Educators' preparedness to include children with disability in day-care is key to the success of early childhood inclusion. This study examines the relationship between attitudes and self-efficacy as ...key predictors of preparedness for inclusion. The study was conducted in Switzerland, a country with a young tradition of inclusive early childhood care and education, (ECEC) but with increasing numbers of children with disability in public day-care facilities. Early childhood educators (N = 214) completed a questionnaire on their feelings, beliefs, self-efficacy, and behavioural intentions. Structural equation modelling (SEM) was used to analyse paths of effects of participants' background on behavioural intentions. Results show that inclusive ECEC experience, private interactions and training on disability were associated with higher behavioural intentions. This effect was mediated by participants' self-efficacy and their beliefs. General ECEC experience was directly associated with lower behavioural intentions. Implications for research and practice are discussed.
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In recent years there has been a growing public and professional interest in situations of risk, abuse, and exploitation of children with disabilities (CWDs). Despite the increasing awareness of CWDs ...experiencing child sexual abuse (CSA) at high rates, research in this area is still in its infancy. The current study seeks to identify, map, and thoroughly analyze the existing knowledge to better inform future research, policy, and practice. A scoping review was conducted using Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, identifying 35 articles addressing CSA among CWDs based on self-report surveys, official report data, and qualitative interviews. The findings addressed the phenomenon’s epidemiology, disclosure, identification patterns, and consequences. Studies showed that CWDs experience CSA two to four times more often than children without disabilities and that they suffer longer and harsher abuse due to factors that complicate the identification of CSA of CWDs. This review highlights the diverse methodologies, producing a high variance in phenomenon rates, as well as unique methodological strategies for addressing challenges in CSA and disability research. Future research should focus on qualitative-retrospective studies of the perceptions of survivors and significant others in their lives (e.g., parents). Moreover, an intersectionality paradigm must be adopted in future studies to address the diverse contexts that construct the phenomenon (including sociocultural contexts). There is also a need to develop integrative interventions to allow higher accessibility of services, adaptive identification mechanisms, and more effective collaboration between professionals and CWDs.
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Amidst the ongoing novel Coronavirus disease pandemic, children with developmental disabilities warrant specific attention to minimise having disproportionate consequences. These children are ...especially vulnerable to the effects of the pandemic due to (1) Greater healthcare needs, (2) Dependency on community-based services and (3) Mental health concerns. Healthcare professionals, public health systems and the society needs to come together to advocate for these children by optimising access to healthcare and community intervention services, promoting mental well-being and caregiver welfare. The consequences of missed present-day opportunities might only be evident in the years to come in these children. Hence, despite the prolonged pandemic, with consequent limitations in availability of resources, children with developmental disabilities should continue to be supported.
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DOBA, EMUNI, FIS, FZAB, GEOZS, GIS, IJS, IMTLJ, IZUM, KILJ, KISLJ, MFDPS, NLZOH, NUK, ODKLJ, OILJ, PILJ, PNG, SAZU, SBCE, SBJE, SBMB, SBNM, UILJ, UKNU, UL, UM, UPUK, VKSCE, VSZLJ, ZAGLJ
The concept of inclusion is complex and messy and although many definitions abound it has never been fully clarified in legislation and guidance. The purpose of this book is to consider how ...professionals working with young children and their families can better understand the concept of inclusion and successfully establish, examine and evaluate the building blocks and framework that should underpin inclusive practice. This book represents a genuine attempt to identify the challenges and barriers to inclusion for all children; to understand them and in some measure, to suggest how they might be overcome.This book is particularly important because:
It is based on a broad understanding of inclusion that embraces all forms of difference including race, gender, ability and classIt draws on good practice developed over the years and describes challenges for the futureIt takes into account contemporary issues such as austerity measures, cuts to public services and a changing political landscapeIt brings the reader up to date with current theory, analysis, controversies and debates This book is essential reading for early years professionals and students who wish to increase their knowledge and understanding of these issues which can divide society; especially in terms of the impact on young children and their families.
"Mary Dickins has given us a book which is a beautifully written guide to the principles and practice of inclusion in young children's care and education. For some this will be an introduction to, for others a reminder of, knowledge and skills which we have developed over many years but which are too often misunderstood or ignored. Through her alphabetical approach it is possible to address a huge number of issues in a very accessible way, either dipping into it as needed or reading from beginning to end as a story of how we can improve the experiences of young children in childcare, and every entry comes with a list of references to enable readers to take the subject further. Informing the whole book is her knowledge and experience of this issue and her passion to support the development of a shared vision and understanding of it. As she says: 'inclusion is not a fixed state.we all have responsibility and a role to play in challenging discrimination and oppression'."
Sue Owen, Independent early years consultant
"I have learnt a lot from reading this book - and there is a lot to learn! Its scope is so enormous that inevitably it cannot cover everything, for example my pet topic of 'the power of assumptions'! It identifies the complexities of the various aspects of inclusion and touches on the inter-relatedness of many - for example, race and class. As readers dip into it I hope it will trigger further reading on particular issues and also stimulate more discussion of how institutional procedures and practices, deeply embedded in our society (the 'system'), remain barriers to inclusion. We all need to identify, understand and break down such barriers so that every one of our precious children, wherever they are, feel they truly belong."
Jane Lane, Advocate worker for racial equality in the early years
"Mary Dickins has long experience in early years and equality issues and writes from a defined value system. She encourages a proactive and anti-discriminatory approach which contributes to the development of - in her words - 'a shared vision, understanding and sense of purpose'. Mary stresses the importance of individual responsibility and transfer of specialist skills to a mainstream context. This book is a good addition to the continuing debate on inclusion from a clear children's rights perspective and a valuable resource for the early years sector, providing a framework to embed effective inclusive practice."
Julie Jennings, Royal National Institute of Blind People, UK
Congenital anomalies in children lead to morbidity, mortality, or lifelong disabilities. Mothers of children with congenital anomalies face considerable obstacles in parenting their children because ...of their lack of knowledge about such health conditions, lack of family support, and lack of health, rehabilitation, and social care support. In Saudi Arabia, less attention are given to researching this important issue. In this context, the purpose of the study was to explore mothers' experiences and perceptions toward children with congenital anomalies.
We employed a qualitative phenomenological study design. We purposively recruited 10 mothers of children with congenital anomalies from different cities in Saudi Arabia. We interviewed the mothers with an in-depth interview guideline. The interview questions were designed to explore their perception of congenital anomalies in children and their experience of parenting and seeking health, rehabilitation, education, and social care services for children with such anomalies.
Analysis of our data suggest that mothers of children with congenital anomalies face considerable challenges because of a lack of medical, rehabilitation, and social care support, lack of knowledge about these conditions and their management, lack of responsiveness of the healthcare providers, lack of support from the family and the stigma associated with such conditions. Consequently, mothers experience poor mental and social well-being.
Mothers are facing considerable challenges in raising children with congenital anomalies. Regular screening for early detection of congenital anomalies, counseling support for mothers, and improving healthcare providers' responsiveness, knowledge, and skills are necessary. In addition, appropriate awareness-raising programs need to be implemented at the community level to counteract the stigma and negative attitudes of the community toward children with congenital anomalies and their families.
The article describes the psychological support offered to parents of disabled children/youths through the structuring of mutual self-help meetings. The therapeutic approach, which is based on the ...principles of the Family Centered Care (FCC), has an experiential character. These meetings are especially important as they took place after a long period of forced distancing, due to the Covid 19 pandemic. We can see how this type of path fully responds to the needs of these parents and how it can be strategic for strengthening their capacity for resilience in the daily struggle for the quality of life of their children.
Caring for Children with Special Healthcare Needs and Their Families: A Handbook for Healthcare Professionalsprovides a guide for addressing the challenges of providing optimal general and routine ...care for the special needs population. More than just caring for the patients, the text stresses the importance of caring for their families as well.The book begins with chapters on common aspects of this population, including physical or sensory disabilities and developmental and learning disabilities. Subsequent chapters expound on more specific topics related to communication, mobility, emotional issues, quality of life, and end-of-life.Caring for Children with Special Healthcare Needs and Their Familiesis a must-have book for family and pediatric nurse practitioners, registered nurses, healthcare technicians, physician assistants and social services professionals who see these patients regularly as part of their daily patient load.
Background:
In 2020, the International Association for Hospice and Palliative Care redefined palliative care to incorporate the concept of serious health-related suffering. An estimated 21 million ...children globally live with conditions which would benefit from a palliative approach to relieve suffering. Bangladesh is a lower-middle income country with isolated provision of palliative care.
Aim:
To synthesise existing evidence describing serious health-related suffering of children with disability and their families living in Bangladesh and the intersection between this suffering, palliative care and rehabilitation.
Design:
Scoping review methodology.
Data sources:
A search strategy related to serious health-related suffering and childhood disability was applied to online databases and grey literature. English language studies (1990–2021) were included. Papers pertaining to serious health-related suffering of typically developing children and those over eighteen years were excluded. Data which addressed the three domains of serious health-related suffering (physical, social and emotional/spiritual) were extracted. Palliative care interventions were assessed with a pre-existing checklist.
Results:
Forty-six studies were included, representing ten different methodologies. Sample sizes ranged from 11 to 2582 participants, with 87% of studies including children with cerebral palsy. Serious health-related suffering was described in 100% of the studies, only 14 of the studies described specific interventions to mitigate suffering. Convergence between palliative care and rehabilitation approaches was evident.
Conclusion:
Findings document the extensive nature and burden of serious childhood health-related suffering that may be remediated by a palliative approach. They highlight the urgent need to prioritise service development and research in this area.
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the paper is directed towards identifying problems and perspectives of implementing inclusive education. The paper describes cluster model of developing inclusive education using information and ...communication technologies. The most important social and academic advantage, inclusive education has, is that conditions are created for maximum self-actualization and self-fulfillment of handicapped children. There is a description of the study results evidencing that society and education environment should be prepared to improve the quality of handicapped children life.
School closures during pandemics raise important concerns for children and adolescents. Our aim is synthesizing available data on the impact of school closure during the coronavirus disease 2019 ...(COVID-19) pandemic on child and adolescent health globally. We conducted a rapid systematic review by searching PubMed, Embase, and Google Scholar for any study published between January and September 2020. We included a total of ten primary studies. COVID-19-related school closure was associated with a significant decline in the number of hospital admissions and pediatric emergency department visits. However, a number of children and adolescents lost access to school-based healthcare services, special services for children with disabilities, and nutrition programs. A greater risk of widening educational disparities due to lack of support and resources for remote learning were also reported among poorer families and children with disabilities. School closure also contributed to increased anxiety and loneliness in young people and child stress, sadness, frustration, indiscipline, and hyperactivity. The longer the duration of school closure and reduction of daily physical activity, the higher was the predicted increase of Body Mass Index and childhood obesity prevalence. There is a need to identify children and adolescents at higher risk of learning and mental health impairments and support them during school closures.
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