Issues in Education: Freedom from Social Isolation for Young Students with Disabilities

Rodríguez, Diane; Smith-Canter, Lora Lee; Voytecki, Karen

doi:10.1080/00094056.2007.10522941

Cited by 3 publications

(1 citation statement)

References 26 publications

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“…Crying as a positive response can be interpreted as feelings of emotion for the achievements obtained by the child. Crying as a negative response can be interpreted as a feeling of hopelessness in facing the child's condition (47,53).…”

Section: Crymentioning

confidence: 99%

Holistic Understanding: A Qualitative Study on Parental and Teacher Experiences in Describing Coping Mechanisms Among Children with Special Needs in Indonesia

Khoirunnisa,

Kurniawan,

Maryam

et al. 2024

Preprint

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Background Children with Special Needs are vulnerable groups that require special attention from various aspects. The existence of children with special needs in Pangandaran District is difficult to reach because it tends to be hidden by families. So that, the development of children with special needs is not optimal due to the unmet needs. It can lead to be a stigma in community. This study aimed to explore coping mechanism of parent and teacher in caring the children with special needs. Method This study used qualitative descriptive research design. Participants in this study consisted of two groups, namely parents and teachers in Special Schools with a total of 18 people. The data collection process was using Focused Group Discussion (FGD). The data was analyzed by thematic analysis. Results The data was analyzed using thematic analysis methods so that relevant themes were found to the statements expressed by the participants. The results of the data analysis obtained four main themes related to parents' experiences in caring for children with special needs, namely adaptive behavior, maladaptive behavior, sources of coping for children with special needs, dilemmas about the future of children with special needs, and parents' responses related to children's conditions. There are similar problems and coping mechanism both of parents and teacher, such as support system and facility that they can access. Conclusions This study highlights that the majority of parents and teachers report that children with special needs exhibit maladaptive behavior as a coping mechanism. Both parents and teachers of special children need support from various aspects to build their coping mechanism. Meanwhile, this study can be implied as justification to develop a support group for parents to increase awareness about children with disabilities and their needs.

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Section: Crymentioning

confidence: 99%

Holistic Understanding: A Qualitative Study on Parental and Teacher Experiences in Describing Coping Mechanisms Among Children with Special Needs in Indonesia

Khoirunnisa,

Kurniawan,

Maryam

et al. 2024

Preprint

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Review of Research: Culturally and Linguistically Diverse Students with Autism

Rodríguez

2009

Childhood Education

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Inclusion Understood From the Perspectives of Children With Disability

Spencer-Cavaliere

Watkinson

2010

Adapted Physical Activity Quarterly

173

169

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This study explored the perspectives of children with disabilities regarding the concept of inclusion in physical activity. Participants were children (two girls, nine boys, Mage = 10 years, five months, age range: 8–12 years) with disabilities, including cerebral palsy, fine and gross motor delays, developmental coordination disorder, muscular dystrophy, nemaline myopathy, brachial plexus injury, and severe asthma. Children’s perspectives on inclusion in physical activity (e.g., sports, games, and play) were explored through semistructured interviews. Interviews were digitally audio taped and transcribed verbatim. Data were analyzed through content analysis. Three themes emerged from the data: gaining entry to play, feeling like a legitimate participant, and having friends. These themes were associated with feeling included to varying degrees in sports, games, and play. In essence, it was the actions of others that were the prominent features identified by children that contributed to feeling more or less included in physical activity contexts. These results are discussed in relation to inclusion in physical education, recreation, and unstructured free play.

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Issues in Education: Freedom from Social Isolation for Young Students with Disabilities

Cited by 3 publications

References 26 publications

Holistic Understanding: A Qualitative Study on Parental and Teacher Experiences in Describing Coping Mechanisms Among Children with Special Needs in Indonesia

Holistic Understanding: A Qualitative Study on Parental and Teacher Experiences in Describing Coping Mechanisms Among Children with Special Needs in Indonesia

Review of Research: Culturally and Linguistically Diverse Students with Autism

Inclusion Understood From the Perspectives of Children With Disability

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