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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]

Children with special educational needs and disabilities (SEND) have a profoundly higher risk of death or injury than their peers when natural disasters occur. International policies call for inclusive disaster risk reduction education (DRRE) to help ameliorate this situation. This paper focuses on Indonesia, which has one the highest incidences of these disasters. A three-part structured literature review was undertaken regarding DRRE and children with SEND, followed by a questionnaire to in schools. Firstly, potential papers were screened against explicit criteria, yielding 23 papers for inclusion in the review. Secondly, these 23 papers were screened for identifiable DRR programmes, producing 12 items. Thirdly, evaluations of these 12 programmes were sought. The findings revealed that children with SEND were largely absent within the published research, the DRRE programmes, and all subsequent evaluations of the DRRE programmes. Questionnaire responses from 769 teachers from across Indonesia indicated that DRRE was often lacking, and that no programmes that were being used were accessible for all children. This is the first study to gain this insight and it concludes that there is a need for DRRE across mainstream, inclusive, and special schools, which has an inclusive and enagaing pedagogy that is accessible for all children. [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]

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]

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]

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]

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'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]

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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]

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]

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]

What does it mean for all children to be seen as whole and 'appropriate'? How can early childhood educators and families understand a child as capable and whole within the evaluative systems around disability? Through the narrative inquiry of a mother/early childhood teacher, this paper explores the complex entanglements between identity-affirming practices for all children represented in the fourth edition of Developmentally Appropriate Practices, and the relationship with deficit-based evaluations for children with disabilities. This case study explores possibilities for empowered collaborations between early childhood educators and families, resistance to deficit-based identities while navigating evaluations, and the creation of culturally sustaining interventions emerging from shared knowledge of children. The paper looks closely at perspectives and practices that invite critical engagements around evaluation, making space for new possibilities, and new perceptions for supporting all children as 'whole'. [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]

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]

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]

The COVID-19 pandemic led the United Kingdom (UK) into a national lockdown in March 2020. The UK government has acknowledged that children and young people (CYP) with Special Educational Needs and Disabilities (SEND) were left behind during the pandemic. This integrative literature review aims to investigate the effects of the COVID-19 pandemic on the development of CYP with SEND from parents’ experiences. The review included 14 papers: quantitative, qualitative and mixed methods. Parents’ experience of the COVID-19 pandemic was mostly negative; CYP were left behind, experienced reduced or suspended services, and loss of social interactions and support networks. However, a few parents reported some positive effects; families could spend more time together, and children experienced reduced anxiety as strict routines were relaxed. Most papers identified were completed during or just after the first lockdown. Therefore, none of the papers included whether CYP’s development has been affected in the longer term. [ABSTRACT FROM AUTHOR]

Background Aim Method & Procedures Outcomes & Results Conclusions & Implications What this paper adds What is already known on the subject What this paper adds to existing knowledge What are the practical and clinical implications of this work? Over 8 million children with disabilities live in Africa and are candidates for augmentative and alternative communication (AAC), yet formal training for team members, such as speech–language therapists and special education teachers, is extremely limited. Only one university on the continent provides postgraduate degrees in AAC, and other institutions provide only short modules at an undergraduate level. The need for an introductory training course on AAC that is accessible by university students continent‐wide was identified. An online programme, namely an intelligent tutoring system (ITS), was identified as a possible option to facilitate interactive learning without the need for synchronous teaching. The use of an ITS is shown to be effective in developing knowledge and clinical reasoning in the health and rehabilitation fields. However, it has not yet been applied to student teaching in the field of AAC.To determine both the feasibility of an ITS to implement an AAC curriculum for students in four African countries, and the usability and effectiveness of such a system as a mechanism for learning about AAC.The study included two components: the development of a valid AAC curriculum; and using the ITS to test the effectiveness of implementation in a pre‐ and post‐test design with 98 speech–language therapy and special education students from five universities.Statistically significant differences were obtained between pre‐ and post‐test assessments. Students perceived the learning experience as practical, with rich content.The findings suggest that the ITS‐based AAC curriculum was positively perceived by the students and potentially offers an effective means of providing supplementary AAC training to students, although modifications to the system are still required. Professionals typically lack formal training in AAC. In Africa, this presents a serious challenge as there are over 8 million children who are candidates for AAC. A need for an introductory training course on AAC, which can be accessed by university students continent‐wide, was identified. An AAC curriculum was developed and integrated into an ITS, an online programme allowing interactive learning through asynchronous teaching. Students from four African countries completed the AAC ITS curriculum. The curriculum was positively received by the students and statistically significant changes in knowledge were identified. This feasibility study shows that the use of an ITS is an effective means of providing AAC training to university students in these African countries. The results provide a valuable contribution toward ensuring the equitable distribution of AAC training opportunities in the African context. This will have a significant positive impact on those who are candidates for AAC. [ABSTRACT FROM AUTHOR]

The inclusion of children with disabilities in physical education (PE) classes is of the utmost importance and is addressed in teacher training programmes through a range of courses, aimed at providing teachers with knowledge and tools for enhancing inclusion in their PE classes. This paper provides a scoping review of research papers on such courses that are conducted online. The search was conducted through Google Scholar, Sport Discus (via EBSCO Host), and PubMed databases, using two search term clusters: population and subject matter and teaching. Eight articles were then assessed according to participants, programme content and procedures, methodology and instruments, and outcomes and discussion. Four studies provide comparative online/face-to-face courses data between participants. One applied a mixed methods design, three were quantitative, and four were qualitative studies. Most of the findings indicate participant satisfaction with online courses on inclusive PE classes, with scores of knowledge and self-efficacy regarding such inclusion being similar to those seen in face-to-face courses. However, some studies lacked important background variables, such as gender and previous experience working with people with disabilities. The findings of this scoping review highlight several directions for future exploration of such online courses. [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]

This study attempts to design a new approach toward inclusive employment by addressing the aim of facilitating sustainable employment for people with physical disabilities. Adopting a mixed-method approach that combines a literature review with Interpretive Structural Modeling and CrossImpact Matrix Multiplication Applied to Classification analysis, the research identifies key factors and corresponding relationships that influence the employment sustainability for individuals with physical disabilities. Through semi-directed interviews with experts, the study uncovers the multifaceted enablers affecting entry and retention in the workforce for physically disabled persons. The findings reveal a complex interplay of five main dimensions: personal factors, structural factors, organizational factors with three subdivisions (workplace accommodation, corporate culture, and integration barriers), social factors, and psychological factors that can be strategically managed to foster a more inclusive employment environment. Motivation, self-esteem, and social security seem to be the most critical. The original contribution of this work lies in its comprehensive framework that not only illuminates the systemic challenges faced by physically disabled job seekers but also proposes actionable pathways for stakeholders to enhance employment sustainability. By identifying a clear and empirically grounded pathway to inclusion, this paper provides valuable insights for policymakers, employers, and disability supporters, emphasizing the transformative potential of integrating physically disabled individuals into the workforce. [ABSTRACT FROM AUTHOR]

This study sought to understand how fathers perceived schooling of their children with intellectual disabilities and how this impacted upon their involvement. The paper reports specifically on the views of fathers, teachers and mothers of children with intellectual disabilities regarding how fathers understood schooling and how the understanding affected father involvement at a special school. The findings are a part of a larger case study conducted at one special school for children with intellectual disabilities in Kenya. Purposive sampling was used to recruit nine teachers, eight fathers, and six mothers of children with intellectual disabilities from the special school. Individual interviews, focus group discussions and a document review were the data collection methods. Data were transcribed and analysed thematically. Fathers' understanding of schooling was expressed in the two themes emerging: the ambivalence of the purpose of the school and a focus on functional skills. Fathers want their children with disabilities to be educated, which means gaining knowledge and skills that would lead to becoming self-reliant, but they do not always agree with schooling which is the way that society has chosen to educate children. While fathers may not be involved in schooling they often are involved and concerned about education. [ABSTRACT FROM AUTHOR]

The transition to school is a critical period for children and families. Successful transition predicts later school achievement and socio-emotional outcomes with sustained long-term benefits. Educational disruptions caused by the COVID-19 pandemic meant that support for the transition of children from nursery to school was limited. The study aimed to investigate the impact of the pandemic on early years transitions in the U.K., with a focus on children with Special Educational Needs and Disabilities. Using a sequential mixed-methods research design, data was gathered from a survey before children started school, and semi-structured interviews after starting school. Results revealed that support for the transition of young children from nursery to school was inevitably affected. Key challenges and facilitating factors in planning for transition are reported as well as the impact of the pandemic on children, families and early years practitioners. The paper concludes with recommendations for policy and practice. [ABSTRACT FROM AUTHOR]

Women usually have more complex mobilities than men do, not least if having young children in need of mobility provision. Moreover, travelling can be more challenging if having a disability, and parents of disabled children usually face many constraints in relation to everyday mobility, which implies that mothers of disabled children might experience gender-disability intersectionality in relation to mobility. This paper is based on interviews with mothers with wheelchair-using children living in Sweden and explores intersectionality from a family perspective – gender of the mother and disability of a child. The paper is based on time geography, especially focusing on the competition between time-geographical projects in everyday life. The findings suggest that gender-disability intersectionality affect the mothers' geographical freedom and can imply both increased mobility and immobility in their lives. [ABSTRACT FROM AUTHOR]

Background: The Pediatric Eating Assessment Tool (PEDI‐EAT‐10) is a reliable and valid tool for rapid identification of dysphagia in patients aged 18 months to 18 years. Aims: To translate and adapt the PEDI‐EAT‐10 into the Italian language and evaluate its validity and reliability. Methods & Procedures: The translation and cross‐cultural adaptation of the tool consisted of five stages: initial translation, synthesis of the translations, back translation, expert committee evaluation and test of the prefinal version. The internal consistency of the translated tool was analysed in a clinical group composed of 200 patients with special healthcare needs aged between 18 months and 18 years. They were consecutively enrolled at the Rare Disease Unit, Paediatrics Department, Fondazione Policlinico Agostino Gemelli‐IRCCS, Rome. For test–retest reliability, 50 caregivers filled in the PEDI‐EAT‐10 questionnaire for a second time after a 2‐week period. Construct validity was established by comparing data obtained from patients with data from healthy participants (n = 200). The study was approved by the local ethics committee. Outcomes & Results: Psychometric data obtained from patients (104 M; mean age = 8.08 ± 4.85 years; median age = 7 years) showed satisfactory internal consistency (Cronbach's α = 0.89) and test–retest reliability (Pearson r = 0.99; Spearman r = 0.96). A total of 30% of children were classified as having a high risk of penetration/aspiration. The Italian PEDI‐EAT‐10 mean total score of the clinical group was significantly different from that resulting from healthy participants. Conclusions & Implications: The PEDI‐EAT‐10 was successfully translated into Italian, validated and found to be a reliable one‐page rapid screening tool to identify dysphagia in children and adolescents with special needs. What this paper adds: What is already known on the subject: The PEDI‐EAT‐10 is a valid and reliable quick discriminative paediatric tool for identifying penetration/aspiration risks. What this paper adds to the existing knowledge: In the present study we successfully translated and adapted the PEDI‐EAT‐10 into the Italian language. What are the potential or actual clinical implications of this work?: This translation and adaptation increase access to valid feeding and swallowing assessment for children of Italian‐speaking families. In addition, the I‐PEDI‐EAT‐10 can suggest further assessment of patients' swallowing abilities. [ABSTRACT FROM AUTHOR]

The lives of caregivers can be deeply impacted by having a child with a developmental disability (DD). To offset those impacts, caregivers may engage in accommodations, or strategies to bolster everyday functioning. The nature and extent of these accommodations can provide insight into how the family is doing and what supports are needed from a family-centered perspective. This paper presents the development and preliminary validation of the Accommodations & Impact Scale for Developmental Disabilities (AISDD). The AISDD is a rating scale that measures day-to-day accommodations and impacts of raising a child with a DD. A sample of 407 caregivers of youth with DDs (Mage = 11.7 years; 63% males) completed the AISDD, along with measures of caregiver strain, daily challenges, child adaptive behavior, and behavior and emotional regulation. The AISDD is a unidimensional, 19-item scale with excellent internal consistency (ordinal alpha =.93) and test–retest (ICC =.95) reliability. Scores were normally distributed and sensitive to age (r = −.19), diagnosis (ASD + ID > ASD > ID), adaptive functioning (r = −.35), and challenging behaviors (r =.57). Finally, the AISDD showed excellent convergent validity with similar measures of accommodations and impacts. These findings support the use of the AISDD as a valid and reliable tool for measuring accommodations among caregivers of individuals with DDs. This measure shows promise in its ability to identify which families may need additional support for their children. [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]

Children with development disabilities are guaranteed at the international and national full and effective participation in society on an equal basis with others. They exercise their rights in the family and community in which they live. Therefore, the family and the community, as well as public policies, are factors that affect the life and realization of the rights of children with development disabilities. The aim of the paper is to gain insight into the community support for children with development disabilities and their families as well as into the realization of the rights of children with development disabilities in the city of Vukovar from the perspective of their parents. The qualitative research was conducted with parents of children with development disabilities. The results indicate the following challenges faced by parents of children with development disabilities living in the city of Vukovar: late diagnosis, lack of public and community services and professionals, lack of understanding and support in the family and community, lack of information about the rights of children and parents, challenges in the field of education, absence of parents' right to balance professional and private life, lack of leisure time for parents and fear of parents for the future of the child. [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]

Background: Building 'key skills' may help prevent the development of challenging behaviour in children with an intellectual disability. The aim of this paper was to extend the current limited evidence in this area. Method: We undertook two studies with children with an intellectual disability in school settings: (1) a cross‐sectional replication study exploring the relationship between 'key skills' and challenging behaviour. (2) a longitudinal study follow‐up exploring change in 'key skill' levels and challenging behaviour. Results: The replication study recruited 74 participants, those scoring lowest in 'key skill' had a 94% chance of having challenging behaviour; those with the highest scores had a 6% chance. The follow‐up study recruited 39 participants, we found a significant increase in children's 'key skill' level (p <.001) and a decrease in their challenging behaviour (p =.046). Conclusion: Building 'key skills' in children with an intellectual disability may help reduce or prevent challenging behaviour. [ABSTRACT FROM AUTHOR]

This study was conducted to measure the digital parenting awareness, attitude and self‐efficacy perceptions of parents of children with special needs and to determine whether they differ according to the disability status of their children. A total of 180 parents of children with special needs from various regions of Turkey participated in the study. This study was conducted using a relational screening model. Data were collected using digital parenting awareness, attitude and self‐efficacy perception scales and analysed using descriptive and correlational statistical methods. The findings revealed that parents had moderate levels of awareness, positive attitudes and self‐efficacy perceptions regarding digital parenting, but these variables showed significant differences according to the disability status of the children. In particular, parents of children with learning disabilities had higher digital parenting awareness than parents of other disability groups. In addition, a positive and significant relationship was found between parents' digital parenting awareness, attitudes and self‐efficacy perception. The findings of this study are important and contribute to both the practical and theoretical perspectives. In applicable terms, this study revealed the needs and expectations of parents of children with special needs regarding digital parenting. Theoretically, this is a rare study that examines the situation and experiences of parents with children with special needs in digital parenting. This study emphasizes the need for further research on digital parenting.Practitioner notesWhat is already known about this topicExisting research underscores the importance of digital parenting in the contemporary era, highlighting the need for parents to navigate the challenges and opportunities presented by technology in child‐rearing.Parental self‐efficacy in managing digital resources has been identified as a crucial factor in promoting children's effective and safe use of technology.Positive parental attitudes towards technology have been associated with healthier digital habits and development in children.What this paper addsThis study contributes to the literature by specifically focusing on parents of children with special needs and recognizing the unique challenges and opportunities they face in the realm of digital parenting.Findings revealed that parents of children with learning disabilities exhibit higher levels of digital parenting awareness, emphasizing the need for tailored interventions and support for different disability groups.The positive and significant relationship identified between digital parenting awareness, attitudes and self‐efficacy underscores the holistic nature of these factors and highlights the potential impact of comprehensive digital parenting programs.Implications for practice and/or policyDevelop targeted digital parenting support programmes that address the specific needs of parents with children with special needs, considering the variations among different disability groups.Advocates of inclusive education policies that incorporate digital parenting education as a vital component, recognizing its significance in the overall well‐being.Recognize the role of both mothers and fathers in digital parenting and design interventions that consider the unique perspectives and challenges faced by each gender.Facilitate collaboration between digital parenting experts and special education professionals to create comprehensive resources and training materials that cater to the diverse needs of children with special needs.Conduct longitudinal studies to assess the long‐term impact of digital parenting interventions on the development, well‐being, and digital literacy of children with special needs. This can inform the refinement of future programs and policies in this domain. [ABSTRACT FROM AUTHOR]

This paper employs critical discourse analysis to examine the conceptualisation of disability within Developmentally Appropriate Practice (DAP) and to investigate how DAP addresses the role of early childhood educators working with children with disabilities in inclusive classrooms. The research questions guiding this study are: 1) How is disability conceptualised within the DAP? 2) How does DAP address the role of educators when working with children with disabilities in the context of inclusion? Using different models of disability and DisCrit as the theoretical lens, the study reveals that disability within DAP is associated with implicit bias, diversity, and a paradigm of fixing. The role of educators unfolds through themes such as reflecting on one's bias, creating inclusive environments by focusing on strengths and Universal Design (UD) and implementing screening processes. The findings shed light on the conflicting discourse of disability embedded in DAP, emphasising the need for educators to critically examine the notions of normalcy and the intersection of racism and ableism in the context of early childhood inclusion. [ABSTRACT FROM AUTHOR]

BackgroundMethodsResultsConclusionsThis project is part of a four-year intercultural collaboration between Indian and Australian stakeholders studying to use of music therapy (MT)-informed activity in community-based rehabilitation (CBR) with disabled children and their families in rural Maharashtra. This paper presents a qualitative study of caregiver perspectives.Interviews with four participating caregivers were thematically analysed, with an emphasis on participant voices. The combined thematic analysis of the four interviews revealed shared five themes.Data analysis revealed caregivers’ perception that music in CBR supported existing CBR goals. Furthermore, caregivers reported that music in CBR enhanced motivation and participation for children and families and fostered community connection. Importantly, caregivers noted that music made CBR fun and was a pre-existing resource.Findings were congruent with research with other stakeholders in the intercultural collaboration. Caregiver perspectives offer new insight into the priorities of families in CBR, which has wider relevance arts and health workers in community-based practice. [ABSTRACT FROM AUTHOR]

The whole school approach (WSA) is often used in schools as a means of transformative change across many areas and involves many stakeholders. Many of the approaches used in WSAs are underpinned by psychological, social and educational theories. Although many of these approaches focus on vulnerable groups such as bullied and excluded children, relatively few of these approaches aim to support children with special educational needs (SEN). This specific vulnerable group includes children with attention deficit hyperactivity disorder (ADHD), dyslexia, autism spectrum disorders, among many others. A rigorous, theory‐driven approach to supporting such children in schools is essential in ensuring positive academic and developmental outcomes for such students. Therefore, a scoping review was undertaken to explore the current literature on the use of WSAs, their theoretical and evidence‐based components as well as key areas in which they are utilised and how they are evaluated. After searching in seven (EBSCOhost, ERIC, British Education Index, Open Dissertation Search, PsycINFO, Medline Ovid, Child Development and Adolescent Studies) databases and completing a rigorous screening process, 21 papers were included in the review. Recommendations for further research involving the development and implementation of a WSA to support children with special educational needs are made, with emphasis placed on the importance of a clear theoretical underpinning, interdependent components, clear outcome measures and co‐production. [ABSTRACT FROM AUTHOR]

Background:Purpose:Methods:Findings:Conclusion:The provision of inclusive education in schools is a global priority. However, provision in schools is often criticised for being varied and inconsistent, often perpetuating a rhetoric of exclusion [Warnes, E., E. J. Done, and H. Knowler. 2022. “Mainstream Teachers’ Concerns About Inclusive Education for Children with Special Educational Needs and Disability in England Under Pre-Pandemic Conditions.” Journal of Research in Special Educational Needs: JORSEN 22 (1): 31–43. https://doi.org/10.1111/1471-3802.12525]. These concerns are raised across schooling and subject areas; and Physical Education (PE) is no exception.The present paper reported results from a scoping review of the literature conducted to answer questions about PE teachers’ subjective interpretations of the meaning and importance of inclusion, the ways PE teachers facilitate inclusion for diverse learners, and the barriers they encounter.The Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines (extension for Scoping Reviews) informed this review. Adopting elements of the SPIDER tool (Sample, Phenomenon of Interest, Design, Evaluation, Research type) the database search was conducted in three stages: 1) hand search of titles from key PE journals; 2) systematic search of six databases (EBSCO host , ProQuest, JSTOR, PubMed/Medline, PsycINFO and Web of Science), and 3) search of Google and Google Scholar . Of the 4007 records identified, 64 studies met the eligibility criteria and were included in this review. Thematic analysis was carried out to identify key themes.Results suggest that inclusion is an important matter in PE provision across different national contexts. The various meanings that teachers attributed to the notion of inclusion appeared to provide a reference point/parameter of how inclusion was enacted in practice. Although the idea of inclusion was supported, most teachers were cautious about what was possible in practice. The most frequently mentioned barriers included the ‘child’, inadequate professional learning, and limited resources and support. Despite the various challenges teachers faced, they reported making efforts to implement a range of inclusive practices, including grounding tasks in students' needs, adopting student centred pedagogies, offering choice, promoting positive peer interactions and teaching by utilising differentiated instruction.Acknowledging the subjective nature of such a review, we conclude that findings reinforce but also extend those from previous reviews. The novel contribution lies with the observation that teachers not only faced common barriers to, but also identified shared features of effective inclusion,irrespective of the group of learners they were asked to reflect upon. We have identified key implications for teacher educators, and provided recommendations for future research, which include conducting research in diverse national contexts with cultural responsiveness, better understanding the relationship between teachers’ perceptions/understandings and practices in the context of their complex and diverse environments and cultures, exploring what teachers learn about inclusion, and providing tangible, evidence- informed pedagogies for inclusion as these are implemented in various contexts. [ABSTRACT FROM AUTHOR]

Background: Oral comprehension difficulties are prevalent in preschool children with language difficulties and are frequently the target of speech and language therapy (SLT) intervention. To support the implementation of research to practice, there is a need to identify effective interventions for this population and to describe their components. To date, reviews of oral comprehension intervention have not used inclusion criteria aligned with common clinical practice, particularly in the United Kingdom. No studies have previously used the Template for Intervention Description and Replication (TIDieR) checklist to describe developmental SLT interventions. Aims: To identify intervention studies effective for oral comprehension in preschool children with language difficulties, using the UK definition of 'preschool' as children under 5 years; to describe the components of these interventions. Method: This followed two phases: (1) an International Prospective Register of Systematic Reviews registered search, which identified 20 systematic reviews; and (2) an exploration of individual studies within these reviews. Seventeen individual studies described effective intervention for children from 1 to 5 years old with language difficulties. Data were extracted from each study against headings from the TIDieR checklist. Findings were analysed and reported using narrative synthesis. Main contribution: A wide variety of rationales, techniques, procedures, settings and intensities were associated with effective intervention. The TIDieR checklist highlighted components that were unreported or under‐described. Conclusions: Studies show that intervention can be effective for improving oral comprehension in preschool children with language difficulties. Analysis of intervention components has relevance to clinical practice and research, and highlights the importance of naturally occurring interactions, cross‐over between oral comprehension and expressive language and the variety in delivery models and dosage. WHAT THIS PAPER ADDS: What is already known on this subject: There is a reported lack of research into interventions developing oral comprehension in children with language difficulties. Intervention checklists such as the Template for Intervention Description and Replication are valuable tools for understanding interventions and supporting the application of research to practice, but none have been used to describe interventions for children with language difficulties. What this study adds: There is evidence that intervention developing oral comprehension in preschool children (using UK definition, those under 5 years) with language difficulties can be effective. Analysing intervention components reveals key points for consideration by clinicians. What are the clinical implications of this work?: Intervention components identified by this study support the implementation of research to practice by highlighting particular areas for consideration by clinicians. For researchers, gaps in reporting demonstrate the need to describe all aspects of intervention to support replication and implementation. [ABSTRACT FROM AUTHOR]

Although inclusion generally affects students with special educational needs positively, it remains unclear whether specific integrative school measures have beneficial or detrimental effects on their academic performance and perceived inclusion. Unlike previous studies, the present paper differentiates between various types of integrative school measures, such as curriculum modifications (i.e. reduced individual learning objectives; RILO) and accommodations (AC). It explores their effects on academic performance and perceived inclusion. Analyses are based on a prospective longitudinal study of 1123 students (baseline at fifth/sixth grade, mean age 12.4 years old, and follow-up at eighth/ninth grade, mean age 15.3). Propensity-score-matching based on potential confounders was used to estimate relative changes in similar students' academic performance and perceived inclusion, with and without RILO or AC. RILO had significant negative effects on maths and overall academic performance. AC, however, had significant positive effects on academic performance and no negative side effects on perceived inclusion. School teachers and educational professionals should consider the opportunities and risks of different integrative school measures and use RILO in an inclusive, non-stigmatising manner. [ABSTRACT FROM AUTHOR]

This conceptual review paper takes an interdisciplinary approach to the study of self‐injury in families. The overall goal is to begin integrating siloed bodies of knowledge from empirical work based on findings from individuals with and without intellectual and developmental disabilities and self‐injury. The research literature on self‐injury and family‐level variables is reviewed, including dyadic and individual‐level variables with potential bidirectional impact on the family. Then, opportunities for knowledge translation are explored with respect to the pragmatic goal of developing family‐level interventions for self‐injurious behavior in individuals with intellectual and developmental disabilities. Four opportunities for knowledge translation are highlighted: family patterns, parenting behavior, attachment relationships, and emotional experience. [ABSTRACT FROM AUTHOR]

This paper focuses on exploring the differences in the importance of spiritual/religious beliefs and practices (SRBP) between Latinx parents who have children with emotional, physical, and cognitive disabilities. Previous research has focused on looking at individual disabilities, such as autism-comparison in differences in importance of SRBP among Latinx parents needs to be further explored. Data from 154 Latinx parents in the United States was collected from an online survey, and a multiple linear regression was used with several predictor groups. Results indicated statistical significance between parents who have children with emotional disabilities and the importance of SRBP. [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]