):  
Normal Development ◽  
Health Workers ◽  
The Body ◽  
Family Education ◽  
Exact Test ◽  
Parents And Children ◽  
Preliminary Study ◽  
Individual Evaluation ◽  
And Function ◽  
At Home

Background: Development is increasing ability (skill) in the structure and function of the body that is more complex in a regular pattern and can be predicted as a result, from the results of maturation. attitude is an individual evaluation in the form of a tendency (Inclination) towards various elements outside of him. Based on the results of a preliminary study of 10 children aged 5-6 years, it was found that 5 children had normal development, 2 children doubted, and 3 children developed abnormally. While for family education conducted by parents, it was found that 7 parents supported (favorabel), and 3 parents were not supportive (unfavorable).Objectives: The study aimed to determine the influence of parents' attitudes in providing education at home toward the development of children aged 5-6 years in Bulusari Village, Gempol Sub-District, Pasuruan District.Methods: The research design was analytical design using purposive sampling with a sample of 45 parents and children in Bulusari Village, Gempol Sub-District, Pasuruan District. The measuring instrument used was a questionnaire for parents and KPSP for child development. This research is presented in the form of the Fisher's Exact Test.Results: The results showed that of 38 parents (84.45%) who supported having normal development children as many as 35 children (77.78%). Based on the results of the Fisher's Exact Test statistical test, it was found that the value of p <α, which is 0.001022 <0.05, which means that there is an influence from the provision of family education conducted by parents to the development of children aged 5-6 years.Conclusion: Based on the results of this study, it is expected that efforts from health workers to increase counseling to parents so that they have a role and have an obligation to help, assist children, teach children to actively learn, give love, develop creativity and socialization of children. Kata kunci : Parent’s attitude, development of 5-6 years, giving education in houses.

scholarly journals A study of the status of access facilities available for children with disabilities studying in BMC school at Mumbai

2021 ◽  
Vol 4 (2) ◽  
pp. 54-63
Author(s):  
Arun A Banik ◽  
Aninda Duti Banik
Keyword(s):  
Mental Retardation ◽  
Students With Disabilities ◽  
Children With Disabilities ◽  
School Principal ◽  
Significant Difference ◽  
The Disabled ◽  
The Status ◽  
Free Environment ◽  
Visually Handicapped ◽  
Descriptive Survey

The present study title “A study of the status of access facilities available for children with disabilities studying in BMC school”, a descriptive survey designed was made with the aim to study the status of access facility available for the children with disabilities viz. hearing impairment, mental retardation, physically handicapped (Locomotors Disability), visually handicapped in BMC recognized schools. Further to give recommendation in order to promote the access needs for children with disabilities in school. Looking into the prospective of the study it also aim to create an awareness on the issue of barrier free environment for children with disabilities. As a part of tool of the study, self-made questionnaire was developed and validated by a group of professionals. 10 BMC recognized schools were selected in and around Mumbai and the questionnaire was administered by the researcher and taken information from the school principal.Mean average and percentage was calculated from the obtained data. On an average, overall 14.38% schools or centers with disabilities were having access facilities for students with disabilities. With respect to schools or centers related to Locomotors Disabilities, Hearing Disabilities, Mental Retardation, and Visually Handicapped study findings were 14.4%, 14.3%, 13.7% and 15.1% respectively, having access facilities for the children with disabilities in BMC schools. Where the data was subjected to statistical analysis and it was found that there was no significant difference (p&#62;0.05) in terms of access facilities between the schools or centers for disabilities. Results indicated that there were very insufficient as well as inadequate access facilities across all children with disabilities in the BMC recognized schools. The results has shown an impact in the education of the disabled students as they need full accessible educational support to undertake their successful study. Hence, Government and all other educational authorities are suggested to take up this issue in a positive manner to improve the quality of education as there is a much needed access facilities in all the schools.

scholarly journals Education Support Worker's Perspectives on Their Work with Children with Disabilities in New Zealand Kindergarten Settings

2021 ◽  
Author(s):  
◽  
Pamela Jean Backhouse
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Students With Disabilities ◽  
Quantitative Research ◽  
Children With Disabilities ◽  
Policy Implications ◽  
Self Report ◽  
Future Research ◽  
Wide Range ◽  
Education Support

<p>International literature has focused on paraprofessionals working with students with disabilities in schools and similarly there is some investigative research on teacher aides working with children with disabilities in New Zealand schools. However there is little enquiry into Education Support Workers (ESWs) perspectives of working with children with disabilities in New Zealand Early Childhood Education settings. This study is intended to contribute to addressing this important gap in the literature. ESWs are allocated as primary supports for children with disabilities who need extra learning support and require intervention. This qualitative and quantitative research study is positioned within a sociocultural framework of the Te Whāriki (1996) Early Childhood curriculum which promotes inclusive practices for all children. One-hundred and three ESW respondents from the kindergarten sector completed and returned a questionnaire. Data collection included the role and proximity of an ESW, the child’s interactions with others, and the ESW’s relationship with the child with disabilities. The results revealed ESWs have a wide range of roles and responsibilities in their work with children with disabilities. They work in collaboration with teachers in determining their work with a child and integrate a child into the environment. The development of social skills and involving everyone in the child’s learning was a top priority. Also included was the building of relationships between the child, peers, teachers, and parents. In this study ESWs used a combination of positions such as working alongside, hovering, opposite, and behind and at the same time the child primarily interacted with the ESW, teachers, and peers. Even though there were some ESWs who worked exclusively with a child, the child still interacted in combination with the ESW, teachers, and peers. This result showed inclusion of others irrespective of the ESW’s close proximity. The ESW’s relationship with a child was reported as warm, caring, and positive and also described as very close, perhaps due to the nature of support for some children. This study explored ESWs’ perspectives on their work with children with disabilities and used self report. Theoretical and policy implications are discussed in the context of the ECE curriculum. Although some insight has been generated by ESWs’ participation in this study, there is still an urgent need for future research to ensure Ministry of Education policy and practice line up for children with disabilities and their families, in order for them to receive an equitable fair education as valued members of our community.</p>

Challenges and Potential Solutions for Enabling Inclusion in Secondary Schools

2005 ◽  
Vol 29 (2) ◽  
pp. 93-105 ◽  
Author(s):  
Michelle Pearce ◽  
Chris Forlin
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Primary School ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Teaching Methods ◽  
Children With Disabilities ◽  
School Structure ◽  
Creative Solutions

Children with disabilities are increasingly being included in mainstream classes in Australian schools. In addition, many children with disabilities who are currently enrolled in primary school will be moving to secondary school in the next few years. For secondary schools to meet this challenge, it is important that the reasons for their difficulties are understood and ways of overcoming them are explored. This paper provides a discussion of the specific challenges for secondary schools regarding inclusive education, including the school structure, teaching methods, curriculum, external exams, training and the nature of adolescence. A discussion of a broad range of issues will highlight potential solutions to common concerns in secondary schools. While the inclusion of students with disabilities in secondary schools will undoubtedly identify many challenges, it is argued that these may inspire creative solutions that will benefit all children.

A Parent’s Guide to Support Technologies for Preschool Students with Disabilities

2013 ◽  
pp. 1340-1356
Author(s):  
Laura Baylot Casey ◽  
Robert L. Williamson
Keyword(s):  
Young Children ◽  
Special Needs ◽  
Students With Disabilities ◽  
Children With Disabilities ◽  
Assistive Technologies ◽  
The Internet ◽  
Preschool Students ◽  
Young Children With Disabilities ◽  
Multiple Uses ◽  
Source Of Information

Parents encounter many challenges when facing the need to raise and support a child with a disability. Many find technology to be of assistance, first turning to the Internet as a source of information and later turning to assistive technologies to directly support the needs of their child. This chapter outlines the multiple uses of technology related to the raising and support of young children with disabilities. The information provided serves to give an overview perspective while simultaneously providing actual specifics related to technology that can be useful to parents throughout the journey of raising a child with special needs.

Realabilities

2017 ◽  
pp. 264-303
Author(s):  
Nava R. Silton
Keyword(s):  
Preschool Children ◽  
Children With Disabilities ◽  
Comic Book ◽  
Physical Impairment ◽  
Future Directions ◽  
Book Series ◽  
Adjective Checklist ◽  
Mainstream Classrooms ◽  
Tv Show ◽  
The Impact

Children with disabilities are two to three times more likely to be victimized by bullying than their typical peers (Carter & Spencer, 2006). Since half of all preschool children with disabilities are now in mainstream classrooms (Diamond & Hong, 2010), it's imperative to reduce bullying and to enhance sensitivity to peers with disabilities. Since children tend to exercise more effort when they have higher expectations of their peers (Rosenthal, 1989), it's critical to showcase the competencies of children with disabilities (Siperstein et al., 2007). The following research assesses the impact of Realabilities, an animated TV show and comic book series, which emphasizes the strengths of five characters with disabilities (Autism, ADHD, Visual, Hearing and Physical Impairment) who harness their strengths and innate creativity to save their school from bullies. This chapter will present findings from five, creative Realabilities interventions using Morgan's (1996) Shared Activities Questionnaire and Siperstein and Bak's (1977) Adjective Checklist and will highlight future directions.

scholarly journals The Roles of Long Noncoding RNAs HNF1α-AS1 and HNF4α-AS1 in Drug Metabolism and Human Diseases

2020 ◽  
Vol 6 (2) ◽  
pp. 24 ◽  
Author(s):  
Liming Chen ◽  
Yifan Bao ◽  
Suzhen Jiang ◽  
Xiao-bo Zhong
Keyword(s):  
Drug Metabolism ◽  
Drug Toxicity ◽  
Target Genes ◽  
Noncoding Rnas ◽  
Long Noncoding Rnas ◽  
Future Directions ◽  
Protein Coding ◽  
Mirna Sponge ◽  
Current Review ◽  
And Function

Long noncoding RNAs (lncRNAs) are RNAs with a length of over 200 nucleotides that do not have protein-coding abilities. Recent studies suggest that lncRNAs are highly involved in physiological functions and diseases. lncRNAs HNF1α-AS1 and HNF4α-AS1 are transcripts of lncRNA genes HNF1α-AS1 and HNF4α-AS1, which are antisense lncRNA genes located in the neighborhood regions of the transcription factor (TF) genes HNF1α and HNF4α, respectively. HNF1α-AS1 and HNF4α-AS1 have been reported to be involved in several important functions in human physiological activities and diseases. In the liver, HNF1α-AS1 and HNF4α-AS1 regulate the expression and function of several drug-metabolizing cytochrome P450 (P450) enzymes, which also further impact P450-mediated drug metabolism and drug toxicity. In addition, HNF1α-AS1 and HNF4α-AS1 also play important roles in the tumorigenesis, progression, invasion, and treatment outcome of several cancers. Through interacting with different molecules, including miRNAs and proteins, HNF1α-AS1 and HNF4α-AS1 can regulate their target genes in several different mechanisms including miRNA sponge, decoy, or scaffold. The purpose of the current review is to summarize the identified functions and mechanisms of HNF1α-AS1 and HNF4α-AS1 and to discuss the future directions of research of these two lncRNAs.

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