Search

The CP phenotype for each cohort was scored on the following criteria as either high confidence (fulfilled >=5 criteria), moderate (3-4), or low confidence (<=2): (i) CP defined with well acknowledged definition; (ii) clinical diagnosis of CP confirmed at time of recruitment; (iii) inclusion/exclusion criteria of the study met the clinical description of CP; (iv) CP clinically confirmed at >= age four; (v) motor disorders of CP well described; (vi) individual phenotyping data available. B Results b : Among the sample of children, 30 did not have CP and 45 had spastic CP (GMFCS levels I-V; 29 bilateral CP; 16 unilateral CP: 8 right, 8 left). B Background and Objective(s) b : The compounding effects of adverse health/function factors as individuals with cerebral palsy (CP) age into and through adulthood can create multiple pathways to complex medical profiles, but the patterns of comorbidities among adults with CP remains understudied. B Background and Objective(s) b : Cerebral palsy (CP) results in impairment of muscle function including muscles of the face, mouth, and throat, which may cause oropharyngeal dysphagia (OPD) and affects 85% of children with CP. B Background and Objective(s) b : The QEDIN-CP network provides training and support for early screening to fast-track infants to early intervention according to the cerebral palsy (CP) early detection guideline. [Extracted from the article]

The Journal of Arts Science & Technology's Volume 16, Issue 1 contains 10 research papers and four invited commentaries covering a range of topics. The lead paper examines the impact of gruesome crime scenes on the personal and professional lives of forensic crime scene investigators in Jamaica. Another paper evaluates the efficiency of a wastewater treatment plant and proposes solutions for improvement. A third paper explores the environmental energy sustainability of a municipality in Cuba. The fourth paper analyzes the factors that contributed to the success of the Embraer Company in the aerospace industry. Other papers discuss topics such as alternative engineering cooperative education during the COVID-19 pandemic, female leadership practices in Jamaican schools, and students' preferred instructional modality for language learning after the pandemic. The journal also includes invited commentaries on sexual harassment in the workplace, the impact of an increased minimum wage on low-income earners' eating habits, the implications of Jamaica's Data Protection Act for researchers, and an analysis of Jamaica's education philosophy. [Extracted from the article]

Person‐centred care, with its central focus on the patient in partnership with healthcare practitioners, is considered to be the contemporary gold standard of care. This type of care implies effective communication from and by both the patient and the healthcare practitioner. This is often problematic in the case of the paediatric population, because of the many communicative challenges that may arise due to the child's developmental level, illness and distress, linguistic competency and disabilities. The principle of universal design put forth in conventions and legislation means that the design of products and services should be usable by all people, to the greatest extent possible. Augmentative and alternative communication encompasses strategies, for example pictures and apps, that are typically used with people with communication disability. In this position paper, we argue for the universal use of augmentative and alternative communication to support person‐centred communication and care for children, regardless of age or potential disability. Clinical examples are shared from three different paediatric care settings where pictorial supports were applied universally. Interviews were conducted with children and adolescents (with and without disabilities), parents and healthcare practitioners, and the principles of universal design were used as a framework to demonstrate how person‐centred communication is supported in paediatric care. [ABSTRACT FROM AUTHOR]

From Longing to Belonging: A Practical Guide to Including People with Disabilities and Mental Health Conditions in Your Faith Community: Shelly Christensen, ed. (Inclusion Innovations, 2018). xix + 312 pp. Christensen uses her own experiences, research, and disability literature to explore facets of inclusion and exclusion in faith communities. Christensen writes, " I We all have good intentions to be the kind of inclusive community where people with disabilities and mental health conditions feel that they belong. [Extracted from the article]

This paper explores Digital Poverty (DP) in England by adopting the DP Alliance's theoretical framework that includes both Individual Determinants (individual capability and motivation) and Circumstantial Determinants (conditions of action). Such a framework is interpreted as an expression of Strong Structuration Theory (SST), by situating the connection between social structure and human agency in an intertwined relationship. We focus on new potential vulnerabilities that are connected to DP in England by drawing on a survey conducted on a randomised stratified sample (n = 1988) of parents aged between 20–55 with children at school. Exploring parents' experience in the COVID-19 era, we identified economic factors and having children with disabilities as important predictors connected to Digital Poverty. Additional socio-demographic traits (such as age and education), parental status, lifestyles and digital behaviours also play a role in predicting some of the determinants linked to Digital Poverty. This paper adds to SST by empirically exploring how individuals use the Internet according to their metabolised embodiment of external determinants. [ABSTRACT FROM AUTHOR]

I would like to respond to a paper by Tatzer et al.[1] in which they claim that there is "no evidence" that Hans Asperger knew about Nazi "child euthanasia" at Am Spiegelgrund in Vienna when he referred two patients there, who later died. Response to Tatzer et al: Their paper on what Asperger knew about Nazi "child euthanasia" does not provide a rigorous assessment of the available evidence Tatzer et al concede that Asperger probably knew of the August 1939 decree to report children with severe disabilities to the public health offices, which laid the groundwork for the "child euthanasia" programme. [Extracted from the article]

Introduction: Executive functions develop, particularly in the first 5 years of life. This study aimed to investigate the executive functions in Persian typically-developing (TD) children aged 4 to 6 years. Materials and Methods: In this cross-sectional study, 50 children (21 girls and 29 boys) participated. Executive functions (planning/problem solving, inhibition, shifting, and working memory) were measured by various performance-based tests (the Tower of London, Go/No-Go, Dimensional Change Card Sorting task (DCCS), forward Digit Span (FDS), Backward Digit Span (BDS) and Non-Word Repetition (NWR) and Behavior Rating Inventory Of Executive Function (BRIEF) questionnaire). After collecting the data, they were entered into SPSS version 16.0, and data analysis was done by Mann-Whitney U test and two-tailed Spearman test. The significant level was set at 0.05. Results: Regarding the age groups, 5-year-old children were significantly better than 4-year-old children in FDS and BDS, and regarding gender groups, performance-based tests were not significantly different between girls and boys but in the BRIEF questionnaire as parents reported, boys were significantly had better performance in daily life. BRIEF questionnaires in the boy’s group were correlated with FDS, BDS, the Tower of London, Go/No-Go, and DCCS. In the girl’s group, the BRIEF questionnaire was correlated with NWR and DCCS. In 4-year-old children, the BRIEF questionnaire was correlated with FDS, BDS, Go/No-Go, and DCCS. In 5-year-old children, the BRIEF questionnaire was correlated with BDS, the Tower of London, Go/No-Go, and DCCS. Conclusion: It seems that TD children between the ages of 4-6 years can have different working memories but does not differ in skills such as problem-solving, shifting, and inhibition. [ABSTRACT FROM AUTHOR]

The article discusses a sit-to-stand training program for children with cerebral palsy improves mobility and self-care function.

Aims A discussion of partnership in the context of family-centred care in the acute paediatric setting, through a critical analysis of partnership models. Background Paediatric healthcare practitioners understand the importance of family-centred care, but struggle with how to translate the core tenets into action and are confused by several rival terms. Partnering relationships are included in definitions of family-centred care, yet less is known about strategies to fully engage or support parents in these partnerships. A rigorous examination of concepts embedded in family-centred care such as partnership may provide a better understanding of how to implement the broader concept and support exemplary care in today's clinical practice environment. Design Discussion paper. Data sources Electronic search (January 2000 - December 2014) performed on CINAHL, Medline, EMBASE, Sociological Abstracts and Psych INFO using keywords partnership, family-centred care and conceptual framework. Eligible references were drawn from the databases, reference lists and expert sources. Eight models met inclusion criteria and had currency and relevance to the acute paediatric setting. Implications for nursing Nurses should continue exploring partnership in various paediatric contexts given the wide-ranging definitions, lack of operational indicators and need for stronger relational statements in current models. An examination of key strategies, barriers and facilitators of partnership is recommended. Conclusion One partnership model had both high overall maturity and best fit with family-centred care principles. All models originate from Western and developed countries, indicating that future partnership models should be more geographically, culturally and economically diverse. [ABSTRACT FROM AUTHOR]

The study of children’s disability has gained significant attention worldwide due to its impact on individuals, families, and societies. As a rapidly developing country, Saudi Arabia has also witnessed an increased interest in understanding and addressing children’s disability. This review paper aims to conduct a comprehensive bibliometric analysis of the scientific research focused on children’s disability in Saudi Arabia. The analysis aims to identify the publication trends, research topics, influential authors, and critical collaborations within this domain. A systematic literature search was performed using electronic databases, including PubMed, Scopus, and Web of Science. The search terms used were related to children’s disability and Saudi Arabia. The inclusion criteria encompassed peer-reviewed articles published between 2000 and 2022, written in English, and focusing on children’s disability research in Saudi Arabia. The retrieved articles were analyzed using bibliometric techniques, including co-authorship analysis, journal analysis, and keyword analysis. The bibliometric analysis revealed a growing interest in children’s disability research in Saudi Arabia over the past two decades. A total of 1050 articles met the inclusion criteria and were included in the analysis. The analysis showed an increasing number of publications over time, indicating the expanding focus on this research topic. The key research areas identified included assessing and diagnosing disabilities, interventions and therapies, educational support, and social inclusion of children with disabilities. The analysis also identified prominent researchers and institutions contributing to this field. The bibliometric analysis provides a comprehensive overview of the scientific research landscape on children’s disability in Saudi Arabia. It highlights the increasing attention and research efforts in this area. The findings emphasize the importance of continued research in understanding the challenges faced by children with disabilities and developing effective interventions and support systems. [ABSTRACT FROM AUTHOR]

This paper focuses on the uncertainty and resentment that many persons with disabilities feel concerning their disability services in the welfare state of Finland. This paper elaborates on the theme through the lived citizenship of persons with disabilities using the key theory of disability tax as an analytical tool. The empirical data were collected through an online survey (n = 541) and six group interviews (n = 41) of persons with disabilities in 2023. The disability tax experiences are elaborated through four aspects: (1) rejected applications, (2) uncertain realisation, (3) laborious complaint mechanisms, and (4) the psycho–emotional effect. The findings of this study establish collective experiences of multi-layered disability tax throughout the disability services process. It concludes that disability services, which were originally planned to specifically ensure equal opportunities to participate in society for persons with disabilities, are increasingly becoming the very sources of burden as austerity has silently grown deeper over recent years and has become the clear policy of the current government. [ABSTRACT FROM AUTHOR]

Aim: To identify the research on childhood disability service adaptations and their impact on children and young people with long‐term disability during the COVID‐19 pandemic. Method: A mapping review was undertaken. We searched the World Health Organization Global COVID‐19 database using the search terms 'children', 'chronic/disabling conditions', and 'services/therapies'. Eligible papers reported service changes for children (0–19 years) with long‐term disability in any geographical or clinical setting between 1st January 2020 and 26th January 2022. Papers were charted across the effective practice and organization of care taxonomy of health system interventions and were narratively synthesized; an interactive map was produced. Results: Reduction of face‐to‐face care and usual provision had a huge impact on children and families. Adoption of telehealth provided continuity for the care and management of some conditions. There was limited evidence of changes to mental health services, transitions of care, social care, or child‐reported satisfaction or acceptability of service changes. Interpretation: The long‐term impacts of service change during the pandemic need full evaluation. However, widespread disruption seems to have had a profound impact on child and carer health and well‐being. Service recovery needs to be specific to the individual needs of children with a disability and their families. This should be done through coproduction to ensure that service changes meet needs and are accessible and equitable. [ABSTRACT FROM AUTHOR]

This paper describes and defends the counter-hegemonic methods applied to the investigation of a high-profile national policy for Early Education and Care (ECCE) in Ireland. The policy, the Access and Inclusion Model (AIM) seeks to ensure the full inclusion and meaningful participation of children with disabilities in mainstream, state funded ECCE. It makes a significant contribution to data and debate on how research about inclusion can become inclusion in the context of policy evaluation. The design of the policy evaluation included surveys, in depth interviews and qualitative case studies of pre-schools and children supported by AIM which were deliberately designed to be counter-hegemonic through the recruitment of practitioners as co-researchers (as expert representatives within a feminised workforce), and the use of a participative method of elicitation that sough the perspectives and lived experiences of inclusion among fourteen children supported by AIM. This method was multi-modal mapping. With a focus on these counter-hegemonic elements, the paper poses questions about how the approach was counterhegemonic in terms of its theoretical underpinning, practical approach, and outcomes. Thematic analysis of the data collected by practitioner researchers for the child case studies showed that the approach did achieve counter-hegemony through the achievement of redistribution, representation, and recognition in both the enactment of the research, and in the reporting of children's lived experience in the study as a whole. However, the extent of counter-hegemony achieved was limited when practitioner researchers were unable to deploy the multi-modal mapping method because of limited time, or because the child was not a speaker of English or was as yet, non-speaking. In a context where policy makers have a preference for positivist and rationalist approaches to evaluating the impact of policies, we assert that research about policies for inclusion, should be enacted as inclusion and social justice through the deliberate deployment of participatory and counter-hegemonic methods. We also assert that multi-modal mapping holds particular promise for researching the lived experience of inclusion and participation from the perspective of children and argue that more work needs to be done on developing these methods so that they are effective with all children, including those who are non-speaking. Finally, we posit that Fraser's triune model of social justice can be applied as a benchmark for designing and evaluating counter-hegemonic modii and outcomes. [ABSTRACT FROM AUTHOR]

Children naturally play with things in both expected and unexpected ways. A stick, a spoon, or a chain of pearls may each seem to contain a goldmine of possibilities for the individual child. Every child encounters an object according to their own predilections and abilities. Some children, due to severe and multiple disabilities, are restricted in their possibilities to approach certain things. In this paper, we explore the existential meaning of "queer things" as a way to understand how two children with disabilities reach out to objects in an educational space, where they relate to themselves, to things, as well as to others. [ABSTRACT FROM AUTHOR]

Ethnography is often considered as a suitable methodological approach to explore childhoods, nevertheless, there is limited reflection on ethics in the field in the Global South educational settings, such as China. Previous China-based fieldwork studies suggest complex field relationships as a major ethical challenge. Although the issue is especially prominent in research that contests "normative" Chinese childhoods, it hasn't been sufficiently discussed due to a culture of silence surrounding researchers' emotions and positionality. This paper uses emotional reflexivity as a lens to revisit two Chinese female researchers' experiences of fieldwork, respectively, with left-behind children and disabled children in Chinese primary schools. The analysis examines how we identified ourselves and negotiated complex relationships with school members and unpacks experiences of "sameness" and "otherness" and the vulnerability and creditability impacted by our fluid identities. The paper adds insights into ethical considerations of school-based ethnographic research with diverse children in the Global South. [ABSTRACT FROM AUTHOR]

Introduction: The increased focus among researchers and professionals on participation as an explicit intervention outcome has prompted a paradigm shift in both thought and practice. However, much research centers on altering participation outcomes in specific life situations and stages. This discussion paper considers "participation as a means" in pediatric rehabilitation and special education interventions, emphasizing its role in achieving lasting outcomes. Method: This paper uses a Venn diagram approach to consider relations between three core concepts--participation, intervention, and outcomes--and their intersection. The paper's central theme revolves around the intersection of these concepts, wherein participation serves as a means to achieve enduring participation outcomes within the realms of rehabilitation and special education. The discussion is supported by contemporary empirical work and from literature identified in two recent scoping reviews focusing on the intervention process. Results: Achieving enduring participation outcomes through participation in the intervention process necessitates creating a learning experience, with children and families actively participating in every step: identifying participation issues, seeking explanations, prioritizing intervention goals, selecting methods, implementing interventions, and evaluating the process and outcomes. Discussion: This structured approach supports professionals and researchers to foster the skills and capacity required for lasting participation outcomes for children with impairments. [ABSTRACT FROM AUTHOR]

In Pakistan, children with disabilities face a two-fold disadvantage with respect to education - First, lack of access due to the country's heavily constrained education sector, and second, if they do access schools then the quality of education imparted is questionable. In this paper, we investigate the access to education and learning performance of children with disabilities in four administrative units of Pakistan-Islamabad, Khyber Pakhtunkhwa, Khyber Pakhtunkhwa Merged Region and Punjab. We use household data from the Annual Status of Education Report (ASER) of 2018, which included questions on disability status of children aged 3 to 16 years, their enrolment in school, and their performance of reading and arithmetic. Broadly, our findings indicate that children with mild disability are more likely to enrol in schools compared to children without disabilities. On the other hand, children with severe disability are less likely to access schools, when compared to their counterparts with no disabilities. In terms of type of school (government, private, religious) access, there are regional differences. In terms of learning outcomes of children with disabilities, we see a small gap between children with and without disability. This paper underscores policyconsiderations for children with disabilities based on the severity of disability faced. [ABSTRACT FROM AUTHOR]

The collection of papers in this Special Issue serves to extend the literature and evidence base for physical literacy (PL) research within child and youth populations. Currently, child and youth populations are increasingly sedentary, resulting in them spending less time engaging in daily physical activity (PA). Physical literacy serves as an attractive concept to help reframe and address physical inactivity and poor health and wellbeing, utilising a different and integrated approach to physical activity, health and wellbeing promotion. The studies presented in this Special Issue respond to previous calls in PL research for further empirical evidence, clarity around PL assessment, the utility of physical literacy with diverse populations including indigenous children and those with disabilities, the application of PL within early years, parental engagement and the role of physical education in the promotion of PL. These studies shed new light on the frontiers of PL research within child and youth populations. [ABSTRACT FROM AUTHOR]

Children, digital inclusion, disability, immigrants, intersectionality, refugees, sex workers, vulnerability, young people, formerly incarcerated people While we should acknowledge that all humans and populations are potentially subject to conditions of vulnerability, there are some groups that persistently face conditions of vulnerability, such as ethnic minorities, refugees, elderly, people with disabilities, homeless people, one-parent households, unemployed people, Gypsy-travellers and others. The three papers acknowledge this alongside the complicated patterns of intra-disability variability and how these patterns portray a complex picture of the digital inclusion of people with disabilities. Keywords: Children; digital inclusion; disability; formerly incarcerated people; immigrants; intersectionality; refugees; sex workers; vulnerability; young people EN Children digital inclusion disability formerly incarcerated people immigrants intersectionality refugees sex workers vulnerability young people 271 278 8 02/15/22 20220201 NES 220201 Background and vision This special issue constitutes a timely and diverse collection of papers that present original insights into the digital inclusion of those who experience socio-demographic, economic, geographic, political or other vulnerabilities. [Extracted from the article]

This paper aims to foreground the persistent ethical conundrums within the process of engaging children labeled with intellectual disabilities in the research process. I consider what happens when researchers are embedded within and committed to sustaining relationships with disabled children? I explore the possibilities of the enactment of consent as an ongoing negotiation between researcher and research participants. I contend that resisting and transforming unbalanced relations of power within research take seriously the importance of remaining mired in the ethical conundrums of the constant negotiation of research relationships that include making space for participant refusals throughout the research process. [ABSTRACT FROM AUTHOR]

Research on the Leave No One Behind principle of the Sustainable Development Goals (SDGs) within the context of the Agenda 2030 is currently prevalent; however, research on monitoring child poverty at the sub-national (local) level is still limited. This paper addresses this gap by examining indicators developed for monitoring the phenomenon at different territorial levels (global, European, and national) and assessing their territorial transposition locally, using the city of Cadiz, Spain, as a case study. Interviews with local stakeholders reveal that despite the availability and access to related indicators and data, relevant actors must enhance their efforts to utilize such indicators effectively. Based on desktop research and qualitative analysis, the paper delivers recommendations for improving local monitoring of child poverty in Europe and inducing policy changes. This knowledge can inform targeted interventions, policy formulation, and resource allocation to tackle child poverty and promote equitable and inclusive societies. [ABSTRACT FROM AUTHOR]

For children with mobility impairments, without cognitive delays, who want to participate in outdoor activities, existing assistive technology (AT) to support their needs is limited. In this review, we investigate the control and design of a selection of robotic walkers while exploring a selection of legged robots to develop solutions that address this gap in robotic AT. We performed a comprehensive literature search from four main databases: PubMed, Google Scholar, Scopus, and IEEE Xplore. The keywords used in the search were the following: "walker", "rollator", "smart walker", "robotic walker", "robotic rollator". Studies were required to discuss the control or design of robotic walkers to be considered. A total of 159 papers were analyzed. From the 159 papers, 127 were excluded since they failed to meet our inclusion criteria. The total number of papers analyzed included publications that utilized the same device, therefore we classified the remaining 32 studies into groups based on the type of robotic walker used. This paper reviewed 15 different types of robotic walkers. The ability of many-legged robots to negotiate and transition between a range of unstructured substrates suggests several avenues of future consideration whose pursuit could benefit robotic AT, particularly regarding the present limitations of wheeled paediatric robotic walkers for children's daily outside use. Children with lower limb disabilities can benefit from assistive technology designed for daily usage in outdoor surroundings. An extension of existing robotic assistive technology that allows the user to travel safely on irregular surfaces both indoors and outdoors is needed. Approaches used to solve research problems in the field of robotics (outside of the rehabilitation area) can be used to address problems that robotic assistive technology currently faces. There is a need for more research on the development of robotic assistive technology for children with mobility impairments without cognitive delays. [ABSTRACT FROM AUTHOR]

Children's competitive sport in Australia poses barriers for children with disabilities. Sporting structures generally do not provide opportunities for children with disabilities to compete in a manner that is meaningful and fair to them, and generally not with the mainstream competitions. Such treatment may be discriminatory, either wrongfully or unlawfully so. Using Australia's Little Athletics as a case study, this paper uses systems thinking to holistically map the influences on a child with disability's experiences in a sporting contest, to identify how the socially constructed environment affects structures and rules and how the law might shape those. [ABSTRACT FROM AUTHOR]

The international recognition of the critical importance of the early childhood phase has been firmly established through decades of rigorous research, evidence-based practices, and undeniable evidence of the returns on investment made during this formative period. Consequently, early childhood development has emerged as a top priority on both national and international agendas. This momentum reached a pinnacle in 2015 with the unanimous adoption of the 17 Sustainable Development Goals (SDGs) by the United Nations, which placed a particular emphasis on children under the age of five within the education-focused SDG 4, notably target 4.2, centered on ensuring that all girls and boys are ready for primary education through the provision of accessible "quality early childhood development, care and pre-primary education". However, the Global South reflects the glaring omission of addressing the needs of children at risk of poor development due to disabilities. This paper underscores the imperative for specialized early childhood intervention tailored to young children with disabilities and their families, commencing as early as possible following birth. It advocates for Early Childhood Intervention (ECI) as a service distinct from general Early Childhood Development (ECD), emphasizing the crucial role of families as active partners from the outset. Furthermore, the paper strengthens the case for Family-Centered Early Childhood Intervention (Fc-ECI) through the integration of evidence-based practices and an in-depth description of one such program in South Africa with specific reference to deaf and hard-of-hearing infants and their families. This model will be guided by core concepts outlined in WHO and UNICEF Early Childhood Intervention frameworks. Through this exploration, the paper aims to shed light on the urgent need for inclusive approaches to early childhood development, particularly for children with disabilities, and to advocate for the adoption of Family-Centered Early Childhood Intervention as a cornerstone of global efforts to ensure the holistic well-being and development of all children. [ABSTRACT FROM AUTHOR]

Copyright of European Journal of Social Work is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Horyzonty Wychowania is the property of Jesuit University Ignatianum in Krakow and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The paper examined the role of the library in the improvement of inclusive education. Bringing to bear some stringent concepts; and ideas that the library management can imbibe, to improve the productivity of the special needs children. The paper also looked intently at the term special education, special needs education and also the benefits of special education. In this paper, the researcher tries to juxtapose the importance of considering the special needs learners, their information quest and needs. The researcher drew some conclusions and some recommendations were made at the end of the paper. [ABSTRACT FROM AUTHOR]

Over the last few years, inclusive education provisions in India have expanded significantly, with a particular focus on ensuring that disabled children are able to access the same quality of education as their normate counterparts. However, despite policy support for the creation of more inclusive educational environments, the embodied experiences of disabled children are often not centered in classrooms. This paper therefore asks: how do explicitly inclusive educational projects come to exclude disabled children? The paper provides a critical analysis of how discourses around childhood and disability come to be taken up by the modern schooling system in a manner that reifies ableist hierarchies and often does not center the needs of disabled children. This paper draws on insights from ethnographic fieldwork to discuss how the disabled child subject is produced and disciplined within the modern school system in the National Capital Region of India. It highlights how disabled children, their caregivers, and educators in special and inclusive schools perform and push back on expectations of embodied otherness in and beyond classroom spaces. To do so, it demonstrates that being recognized as disabled is contingent on documentary proof. However, disability is experienced both as a label and an identity category. [ABSTRACT FROM AUTHOR]

Global commitments to the education of children with disabilities, have led to progressive policy developments in India, and a surge in the enrolment of children who were traditionally excluded from the formal education system. This paper examines the perceptions and practices of mainstream teachers in rural government schools, within the context of increased learner diversity, focusing on how teachers understand, and respond to, the needs of children with disabilities. Data were collected through semi-structured interviews with teachers and classroom observations, in six primary schools, in three districts of Haryana. Our findings suggest that deficit-oriented views dominated teacher thinking, but they showed a readiness to engage with disability issues, recognising the value of education for all. However, they struggled in their classroom practices in relation to meeting diverse learner needs and exclusionary practices were further amplified for children with disabilities. Teachers were unwilling to take responsibility for the learning of children with disabilities, expressing significant concerns about their own preparedness, while highlighting the lack of effective and appropriate support structures. The paper concludes by drawing attention to the pressing need for effective teacher professional development opportunities and other support structures, to provide quality education. [ABSTRACT FROM AUTHOR]

Background: Scientific evidence and public health reports keep highlighting the continuous and alarming worldwide progression of physical inactivity and sedentary behaviors in children and adolescents. The present paper summarizes findings from the 2022 French Report Card (RC) on physical activity for children and youth and compares them to the 2016, 2018, and 2020 RCs. Methods: The 2022 edition of the French RC follows the standardized methodology established by the Active Healthy Kids Global Matrix. Ten physical activity indicators have been evaluated and graded based on the best available evidence coming from national surveys, peer-reviewed literature, government and nongovernment reports, and online information. The evaluation was also performed in children and adolescents with disabilities. Indicators were graded from A (high level of evidence) to F (very low level of evidence) or INC for incomplete. Results: The evaluated indicators received the following grades: overall physical activity: D−; organized sport participation and physical activity: C; active play: F; active transportation: C; sedentary behaviors: D−; family and peers: D; physical fitness: C; school: C−; community and the built environment: F; government: B. Conclusions: While this 2022 French RC shows progression for 7 out of the 10 indicators considered, it also underlines the continuous need for actions at the local, regional, and national levels to develop better surveillance systems and favor a long-term improvement of youth movement behaviors. [ABSTRACT FROM AUTHOR]

The Convention on the Rights of Persons with Disabilities was adopted with the intent of bringing about a paradigm shift in the way the general population perceives disability. The paper reports the findings of a qualitative inquiry that used a phenomenological approach to discuss the social grievances of persons with disabilities from a human rights-based perspective and in the context of the middleincome small island nation of The Maldives. Fifteen participants with disabilities, as well as carers and parents of children with disabilities, took part in the study. The findings indicated that the environment is physically disabling, and opportunities for participation, including access to quality education, and social protection for people with disabilities, are limited. The findings speak to the need for a shift in the social view that persons with disabilities are dependantsto enabling human diversity and facilitating the capabilities of persons with disability, their dignity and meaningful engagement in society. The paper concludes there is a need to explore further approaches to encouraging a shift in society and using a human rights approach to social protection to make progress towards the Leave No One Behind Agenda of 2030. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to serve as a commentary on the paper titled "Implementation of an Adapted Handwriting Without Tears® Programme for Children with Developmental Disabilities in a Special Education Setting." Design/methodology/approach: It provides an overview of educational strategies that can be used in school settings to support professionals in acquiring skills relevant to their practice and promoting the acquisition of new abilities for their students. Findings: It explores three critical aspects of education: measuring academic progress, using evidence-based methods and enhancing educator training. Originality/value: This work represents the personal perspective of a professional working in the service delivery field for children with developmental disabilities in schools and rehabilitative centres. [ABSTRACT FROM AUTHOR]

Inclusive education is enshrined in law and supported by the literature as best practice in education. Inclusive education has been shown to provide better academic, social and behavioural outcomes for children with disabilities than segregated learning environments. In the Northern Territory, Australia, however, the dual system of mainstream and special education persists and so too does segregation and exclusion. The Northern Territory education strategy commits to strengthening inclusion and empowering families in educational decision-making by listening to their voices. In this paper, we highlight some of these voices, examining the experiences and perspectives of caregivers of children with disabilities as they participate in education in the Northern Territory. Caregivers' experiences were coded into categories of inclusion and exclusion. Those that were not clearly inclusion nor exclusion were identified and the theme of non-inclusion was created. Non-inclusion was analysed thematically and is discussed as a nebulous space that exists for caregivers, presenting significant challenges that threaten their child's inclusion at school as they navigate this dual system. If Australian education systems are to provide genuine inclusive education, we need to understand the experiences of caregivers better so we can remediate the issues creating non-inclusion for children with disabilities and caregivers. [ABSTRACT FROM AUTHOR]

This paper explores positive and negative attitudes towards the inclusion of children with disabilities in schools among primary and secondary school teachers in Trinidad via qualitative methods. Data is collected from 15 primary and secondary school teachers using semi-structured interviews and constant comparison analysis is employed to identify the themes. Among the teachers in the positive attitude category, two themes emerged, namely humanistic beliefs and recognition of benefits indicating the existence of a philosophy of inclusiveness. For teachers in the negative attitude category, two distinct themes emerged corresponding to limitations for children with and without disabilities and the lack of support for inclusion. The findings indicate the need for professional development for in-service teachers and the urgency for a compulsory pre-service programme for new teachers in Trinidad. [ABSTRACT FROM AUTHOR]

School-age children constitute a significant portion of the Syrian refugee population in Türkiye. However, the number of studies examining the Syrian refugee children with disabilities (SRCwDs) is very limited. This paper examines intersections of race, disability, and refugee status by providing a systematic review of the available research focusing on SRCwDs residing in Türkiye. After giving contextual information regarding the status of Syrian refugees and presenting research on Syrian refugee children in Türkiye, this paper analyses existing studies on SRCwDs within the theoretical framework of DisCrit. This analysis reveals that research focusing on SRCwDs living in Türkiye is very limited and reliable and comprehensive data is necessary to identify their number in the country. There are also numerous problems regarding their access to services and schooling. Finally, this paper offers recommendations for practice and further research. [ABSTRACT FROM AUTHOR]

The UN Conventions on the Rights of Persons with Disabilities urges the establishment of inclusive education and expansion of educational opportunities to maximize access to education among children with disabilities (CwDs). However, more than 90% of 150 million CwDs do not have access to education Rather, they are left without school participation, specifically in developing countries and low-income settings. This scoping review aimed at discovering the literature available around the barriers and facilitators to accessing education for CwDs in low and lower-middle income countries in eastern Africa. Medline, CINAHL, Global Health, ERIC, and Embase were searched. After a rigorous systematic search of peer reviewed articles, 188 articles were obtained, and 15 studies were included within this scoping review after iterative and constant readings and screenings of selected articles. A review of grey literature was also conducted and compared to the results gathered from the research literature. In this paper, we report on a variety of barriers and facilitators to accessing education in low and lower-middle income countries in eastern Africa described by the literature. The study findings will inform inclusive education policy and practice, as well as future disability and inclusive education research. [ABSTRACT FROM AUTHOR]

Neoliberal critiques of university-based teacher education programmes have led to policy changes such as the rise of alternative certification programmes, bringing in to question the role of the university in teacher education. Concomitantly, such changes problematise the place of knowledge and evidence in teacher education. This issue is of particular importance given extant debates about the place of propositional knowledge about children with special educational needs in inclusive education. This paper explores these debates in terms of recent international trends in policy and practice in teacher education for inclusion and argues for an explicit role for universities as custodians and curators of propositional knowledge in pre and in service teacher education. [ABSTRACT FROM AUTHOR]