Children with disabilities

The plight of young children with disabilities who live in rural communities remains unsolved issue in many developing countries. Culturally, many people have negative beliefs regarding the causes of disabilities. Disability may be associated with punishment by gods, ancestral spirits resulting from mother’s promiscuity during pregnancy, witchcraft, or evil spirits. This article focuses on challenges and opportunities of young children with disabilities who live in the rural communities of Eswatini and Zimbabwe, and related to accessing early childhood development (ECD) education services. Lessons drawn between the two countries reveal that in Eswatini, the Disability Unit which caters for disability issues is under the Social Welfare Department and is accommodated in the Deputy Prime Minister’s Office. In Zimbabwe, Chikwature, Oyedele and Ntini (2016) noted that an inclusive education policy is still yet to be drafted. Disability issues are still not fully represented constitutiona...

OBJECTIVE. This study investigated the psychometric properties of the Here's How I Write–Hebrew (HHIW–HE) and compared handwriting self-awareness between children with and without dysgraphia. METHOD. Fifty-eight children (29 with and 29 without dysgraphia) completed the HHIW–HE. Occupational therapists provided corresponding ratings that were based on objective handwriting assessments. Self-awareness was measured through child–therapist consensus. RESULTS. The HHIW–HE has an internal consistency of a 5 .884. Children with dysgraphia rated themselves as significantly more impaired than controls on 6 of 24 HHIW–HE items and on the total score, with medium to large effect sizes (0.37–0.61). Mean child–therapist agreement was significantly higher for the controls than for the research group, t(56) 5 4.268, p 5 .000.

The altered environment and support systems of children with disabilities (CWD) make their physical, psychological, social, educational and physiological vulnerabilities more severe during flooding. Despite the concern that they are among the worst affected during and after disaster events, researches aimed at understanding their peculiar vulnerabilities comparative to other children is limited.
This exploratory qualitative study used mixed methods (questionnaires and oral interviews) research applied to flood context in York to get insights into how vulnerabilities to flooding can expose CWD to extensive experiences of morbidity and mortality.
The findings show that stereotypical stigma and discrimination, inadequacy of disability-sensitive risk communication strategies and inadequate inclusivity of CWD in flood risk management strategies and policies are some of the root causes of their vulnerabilities, which contribute towards diminishing the potential of CWD achieving fulfilled childhood in the UK. Due to the depth of research required to understand and devise strategies for improving the resilience of CWD during flooding, the field research period was insufficient to be able to deal in-depth with their resilience. But was able to identify a few issues particularly related with the role of policies in achieving resilience.
The study is relevant as it will contribute to the research on the geographies of children with disabilities. It will also contribute towards enabling policies and practices which improve relationships, services and infrastructure that enhance the resilience of children with disabilities in the United Kingdom.
Key Words: Children with disabilities, Flood Risk, Vulnerabilities, Resilience Childhood characteristics, developmental milestones

Technological advances, including the use of virtual reality, have contributed enormously to improving the treatment, training, and quality of life of children with disabilities. This paper describes the advantages of VR for children with disabilities, how VR can minimize the effects of a disability, the role of VR in training and skills enhancement, and how social participation and the child's quality of life may be improved through the use of VR. Examples from published literature and Internet sites are given of current and completed projects which focus on improving the lives of children with disabilities. The research describing the efficacy of knowledge and skills transfer from a virtual environment to the real world are examined in relation to children with disabilities. Finally, the current limitations and future directions of VR for children with disabilities are considered.

Research subject: On the trace of paradigm that development of children with disabilities has the specific attributes, there is no doubt that families of these children have additional need for early support their functioning, starting with a child’s birth or with a moment when the child becomes sick or injured, and continuously going on during child’s life. This support can be medical, social, psychosocial, educational, legal, material, and other e.g. concerning rehabilitation, conditions of life, accessibility, different services, etc, and it could be institutional and/or non-institutional. The purpose of this paper is to represent a review of the most common kinds of early support services for families of children with disabilities which are mentioned and explained in research studies. Methods: Research studies were selected and took over across Serbian Library Consortium for Coordinated Acquisition, using EBSCO, SAGE,
Wiley, and Springer searching services. Searching was conducted based on words: families, parents, children, early childhood, support, and disability. As a result of such a search, research studies dealing with early family support services were selected for review. In selected studies, different kinds of early family support were described and proposed, depending on several conditions (age of a child, type of disability, home country, availability of services, etc).
Conclusion: We highlight that effective types of support for families of children with disabilities are evidence-based programs, which are applicable in early childhood with the main goal to strengthen families and parents for their further specific, but the unexpected, role. In Serbia, there are no such types and kinds of early family support as systematic support for children with disabilities in early childhood so we recommend establishing and development of similar programs as services for all families needing, at state, provincial and local levels.
Keywords: family, disability, support, early childhood, program, services

The methodological materials are aimed at education of the system of value orientations of children taking into account the individual approach and ensuring the harmonious development through the use of art-therapeutic techniques and appropriate interpretation of children's creativity within the offered forms of work.
Methodological materials include: art-therapeutic training sessions; an overview of scientific and practically oriented works of the past and present; review of the main legislative acts of Ukraine; issues of psychological and pedagogical support of children with disabilities in educational institutions.

Методичні  матеріали  спрямовані  на  виховання системи ціннісних орієнтацій дітей з урахуванням індивідуального підходу  та  забезпеченням  гармонійного  розвитку  через використання  арт-терапевтичних  технік  та  відповідної інтерпритації  дитячої  творчості  в  рамках  запропонованих  форм роботи.
Методичні матеріали містять: арт-терапевтичні тренінгові заняття; огляд  наукових  та  практико-орієнтованих праць минулого та сучасності; огляд основних  законодавчих  актів  України; питання  психолого-педагогічного  супроводу дітей з інвалідністю в закладах освіти.

Хіля А.В. Арт-терапія в системі засобів виховання ціннісного ставлення до життя в дітей та молоді з функціональними обмеженнями : метод. матер. : Ч. 1. - Вінниця, 2017. – 250 с.

orcid.org/0000-0002-1287-2901

This study sought to examine the experiences by students with disabilities in accessing the library at Zimbabwe Open University, Bulawayo Campus.The survey design was used to examine the experiences of students with disabilities in accessing library services at Zimbabwe Open University library.The sample for this study consisted of twenty-five students with disabilities who have access to Zimbabwe Open University library and ten library staff members who are in contact with the students. These participants were used in this study because they have experiences on how students are accessing library facilities at Zimbabwe Open University library. Questionnaires were used in this research in an effort to reach the respondents.The respondents indicated that, the entrance, restrooms, stairs, elevators and special rooms of the library are not easily accessible to students with disabilities. The library needs to have specially trained staff that assists students with special needs. The libr...

Roditelji djece s poteškoćama u razvoju izloženi su uobičajenom stresu zbog izazova roditeljstva ali i dodatnim stresorima povezanim sa zadovoljavanjem specifičnih potreba djeteta. Zbog visoke razine stresa koji proživljavaju, roditelji djece s poteškoćama u razvoju često izvještavaju o anksioznosti, depresiji, usamljenosti i beznadnosti. Različiti oblici socijalne potpore pokazali su se efikasnim amortizerima stresa i izolacije s kojima se ova populacija suočava. Cilj ovog rada je prikazati model pružanja pomoći roditeljima djece s poteškoćama u razvoju u Domu " Marija-Naša Nada " u Širokom Brijegu, a koji se temelji na grupama za samopomoć i uzajamnu podršku. Općenito uzevši, osnovni cilj grupe za samopomoć i uzajamnu podršku je omogućiti članovima grupe razmjenu iskustava, pružanje emocionalne podrške, stvaranje okruženja prihvaćanja i razumijevanja te poticanje aktivnog suočavanja sa životnim poteškoćama. Voditelji grupe, posebno educirane osobe za provođenje grupnog tretmana, roditeljima daju informativni uvid u rad grupe, formiraju grupe za samopomoć, i uključuju roditelje u grupne sastanke temeljene na aktivnom radu s poteškoćama i načinima suočavanja. Uspješnost grupa za samopomoć i uzajamnu podršku očituje se zadovoljstvom roditelja dobivenim informacijama, razmjenom iskustava s drugim roditeljima te stručnom potporom. Ključne riječi: djeca s poteškoćama u razvoju, grupe za samopomoć, grupe za uzajamnu podršku, roditelji djece s poteškoćama u razvoju

Inclusive Education Is A Worldwide Movement Aiming To Create One Education System That Values All Children To Devise A Classroom That Welcomes All Children Irrespective Of Disability, Community Background, Sexuality, Ethnic Background Etc. The Current Conceptualization Of Children With Special Needs Has Replaced The Negative Labels Of The Past Which Called Disabled Children As Lame, Crippled, Less Fortunate Or Mentally Retarded. The Modern Concept Consider Such Children As Unique Whose Uniqueness May Be Noticed In One Or The Other Dimensions Vision, Hearing, Communication, Adaptive Behaviour, Etc. Researches Are Being Conducted Across The World So That Inclusive Education Can Be Made More Adequate And Thereby Prove More Useful.The Present Book Is A Complete Treatise On Inclusive Education With Particular Emphasis On Children With Special Needs. It Seeks To Find Out How Information/Findings From Researches On Inclusion Can Be Employed To Influence Inclusive Practices In Classrooms In A Positive Way. It Provides Useful Tips And Strategies To Those Who Need To Know As To Why, Whom And How To Include Children With Special Needs In Regular Classroom Activities. The Facts And Findings Stated In This Book In The Form Of Tables, Pictures, Boxes And Small But Separate Sections Will Prove Comprehensible Inputs For School Reforms And Reorganizations To Achieve Full Inclusion. A Detailed Bibliography Has Been Included In The Book To Enable The Inquisitive Readers To Pursue The Subject Further. The Students And Research Scholars Of Education Will Find This Book Highly Useful. In Addition, The Planners, Administrators, Functionaries Of Sarva Shiksha Abhiyan And Social Workers Will Consider It Extremely Informative.
This is a syllabus-based book for B.Ed., M.ED & MA(Education), M.Ed(Inclusive Education),UGC-NET in Education  course , especially designed for the students of M.D. University, Kurukshetra University, Ravenshaw University, Utkal University, Rohtak University, Lovely Professional University, Himachal Pradesh University, Punjab University, Fakir Mohan University, Sambalpur University, Central University, Koraput, Central University, Hayana, Central University, Punjab, and J.N. University. The book would be equally useful for MA (Education), B.Ed., B.Ed Special Education M.Ed, M.Ed Special Education and DIET, JBT students of other Colleges of Teacher Education, Center of Advanced Studies in Education, District Institutes of Education and Training, Indian and foreign universities throughout the world.

International law plays an important role in the promotion and protection of the socioeconomic rights of children with disabilities. International law bolsters the mechanisms used to keep states accountable in the fulfilment of their obligations. This article discusses two international law instruments, namely, the African Charter on the Rights and Welfare of the Child and the Convention on the Rights of Persons with Disabilities, with the aim to examine how they provide for and protect the socioeconomic rights of children with disabilities in the South African context and, by implication, children in the African context as a whole. Socioeconomic rights place a duty on states to ensure that all people have access to the basic necessities of life, which include education, health care, food and water. Access to these and other services ensures that children with disabilities, like all other children, grow and develop in a manner that is cognisant of their specific needs and best interests. The discussion takes the form of a focused comparison of the two instruments, through which similarities and differences will be highlighted. The discussion further points out the different ways in which these instruments could reinforce the protection provided in national law to ensure that the socioeconomic rights of children with disabilities in South Africa are protected and promoted.

This paper is available from the link below.
http://www.e-iji.net/dosyalar/iji_2022_1_21.pdf

Inclusive education is regarded as one of the global agendas of education;  in recent years, many countries have implemented an inclusive education policy. This case study aimed to examine the actual practice of inclusive education among children with disabilities today. More specifically,  this study analyzed the case of inclusive education for children with visual impairment in Yangon, Myanmar.  In Yangon,  “a  limited inclusive education in phase”  allows  children  with  visual impairment to experience both special and regular schools. This study’s findings revealed that the special schools had met the students’  needs with life-skills courses,  supplementary study time,  and a  safe environment.  However,  there were some challenges,  including a  lack of communication between the special and regular schools and inadequate bonding between students with and without visual impairment.  However,  it also suggests the importance of addressing the wider range of needs of students with disabilities for inclusive education.  This case in Yangon is considered as a  type of inclusive education that utilizes its resources to fit its context.

Məqalədə Azərbaycanda inklüziv təhsildə təlimin təşkili prosesi, bu sahədə qəbul olunan qanunların reallaşdırılması, həyata keçirilən
dövlət proqramlarının nəticələri, eləcə də rast gəlinən çətinliklərin
aradan qaldırılması yolları araşdırılır. Ölkəmizdə inklüziv təhsilin tətbiq
olunduğu məktəbəqədər müəssisələr və ümumtəhsil məktəblərinin
sağlamlıq imkanları məhdud uşaqların sayına nisbətdə azlıq təşkil
etməsi, xüsusilə regionlarda bu kateqoriyadan olan uşaqların belə
müəssisələrə cəlb olunmasındakı ciddi problemlər, valideynlərin evdə
təhsili üstün tutmasının səbəbləri təhlil olunur. Məqalədə inklüziv
təhsillə bağlı digər problemlərin, o cümlədən sağlamlıq imkanları
məhdud uşaqlar üçün xüsusi proqram, dərslik və qiymətləndirmə
metodları ilə bağlı çatışmazlıq, dərsdənkənar fəaliyyət növlərini əhatə
edən dövlət hesablı mərkəzlərin sayının, habelə bu sahədə layihələrin,
proqramların az olması kimi məsələlərə də diqqət yetirilir. İnklüziv
təhsildə təlimin təşkili zamanı yaranacaq maneələrin ləğvi üçün xüsusi
pedaqoji kollektivin fəaliyyət planları hazırlaması və ali təhsil
müəssisələrinin də bu prosesə cəlb olunması tövsiyə olunur.

The article investigates the process of organizing education in inclusive
education in Azerbaijan, the implementation of laws adopted in this
area, the results of state programs, as well as the ways to overcome
the difficulties encountered. The article analyzes the fact that the
number of preschool and secondary schools with inclusive education
in our country is less than the number of children with disabilities,
the problems faced in attracting this category of children to such institutions
and why parents prefer home education. The article also
focuses on other issues related to inclusive education, including the
lack of special programs, textbooks and assessment methods for children
with disabilities, the number of public centers covering extracurricular
activities, as well as the lack of projects and programs in this
area. It is recommended that a private teaching staff develop action
plans and include higher education institutions in this process in
order to remove the obstacles to the regulation of education in inclusive
education.

Napjainkban kiemelt figyelmet kap a tanulásban akadályozottak idegennyelv-oktatása. A területre
ugyanakkor nagyfokú útkeresés jellemző, a tanulók egyéni sajátosságai miatt még nem alakult egységes
módszertan, ezért nagy szerepe van az oktatásban a pedagógusok kreativitásának, akik saját tapasztalataikból építkeznek. Ebből kiindulva két egymásra épülő tanulmányban foglalkozunk a tanulásban akadályozott általános iskolai tanulók idegennyelv-oktatásának kérdéseivel. Jelen részben a tanulásban akadályozott tanulók német nyelvoktatásának hazai és nemzetközi helyzetével foglalkozunk, melynek fontos
részét képezi azon nemzetközi kitekintés, amely néhány európai ország gyakorlatát (Németország,
Ausztria, Svájc, Románia, Lengyelország, Oroszország, Észtország, Olaszország) mutatja be röviden.
Emellett betekintést nyújtunk a tanulásban akadályozottak nyelvtanulását befolyásoló jellemzőibe és a
nyelvoktatásra vonatkozó hazai szabályozásokba is.

This paper attempts to examine the status of inclusive education in India in terms of the policy recognition and provisions, and the emerging issues and concerns in access and implementation of inclusive education to make education truly inclusive.

En los procesos de reformas educativas en Colombia, en el marco de la educación inclusiva, en tanto metarrelato macro
político, se viene deslegitimando y criticando a la educación especializada como alternativa educativa para niños, niñas
y jóvenes con discapacidad(es). Esta investigación problematiza las ideas naturalizadas sobre el aprender juntos y el
aprender separados en dos instituciones educativas (común-oficial y especializada-privada) de Medellín, desde una
aproximación biográfico-narrativo sobre las experiencias de aprender de niños y niñas con discapacidad(es), a partir
de las voces de las madres, maestros y aprendices. Se presentará el análisis de la experiencia de aprender, mostrando
los sentidos y argumentos otorgados por los narradores: siempre aprendiendo, el aprendizaje permanente de los
contenidos académicos y formativos, la reciprocidad en la relación pedagógica y en el aprendizaje, aprendiendo juntos
de manera cooperativa y colaborativa, y la diferencia contextual sobre el aprendizaje (desde las teorías explícitas).

În urma consultări literaturii de specialitate am realizat o comarație între sistemelor alternative și augumentative de comunicare bazate pe simbolurile grafice și semne gestuale care pot fi utilizate în terapia limbajului unui copil cu deficiență mintală ușoară spre moderată (sau cu surditate congenitală). Inainte de a compara sistemelor alternative și augumentative de comunicare voi prezenta principalele caracteristici ale acestora. Pictogramele sunt imagini vizuale și/ sau tactile ce pot fi utilizate ca suport de reprezentare fie sub formă izolată, fie sub formă de mici enunțuri. Când este vorba de pictograme vizuale, ele trebuie să prezinte elemente grafice adaptate la deficiența vizuală din punctul de vedere al contrastului , conturului și al mărimii. Pictogramele au avantajul de a îndeplini funcția de cuvinte în limbaj. Pot fi utilizate cu scopul de a construi enuțuri sau texte. Prin pictograme se poate face tranziția de la reprezentarea activității spre condare în limbaj. Preocuparea principlă constă în utilizarea limbajului oral sau a limbajului semnelor gestuale. De cele mai multe ori copilul reușeșete să intre în procesul de achizițue a limbajului semnelor gestuale, dar ar fi ideală folosirea limbajului oral. Procesul inițieii în lectură și scriere poate începe prin folosirea pictogrameor. Sistemul de pictograme standardizate care conțin pictograme alb-negru sau color, organizate în funcție de categoriile gramaticale, au inscripționată denumirea conceptului atașat în imaginii. Există o gamă largă de pictograme bazate pe simbolurile PCS, Makaton, PECS. Aceste simboluri pun un mai mare accent pe abilitățile perceptive decât de cele cognitive, deoarce se bazează mai mult pe recunoaștere decât pe memoria de reactualizare și în solicită fizic mai puțin pe copil. La copii cu deficiențe senzoriale congenitale, limbajul semnelor gestuale joacă un rol central în accesul la funcția simbolică a limbii. Limbajul semnelor gestuale este constituit dintr-o înlănțuire de gesturi care implică mâinile, brațele și fața, fiind creat pentru a fi vazut. Limbajul semnelor necesită o capacitate de imitație motor-gestuală și o abilitate manuală, care se pot dezvolta prin exerciții; nivelul vârstei mentale necesare acestui limbaj poate coborî până la 10 luni-1 an, conform lui Viliers și de Viliers (apud Petrarcu, 2004). Makaton este un program lingvistic care încurajează comunicarea de bază, promovează dezvoltarea limbajului și stimulează vorbirea în cazurile în care există potențial de dezvoltare lingvistică. A fost creat pentru învățarea limbajului semnelor gestuale de către persoane cu deficiență mintală sau cu diverse tulburări de limbaj, pentru dobândirea unei comunicări cotidiene eficiente, pentru a încuraja exprimarea orală și pentru a dezvolta înțelegerea diferitelor aspecte ale limbajului prin canalul vizual (Walker, 1978). Inițial au fost selectate 145 de semne din British Sign Language, iar ulterior s-a ajuns la 350 de semne gestuale care includ vocabularul relevant pentru mediul de acasă și de la școală. Itemi sunt aranjați pe nouă niveluri , fiecare nivel cuprinzând de la 35 la 40 de semne gestuale. Semnele gestuale pot fi conbinate în propoziții sau fraze, pot fi considerate un vocabular de bază pentru învățarea semnelor gestuale, simbolurilor, imaginilor, obiectelor sau oricăror combinații de sisteme alternative de comunicare.

Design of environment, structure or products which can be used by individuals with different size, gender, age and ability is defined as universal design. This design provides that all individuals should enjoy equal rights. Therefore, universal design undertaken in artificial environment does not allow the disadvantaged groups such as the people with disabilities, elderly and children to be excluded from others as they do in accessible design. It is argued by researchers that parks and playgrounds have an important role in children's development, and therefore should be designed by taking all children with different skills and abilities into consideration. This article aims at studying the accessible playground located in Dr Fazıl Kucuk Park (Cyprus) by adopting the principles of universal design and therefore proposing solutions to design an inclusive playground enabling children with different abilities to enjoy the park all together.

The aim of this thesis is to present, explore, and interpret the experiences of women who mother children with disabilities. The experiences of motherhood and mothering children with disabilities are seldom rendered visible in social research, and have rarely informed developments in social theory, motherhood studies, the sociology of personal life, or theories of the self. This research sought to address these issues and foreground the experiences of an under-represented group, through in-depth qualitative interviews and personal community mapping with 18 women who mother children with disabilities residing in New South Wales (NSW), Australia. The approach to the study brought together the perspectives of two generally discrete fields of sociological inquiry: Motherhood Studies and the sociology of personal life. The research found that women who are mothers of children with disabilities live within social, cultural, political, and economic contexts which assume they have the capacity to ‘freely choose’ how they live their lives and form their relationships, while also expecting them to remain indefinitely self-sacrificing, primary carers for their children with disabilities. Thus, these women’s lives are framed by competing and highly problematic sets of assumptions and expectations that cannot be solely understood in terms of individualisation theory, which assumes an individual’s agency and freedom of choice in authoring their lives (Beck, 1992/1994). The concept of ‘hegemonic maternality’, an adaptation of Raewyn Connell’s (1995) theory of ‘hegemonic masculinity,’ emerged from the research as a useful framework in understanding and theorising the normative social, cultural, and structural forces that produce and regulate women’s experiences as mothers. It suggests that persistent unrealistic assumptions and expectations around motherhood and mothering translate as obligation and constraint in these women’s lives. Women who are mothers of children with disabilities must navigate and negotiate complex, contradictory, and pervasive assumptions and expectations of how to mother their children, as they conduct their relationships and seek to define their sense of self. The consequences of such endeavours are far-reaching: they expose these women’s consistent struggles to both contest and conform to normative concepts of motherhood. The findings also point to the affordances of theories of relationality (Jallinoja & Widmer, 2011; Emirbayer, 1997) in more fully explaining the topography of their lives. By positioning these women’s lives and experiences in the context of concepts and debates around motherhood, personal relationships, as well as the formation of the self and subjectivities, this research offers a number of original contributions to the knowledge base of the sociology of motherhood, of personal life; and of the self, and contributes to theoretical developments relating to maternal experience in contemporary Australian society. First, this thesis argues for the interdependence of two fields of sociological inquiry in order to forge new understandings within and between both. Second, the study contributes to each field through the development of the conceptual framework of hegemonic maternality. Third, it challenges individualisation theory by demonstrating its inappropriateness for women who are mothers of children with disabilities. Fourth, this research provides substantial evidence that will potentially influence social policy, public attitudes, and future research and scholarship.

This report provides a rapid literature review of the evidence on what data and evidence exists, to identify, categorise and support children with disabilities to access education and achieve measurable learning outcomes in Tanzania and other similar resource-constrained contexts. Literature focused on the debate between mainstream and specialist education for children with disabilities is discussed. Where possible, the report flags gender dimensions. While the scope of the report did not allow for complex judgements to be made about the quality of the body of evidence, or of the strength of individual pieces of evidence, details were included to enable the reader to undertake such analysis if needed in the future, using the DFID How to Note on Assessing the Strength of Evidence. All the evidence included was in English, no more than 10 years old and from peer reviewed journals. A number of experts in the field were consulted.

This paper is available for free from the website below.
https://www.jstage.jst.go.jp/article/africaeducation/12/0/12_37/_pdf/-char/en

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The purpose of this study is to explore the process of addressing inclusive education policies in Malawi and Ethiopia. The study particularly focuses on children with disabilities and how the actual process intends to meet their needs. While countries in the global North have accumulated rich experiences and lessons from both special and mainstream education, countries in the global South have not. Amid the global COVID-19 pandemic and travel restriction, online semi-structured interviews were conducted with officials in charge of inclusive education in both countries’ ministries of education. Findings reveal that while both countries face scarcity of human and financial resources, each of them adopts different approaches for inclusion. Whereas Malawi tends to close special schools for children with visual impairments, Ethiopia converts special schools for children with hearing impairments into regular schools. The study argues that merely introducing inclusive education without resources and teacher education may not necessarily be beneficial for all learners as they seem not to have sufficient support for quality education. The study concludes that under ‘inclusive education’, learners should not be left without adequate support.

The perceptions of primary school teachers towards inclusive education was investigated in mainstream government schools of Islamabad capital territory where inclusive education was being supported by Sight savers and other international organizations. The study was carried out involving 54 teachers in six randomly selected primary schools. The sampled group comprised both, teachers trained in inclusive education and teachers working in same schools, but not trained in inclusive education. Purposive sampling method was used to select the teachers. Structured questionnaire (Likert Scale) and structured interview method was used for data collection. The results of the study revealed that inclusive education is considered to be a desirable practice. The teachers believed that all learners regardless of their disabilities should be in regular classrooms and they showed more favorable attitude towards children with mild disabilities, but were not very optimistic about children with severe disabilities. The study also recognized teachers' capacity as an essential component of inclusive education and recommends that inclusive education should be a part of pre and in-service teacher education.

Much of the literature on mothering a child with a disability focuses on grief in the context of diagnosis, with a paucity of longitudinal studies focusing on ongoing grief as the child moves through the life stages. This qualitative study explores the existence of recurrent grief within the lived experience of six women, in mothering their children with intellectual disability through to young adulthood. Informed by the differing theories of grief and disability, the study considers mothers' perception of the experience of recurrent grief as influenced by personal and societal factors, with a focus on its triggers, its manifestation and its amelioration. The findings have relevance to social work practice, policy and research in revealing the necessity for ongoing support and advocacy for mothers of children and young adults with intellectual disabilities.

In last year, because of coronavirus education has become possible via educational social media platforms to follow pandemic and "stay at home" rules. Among the potential users of social media who have affected considerably, children with disabilities can be considered. Furthermore, social media and its addictive characteristic, which leads to wide range of disasters for handicapped children, would be undeniable. According to the current education process and detrimental impacts of social media crises, this article aims at studying challenges which handicapped children are faced with during benefiting from social media in COVID-19 period of time. Research methodology is review-analytical in which 15 recent articles related to social media utilization in Coronavirus pandemic, its advantages and disadvantages for children specially handicapped children have been studied, as well as papers which focused on educational programs that are used currently. Findings show that although both healthy and handicapped children have been forced to utilize e-learning facilities such as different social media platforms, healthy lifestyle of children with special needs will be altered by advantages and disadvantages of cyberspace. As a result, it could be concluded that in spite of wider scope of impacts of social media in handicapped children's life, it is necessary for adults and young children to learn media literacy and use specific manageable social media to shape healthy lifestyle.

Although there are more grandparents raising grandchildren than at any
other time in American history, the experiences of those caring for children
with intellectual and developmental disabilities (IDD) has received
scant attention. Even less is known about the health challenges and solutions
characterizing these families. This chapter uses data collected from
45 grandparents raising grandchildren with IDD in the greater Atlanta
metropolitan area to examine their caregiving experiences, with particular
attention given to the health of both caregivers and children, and the obstacles
and strategies associated with meeting their health needs. Community
based organizations such as Innovative Solutions for Disadvantage and
Disability and related programs (e.g., Project GRANDD or Grandparents
Raising and Nurturing Dependents with Disabilities) play a critical role to
this vulnerable population of caregivers charged with strategizing to
ensure the well- being of their families.

The article reviewed trends in the special education in Russia under the conditions
of decentralization. It shows the level of regional inequalities in the share of children with special
educational needs to the total number of schoolchildren, their distribution by forms of education,
comprising the data with developed countries. On the basis of the analysis of foreign studies it identifies
the inequality factors characterizing population and territories that feature growing number of children
with special educational needs, clue to unsuitable conditions of education. It specifies socio-economic
and demographic (including territorial) factors specific for Russia, that are related to high share of
children with special educational needs in the number of schoolchildren, selecting a group of regions
with low living standards and low population density. Most significant factors are population density and
settlement type, that predetermine worse conditions for finding out children with special educational
needs. Selected groups of regions are specified featuring significantly high proportion of children with
special educational needs, share of children with development delay, share of children with special
educational needs in general classes, in special classes or in special schools. The information base of
the research in the Russian Federation subjects was the federal statistics data provided by Rosstat and
the RF Ministry of Education and Science for the period 2011 to 2015.

Essentials of Exceptionality and Special Education presents a uniquely practical approach to Education as a subject. It provides a well-researched, well-developed in-depth study material on Education. This is a syllabus-based book for B.Ed. course, especially designed for the students of M.D. University, Kurukshetra University, Ravenshaw University, Utkal University, Rohtak University, Lovely Professional University, Himachal Pradesh University, Punjab University, Fakir Mohan University, Sambalpur University, Central University,Koraput, Central University,Hayana, Central University,Punjab, and J.N. University. The book would be equally useful for MA (Education), B.Ed., B.Ed Special Education M.Ed,M.Ed Special Education and JBT students of other Colleges of Teacher Education, Center of Advanced Studies in Education, District Institutes of Education and Training, Indian and foreign universities through out the world.

The book aims at inculcating in the students the knowledge, skill and attitude which may help them in efficient handling of the exceptional children in regular classrooms when they step in the noble profession of teaching.

The book contains clarity and coherence of thoughts, simplicity in presentation of facts and lucidity of language, which combine to make the text all the more appropriate for readers at all levels, graduate and undergraduate, from introductory to advanced. Anyone interested in Education, Human Exceptionality, education of children with special needs  will find this book highly useful.

Australia has binding international human rights obligations to enact in legislation the protection of all children from forced sterilisation in all cases that are not life-threatening. Yet the practice continues in direct violation of human rights.  This paper concentrates on girls under the age of 18 who are legally, forcibly sterilised for their ‘best interest’. It is clear that the parents who seek sterilisation of their daughter are struggling. But do parents or the State have the right to force a life-altering elective surgery onto a child? Or does she have the right to retain her bodily integrity and develop her womanhood? The State believes that enough laws and procedures have been implemented to protect the child and comply with human rights law. However, the condemnation from United Nations bodies has established an adverse view. Perhaps, in reality, Governments are choosing the cheapest options over their obligations to protect and respect human rights.