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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]

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]

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]

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]

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]

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]

The current paper describes the development of an online Collaborative Intelligent Individual Education Platform (CIIP) that is specifically designed for children with ASD based on experts' assessments and progress reports. The online platform facilitates the progress of children with special needs as it is established on their individual needs and can be accessible anywhere. The CIIP system was developed following a prototyping model approach that comprised initial requirements, design, prototyping, customer evaluation, review and refinement, development, testing, and maintenance. Two cycles of prototyping evaluation were conducted to confirm the final requirements. The results of the prototype evaluation by the stakeholders indicated that 29 changes were required before progressing to the final development of CIIP. System testing was carried out with expert testers to ensure the CIIP functions and the satisfaction of the expected requirements. The results showed that 22% of the test cases failed due to difficulties with complicated interconnections in several modules. Despite these challenges, CIIP was able to meet the requirement specifications and perform as expected. [ABSTRACT FROM AUTHOR]

The integration of artificial intelligence (AI)-based robot therapy (AIBRT) has become prominent in addressing the needs of children with disabilities, including autism spectrum disorder (ASD), attention deficit hyperactivity disorder (ADHD), learning disabilities, and speech delays. However, questions arise regarding the effectiveness of different AI techniques in enhancing therapy for children with specific needs. This review explores current literature on AIBRT for children with disabilities, aiming to understand the efficacy and potential of various AI techniques in improving their therapy. This paper presents a comprehensive search of research articles published from 2019 to September 2023. 39 articles focusing on AIbased robot platforms, the employed treatment or therapy methods, assessment procedures during therapy, and the variables or parameters used to measure intervention effectiveness have been discussed in detail. These AI-based robot platforms have been utilized to engage individuals diagnosed with ASD, offering therapeutic interventions and assessments. In conclusion, the integration of AI and robotics in therapy shows promise for enhancing the development and quality of life for children with disabilities. The findings of this review have implications for therapists, practitioners, and researchers interested in incorporating AI applications into therapy practices. This integration can lead to improved therapy outcomes, optimized children's development, and enhanced quality of life. [ABSTRACT FROM AUTHOR]

In Pakistan, where the subject of special/inclusive education is still taboo, there is a need to promote inclusivity in education. However, the journey begins at the grassroots level by accommodating children with disabilities in a mainstream setup at the primary level. This paper presents the findings of an exploratory research study conducted in an inclusive private primary school in Karachi, Pakistan. This case study research draws on the pedagogical practices of classroom teachers in a private primary inclusive school in Karachi where children with disabilities study alongside their peers who do not have special educational needs or disabilities. The research study aimed to explore the strengths, weaknesses, opportunities, and threat factors that could optimize the teaching and learning process of children with special educational needs (CWSN) or children with disabilities (CWD) in the context of an inclusive school located in Karachi, Pakistan. Through an analysis of 16 semi-structured interviews and multiple classroom and field observations, teachers' understandings of their school's institutional values and their pedagogical practices to accommodate children with disabilities and inclusion were explored. The interviews were transcribed and analyzed using a SWOT–thematic qualitative method. The results of the SWOT analysis indicate how an inclusive school caters to the strengths of CWD and provides them with opportunities to sustain themselves in an educational setup. [ABSTRACT FROM AUTHOR]

The aim of the study was to analyze the way in which the topic of integration of children with Special Educational Needs (SEN) in physical education class is approached in the specialized literature. Analyzing over 65 scientific papers published in prestigious journals reveals researchers' efforts to identify and address the integration issues of children with SEN. The research topics addressed cover a wide range of issues related to the integration of children with SEN, with solutions far from being exhausted. The present study identified three main themes addressed in the analyzed studies: the importance of physical education classes in integrating children with SEN, the importance of physical education teacher involvement in integrating children with SEN, and the need of ensuring an appropriate regulatory framework. [ABSTRACT FROM AUTHOR]

The idea for this special issue on disabled children's activism, resistance, and presence in social justice movements came from a deep commitment to spotlighting disabled young people's justice-seeking action in the northern part of Turtle Island colonially known as Canada. Currently, Canada is buzzing with cross-movement activism that features young people's crip wisdom. To name only a few actions unfolding as we release this special issue: high school students in New Brunswick are protesting a review of policy that allows students to use their choice of personal pronouns without schools notifying their parents (Sweet, 2023); teen water protector Autumn Peltier continues making global headlines as she pushes for policies to preserve clean water across the country (Slack, 2023); and a group of 15 youth climate activists has mobilized a lawsuit against the federal government, arguing that they are disproportionately affected by climate change (David Suzuki Foundation, 2023). We feel resonances between this cross-movement activism and multiple theoretical frameworks that attend to disabled children and youth, including disabled children's childhood studies. Amid this crosshatching of activism and intellectual work, we issued a call for papers in 2021 inviting scholars, activists, and artists to share how and where young disabled folks are making waves. Now, we offer this special issue as a partial snapshot of disabled children's childhoods in Canada. [ABSTRACT FROM AUTHOR]

The purpose of this paper was to illustrate how to promote physical activity among children and adolescents with disabilities using an exergame under the self-determination theory framework. A variety of features of exergames, including immersive environments, optimal challenges, and social interaction, may make physical activity more enjoyable and engaging for children and adolescents with disabilities. This article will briefly introduce different types of exergames, including virtual reality and augmented reality. Then, elaborate on how to promote physical activity in children and adolescents with developmental disabilities using the self-determination theory framework by providing choice-making, maximizing children and adolescents' strength, and creating opportunities for interaction with peers. [ABSTRACT FROM AUTHOR]

Children are our future world and their healthy growth and development are critical for the well-being of any society. Children with special health-care needs (SHCN) have compromised oral health conditions as it may be directly or indirectly associated with their disabilities. There is an increased prevalence oQf gingival diseases and dental caries among children with SHCN due to poor oral hygiene, but the importance of dental care for these children has often been overlooked by health-care professionals. The more compromised their general health conditions, the more dental care needs they have. During earlier days, providing basic dental care was the prime concern, but in recent years, the dental profession has emphasized more on complete oral health care to the SHCN children. Pediatric dentistry is a specialized branch that provides primary, comprehensive, preventive, and therapeutic oral health care to children with SHCN. Children with SHCN may experience challenges in many ways, such as intellectual disability, physical disability, medical disability, and genetic disability. The paper addresses the dental management of intellectually challenged patients, including cerebral palsy, mental retardation, epilepsy, and autism, and also physically disabled children showing speech, vision, and hearing impairment. We should consider the unique qualities of each person and the need to ensure maximum health for all, regardless of their disabilities. [ABSTRACT FROM AUTHOR]

The article discusses the concept of inclusion in education and how it is implemented in different countries, using Finland and Greece as examples. It highlights the structural and policy differences between the two countries, such as funding allocation and support services for disabled students. Finland has a decentralized system with a focus on individualized support in general education, while Greece has a centralized system with a reliance on special schools and a diagnostic culture. The article emphasizes the importance of culturally situated responses and the need to address intersecting issues that pose barriers to inclusion, such as class, gender, race, disability, and poverty. The authors also state their commitment to promoting inclusive education and rejecting disablist practices. [Extracted from the article]

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.

This document is an editorial titled "Insights in social psychiatry and psychiatric rehabilitation: 2022" published in Frontiers in Psychiatry. The author highlights the importance of connection, social capital, and partnership in healthcare, particularly in the field of mental health care. The editorial discusses various articles that explore different aspects of mental health care, including the recovery construct in bipolar disorder, assessing recovery-oriented knowledge among health staff, measuring needs and experiences in psychiatric treatment, analyzing character strengths in people with disabilities, and addressing the challenges faced by individuals with mental health problems in different environments. The editorial concludes by emphasizing the importance of social psychiatry in improving the quality of life for those affected by mental health problems. [Extracted from the article]

A large gap in provision of services for children with developmental disabilities (DD) has been identified in Ethiopia, especially in the education system. Including children with disabilities in mainstream schools is encouraged by policies, but progress in this direction has been limited. This study aimed to explore stakeholders' perspectives on contextual factors relevant for inclusive education for children with DD in mainstream schools in Ethiopia, with a focus on Adis Ababa. Data were collected through semi-structured interviews with 39 local stakeholders, comprising caregivers of children with DD, school teachers and principals/managers, non-governmental organisation representatives, government officials, clinicians and academics/consultants. We used template analysis to code the data and map them onto domains of the Context and Setting dimensions of the Context and Implementation of Complex Interventions framework. Stakeholders discussed frameworks in the Legal and Ethical context endorsing the right of all children to education. However, they reported multiple reasons why children with DD in Ethiopia have limited access to education, either in special or mainstream schools. First, individual features, such as gender and support needs, discussed in the Epidemiological context, may affect the likelihood of a child with DD to be accepted in school. Transportation challenges are a key barrier in the Geographical context. Socio-economic and Socio-cultural contexts present barriers at the levels of the nation, school and family, mostly related to limited services and material and financial resources and limited awareness of DD. Stakeholders believe the currently limited but growing commitment in the Political context can support progress towards the removal of these barriers. Our findings can form the basis for development of an implementation plan that addresses such barriers and capitalises on existing facilitators. [ABSTRACT FROM AUTHOR]

Background: Evaluating muscle spasticity in children with cerebral palsy (CP) is essential for determining the most effective treatment strategies. This scoping review assesses the current methods used to evaluate muscle spasticity, highlighting both traditional and innovative technologies, and their respective advantages and limitations. Methods: A search (to April 2024) used keywords such as muscle spasticity, cerebral palsy, and assessment methods. Selection criteria included articles involving CP children, assessing spasticity objectively/subjectively, comparing methods, or evaluating method effectiveness. Results: From an initial pool of 1971 articles, 30 met our inclusion criteria. These studies collectively appraised a variety of techniques ranging from well-established clinical scales like the modified Ashworth Scale and Tardieu Scale, to cutting-edge technologies such as real-time sonoelastography and inertial sensors. Notably, innovative methods such as the dynamic evaluation of range of motion scale and the stiffness tool were highlighted for their potential to provide more nuanced and precise assessments of spasticity. The review unveiled a critical insight: while traditional methods are convenient and widely used, they often fall short in reliability and objectivity. Conclusion: The review discussed the strengths and limitations of each method and concluded that more reliable methods are needed to measure the level of muscle spasticity more accurately. [ABSTRACT FROM AUTHOR]

Background: As societal evolution unfolds in China, individuals with physical disabilities are increasingly provided opportunities in higher education, particularly in the field of medicine. However, these medical students often encounter bias in their work environments, including during internships, which fosters self-stigma and impedes their experience for workplace well-being (WWB). Such a decrease in WWB detrimentally affects not only their mental health in the workplace but also hinders their sense of personal worth and assimilation into broader society. This study aims to examine the challenges faced by medical students with physical disabilities in China as they aspire to achieve WWB, and to explore potential intervention strategies. Methods: Leveraging cognitive consistency theory (CCT), we introduces a conceptual framework to examine the relationships among self-stigma, perceived discrimination, and WWB. It also investigates the role of trait mindfulness as a potential mitigating factor in this dynamic. We employed the Internalized Stigma of Mental Illness Scale (ISMIS), Discrimination Perception Questionnaire (DPQ), Workplace Well-being Subscale (WWBS), and Mindful Attention Awareness Scale (MAAS) to survey 316 medical students with physical disabilities. Statistical analyses, including correlation, regression, and moderated mediation effect assessments, were conducted using SPSS 22.0 and AMOS 24.0. Results: A notable negative correlation exists between self-stigma and WWB (r = -0.56, p < 0.01). Perceived discrimination partially mediates the relationship between self-stigma and WWB. The direct effect of self-stigma and its mediating effect through perceived discrimination account for 60.71% and 21.43% of the total effect, respectively. Trait mindfulness moderates the latter part of this mediating pathway. Moderation models indicate that trait mindfulness has a significant negative moderating effect on the impact of perceived discrimination on WWB (β = -0.10, p < 0.001). Conclusions: Self-stigma adversely affects the positive work experiences of medical students with physical disabilities by eliciting a heightened sensitivity to discriminatory cues, thereby undermining their WWB. Trait mindfulness can effectively counter the detrimental effects of perceived discrimination on WWB. Consequently, this study advocates for the systematic incorporation of mindfulness training into educational services and workplace enhancement programs for medical students with disabilities, aiming to foster an inclusive and supportive external environment. [ABSTRACT FROM AUTHOR]

Introduction: Visual perception plays a pivotal role in a child’s overall development and learning. Occupational therapists often employ interventions to support children in enhancing their visual perception skills, with technology-based approaches gaining prominence in recent years. This review intends to highlight the significance of visual perception interventions, especially those involving technology. Aim: To systematically synthesise the literature on the effectiveness of technology-based interventions on visual perception in children with disabilities aged 4-12 years. Materials and Methods: A comprehensive search of studies was conducted using electronic databases (Scopus, PubMed, ProQuest, and OTseeker). Additionally, studies were also considered through manual searches from printed journals (American Journal of Occupational Therapy, British Journal of Occupational Therapy, Canadian Journal of Occupational Therapy, and the Australian Journal of Occupational Therapy) to identify existing technology-based visual perception interventions in children aged 4-12 years. Risk of Bias was conducted through guidelines for systematic review by the American Occupational Therapy Association (AOTA). Data extraction was reported by tabulating author(s) and year, sample characteristics, outcome measures used, study design, intervention details (experimental, comparator, study setting, duration), and outcomes of the studies. Results: In the present review of 13 studies, two studies used iPad interventions, while 11 used computer-based interventions, targeting various clinical groups like developmental delays, dyslexia, cerebral palsy, hearing impairment, down syndrome, hydrocephalus, and special needs. Occupational therapists led most studies, with some involving physiotherapists, educators, and multidisciplinary teams. iPad interventions focused on visual skills with structured apps, while computer methods included games and software like Microsoft Office and Computerised Visual Perception Training (CVPT) for visual training. Positive effects were seen on visual perception and motor skills across different conditions with these technology-based interventions. Conclusion: Visual perception interventions, particularly those incorporating technology, have become invaluable in the field of paediatric occupational therapy. As technology continues to evolve, occupational therapists must remain adaptive and innovative in their strategies to provide the best possible support for children with visual perception difficulties. [ABSTRACT FROM AUTHOR]

This document explores the challenges faced by children aged 0-5, particularly in the context of disasters, and proposes strategies to support disadvantaged groups. It emphasizes the importance of comprehensive disaster management plans that address the specific needs of these children, including those with special needs, those growing up in labor-intensive environments, and marginalized children. The document suggests implementing mentoring practices and collaborative efforts to provide timely and adequate intervention. It also highlights the importance of creating a cycle of support to prevent further issues and promote the well-being of these children and their families. [Extracted from the article]

This study adopted a quasi-experimental design to explore the effects of fundamental movement skill intervention on the acquisition and retention of physical activity levels and health-related fitness in children with autism spectrum disorder (ASD). In the experiments, 11 children received fundamental motor skill training (12 weeks, 60 min/session, 4 times/week), and 10 children maintained traditional physical activity. Assessments were performed using an ActiGraph GT3X+ accelerometer, health-related fitness pre–post intervention, and 1-month follow-up tests. The sedentary time during physical activity was significantly decreased (p = 0.01), and there were large changes in health-related physical fitness indicators, including significantly improved body composition (body mass index, F(1,19) = 8.631, p = 0.03, partial η2 = 0.312), muscle strength and endurance (sit-ups, F(1,19) = 3.376, p = 0.02, partial η2 = 0.151 and vertical jumps, F(1,19) = 5.309, p = 0.04, partial η2 = 0.218), and flexibility (sit and reach, F(1,19) = 36.228, p = 0.02, partial η2 = 0.656). Moreover, the follow-up tests showed that the children's sedentary time continued to reduce, and the muscle strength and endurance (sit-ups, F(1,19) = 4.215, p = 0.01, partial η2 = 0.426) improved continuously after the intervention. Based on this study, actionable and regular fundamental movement skill programs can be provided in the future as an effective way to achieve the healthy development goals of children with ASD. [ABSTRACT FROM AUTHOR]

Background: Involvement in healthcare decisions is associated with better health outcomes for patients. For children and adolescents with intellectual disability, parents and healthcare professionals need to balance listening to a child's wishes with the responsibility of keeping them safe. However, there is a scarcity of literature evaluating how to effectively involve them in decision making. In this context, we review the concept of health literacy, focusing on the skills of healthcare decision making for children and adolescents with intellectual disability. Methods: We describe the concept of health literacy and models explaining shared decision making (individuals and healthcare professionals collaborate in decision making process) and supported decision making (when a trusted person supports the individual to collaborate with the healthcare professional in the decision-making process), and a rapid review of the literature evaluating their efficacy. We discuss healthcare decision making for children and adolescents with intellectual disability in the context of relevant recommendations from the recent Disability Royal Commission into Violence, Abuse, Neglect, and Exploitation of People with Disability in Australia. Results: Health literacy skills enable individuals to access, understand, appraise, remember and use health information and services. Shared decision making has been described for children with chronic conditions and supported decision making for adults with intellectual disability. Decision-making contributes to how individuals appraise and use healthcare. The rapid review found very limited evidence of outcomes where children and adolescents with intellectual disability have been supported to contribute to their healthcare decisions. Recommendations from the Disability Royal Commission highlight current needs for greater efforts to support and build the capacity of individuals with disability to be involved in the decisions that affect their life, including healthcare decision making. Conclusions: Existing rights frameworks and healthcare standards confirm the importance of providing all people with the opportunities to learn and practise health literacy skills including decision making. There is little literature examining interventions for healthcare decision making for children with intellectual disability. Childhood is a critical time for the development of skills and autonomy. Evidence for how children and adolescents with intellectual disability can learn and practice healthcare decision-making skills in preparation for adulthood is needed to reduce inequities in their autonomy. [ABSTRACT FROM AUTHOR]

Objectives: This study examines the impacts of health-related quality of life (QoL) on children who suffer from cerebral palsy, in addition to sociodemographic characteristics and other aspects. Methods: Children who suffer from cerebral palsy (CP) who were referred to a Rehabilitation and Rheumatology Clinic in Bagdad, Iraq, were the subjects of a cross-sectional research. The primary data were gathered from parents and kids via a questionnaire. The CP module for The pediatric QoL inventory 3.0 in Arabic was used. The period of August 2022 to February 2023 was used for gathering the data. Researchers evaluated participants using the body mass index (BMI) and the gross motor function classification system. Data analysis was done using SPSS software, version 26 and involved calculating Mean±SD, reporting descriptive statistics, and testing random distribution assumptions. Reliability was assessed via the Cronbach α coefficient and interference analysis, with a considerable level set at P≤0.05. Results: This research enrolled 139 children of which 55.7% were male and the mean age was 5.7 years. The greatest age group was 5 years (51.1%), 59.7% of children were categorized in levels (III, IV and V) and the majority had a low QoL. The domain of daily activity received the highest score out of the six existing domains (57.05%). Discussion: CP affects the QoL of children aged 5 to 7 years. The intensity of the gross motor function classification system, physiological and topographical classification, and healthrelated QoL were associated significantly. [ABSTRACT FROM AUTHOR]

Over the last quarter of a century, there has been a growing global interest in inclusive education, and the promotion of equality and acceptance for children with special educational needs. While some studies have explored sustainable practices for inclusion in international research, there is a notable lack of studies conducted in Pakistan that aim to identify best practices to not only promote inclusion, but also to sustain it over time. The current study uses a qualitative case study approach to explore one sustainable inclusive education setting in depth and identify the factors that contribute to its longevity. The thematic analysis revealed significant themes that reflect the practices that have enabled the institution to thrive for more than 25 years. These include the implementation of welcoming policies and supportive attitudes among all stakeholders, the provision of essential resources, the creation of adapted learning environments, the promotion of parental and peer support, the continuous professional development of staff, advocacy for acceptance and equality, and outstanding leadership in promoting inclusive support. The authors acknowledge the limitations of a single case study; however, this study represents the first attempt to provide guidance to institutions adopting inclusive education models in Pakistan. [ABSTRACT FROM AUTHOR]

Children with disabilities in out-of-home care (OOHC) are an overrepresented group in Australia, yet little is known about their circumstances, needs, and experiences within OOHC. Utilising a systematic scoping review methodology, we explored the state of knowledge about the experiences of children and young people with a disability in out-of-home care in Australia. Findings in this review speak to the unmet needs and challanges that children with disabilities face in child welfare systems and how systemic failures can lead to institutional pipelines of further maltreatment, adversity, and marginalisation. The review discusses the key themes in the literature, including (i) compounding trauma and placement failures, (ii) concerns of safety, stability, and neglect, (iii) limited control and choice, and (iv) disability and multisystem involvement. [ABSTRACT FROM AUTHOR]

Purpose: In this study, it is aimed to determine personal wellbeing and social participation levels across different physical disability types and levels of mobility. Methods: A sample of 85 individuals with physical disabilities, excluding those with mental disabilities were included. Sociodemographics, mobility of the participants, cause, duration of disability were recorded. Personal Wellbeing Index-Adult (PWI-A) scale was used for the assessment of wellbeing and Keele Assessment of Participation (KAP) for social participation. Results: Female, single, unemployed subjects and individuals with neurologic disability showed significantly higher median KAP-scores(p = 0.009, p = 0.050, p<0.001, p = 0.050, respectively).The median KAP-score of the independently mobile group was significantly lower compared to the other two groups (p = 0.001). The factors affecting KAP were determined as employment, mobility level and personal wellbeing (p = 0.002, p = 0.024, p = 0.050, respectively). Conclusion: Mobility level, employment and personal wellbeing are the determinants of social participation in people with disabilities. Neurological disability, female gender, being single, unemployment and mobility limitations are factors that reduce social participation. [ABSTRACT FROM AUTHOR]

Objective: To analyze the perceptions of professionals, caregivers, children, and adolescents with disabilities regarding the implementation of the My Abilities First (MAF) tool in Specialized Child Rehabilitation Centers (CERs). Method: This is a qualitative research based on Reflexive Thematic Analysis (RTA). The study involved twenty-seven intentionally selected individuals, comprising 12 physiotherapists, 4 occupational therapists, 11 caregivers, 9 children and 2 adolescents. Participants completed sociodemographic and clinical questionnaires and took part in semi-structured online interviews, focusing on two themes: Positive health approaches and the MAF tool. The study was approved by the local ethics committee (opinion 4.779.175). Results: Reflexive Thematic Analysis of the interviews resulted in two themes: (1) Perceptions regarding the MAF tool as an educational and contributory process to enhance the inclusion and participation of children and adolescents with disabilities, and (2) Barriers and facilitators for the implementation process of the MAF tool. The implementation of MAF was identified as a driving factor in promoting equity and increased participation of children and adolescents with disabilities in various settings, including health, education, and leisure. Interviewees highlighted the need to confront attitudinal, communication, and social barriers that may hinder the implementation of the tool. Conclusion: The implementation of the MAF tool was perceived as an innovation due to its focus on the abilities of individuals with disabilities. However, there is a need to restructure it to broaden its scope and access to different contexts in order to confront barriers and enhance the inclusion and participation of children and adolescents with disabilities. [ABSTRACT FROM AUTHOR]

The article focuses on evaluating the role of municipal policies in enhancing the quality and accessibility of summer camps in Catalonia, Spain. It highlights the socioeducational benefits of summer camps, including their impact on personal development, academic progress, and social cohesion. It underscores the importance of integrating summer camps into broader educational and community frameworks to address inequalities and improve educational outcomes.

Introduction: Severe malaria often results in childhood disability. The prevalence of disability related to severe malaria is significant and is estimated to affect up to 53% of severe malaria survivors. In contrast, information is sparse about how healthcare providers in Africa think about or provide rehabilitation support in acute and post-acute phases respectively. Understanding the perceptions and behaviors of healthcare providers treating malaria could help inform malaria-related disability research, policy, and practice, aimed at the providers themselves. This study explored the perceptions and behaviors of healthcare providers towards rehabilitation for children with severe malaria-related disability. The Theoretical Domains Framework was used to describe the findings relative to wider literature on health provider behavior change. Methods: A qualitative descriptive approach was used to interview thirteen healthcare providers recruited purposively based on their clinical professions, roles, and settings. Data were analyzed using directed content analysis. We decided on the most prominent theoretical domains considering the frequency of specific perceptions and behaviors across the participants, the frequency of perceptions and behaviors in each domain, and evidence of strong perceptions and behaviors. Results: Nine out of fourteen theoretical domains were identified. These domains were: Beliefs about consequences, environmental context and resources, goals, knowledge, skills, optimism, reinforcement, social influences, and social or professional role and identity. Healthcare providers' beliefs about their roles in screening for disability or referring to rehabilitation were less positive. Conclusions: The findings of this study suggest the need for interventions to support healthcare providers in acute phases (prevention and control of severe malaria) and post-acute phases (disability screening, referral, and rehabilitation care). Recommended interventions should focus on developing clinical guidelines, training clinicians, addressing institutional factors, and modifying external social influences such as socio-cultural factors. [ABSTRACT FROM AUTHOR]

The health status of Hungary's population is unfavorable, with significant differences in health indicators not only compared to the EU15 but also to the Visegrad countries. Unfavorable health indicators can be disproportionate and particularly affect vulnerable groups, such as people with disabilities. In this study, we set out to compare the health behavior of disabled youth and youth with typical development in Hungary. We also aimed to compare the health behavior of adolescents in the Visegrad countries. The eating habits of both groups of young people we examined are unfavorable. Adolescents with disabilities experience a significantly higher rate of school stress than children with typical development in Hungary. The prevalence of somatic complaints and parameters of poor mental well-being are significantly higher in Hungary than in the other Visegrad countries. The results indicate that additional interventions are needed in Hungary and that differentiated, professional health promotion is needed for young people with disabilities. The researchers recommend extending the study to disabled adolescents living in Visegrad countries, on the basis of which an injury-specific health promotion methodology could be developed with international interprofessional cooperation. [ABSTRACT FROM AUTHOR]

Background: Globally, families experience challenges caring for and raising children with intellectual disability (ID). Family caregivers in rural states are mostly known for lacking support resources, including information on understanding the care of ID. Lack of adequate information on understanding of ID compromises the provision of life-long care and support of the children with ID's physical, emotional, psychological and social developmental well-being. The study aimed to explore the information needs of family caregivers regarding the care of children with ID in rural areas of Limpopo Province, South Africa. Methods: This qualitative explorative research conducted 16 in-depth individual interviews and one focus group discussion with ten family members. The participants shared their experiences of raising children with ID in rural communities. Inductive thematic analysis using Atlas Ti software categorised emerging themes and subthemes of this study from merged data sets on information needs regarding the care of children with ID among family caregivers. Results: The findings highlighted the need for information regarding ID care among family caregivers raising children with ID in the home environment. The information challenges experienced by family caregivers include caring for the challenging behaviour of children with ID and available support resources and services for the children and their families. These challenges impact the care and support required to meet the developmental needs of children with ID. Furthermore, inadequate information on ID among family caregivers in rural communities with a lack of resources restricts the children from accessing required support services. Conclusions: Given the information challenges these families face on ID, the stakeholders must develop continuous training programmes that will equip, empower, and further monitor ID care and management among family caregivers to enhance care and the raising of children with dignity. [ABSTRACT FROM AUTHOR]

Across disciplines, qualitative researchers have documented epistemological and practical tensions in the ethical review of community-based and participatory research, with many arguing that ethics committees' decisions perpetuate the exclusion of marginalised communities from research engagement. In the existing literature, the research team and the ethics committee are often characterised as staunch opponents. Conversely, in our recent qualitative research addressing communication about sexuality with young people with cerebral palsy who use communication methods other than speech (augmentative and alternative communication), we found that constructive collaboration between researchers and committee members yielded novel insights. Co-authored by a multi-disciplinary research team and the former chair of a Human Research Ethics Committee, this reflexive case study identified three key tensions which arose in the ethical review of research involving this purportedly marginalised population, which reflected the wider importance of trust. We propose a series of practical recommendations to support productive collaboration in the pursuit of safe, inclusive and community-driven research. Plain language summary: Introduction: In Australia, researchers follow rules and policies to make sure their research is safe, fair, and correct. Before a research project starts, a group of experts called an ethics committee checks the researchers' plan, to make sure it is safe. Sometimes, ethics committees are worried that people with a disability could be hurt or upset by a research project. To protect people with a disability, ethics committees may say: • that the research activities need to change, or • that children with disability or people with intellectual disability can't participate in the research, or • that other people (e.g., a parent or guardian) should always give their permission for the person with a disability to participate. Sometimes these changes are sensible and safe. But sometimes they make research unfair or hard to access for people with a disability. This is frustrating when a research plan has been designed by people with a disability, or by people who know them well. What We Did: We did research with young people who have cerebral palsy who use methods other than speech to communicate (like gestures, communication books, or communication devices). Our research was about private topics like relationships and sex. When we applied to do our research, the ethics committee had lots of concerns. They asked us to change a lot of things. They even asked us to change some of the things that people with disability told us they wanted or needed. It was a long and frustrating process. We talked with the leader of the ethics committee and decided to write this article together. We wanted to help other researchers, ethics committees, and people with disabilities to work better together. What We Found: It is important that people with a disability be included in research that is fair and safe. Ethics committees have a big responsibility to keep people safe, but the experts who work on an ethics committee may not know a lot about disability. Stories and videos of people with disabilities participating in research can help the ethics committee to understand what is possible. Ethics committees can also talk to people with a disability, to learn more about their research needs and experiences. All research participants with a disability are unique. Every person will have different risks and different needs. Some people will have more than one accessibility need. For example, a young person with physical disability like cerebral palsy may also have difficulty reading and may not use speech to communicate. When ethics paperwork asks about each need separately, it can be hard to explain how a person with a lot of access needs will be supported. When research participants have complex needs, ethics committees can feel confused and worried. If this happens, they should have a conversation with the researchers about it, instead of saying "no" to the research. Sometimes researchers want to use special or creative research methods to involve people with disabilities. These need to be explained clearly, so the ethics committee can trust that they are safe. Researchers and ethics committees can also use research rules and resources that are created for, and by, people with a disability. These are written by large organisations like the International Association for the Scientific Study of Intellectual and Developmental Disabilities (https://iassidd.org/). By following these steps, we think that research can be safer and more inclusive for everyone. Contact: If you want more information about this article, you can email Megan Walsh at mcwalsh@deakin.edu.au. [ABSTRACT FROM AUTHOR]

Inclusive education is very important for all children especially for those with special needs. In the Republic of Kosovo, the inclusion it is an approach in progress. This study aimed to explore the attitudes of parents of children with special needs towards inclusive education. The current findings of inclusiveness, challenges, risks, benefits and achievements of inclusive education in the Kosovo education system were also analysed. Through a semi-structured interview, ten parents whose children attend regular classes in various schools in pre-university education in Kosovo were interviewed. The results of the research indicate that parents of children with special needs have similar attitudes towards inclusion. In their opinion, it should occur, but they are worried about the challenges that appear. Inclusion is seen as a good opportunity, capacity building, equality, socialization and part of the overall development of the child. Parents recommend improvements in infrastructure conditions and human resources for successful inclusion. [ABSTRACT FROM AUTHOR]

Background: Cerebral palsy (CP) is one of the primary causes of physical disabilities in children that affects posture and movement. Upper-extremity (UE) function is frequently impaired, which may result in activity and participation limitations in people with CP. The use of kinesiotape (KT) has increased in the treatment of CP for various purposes. The aim of this systematic review was to assess the efficacy of KT for improving UE function in children and adolescents with CP. Methods: The literature search was carried out in PubMed, Cochrane, PEDro, Web of Science and SCOPUS databases. The methodological quality was analyzed with the PEDro scale. Review Manager (RevMan 5.4.1) was used for data extraction and risk of bias assessment. Results: A total of five randomized clinical trials were included. The use of KT showed improvement in UE functionality in three studies, with significant outcomes for range of motion (ROM) (three studies), fine motor skills (two studies), grip strength (one study) and manual dexterity (one study). Moreover, it also showed significant improvements in spasticity and gross motor function (one study). Overall, methodological quality was moderate, and the risk of bias was high in the domains related to blinding. Conclusion: The use of KT showed improvement in UE function in children and adolescents with CP. However, further research is needed to reinforce the conclusions on the efficacy of KT as a therapeutic tool. [ABSTRACT FROM AUTHOR]

Chronic illnesses are conditions that last one year or more and require ongoing medical attention, limit activities of daily living, or both (Raghupathi & Raghupathi, 2018). Over 40% of school-aged children have at least one chronic health condition (Centers for Disease Control and Prevention, 2021). Children with chronic illnesses may need accommodations to their learning environment and can be protected by the Individuals with Disabilities Education Act and Section 504 of the Rehabilitation Act. Some of the most common chronic illnesses impacting students include respiratory disorders, bleeding disorders, sickle cell anemia, and diabetes. The purpose of this article is to discuss common chronic health conditions and how physical educators and coaches can provide an environment in which children with chronic illnesses are safe and successful while participating in physical activity. [ABSTRACT FROM AUTHOR]

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This study presents the Italian practitioners' perspective on the inclusion of children with disabilities in ECEC. Historically, Italy had a split system (0–3 and 3–6 divisions); only recently was the ZeroSix Integrated System established. Seven 0–3-division educators and seven 3–6-division teachers were interviewed. Their responses were analysed through a deductive content analysis, based on the eight dimensions of inclusion proposed by the European Agency for Special Needs and Inclusive Education (2017). The themes which were mainly mentioned as crucial for promoting inclusion were a child-centred approach; inclusive teaching and learning environment; inclusive social environment; and family-friendly environment. These same dimensions were also said to be challenging, together with the implementation of materials for all children. The strengths and weaknesses in inclusive processes partly differed between the two divisions. This study enriches the literature investigating how practitioners implement inclusive practices in ECEC, also analysing the differences between the 0–3 and the 3–6 divisions. [ABSTRACT FROM AUTHOR]

Background: Shared decision-making is one key element of interprofessional collaboration. Communication is often considered to be the main reason for inefficient or ineffective collaboration. Little is known about group dynamics in the process of shared decision-making in a team with professionals, including the patient or their parent. This study aimed to evaluate just that. Methods: Simulation-based training was provided for groups of medical and allied health profession students from universities across the globe. In an overt ethnographic research design, passive observations were made to ensure careful observations and accurate reporting. The training offered the context to directly experience the behaviors and interactions of a group of people. Results: Overall, 39 different goals were defined in different orders of prioritizing and with different time frames or intervention ideas. Shared decision-making was lacking, and groups chose to convince the parents when a conflict arose. Group dynamics made parents verbally agree with professionals, although their non-verbal communication was not in congruence with that. Conclusions: The outcome and goalsetting of an interprofessional meeting are highly influenced by group dynamics. The vision, structure, process, and results of the meeting are affected by multiple inter- or intrapersonal factors. [ABSTRACT FROM AUTHOR]

Background and Aims Psychological damage caused by disability is associated with personal, social, and occupational challenges of disabled people, and these people face various negative consequences. The present study aims to assess the effectiveness of the acceptance and commitment therapy (ACT) on the cognitive emotion regulation of people with physical and motor disabilities. Methods This is a quasi-experimental study with pretest/posttest design. Participants were 30 people with physical and motor disabilities (15 in the intervention group and 15 in the control group) who were selected using a purposive sampling method and random allocation. The intervention group received ACT. The data collection tool was Garnevsky's cognitive emotion regulation questionnaire (CERQ). The collected data were analyzed in SPSS software. Results The results of the analysis of covariance showed that the mean post-test CERQ scores of the intervention group were significantly lower compared to the control group, indicating the effectiveness of the ACT in improving the cognitive emotion regulation. Conclusion The ACT is effective in improving the cognitive emotion regulation of people with physical and motor disabilities. Further studies are recommended in other age, gender, and disease groups. [ABSTRACT FROM AUTHOR]

Objective: The purpose of this study was to investigate the efficacy of a curriculum aimed at enhancing spiritual intelligence on resilience among parents with intellectually disabled children, which was developed using brain-centered emotional interactive strategies. Methods: The research employed a semi-experimental approach with a pre-test, post-test design and a control group. The statistical population consisted of all parents of intellectually disabled children in the six districts of Isfahan city's exceptional education schools, totaling 2411 individuals. The sample, consisting of 60 parents, was selected using a combined sampling method that included both simple random and accessible sampling. Connor and Davidson's (2003) resilience questionnaire was utilized as the data collection instrument. Data analysis entailed the use of analysis of covariance and the Kolmogorov-Smirnov test to assess data normality, Levene's test to examine variance equality, and regression homogeneity assumption testing. Data analysis was conducted using SPSS-24. Results: The results revealed that the curriculum designed to enhance spiritual intelligence, which focused on hope, resilience, and social isolation, had a significant impact on parents of mentally retarded children (F=2759.46, p<0.05, F=228.77, p<0.05, F=10.230, p<0.05). Conclusions: Consequently, this study demonstrates the potential of spiritual intelligence content curriculum as an effective intervention for enhancing the resilience among parents with intellectually disabled children. [ABSTRACT FROM AUTHOR]

Objectives: Short child occupational profile (SCOPE) screening tool is used to assess different factors of functional abilities and record the progress levels of individuals in occupational therapy interventions. This study aimed to validate a Persian version of the SCOPE test. Methods: This methodological research was conducted in two stages, including translation... [ABSTRACT FROM AUTHOR]

(1) Background: It is widely agreed that mutual partnerships between school staff and parents of students are key to creating robust frameworks of inclusive education for students with disabilities. This study explores special education teachers' perceptions of involving parents of students with disabilities in mainstream schools in Jordan. (2) Methods: This research employs a descriptive quantitative method in the form of a Google-Forms-based online questionnaire with closed-ended questions. (3) Results: The findings indicate that parents were moderately involved in the education of their disabled children; that these parents perceived teachers and school principal to be instrumental in encouraging their involvement in this respect; and that parents face many obstacles to such involvement in their children's education. (4) Conclusions: The findings point to a need for policymakers to create legislation that enables and mandates the involvement of parents with children with disabilities in inclusive education settings in order to implement constructive models of parental involvement where parents can be treated as equal partners in the educational process. [ABSTRACT FROM AUTHOR]

The WellComm toolkit is used across many areas of the UK to identify and support early years children with their speech, language and communication. There is some evidence for positive outcomes for children who are assessed and supported using the toolkit. However, wider implications of implementing the toolkit have not been fully investigated. This study aimed to explore the impact of implementing the WellComm toolkit on practitioners, practically and for their knowledge and skills. An additional aim was to reflect on the impact this may have on evaluation research. Early years practitioners (EYPs) in the UK completed an online survey asking about their experiences of using the WellComm toolkit, and a sub-sample participated in interviews. Survey and interview respondents spanned different early years settings. Practitioners described positive ways in which using the WellComm toolkit had impacted their knowledge of speech, language and communication, supported improvements in practice, and the quality and specificity of speech and language referrals. Negative implications, such as time costs and staffing burdens, were also discussed but were found not to outweigh the benefits of use. The positive implications of using the WellComm toolkit on practitioners' own development and knowledge are likely to support the outcomes of children, though the usefulness of the WellComm toolkit for children who speak English as an additional language (EAL) and children with special educational needs (SEND) is questioned. Such findings have implications for the work of evaluation researchers, who need to be sensitive to the use of such toolkits in settings where interventions are being evaluated. [ABSTRACT FROM AUTHOR]

A child's disability, long-term illness, or mental ill-health is known to affect siblings' health, social life, school engagement, and quality of life. This article addresses a research gap by its focus on young sibling carers and the impact of providing care to a sibling. A cross-national survey study was conducted in 2018–2019 (Italy, the Netherlands, Slovenia, Sweden, Switzerland, the UK) to examine the incidence of adolescent sibling carers, the extent of care they provide, and their self-reported health, well-being, and school situation. The survey was completed by 7146 adolescents, aged 15–17, and 1444 of them provided care to family members with health-related conditions. Out of these, 286 were identified as Sibling Carers and 668 as Parent Carers, while 181 had both sibling(s) and parent(s) with health-related conditions, and thus were identified as Sibling–Parent Carers. Sibling Carers and Sibling–Parent Carers carried out higher levels of caring activities compared to Parent Carers. They reported both positive aspects of caring, such as increased maturity, and negative aspects, such as mental ill-health, impact on schooling and a lack of support. To reduce the negative aspects of a sibling carer role, it is important to recognise them and to implement early preventive measures and formal support. [ABSTRACT FROM AUTHOR]

The long-term neurodevelopmental effects of antenatal Zika virus (ZIKV) exposure in children without congenital Zika syndrome (CZS) remain unclear, as few children have been examined to the age of school entry level. A total of 51 Colombian children with antenatal ZIKV exposure without CZS and 70 unexposed controls were evaluated at 4–5 years of age using the Behavior Rating Inventory of Executive Function (BRIEF), the Pediatric Evaluation of Disability Inventory (PEDI-CAT), the Bracken School Readiness Assessment (BSRA), and the Movement Assessment Battery for Children (MABC). The mean ages at evaluation were 5.3 and 5.2 years for cases and controls, respectively. Elevated BRIEF scores in Shift and Emotional Control may suggest lower emotional regulation in cases. A greater number of cases were reported by parents to have behavior and mood problems. BSRA and PEDI-CAT activity scores were unexpectedly higher in cases, most likely related to the COVID-19 pandemic and a delayed school entry among the controls. Although PEDI-CAT mobility scores were lower in cases, there were no differences in motor scores on the MABC. Of 40 cases with neonatal neuroimaging, neurodevelopment in 17 with mild non-specific findings was no different from 23 cases with normal neuroimaging. Normocephalic children with ZIKV exposure have positive developmental trajectories at 4–5 years of age but differ from controls in measures of emotional regulation and adaptive mobility, necessitating continued follow-up. [ABSTRACT FROM AUTHOR]

Introduction: Parents of persons with profound intellectual and multiple disabilities (PIMD) play a major and often lifelong role in the care and support of their child. A better understanding of parents' perspectives regarding their experiences of parenting their child with PIMD is essential to support them more effectively. Although this topic has been explored extensively in Anglo‐Saxon and Northern European countries, little is known about the experience of these parents in a highly institutionalized context such as that in France. Objective: We explored parents' experiences of the activities they performed to care for their child with PIMD (namely, the 'parenting work') in the French context. Method: Qualitative semistructured interviews were conducted by telephone with 34 parents of persons with PIMD aged 8–35. The resulting data were analyzed using thematic analysis. Results: The analysis highlighted the diversity of activities performed by parents as well as the influence of context on the forms of this parenting work. Five themes were developed: (1) navigating the challenges of obtaining medical recognition; (2) negotiating a concealed domain and becoming an expert; (3) unfolding medical and medicosocial care management; (4) navigating the challenges of daily living and (5) shaping one's child's possibilities. Conclusion: This study offers a better understanding of the challenges, levers and expectations of parents of children with PIMD in France. Contextual factors such as the lack of knowledge of PIMD among health professionals, access to knowledge and know‐how associated with care management, the administrative complexity of access to care and equipment, institutional issues (e.g., professional turnover) and societal ableism (e.g., access to infrastructures, interpersonal discrimination) shape the work parents perform to support their child's needs. It is necessary to consider contextual aspects to better support these parents and their children. Suggestions for applications are provided in the discussion. Patient or Public Contribution: One of the researchers, a parent of a child with PIMD, supported the research design and provided feedback on the study's procedures and manuscript. [ABSTRACT FROM AUTHOR]

This article describes a study designed to better understand the fallout of extended school closures and staggered re-openings for one group heavily impacted by the pandemic, mothers of children with disabilities. Using feminist ways of knowing as the backdrop, we explored how a small group of mothers experienced pandemic-related educational shifts. We aimed to provide solidarity and a space of care. We employed narrative methods to support the storying of their individual and collective experiences. Data were synthesized vis-à-vis participants' ethic of care, particularly in relationship to the power structures they traversed. Taking a deep dive into the experiences of a small group of mothers allowed us to contribute to the field's understanding of mothers' multiple identities and underscores the importance of including them in discussions around educational supports for children with disabilities, particularly in times of crisis. [ABSTRACT FROM AUTHOR]

This 'perspective' article is an urgent call to action on behalf of mothers (and indeed fathers) of disabled children in the wake of the COVID-19 pandemic. In doing so draws attention to the 'perfect storm' experienced by United Kingdombased parents of reduced support and increased stress, coupled with the effects of isolation. It also illuminates some of the impact of actions taken, and not taken, during and after the pandemic and the enduring effects for working parent-carers. In doing so I argue that, despite facing these extreme challenges, these parents have been a neglected group from both a policy and research perspective. The call to action therefore extends to society, employers, and to the research community. [ABSTRACT FROM AUTHOR]

Metaphor affects how people focus, remember, and process information and significantly influences children's language development. The study explored metaphorical comprehension by Chinese children of different ages (5-8 years). We collected response times and accuracy rates when they processed metaphorical and literal sentences with the graded salience. Linear mixed-effects modeling showed that Chinese children's metaphorical ability improved with age. Subsequent analysis found that the perception period of metaphorical knowledge was at age 5, the development stage of metaphorical knowledge was at age 6 and 7, and the rational decision period of metaphorical ability was at age 8. After 8-year-old, children can invoke the knowledge of the intention schema while activating the source domain, and this knowledge can be automatically and quickly mapped to the target domain. Meanwhile, language development and cognitive processing influenced the metaphorical comprehension of Chinese children, especially children of 8 years of age who had the highest correct rate and the shortest reaction time to process low-saliency metaphorical sentences, while 5-year-old children had the highest accuracy in high-saliency metaphorical sentence and 6-year-old children got the longest reaction time to process sentence in high-saliency metaphor. This study may provide evidence for improving and training metaphor comprehension in children with special needs such as those with an autism spectrum disorder. [ABSTRACT FROM AUTHOR]