The Americans with Disabilities Act (ADA) and other national policies are designed to ensure the greatest possible inclusion of people with disabilities in all aspects of American life. But as a ...matter of national policy we still place the lion’s share of responsibility for raising children with disabilities on their families. While this strategy largely works, sociologist Dennis Hogan maintains, the reality is that family financial security, the parents’ relationship, and the needs of other children in the home all can be stretched to the limit. In Family Consequences of Children’s Disabilities Hogan delves inside the experiences of these families and examines the financial and emotional costs of raising a child with a disability. The book examines the challenges families of children with disabilities encounter and how these challenges impact family life. The first comprehensive account of the families of children with disabilities, Family Consequences of Children’s Disabilities employs data culled from seven national surveys and interviews with twenty-four mothers of children with disabilities, asking them questions about their family life, social supports, and how other children in the home were faring. Not surprisingly, Hogan finds that couples who are together when their child is born have a higher likelihood of divorcing than other parents do. The potential for financial insecurity contributes to this anxiety, especially as many parents must strike a careful balance between employment and caregiving. Mothers are less likely to have paid employment, and the financial burden on single parents can be devastating. One-third of children with disabilities live in single-parent households, and nearly 30 percent of families raising a child with a disability live in poverty. Because of the high levels of stress these families incur, support networks are crucial. Grandparents are often a source of support. Siblings can also assist with personal care and, consequently, tend to develop more helpful attitudes, be more inclusive of others, and be more tolerant. But these siblings are at risk for their own health problems: they are three times more likely to experience poor health than children in homes where there is no child with a disability. Yet this book also shows that raising a child with a disability includes unexpected rewards—the families tend to be closer, and they engage in more shared activities such as games, television, and meals. Family Consequences of Children’s Disabilities offers access to a world many never see or prefer to ignore. The book provides vital information on effective treatment, rehabilitation, and enablement to medical professionals, educators, social workers, and lawmakers. This compelling book demonstrates that every mirror has two faces: raising a child with a disability can be difficult, but it can also offer expanded understanding.
Numerous style guides, including those issued by the American Psychological and the American Psychiatric Associations, prescribe that writers use only person‐first language so that nouns referring to ...persons (e.g. children) always precede phrases referring to characteristics (e.g. children with typical development). Person‐first language is based on the premise that everyone, regardless of whether they have a disability, is a person‐first, and therefore everyone should be referred to with person‐first language. However, my analysis of scholarly writing suggests that person‐first language is used more frequently to refer to children with disabilities than to refer to children without disabilities; person‐first language is more frequently used to refer to children with disabilities than adults with disabilities; and person‐first language is most frequently used to refer to children with the most stigmatized disabilities. Therefore, the use of person‐first language in scholarly writing may actually accentuate stigma rather than attenuate it. Recommendations are forwarded for language use that may reduce stigma.
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This book includes eight chapters reflecting various approaches towards the theme of play for children with disabilities that characterised the work of the members of the COST Action TD1309 ...“LUDI–Play for Children with Disabilities”. Alongside these multifaceted points of view, some theoretical aspects emerged as a common background: the ICF-CY theoretical perspective, the vision of “play for the sake of play” and play as a fundamental right.
Families with a child who has a disability have extra difficulties, particularly when services are hard to reach or less available. In a collaborative project, the Institute of Community and Public ...Health, the Palestinian community-based rehabilitation programme, and international non-governmental organisations cooperated to share and develop expertise and knowledge on increasing families' resilience through establishing family groups. This contribution focuses on the use of the Multi-Family Approach (MFA) in a Palestinian context. MFA is a family-oriented method provided in a group setting. The aim of this study was to investigate the feasibility of implementing the intervention and the experiences gained by introducing the MFA in the West Bank.
Parents taking the MFA approach learn from other parents by sharing experiences. Allowing parents to examine communalities and contrasts increases social support and parenting skills and decrease stress reactions. A high turnover of exercises and activities facilitate pleasant interactions. The basic principles of MFA are derived from both group and family interventions. Adjusting MFA entailed training of community-based rehabilitation teams (supervisors, field workers, and volunteers) through a learning-by-doing principle and employed a comparable strategy and structure to MFA. MFA was introduced and practiced, and early experiences were used to rehearse and elaborate. Training experiences were monitored and reflected upon within the team. A manual was written as a collaborative activity. No additional ethical approval was necessary. This project did not encompass the involvement, assessment, or monitoring of families or family members. The trainees participated on a voluntary base.
Qualitative analyses of the monitoring reports from the training sessions show that MFA is feasible for families with a child with a disability in the West Bank but that organisational, translational, and cultural adjustments are needed for MFA to be suitable within a Palestinian context.
MFA proved appropriate for the Palestinian setting. Most of the workers in the community-based rehabilitation programme and group participants were comfortable with the approach and adopted it within communities.
Stichting Boo and Gieskes Strijbis Fonds.
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When children are born with disabilities or become disabled in childhood, parents often experience bewilderment: they find themselves unexpectedly in another world, without a roadmap, without ...community, and without narratives to make sense of their experiences. The Disabled Child: Memoirs of a Normal Future tracks the narratives that have emerged from the community of parent-memoirists who, since the 1980s, have written in resistance of their children’s exclusion from culture. Though the disabilities represented in the genre are diverse, the memoirs share a number of remarkable similarities; they are generally written by white, heterosexual, middle or upper-middle class, ablebodied parents, and they depict narratives in which the disabled child overcomes barriers to a normal childhood and adulthood. Apgar demonstrates that in the process of telling these stories, which recuperate their children as productive members of society, parental memoirists write their children into dominant cultural narratives about gender, race, and class. By reinforcing and buying into these norms, Apgar argues, “special needs” parental memoirs reinforce ableism at the same time that they’re writing against it.
Children with disabilities (CWDs) constitute a substantial segment of the population who encounter abuse, emphasizing the need to comprehend the influence of school-based interventions on this ...susceptible group.BACKGROUNDChildren with disabilities (CWDs) constitute a substantial segment of the population who encounter abuse, emphasizing the need to comprehend the influence of school-based interventions on this susceptible group.This systematic review and meta-analysis aimed to identify and evaluate the effectiveness of school-based interventions in enhancing child sexual abuse (CSA) knowledge among CWDs.AIMThis systematic review and meta-analysis aimed to identify and evaluate the effectiveness of school-based interventions in enhancing child sexual abuse (CSA) knowledge among CWDs.This meta-analysis incorporated seven published studies, encompassing 387 CWDs.PARTICIPANTSThis meta-analysis incorporated seven published studies, encompassing 387 CWDs.Our study synthesizes findings from seven experimental and quasi-experimental studies, adhering to the PRISMA guidelines. The study was registered in PROSPERO. The literature search, conducted between September 25, 2023, and October 2, 2023, employed various databases and keywords relevant to the study's scope. The research question and articles' eligibility were assessed using the Population, Intervention, Comparison, Outcomes, and Study type (PICOs). The meta-analysis was conducted using the Comprehensive Meta-Analysis (CMA) software.METHODSOur study synthesizes findings from seven experimental and quasi-experimental studies, adhering to the PRISMA guidelines. The study was registered in PROSPERO. The literature search, conducted between September 25, 2023, and October 2, 2023, employed various databases and keywords relevant to the study's scope. The research question and articles' eligibility were assessed using the Population, Intervention, Comparison, Outcomes, and Study type (PICOs). The meta-analysis was conducted using the Comprehensive Meta-Analysis (CMA) software.The school-based intervention greatly impacted CWDs' CSA knowledge scores (Hedges's g = 1.026 95% CI: 0.845; 1.208, z = 11.074, p = 0.000). The findings of this meta-analysis demonstrate that Questionnaire/scale-based knowledge measurement (Hedges's g = 2.586 95% CI: 0.920; 4.252, z = 3.043, P = 0.002) and Vignette-based knowledge measurement (Hedges's g = 1.065 95% CI: 0.655; 1.474, z = 5.100, p = 0.000) are effective in assessing CWDs' knowledge of CSA.RESULTSThe school-based intervention greatly impacted CWDs' CSA knowledge scores (Hedges's g = 1.026 95% CI: 0.845; 1.208, z = 11.074, p = 0.000). The findings of this meta-analysis demonstrate that Questionnaire/scale-based knowledge measurement (Hedges's g = 2.586 95% CI: 0.920; 4.252, z = 3.043, P = 0.002) and Vignette-based knowledge measurement (Hedges's g = 1.065 95% CI: 0.655; 1.474, z = 5.100, p = 0.000) are effective in assessing CWDs' knowledge of CSA.This systematic review and meta-analysis of seven randomized controlled studies and quasi-experimental studies provide robust evidence supporting the effectiveness of school-based interventions in significantly enhancing CSA knowledge among CWDs.CONCLUSIONThis systematic review and meta-analysis of seven randomized controlled studies and quasi-experimental studies provide robust evidence supporting the effectiveness of school-based interventions in significantly enhancing CSA knowledge among CWDs.These findings are potentially significant evidence for education professionals, including educators and school health nurses.IMPLICATIONS TO PRACTICEThese findings are potentially significant evidence for education professionals, including educators and school health nurses.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
Ukraine has started including persons with special educational needs and disabilities recently, notwithstanding, it can offer to share some unique experience concerning standing up against inequality ...and discrimination in this collection of texts written by international and Ukrainian scholars.
Approximately 1·5 billion people worldwide live with a physical, mental, sensory, or intellectual disability, about 80% of which are in low-income and middle-income countries. This Series paper ...provides a global overview of the prevalence, benefits, and promotion policies for physical activity for people living with disabilities (PLWD). PLWD are 16–62% less likely to meet physical activity guidelines and are at higher risk of serious health problems related to inactivity than people without disabilities. Meta-analyses have shown that physical activity has beneficial effects on cardiovascular fitness (average standardised mean difference SMD 0·69 95% CI 0·31–1·01), musculoskeletal fitness (0·59 0·31–0·87), cardiometabolic risk factors (0·39 0·04–0·75), and brain and mental health outcomes (0·47 0·21–0·73). These meta-analyses also show that health benefits can be achieved even with less than 150 min of physical activity per week, and suggest that some physical activity is better than none. Meta-analyses of interventions to increase physical activity for PLWD have reported effect sizes ranging from SMD 0·29 (95% CI 0·17–0·41, k=10) to 1·00 (0·46–1·53, k=10). There is increasing awareness among policy makers of the needs of PLWD for full participation in physical activity. Physical activity action plans worldwide must be adequately resourced, monitored, and enforced to truly advance the fundamental rights of PLWD to fully participate in physical activity.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UL, UM, UPCLJ, UPUK, ZRSKP
Children with disabilities are a vulnerable group of children who face many difficulties in life and lack basic social skills. By selecting a typical case study, the Vocational Education and Training ...Center for People with Disabilities in Nghe An province, a combination of quantitative and qualitative information collection methods has been used to clarify educational activities to improve social skills for children with disabilities. Research results show that children with disabilities face many difficulties in social communication. Therefore, children with disabilities have a need for education to improve social skills. Activities to improve social skills for children with disabilities have been organized and received a positive response; However, children with disabilities still have difficulty participating in social skills education activities. On that basis, some solutions have been proposed to improve the quality of social skills education for children with disabilities at the Nghe An Center for Education and Vocational Training of People with Disabilities.
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