Developing a Disaster Management Education and Training Program for Children with Intellectual Disabilities to Improve “Zest for Life” in the Event of a Disaster - A Case Study on Tochigi Prefectural Imaichi Special School for the Intellectually Disabled –

2020 ◽  
Vol 15 (1) ◽  
pp. 20-40
Author(s):  
Toshimitsu Nagata ◽  
Reo Kimura ◽  
◽  
Keyword(s):  
Intellectual Disabilities ◽  
Disaster Management ◽  
Management Education ◽  
Current Status ◽  
Disabled Children ◽  
Intellectually Disabled ◽  
Earthquake Disaster ◽  
Sports Science ◽  
Special Support

In this study, we first discuss the current status and issues of disaster management education in the context of special support education in Japan, in view of the casualties of those with disabilities during major past earthquakes in Japan. We highlight that there are very few examples of practical implementation of, instructional material for, or previous studies on disaster management education for disabled children, or an established systematic instructional method. As a result, disaster management education tailored to the specific type of disability has been implemented on a school-to-school basis among Special Support Schools for children with disabilities. In many cases, teacher-led evacuation drills have been considered disaster management education. This is an indication that the disaster management education currently practiced in Special Support Schools is inadequate to achieve the goal of “fostering the attitude of acting on one’s initiative” as set forth by the Ministry of Education, Culture, Sports, Science and Technology (MEXT). In view of the situation in Japan, where casualties due to natural disasters continue to occur frequently since the Great East Japan Earthquake, it is urgent that we promote practical disaster management education to foster the Zest for Life among disabled children. This paper is a case study of disaster management education that targets those with intellectual disabilities, which is the largest reported disability type among children enrolled in Special Support Schools in Japan. We applied the ADDIE (Analyze, Design, Develop, Implement, Evaluate) process in instructional design to develop an earthquake disaster management program designed to heighten the capacity of disabled children to foresee and circumvent danger to themselves, so as to protect their lives from large earthquakes which occur frequently in Japan. Specifically, the objective is to apply the earthquake disaster management education program, developed by the authors in a previous study, to children with intellectual disabilities. To this end, we implemented the program at the target school and verified its educational effect while taking into consideration the degree or condition of disability and the learning characteristics of the intellectually disabled and developed a valid program for intellectually disabled children. The program allows the teachers of Special Support Schools to practice disaster management education in the context of daily classroom study with students without the need to dispatch a disaster management expert to the school each time a program is implemented. Additionally, the program can be customized by the onsite teacher for individual schools, which can lead to a systematic program in disaster management education. In addition, we propose a framework to establish a network of stakeholders, including disaster management experts or organizations and educational institutions to effectively and strategically promote disaster management education. This framework makes it possible to implement the present program the most impactful way, and to maximize the benefits to the schools in Tochigi prefecture.

scholarly journals Tolerance and inclusive competence as the main components of an inclusive culture

2019 ◽  
Vol 70 ◽  
pp. 10006
Author(s):  
Tatyana Lisovskaya ◽  
Tatyana Zhuk
Keyword(s):  
Intellectual Disabilities ◽  
Disabled Children ◽  
Intellectually Disabled ◽  
Social Rehabilitation ◽  
The People ◽  
People With Intellectual Disabilities ◽  
The Republic ◽  
Main Components

The article raises the problems of the formation of an inclusive culture of teachers working with intellectually disabled children in centers of social and professional rehabilitation for the people with special psychophysical development needs (hereinafter referred to as the SPDN). Two components of an inclusive culture are presented: tolerance and inclusive competence. The mechanism of professional and social rehabilitation of people with intellectual disabilities is shown on the example of Brest region of the Republic of Belarus.

scholarly journals Behavioral Pattern during Dental Pain in Intellectually Disabled Children: A Comparative Study

2014 ◽  
Vol 2014 ◽  
pp. 1-5 ◽  
Author(s):  
Muthukali Shanmugam ◽  
Vetrivel Shivakumar ◽  
Vijayarangan Anitha ◽  
Bagavathi Perumal Meenapriya ◽  
Srinivasan Aishwarya ◽  
...  
Keyword(s):  
Intellectual Disability ◽  
Intellectual Disabilities ◽  
Test Group ◽  
Dental Pain ◽  
Control Group ◽  
Disabled Children ◽  
Intellectually Disabled ◽  
Treatment Needs ◽  
Normal Children ◽  
Significant Difference

Aim. Children with developmental disabilities generally experience more pain than the normal children. Description of pain is generally difficult in children and more so in children with intellectual disabilities. The study aimed at evaluating dental pain in children with intellectual disabilities. Methods. The survey was carried out in an institution caring for intellectually disabled children to determine the oral health status and the treatment needs of the special kids. 236 children were surveyed out of which the test group is comprised of 111 intellectually disabled children and the control group had 125 normal children with age ranging between five to eighteen years. A questionnaire was presented to the caregivers to elaborate about dental pain in their wards using the dental discomfort questionnaire (DDQ+). The children were examined for dental caries and periodontal status based on the WHO indices for oral hygiene status. Result. Results revealed a statistically significant difference between intellectual disability and brushing, chewing, and earache. The frequency of reporting dental pain was lesser in the intellectually disabled group. Conclusion. Children with intellectual disability tended to report dental pain of any nature with lesser frequency than typically developing peers. They also faced greater difficulty in brushing and chewing.

scholarly journals The Impacts of Self-expression on the Self-efficacy of Intellectually Disabled Children Who Participated in a Art Integration Movement Program

2020 ◽  
Vol 29 (2) ◽  
pp. 188-194
Author(s):  
Sun-Mi Jang
Keyword(s):  
Intellectual Disabilities ◽  
Self Efficacy ◽  
The Self ◽  
Second Grade ◽  
Control Group ◽  
Disabled Children ◽  
Art Integration ◽  
Intellectually Disabled ◽  
Integrated Education ◽  
Dance Class

PURPOSE: The purpose of this study is to analyze how the self-expression of intellectually disabled children participating in movement programs applied at art integration education affects their self-efficacyMETHODS: To investigate the effects of the art-integrated movement program, 20 students with a second-grade intellectual disability were recruited from 1st grade to 4th grade of a special school in B metropolitan city. Ten students that applied for the dance program were assigned the art-integrated movement program, whereas the other students were who did not participate in the dance class but participated in a school program (music, art, and physical education class) were assigned the control group. Each of the classes were consists of 40 minutes sessions per week (two times/week) for a period of 12 weeks. Data were compiled and analyzed by SPSS window program (Ver. 21.0). Additionally, regression analysis was conducted to analyze the effects of self-expression on self-efficacy.RESULTS: Children with intellectual disabilities who participated in the art integration movement program had an impact on their confidence in contents self-expression (t=3.087. <i>p</i><.01) and voice self-expression (t=2.766, <i>p</i><.01). contents self-expression (t=3.940, <i>p</i><.001) affected self-regulating efficacy. and contents self-expression (t=4.057, <i>p</i><.001) had a positive effect on the preference to taskCONCLUSIONS: The movement program that applied art integrated education suggests that self-expression of children with intellectual disabilities is an effective education to increase self-efficacy. A multifaceted study that is practically applicable in the field of special education is needed.

scholarly journals Intellectual disability and mothers' stressors: A Greek Paradigm

2020 ◽  
Vol 21 (4) ◽  
pp. 421
Author(s):  
Κωνσταντίνος Βουγιούκας ◽  
Μαρία Τζουριάδου ◽  
Γεώργιος Μενεξές ◽  
Μαρία Γκέκα ◽  
Λητώ - Ελένη Μιχαλοπούλου
Keyword(s):  
Intellectual Disabilities ◽  
Family Support ◽  
Parental Stress ◽  
Family Needs ◽  
Disabled Children ◽  
Comorbid Conditions ◽  
Intellectually Disabled ◽  
Ongoing Research ◽  
Parental Characteristics ◽  
Empowerment Model

Ongoing research has demonstrated higher levels of stress for parents of children with intellectual disabilities than in parents of typically developed children. Three major source domains of parental stress include comorbid conditions, parental characteristics and parents’ life situations. The aim of this study was the investigation of Greek mothers’perceptions of the characteristics of their intellectually disabled children and their life situations as stressors. The research was carried out in Rhodes, Greece. The study sample consisted of fifty-nine mothers ofchildren diagnosed with moderate intellectual disabilities with and without comorbid conditions. Interviews were used to collect the data. Main findings were that stress varies among mothers of children with intellectual disabilities and that children comorbid conditions appear to be the most important maternal stress factor. Family support should be based on the partnership-empowerment model. Further research on family needs of children with intellectual disabilities is needed in Greece, so that children find partnership and support throughout their lives.

Special Issue on “Urban Resilience” for Mega Earthquake Disasters

2014 ◽  
Vol 9 (2) ◽  
pp. 107-107
Author(s):  
Haruo Hayashi ◽  
Shingo Suzuki
Keyword(s):  
Disaster Management ◽  
Information Technologies ◽  
Structural Engineering ◽  
Academic Disciplines ◽  
Special Issue ◽  
Urban Resilience ◽  
Earthquake Disaster ◽  
Sports Science ◽  
Disaster Information ◽  
The Impact

Tokyo Metropolitan Earthquake and Nankai Trough Earthquakes predicted to hit Japan in the near future makes it urgent that the impact of urban earthquake disasters be reduced by every means possible. To promote research to this end, the Ministry of Education, Culture, Sports, Science and Technology (MEXT) of Japan launched a Special Project for Reducing Vulnerability for UrbanMega Earthquake Disasters in 2012 as a five-year R&D effort embracing three academic disciplines – earth and physical sciences, structural engineering, and social sciences. This project in turn consists of three subprojects – Subproject on the earthquake hazard mechanism and risk evaluation of southern Kanto region, Subproject to develop rapid damage assessment and recovery technology of urban function, and Subproject to develop resilient society improving disaster management competence. This special issue features findings and achievements from this last subproject, whose goal is to enhance society’s resilience based on the experiences and lessons of the 1995 Great Hanshin-Awaji Earthquake Disaster that crippled Kobe, the 2011 Great East Japan Earthquake Disaster that prostrated Japan’s northeastern Pacific coast and other such disasters. Concretely speaking, by integrating the wisdom of disaster management researchers nationwide and collaborating with other subprojects, this subproject proposes disseminating disaster information technologies and training methodologies to build up disaster preparedness. This, in turn, is aided by improving disaster literacy and competence among both the general public and disaster management personnel. Focusing on the three major metropolitan areas of Tokyo, Nagoya, and Osaka, where two-thirds of Japan’s population and three-fourths of the nation’s total assets are concentrated, Web-based disaster information management and dissemination services are being proposed and examined for effectiveness through demonstration experiments and social implementation. In this issue of JDR, we are introducing 11 papers and reports from researchers involved in this subproject to present initial interim findings and progress during the first half of this five-year effort. In doing so, the authors and editors of this issue gratefully acknowledge the generous financial support of MEXT in these studies.

scholarly journals DISASTER RESILIENT BUILT ENVIRONMENT: ROLE OF LIFELONG LEARNING AND THE IMPLICATIONS FOR HIGHER EDUCATION

2013 ◽  
Vol 17 (2) ◽  
pp. 174-187 ◽  
Author(s):  
Mohan Siriwardena ◽  
Chamindi Malalgoda ◽  
Menaha Thayaparan ◽  
Dilanthi Amaratunga ◽  
Kaushal Keraminiyage
Keyword(s):  
Higher Education ◽  
Built Environment ◽  
Lifelong Learning ◽  
Disaster Management ◽  
Management Education ◽  
The Subject ◽  
Managerial Innovation ◽  
Peculiar Nature

Disasters cause considerable damage around the world every year. The built environment is significantly affected by disasters. Whilst the built environment is expected to withstand such occurrences, the construction industry is expected to play a pivotal role in reconstruction of damaged property and infrastructure. Such responses call for technological and managerial innovation. Therefore it is important that construction professionals receive continuous skill development to respond to disaster situations in order to build a disaster resilient built environment. Due to the complexities involved in and due to peculiar nature of disaster situations, lifelong learning is considered as an appropriate way of ensuring continuous education to the various stakeholders of disaster management. The paper reports preliminary findings from a European Commission funded research project aimed at modernising the higher education institutes to support lifelong learning in the built environment. The paper reports the key findings from the literature review and case study on disaster management, emphasising the role of lifelong learning in disaster management education. Empirical data collected as part of the workshop suggest that providing disaster management education as a degree programme is ineffective due to the complexity and multi-disciplinary nature of the subject. Further, the lack of involvement with the industry and the lack of research and development activities on disaster management by built environment professionals act as hindrance to effective disaster management education. In addressing the shortcomings on the existing approaches of disaster management education, this paper concludes that lifelong learning as the most appropriate approach to educate built environment professional in the context of disaster management.

scholarly journals Language Ability of Mild Intellectually Disabled (MID) Children: Case Study of Dina MaraMida in SLB Negeri 1 Padang

2019 ◽  
Vol 6 (1) ◽  
pp. 69-80
Author(s):  
Yasirly Amrina ◽  
Armita Sari
Keyword(s):  
Intellectual Disability ◽  
Language Production ◽  
Language Disorder ◽  
Language Skills ◽  
Language Ability ◽  
Disabled Children ◽  
Mild Intellectual Disability ◽  
Intellectually Disabled ◽  
The Subject

This study is a case study of mild intellectually disabled children. The purpose of this study is to describe the language skills of Dina Maradina as children with mild intellectual disability (MID). This research is expected to contribute educatively to actions that can be given to intellectually disabled children, especially mild intellectual disability to encourage increased language skills. At the stage of providing data, used the refer and proficient method. The basic technique used in this method is Teknik Sadap, followed by Teknik Simak Libat Cakap (SLC), Teknik Simak Bebas Libat Cakap (SBLC), Teknik Catat and Teknik Rekam as advanced techniques. Data analysis was carried out qualitatively in the form of a description of aspects of language disorders experienced by the subject of the research by describing various symptoms and language skills owned by the subject. The results showed that subjects with mild intellectual disability has good language skills. It has several disadvantages, such as the ability of subject in emotional control, the ability in focus and concentration control and the ability in language production in terms of writing production. The results showed the subject did not have a significant language disorder. The subject is able to communicate smoothly with the other person. This can be seen from the subject's ability to issue sentences that fit the context of the conversation. The subject is also able to show gestures, facial expressions, and usual expressions in accordance with the communication she does.   Keywords: Language ability, intellectual disability, neurolinguistics  

scholarly journals The Impacts of Self-expression on the Self-efficacy of Intellectually Disabled Children Who Participated in a Art Integration Movement Program

2020 ◽  
Vol 29 (2) ◽  
pp. 188-194
Author(s):  
Sun-Mi Jang
Keyword(s):  
Intellectual Disabilities ◽  
Self Efficacy ◽  
The Self ◽  
Second Grade ◽  
Control Group ◽  
Disabled Children ◽  
Art Integration ◽  
Intellectually Disabled ◽  
Integrated Education ◽  
Dance Class

PURPOSE: The purpose of this study is to analyze how the self-expression of intellectually disabled children participating in movement programs applied at art integration education affects their self-efficacyMETHODS: To investigate the effects of the art-integrated movement program, 20 students with a second-grade intellectual disability were recruited from 1st grade to 4th grade of a special school in B metropolitan city. Ten students that applied for the dance program were assigned the art-integrated movement program, whereas the other students were who did not participate in the dance class but participated in a school program (music, art, and physical education class) were assigned the control group. Each of the classes were consists of 40 minutes sessions per week (two times/week) for a period of 12 weeks. Data were compiled and analyzed by SPSS window program (Ver. 21.0). Additionally, regression analysis was conducted to analyze the effects of self-expression on self-efficacy.RESULTS: Children with intellectual disabilities who participated in the art integration movement program had an impact on their confidence in contents self-expression (t=3.087. <i>p</i><.01) and voice self-expression (t=2.766, <i>p</i><.01). contents self-expression (t=3.940, <i>p</i><.001) affected self-regulating efficacy. and contents self-expression (t=4.057, <i>p</i><.001) had a positive effect on the preference to taskCONCLUSIONS: The movement program that applied art integrated education suggests that self-expression of children with intellectual disabilities is an effective education to increase self-efficacy. A multifaceted study that is practically applicable in the field of special education is needed.

scholarly journals Preparedness of Earthquake Disaster for Communities Koto Tangah Sub-District - Padang City (Case Study of Elementary School 31 Pasir Kandang)

2021 ◽  
Vol 5 (1) ◽  
pp. 24-29
Author(s):  
Arman Arman ◽  
Ganefri Ganefri ◽  
Nurhasan Syah
Keyword(s):  
Elementary School ◽  
Disaster Management ◽  
West Coast ◽  
The West ◽  
Earthquake Disaster ◽  
Strong Intensity ◽  
Sumatra Island ◽  
Definition Of

In the last five years, the west coast of Sumatra island has experienced several earthquakes with strong intensity. The Pariaman earthquake on September 30, 2009, as reported by USGS, was located on the west coast of Pariaman with a magnitude of 7.9 SR and MMI VII-VIII standard, with a depth of 80 km. has caused victims to humans and property which is quite large. The socialization carried out is in the form of presentations in the classroom. The material presented includes the definition of a disaster, types of disasters (natural, non-natural, and social disasters), disaster management (before a disaster, when a disaster occurs, after a disaster).

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