Mainstreaming Educational Opportunities for Physically and Mentally Disabled Children and Adolescents in Iraq

AlObaidi, AbdulKareem; Budosan, Boris

doi:10.1080/1754730x.2011.9715621

Cited by 10 publications

(3 citation statements)

References 22 publications

(15 reference statements)

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“…Academic world philosophy has shifted from "disciplinary research" to "pedagogical research" (Vulliamy & Webb, 1993). The importance of inclusive education by saying that inclusive education will enable equality in education, justice, and well-being for children with disabilities (Al-Obaidi & Budosan, 2011). Moreover, the integration of children with disabilities into society must be supported through community-based intervention programs, efforts for teacher development, inclusive schools, and education facilitation programs (Heiman et al, 2017).…”

Section: The Importance Of the Provision Of Disabled Facilities In Pu...mentioning

confidence: 99%

Provision of Students with Disabilities Facility at Public Universities: A Case Study

Ismail¹,

Abdullah²,

Ghani³

2021

IJARPED

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In line with a developing and developed nation, Malaysia offers educational opportunities to all walks of life regardless of age, status, and gender. In this regard, people with disabilities are not marginalized for higher education. Opportunities for the disabled to pursue higher education can be achieved with the same rights as other normal students. As such, the provision of disabilityfriendly accessibility is an essential element of a public university for the convenience of students with disabilities to university life. Emphasis on the provision of disabled-friendly facilities is important as this facility is the right they should have. In addition, the government also provides for the disabled to further their education at public and private higher education. Therefore, the provision of facilities at the institute level should not be an issue that prevents the disabled from gaining an education. The objective of this study was to study the barriers to facilities faced by disabled students in public universities. This study was conducted at a public university located in the state of Selangor. The method used was qualitative and in-depth interviews were conducted with selected informants. The findings of this study indicate that there is a need for improvements to facilities at public universities for the use of students with disabilities.

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Section: The Importance Of the Provision Of Disabled Facilities In Pu...mentioning

confidence: 99%

Provision of Students with Disabilities Facility at Public Universities: A Case Study

Ismail¹,

Abdullah²,

Ghani³

2021

IJARPED

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“…In acknowledging the value of inclusive education, [12] said that inclusive education would serve as a mechanism for equity in education, equity of skills, fairness, and the well-being of students with disabilities. Not only that, all related services and programmes should also be implemented and improved to ensure that children with disabilities can be integrated into society, such as community-based intervention programmes , initiatives for teacher development, inclusive schools, and education facilitation programmes [16]). Despite having regional instruments and international, such as ASEAN declarations and UN conventions, developing countries such as Malaysia still face some difficulties in implementing comprehensive and equitable education for children with disabilities.…”

Section: 'Leaving No One Behind': the Efforts Done By The Higher Education (He) In Malaysia To Support Sustainable Development Goals (Sdgmentioning

confidence: 99%

Inclusion Setting for Disabilities in Higher Education: A Systematic Review of Issues and Challenges in Disabilities Research

Jaafar¹,

Maarof²,

Hisam³

et al. 2020

Proceedings of the International Conference on Student and Disable Student Development 2019 (ICoSD 2019)

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Department of Higher Education Malaysia has launched the guideline that emphasis on disabilities to promote inclusivity setting at higher education institutions. The idea is basically to highlighted the effort by leaving no one behind. Nowadays, students with disabilities facing many challenges and hardships to adapt and adopt with the current institutions setting including physical and non-physical aspects. This paper intended to do a systematic review of the disabilities research for the past 20 years. The information and knowledge of this review are believed to help in assisting the higher education institutions providing a more comprehensive environment for the disable students which later helps them persist and remain in the institution.

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“…With such a pattern, there is an urgent need to develop efficacious interventions aimed at prevention, enhancement of resilience and early treatment that can be implemented by nonspecialist health workers in primary health care settings, and an even greater need for school-based programmes to promote child and adolescent mental health (Patel, Flisher, Hetrick, & McGorry, 2007;Mishara & Ystgaard, 2006;Collins et al, 2011;Al-Obaidi, 2011). However, the Iraqi school system currently lacks a mental health philosophy, there are no school-based CAMH services, and Iraqi teachers are not trained to identify children with learning and emotional problems (Al-Obaidi & Budosan, 2011;Al-Obaidi et al, 2010a). The principal first step in developing school-based mental health services is a needs assessment aiming to define the major school-based mental health needs and practical paths to satisfy those needs (Grunbaum, Gingiss, Orpinas, Batey, & Parcel, 1995), with attention to mechanisms (e.g., teacher-training processes) that can affect programme implementation and sustainability (Han & Weiss, 2005).…”

Section: Introductionmentioning

confidence: 99%

Child mental health and service needs in Iraq: beliefs and attitudes of primary school teachers

Al-Obaidi

Nelson

Badawi³

et al. 2012

Child Adoles Ment Health

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Objective To survey Iraqi primary school teachers' beliefs and attitudes about mental health and behavioural problems of children. Methods From 10 primary schools in Baghdad, 148 teachers were surveyed using a closed‐response questionnaire to assess beliefs and attitudes regarding students' mental health and behavioural problems, needs, resources and limitations to teaching. Results Disruptive behaviours were rated as main problems by the largest proportions of teachers. In‐service training on ‘identifying students with social, emotional, or behavioural problems’ and ‘effective behaviour management’ was rated very important by 70% of teachers. Most teachers received no training on mental health during their teaching career. There was low reported availability of a wide range of school‐based mental health resources. Conclusions Teachers in Iraq report substantial mental health and behavioural problems in primary school children and identify high unmet need for school‐based mental health programmes and training.

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Mainstreaming Educational Opportunities for Physically and Mentally Disabled Children and Adolescents in Iraq

Cited by 10 publications

References 22 publications

Provision of Students with Disabilities Facility at Public Universities: A Case Study

Provision of Students with Disabilities Facility at Public Universities: A Case Study

Inclusion Setting for Disabilities in Higher Education: A Systematic Review of Issues and Challenges in Disabilities Research

Child mental health and service needs in Iraq: beliefs and attitudes of primary school teachers

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