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This article from the "Developmental Medicine & Child Neurology" journal discusses various studies on children with motor difficulties, cerebral palsy, arthrogryposis multiplex congenita, and other neurodevelopmental conditions. The research focuses on telecoaching interventions, epidemiology of cerebral palsy, health-related quality of life in arthrogryposis multiplex congenita, and early intervention models for children with cerebral palsy. Caregivers' insights into dystonia in children with cerebral palsy emphasize the complexity of movements, while another study highlights the multifaceted nature of fall concerns in individuals with cerebral palsy. Additionally, a study on muscle contractures in cerebral palsy reveals disruptions in the transcriptional regulation of muscle stem cells, offering potential insights for targeted therapies. [Extracted from the article]

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

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

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]

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

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

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

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

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

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

This summary provides an overview of a document titled "From Bench to Bedside: Motor–Cognitive Interactions." The document consists of ten papers and six reviews that explore the connection between motor and cognitive abilities and their relevance in neurodegenerative illnesses and clinical groups such as dementia, stroke, Parkinson's disease, and multiple sclerosis. The papers cover topics such as attention, perception, diagnostic tools, intervention strategies, and the relationship between neurocognitive disorders and motor impairment. The document also includes a review on the neuroimaging outcomes of physical therapy in patients with psychosis and the impact of dual-task training on motor and cognitive skills in patients with Parkinson's disease. Overall, these studies contribute to our understanding of motor-cognitive interactions and offer potential applications in various fields. [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]

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]

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]

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

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

Article 12 of the United Nations Convention of the Rights of the Child (UNCRC) (1989) sets out the right for all children to be heard and for their opinions to be given due weight. However, the voices of children with disabilities often remain silenced as their perspectives are rarely consulted. This paper describes how a visual, participatory research method called Photovoice was used to elicit the voices of students with Intellectual Disabilities (ID) in mainstream post-primary schools in the Republic of Ireland. Thirteen students with ID in four schools across Ireland participated by taking photographs of aspects of their school life that were meaningful to them. Photographs focused on places, spaces, objects and examples of learning, including their role in decision making. This paper details the stages of the Photovoice method which was adapted to support students to participate in the research process. It provides guidance on how to address the ethical and methodological concerns which arise when researching with children. It outlines a two-step approach to analysis, where participating students interpreted and created meaning which was further developed by the Principal Investigator. Employing Photovoice repositions students in this study as co-researchers and co-creators of meaning. Its use operationalises Lundy's Model of Participation (2007) by providing space, voice, audience and influence which are necessary for children to express their views and have their voices heard in an ethical and inclusive manner. [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]

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

This paper 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]

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

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]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The 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]

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

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

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]

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]

Background: Primary carers, school teachers, and administrators are key influencers in promoting active lifestyle among children with disabilities (CWD). Guided by the Capability, Opportunity, Motivation, Behavior Model, the Promoting Active Lifestyle among CWD (PALS) Questionnaire aims to determine these influencers' perceptions, capabilities, opportunities, and motivations in active healthy lifestyle promotion. This study evaluated the content validity and feasibility of the PALS Questionnaire in Filipino and English. Methods: Six experts rated the relevance of the items in the Filipino and English versions of the PALS Questionnaire. Item and scale content validity indices and agreement among raters (modified kappa k*) were computed. The questionnaires were revised and pilot tested among 11 participants comprising primary carers, and special education teachers and administrators using 3 methods of administration: online survey, phone interview, and pen-and-paper survey. Results: Scale-level content validity index indicated excellent content validity (0.96–0.97). Item-level content validity index ranged between 0.67 and 1.00. Interrater agreement on the relevance of all items was excellent (k* =.82–1.00), except for the item on teaching assistants (k* =.56). Most participants found the items easy to understand. The average time needed to complete a questionnaire was 30 minutes. The online version of the questionnaire was identified as the most feasible mode of administration. Conclusion: The PALS Questionnaire is a useful instrument for understanding Filipino primary carers' and educators' perceptions on promoting CWD's active healthy lifestyle. Information from the PALS Questionnaire could inform initiatives toward better CWD health and quality of life. [ABSTRACT FROM AUTHOR]

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

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

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

Purpose: Play is a fundamental human right and one of the most important occupations in children's lives. Fewer opportunities exist for children with physical disabilities (CWPD) to play. This study aimed to conduct a scoping review of published peer-reviewed literature on using AT to enable "play-for-the-sake-of-play" by CWPD. Method: The review was conducted using a widely accepted scoping review methodology. Literature searches were conducted from January 2000 to March 2022 using MEDLINE, Central, CINAHL, ERIC, Scopus, and EMBASE. Pairs of reviewers used an online systematic review system to manage title, abstract, and full-text screening. Excel was used for data extraction and charting. Data was charted based on type of AT, play types according to LUDI definitions, and level of evidence. Results: The search yielded 5250 papers after the removal of duplicates. Title and abstract screening identified 58 studies for full-text screening. The final sample included 31 papers. Seven types of AT were identified in studies: power mobility, virtual reality, robots, adaptations for upper limb differences, switch-adapted games, augmentative and alternative communication devices, and mobility aids. Twenty-three papers addressed cognitive play, seven addressed social play, and one addressed both cognitive and social play. Most studies used case study, descriptive, or repeated measures designs. Conclusion: There is limited evidence regarding the use of AT to support play-for-the-sake-of-play in CWPD. Given the importance of play, further research using rigorous methodologies and the development of assistive technology dedicated to promoting play-for-the-sake-of-play is warranted. IMPLICATION FOR REHABILITATION: There is a need to promote play-for-the-sake-of-play for its intrinsic value rather than only focusing on play for its therapeutic outcomes for children with physical disabilities. Existing studies on technology to support play participation for children with physical disabilities seldom consider a holistic view of play that includes both social and cognitive dimensions. A few studies have included the use of assistive technology to enable play, but the wide variety of technologies used limits the identification of patterns. [ABSTRACT FROM AUTHOR]

Mobility can involve many barriers that make it challenging for individuals with disabilities to travel. When it is a child who has a disability, the whole family's mobility practices can be affected by those barriers since families' mobilities are often intertwined. This paper is based on time-use diaries and interviews with parents of wheelchair-using children living in Sweden. A time-geographical framework is used in the paper, especially focusing on the concept of coupling constraints, which can emerge when individuals need to be together to perform an activity, such as mobility. The main focus is on how coupling constraints between parents and the disabled child affect mobilities, but the findings show that couplings also exist with authorities and things and these can increase coupling constraints within the family. However, if being eligible for personal assistance and special transport service the coupling constraints within the family can decrease, indicating that such support systems are fundamental for these families' mobilities. This paper also shows that time geography can be useful for disability studies and add new dimensions to the relational perspective on disability. [ABSTRACT FROM AUTHOR]