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Thompson-Hodgetts S, McKillop A, Couture M, Shire S, Weiss JA, Zwaigenbaum L. Influence of a Brief Autism Education Intervention on Peer Engagement and Inclusion At Mainstream Day Camps: A Mixed-Methods Pilot Study. J Autism Dev Disord 2024; 54:2860-2873. [PMID: 37314666 DOI: 10.1007/s10803-023-06024-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 05/23/2023] [Indexed: 06/15/2023]
Abstract
To explore the benefits of a brief autism education intervention on peer engagement and inclusion of autistic children at day camps. A convergent, parallel, two-arm (intervention/no intervention), non-randomized, mixed-methods design was used. The individualized, peer-directed, 5-10 min intervention included four components: (1) diagnostic label, (2) description and purpose of unique behaviors, (3) favorite activities and interests, and (4) strategies to engage. A timed-interval behavior-coding system was used to evaluate engagement between each autistic camper and their peers based on videos taken at camp (days 1, 2, 5). Interviews with campers and camp staff explored why changes in targeted outcomes may have occurred. Percent intervals in which the autistic campers were jointly engaged with peers improved in the intervention group (n = 10) and did not change in the control group (n = 5). A large between group intervention effect occurred by day 5 (Z = - 1.942, η2 = 0.29). Interviews (5 autistic campers, 34 peers, 18 staff) done on the last day of camp in the intervention group garnered three themes: (1) Changed behavioral attribution, (2) Knowledge facilitates understanding and engagement, and (3) (Mis)perceptions of increased inclusion. A brief educational intervention that includes individualized explanatory information and strengths-based strategies might improve peers' understanding of and social engagement with autistic children in community programs such as camps.
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Affiliation(s)
- Sandy Thompson-Hodgetts
- Department of Occupational Therapy, Faculty of Rehabilitation Medicine, University of Alberta, 2-64 Corbett Hall University of Alberta, Edmonton, AB, T6G 2G4, Canada.
| | - Ashley McKillop
- Faculty of Rehabilitation Medicine, University of Alberta, Edmonton, Canada
| | - Mélanie Couture
- École de réadaptation, Faculté de médecine et des sciences de la santé, Université de Sherbrooke, Sherbrooke, Canada
| | - Stephanie Shire
- Department of Special Education and Clinical Sciences, College of Education, University of Oregon, Eugene, OR, USA
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Pham YK, Murray C, Wang Q, Bromley KW, Knowles C, Sinclair J, Petcu S, Coleman E. Social support among English learners with disabilities and other adolescents. J Adolesc 2024; 96:820-829. [PMID: 38288780 DOI: 10.1002/jad.12301] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/14/2023] [Revised: 01/19/2024] [Accepted: 01/20/2024] [Indexed: 06/06/2024]
Abstract
INTRODUCTION Social support is important for many youth but may be particularly important for English learners (ELs) with disabilities, a population that has historically faced barriers accessing resources to meet their educational needs. The current study investigates social support from parents, peers, teachers, and schools in a nationally representative sample of adolescents. METHOD Data from the National Longitudinal Transition Study 2012 was used to evaluate potential group differences in social support among participants that included ELs with (n = 440) and without disabilities (n = 100) and non-ELs with (n = 4890) and without disabilities (n = 1090). A multivariate analysis of covariance was conducted to evaluate potential between-group variations in social support among these student groups after controlling for variations in background demographic characteristics. RESULTS AND CONCLUSIONS Results showed between group differences in parental support and peer connectedness but not in teacher or school support. Parents of students with disabilities reported the highest levels of support, whereas parents of ELs without disabilities reported the lowest levels of support. Students with disabilities reported the lowest levels of peer connectedness among the four groups. Overall, levels of teacher and school supports were high across all four groups of students. These patterns contribute to our understanding of the social support network of ELs with disabilities in comparison to other students. Further investigation is needed to examine the mechanisms that contribute to these differences.
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Affiliation(s)
- Yen K Pham
- University of New Mexico, Albuquerque, New Mexico, USA
| | | | - Qing Wang
- University of New Mexico, Albuquerque, New Mexico, USA
| | | | | | | | | | - Erin Coleman
- Central New Mexico Community College, Albuquerque, New Mexico, USA
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Haynes A, Pearce S, Kirby K, Moritz D, West K, Green S, McCoombes C, Sherrington C. True inclusion: evaluation protocol for an approach to increase meaningful participation of children with disability in athletics. Front Public Health 2024; 12:1403866. [PMID: 38841685 PMCID: PMC11150812 DOI: 10.3389/fpubh.2024.1403866] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/26/2024] [Accepted: 05/08/2024] [Indexed: 06/07/2024] Open
Abstract
Children with disability face many barriers to participating in community sports. Little Athletics Australia aims to increase fair and meaningful inclusion via a new structure which will enable all children to take part in the same contest by competing for their 'personal best' score. Named the True Inclusion Method (TIM), this new structure will be piloted in 13 sites across six states. Formative evaluation of this pilot will critique TIM and its implementation using observations of events, and interviews and surveys with child athletes with and without disability, their parents/carers and Little Athletics volunteers. Implementation outcomes are acceptability, appropriateness, adoption, feasibility and fidelity. Qualitative data will be analysed thematically. TIM is designed to encourage inclusive participation by children with disability in sporting events, and to improve the competitive experience for all children by celebrating personal achievement and fostering fun.
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Affiliation(s)
- Abby Haynes
- Sydney Musculoskeletal Health, Institute for Musculoskeletal Health, The University of Sydney and Sydney Local Health District, Sydney, NSW, Australia
| | - Simone Pearce
- School of Law and Society, Sunshine Coast Mail Centre, University of the Sunshine Coast, Sippy Downs, QLD, Australia
| | - Kate Kirby
- School of Law and Society, Sunshine Coast Mail Centre, University of the Sunshine Coast, Sippy Downs, QLD, Australia
| | - Dominique Moritz
- School of Law and Society, Sunshine Coast Mail Centre, University of the Sunshine Coast, Sippy Downs, QLD, Australia
| | - Kerry West
- Sydney Musculoskeletal Health, Institute for Musculoskeletal Health, The University of Sydney and Sydney Local Health District, Sydney, NSW, Australia
- Physiotherapy Department, The Children’s Hospital at Westmead, Sydney Children’s Hospitals Network, Sydney, NSW, Australia
| | - Suzy Green
- Little Athletics Australia, Inclusion project, Albert Park, VIC, Australia
| | | | - Catherine Sherrington
- Sydney Musculoskeletal Health, Institute for Musculoskeletal Health, The University of Sydney and Sydney Local Health District, Sydney, NSW, Australia
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Freire AR, Noell JF, Díaz MP. Personal support networks of young people with and without intellectual disability. A comparative study. JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2024; 37:e13192. [PMID: 38361391 DOI: 10.1111/jar.13192] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/20/2023] [Revised: 12/13/2023] [Accepted: 12/15/2023] [Indexed: 02/17/2024]
Abstract
BACKGROUND Previous studies show that the personal support networks of people with intellectual disability are smaller and less diverse than those of people without intellectual disability. This article aims to compare the characteristics of the personal networks of young people with and without intellectual disability. METHOD The Personal Network Analysis (McCarty, Revista Hispana Para El Análisis de Redes Sociales, 2010, 19, 242-271) was applied. The participants comprised 51 young people aged between 13 and 19, of whom 27 had an intellectual disability. The Egonet programme was used to compile information, and SPSS v.27 for the statistical analysis. RESULTS Young people with intellectual disabilities have smaller personal networks than people without disability, while they also comprise more people with disability and fewer 'friends' and support people. CONCLUSIONS The full social inclusion of people with intellectual disability requires schools, families, the community and the individual to work together to develop activities that help them initiate and maintain relationships, prioritising mainstream contexts.
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Affiliation(s)
- Ana Rey Freire
- Department of Pedagogy and Diversity Research Group, University of Girona, Girona, Spain
| | - Judit Fullana Noell
- Department of Pedagogy and Diversity Research Group, University of Girona, Girona, Spain
| | - Maria Pallisera Díaz
- Department of Pedagogy and Diversity Research Group, University of Girona, Girona, Spain
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Zukerman N, Bottone E, Low M, Ogourtsova T. Resilience and adolescence-transition in youth with developmental disabilities and their families: a scoping review. FRONTIERS IN REHABILITATION SCIENCES 2024; 5:1341740. [PMID: 38476963 PMCID: PMC10927845 DOI: 10.3389/fresc.2024.1341740] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/20/2023] [Accepted: 02/15/2024] [Indexed: 03/14/2024]
Abstract
Background Children with neurodevelopmental disabilities (NDDs, e.g., cerebral palsy) and their caregivers face lifelong and impactful challenges, particularly during life-transition periods such as adolescence. One's resilience emerges as an essential ability to navigate this vulnerable phase. Resilience is a complex concept that embeds multiple factors on various levels. Little is known about what resilience factors are pivotal in youth with NDDs and their families as they transition into adolescence and how these are addressed as part of existing targeted interventions. Objectives This review explored the concept of resilience in youth with NDDs and their families. Specific aims included describing salient resilience factors in adolescents with NDDs and their families and to describe how resilience is addressed as part of targeted interventions. Methods Using the Arskey and O'Malley framework, six steps were undertaken, including a comprehensive literature search (n = 5 databases), transparent study selection, detailed data extraction with a coding scheme (n = 46 factors), results' collating with numerical and inductive content analysis, and consultation with three key stakeholders. Results The study screened 1,191 publications, selecting fifty-eight (n = 58; n = 52 observational and n = 6 intervention) studies. Findings revealed that resilience in this context is closely linked to more than forty factors across four levels (individual; family; school/peers; and community). Pivotal factors include social and emotional competence, optimism, and family/peer relationships. While existing interventions targeting resilience show promising results, few programs are available and generalizable to different NDDs. Stakeholders highlighted the importance of addressing resilience factors that are not targeted in existing interventions: caregivers' self-efficacy and self-esteem, as well as youth's and caregiver's confidence. Preferences for and advantages of online delivery for support programs and individual/group features also emerged. Conclusion The review emphasizes the need for a holistic approach to support youth with NDDs and their families during adolescence transition. To enhance their resilience, recognizing caregivers' roles, customizing interventions, and exploring new implementation formats are avenues that align with the current evidence and opportunities for practical development in this field.
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Affiliation(s)
- Naomi Zukerman
- School of Physical and Occupational Therapy, Faculty of Medicine and Health Sciences, McGill University, Montreal, QC, Canada
- Faculty of Medicine and Health Sciences, McGill University, Montreal, QC, Canada
| | - Emily Bottone
- Faculty of Medicine and Health Sciences, McGill University, Montreal, QC, Canada
| | - Maya Low
- Faculty of Medicine and Health Sciences, McGill University, Montreal, QC, Canada
| | - Tatiana Ogourtsova
- School of Physical and Occupational Therapy, Faculty of Medicine and Health Sciences, McGill University, Montreal, QC, Canada
- Faculty of Medicine and Health Sciences, McGill University, Montreal, QC, Canada
- The Research Center of the Jewish Rehabilitation Hospital, Centre Intégré de Santé et de Services Sociaux de Laval, Laval, QC, Canada
- Centre for Interdisciplinary Research in Rehabilitation of Greater Montreal, Montreal, QC, Canada
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Smythe T, Chen S, Rotenberg S, Unger M, Miner E, Seghers F, Servili C, Kuper H. Do children with disabilities have the same opportunities to play as children without disabilities? Evidence from the multiple indicator cluster surveys in 38 low and middle-income countries. EClinicalMedicine 2024; 67:102361. [PMID: 38169717 PMCID: PMC10758749 DOI: 10.1016/j.eclinm.2023.102361] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/26/2023] [Revised: 11/21/2023] [Accepted: 11/22/2023] [Indexed: 01/05/2024] Open
Abstract
Background Play is essential for the cognitive, social, and emotional development of all children. Disparities potentially exist in access to play for children with disabilities, and the extent of this inequity is unknown. Methods Data from 212,194 children aged 2-4 years in 38 Low and Middle-Income Countries were collected in the UNICEF supported Multiple Indicator Cluster Survey (2017-2020). Disability was assessed by the Washington Group-Child Functioning Module. Logistic regression models were applied to investigate the relationship between disability and play opportunities, controlling for age, sex, and wealth status. Meta-analysis was used to pool the estimates (overall, and disaggregated by sex), with heterogeneity assessed by Cochran's Q test. Findings Children with disabilities have approximately 9% fewer play opportunities than those without disabilities (adjusted RR [aRR] = 0.88, 95% CI = 0.82-0.93), and this varied across countries. Mongolia and Democratic Republic of São Tomé and Príncipe had the lowest likelihood of play opportunities for children with disabilities ((aRR = 0.26, 95% CI = 0.09-0.75; aRR = 0.46, 95% CI = 0.23-0.93, respectively). Moreover, children with disabilities are 17% less likely to be provided with opportunities to play with their mothers (aRR = 0.83, 95% CI: 0.73-0.93), which is further reduced for girls with disabilities (aRR = 0.74, 95% CI: 0.60-0.90) compared to their peers without disabilities. The associations varied by impairment type, and children with communication and learning impairments are less likely to have opportunities for play with aRR of 0.69 (95% CI: 0.60-0.79) and 0.78 (95% CI: 0.71-0.86), compared to those without disabilities, respectively. Interpretation Children with disabilities are being left behind in their access to play and this is likely to have negative impacts on their overall development and well-being. Funding HK and TS are funded by HK's NIHR Global Research Professorship (NIHR301621). SR is funded by a Rhodes Scholarship. This study was funded by the Programme for Evidence to Inform Disability Action (PENDA) grant from the UK Foreign, Commonwealth and Development Office.
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Affiliation(s)
- Tracey Smythe
- International Centre for Evidence in Disability, London School of Hygiene & Tropical Medicine, Keppel st, WC1E 7HT, London, UK
- Division of Physiotherapy, Department of Health and Rehabilitation Sciences, Stellenbosch University, Cape Town, 8000, South Africa
| | - Shanquan Chen
- International Centre for Evidence in Disability, London School of Hygiene & Tropical Medicine, Keppel st, WC1E 7HT, London, UK
| | - Sara Rotenberg
- Nuffield Department of Primary Care Health Sciences, Medical Sciences Division, University of Oxford, OX2 6GG, UK
| | - Marianne Unger
- Division of Physiotherapy, Department of Health and Rehabilitation Sciences, Stellenbosch University, Cape Town, 8000, South Africa
| | - Emily Miner
- Clinton Health Access Initiative, Boston, MA, 02127, USA
| | | | - Chiara Servili
- Department of Mental Health and Substance Abuse, World Health Organization, Geneva, Switzerland
| | - Hannah Kuper
- International Centre for Evidence in Disability, London School of Hygiene & Tropical Medicine, Keppel st, WC1E 7HT, London, UK
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Eichengreen A, van Rooijen M, van Klaveren LM, Nasri M, Tsou YT, Koutamanis A, Baratchi M, Rieffe C. The impact of loose-parts-play on schoolyard social participation of children with and without disabilities: A case study. Child Care Health Dev 2024; 50:e13144. [PMID: 37322578 DOI: 10.1111/cch.13144] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/08/2022] [Revised: 04/14/2023] [Accepted: 05/30/2023] [Indexed: 06/17/2023]
Abstract
BACKGROUND Outdoor social participation in the school playground is crucial for children's socio-emotional and cognitive development. Yet, many children with disabilities in mainstream educational settings are not socially included within their peer group. We examined whether loose-parts-play (LPP), a common and cost-effective intervention that changes the playground play environment to enhance child-led free play, can promote social participation for children with and without disabilities. METHOD Forty-two primary school children, out of whom three had hearing loss or autism, were assessed for two baseline and four intervention sessions. We applied a mixed-method design, combining advanced sensors methodology, observations, peer nominations, self-reports, qualitative field notes and an interview with the playground teachers. RESULTS Findings indicated for all children a decrease during the intervention in social interactions and social play and no change in network centrality. Children without disabilities displayed also an increase in solitude play and in the diversity of interacting partners. Enjoyment of LPP was high for all children, yet children with disabilities did not benefit socially from the intervention and became even more isolated compared with baseline level. CONCLUSIONS Social participation in the schoolyard of children with and without disabilities did not improve during LPP in a mainstream setting. Findings emphasize the need to consider the social needs of children with disabilities when designing playground interventions and to re-think about LPP philosophy and practices to adapt them to inclusive settings and goals.
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Affiliation(s)
- Adva Eichengreen
- Department of Developmental and Educational Psychology, Institute of Psychology, Leiden University, Leiden, The Netherlands
| | - Martin van Rooijen
- Department of Education, University of Humanistic Studies, Utrecht, The Netherlands
| | | | - Maedeh Nasri
- Department of Developmental and Educational Psychology, Institute of Psychology, Leiden University, Leiden, The Netherlands
| | - Yung-Ting Tsou
- Department of Developmental and Educational Psychology, Institute of Psychology, Leiden University, Leiden, The Netherlands
| | - Alexander Koutamanis
- Department of Management in the Built Environment, Delft University of Technology, Delft, The Netherlands
| | - Mitra Baratchi
- Leiden Institute of Advanced Computer Science, Leiden University, Leiden, The Netherlands
| | - Carolien Rieffe
- Department of Developmental and Educational Psychology, Institute of Psychology, Leiden University, Leiden, The Netherlands
- Department of Human Media Interaction, Faculty of Electrical Engineering, Mathematics and Computer Science, University of Twente, Enschede, The Netherlands
- Department of Psychology and Human Development, Institute of Education, University College London, London, UK
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8
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Xu Y, Harrison TM. Socioemotional and Behavioral Problems of Grandchildren Raised by Grandparents: The Role of Grandparent-Grandchild Relational Closeness and Conflict. CHILDREN (BASEL, SWITZERLAND) 2023; 10:1623. [PMID: 37892286 PMCID: PMC10605244 DOI: 10.3390/children10101623] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/07/2023] [Revised: 09/26/2023] [Accepted: 09/27/2023] [Indexed: 10/29/2023]
Abstract
This study examined the associations of grandparent-grandchild relational closeness and conflict with grandchildren's socioemotional and behavioral problems, including emotional symptoms, conduct problems, hyperactivity, peer problems, and abnormal prosocial behaviors. We analyzed primary cross-sectional survey data collected from custodial grandparents in the United States using logistic regression models. The results indicated that grandparent-grandchild relational closeness was significantly associated with lower odds of custodial grandchildren having emotional symptoms, conduct problems, peer problems, and abnormal prosocial behaviors, whereas grandparent-grandchild relational conflict was significantly associated with higher odds of emotional symptoms, conduct problems, hyperactivity, peer problems, and abnormal prosocial behaviors. Implications for increasing grandparent-grandchild relational closeness and decreasing relational conflicts among grandparent-headed families are discussed, which might improve grandchildren's socioemotional and behavioral well-being.
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Affiliation(s)
- Yanfeng Xu
- College of Social Work, University of South Carolina, Columbia, SC 29208, USA
| | - Theresa M Harrison
- Carolina Family Engagement Center, College of Education, University of South Carolina, Columbia, SC 29208, USA
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9
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Ghasemi Fard F, Mirzaie H, Hosseini SA, Riazi A, Ebadi A. Vision-related tasks in children with visual impairment: a multi-method study. Front Psychol 2023; 14:1180669. [PMID: 37519380 PMCID: PMC10374319 DOI: 10.3389/fpsyg.2023.1180669] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/07/2023] [Accepted: 06/20/2023] [Indexed: 08/01/2023] Open
Abstract
Objective Functional Vision (FV) is vital for the successful growth of children with visual impairment. However, tasks related to measuring FV have not been thoroughly studied for this population. To address this gap, this study seeks to establish a comprehensive set of vision-related tasks that consider both the difficulty levels of activities and the ages of children with visual impairment. Methods This study utilized a sequential multi-method design, including a scoping review, a qualitative content analysis, and a focus group. Firstly, a scoping review was conducted to identify vision-related tasks based on the literature. Then, to contextualize the vision-related tasks, a qualitative content analysis was carried out. Subsequently, a focus group was conducted to categorize the identified tasks based on their difficulty levels and the children's level of dependency. We utilized the directed content analysis method to analyze the data, using the occupational domain of the Occupational Therapy Practice Framework 4th edition (OTPF-4) as the primary framework. Results During the review phase, which included 22 studies, and the interview phase, which involved 16 participants, a total of 95 and 85 vision-related tasks were identified, respectively. These tasks were then categorized into 17 activities and five occupations, which included activities of daily living (ADL), instrumental activities of daily living (IADL), education, play, and participation in social activities. Among these occupations, ADL was the easiest, while participation in social activities was the most challenging. Finally, the tasks were arranged based on their difficulty level for children with visual impairment. Conclusion A comprehensive list of vision-related tasks has been developed based on the difficulty level of the tasks and the degree of dependency of children with visual impairment. This list can be used to develop standardized instruments for assessing FV in children with visual impairment.
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Affiliation(s)
- Fatemeh Ghasemi Fard
- Department of Occupational Therapy, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran
| | - Hooshang Mirzaie
- Pediatric Neurorehabilitation Research Center, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran
| | - Seyed Ali Hosseini
- Department of Occupational Therapy, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran
| | - Abbas Riazi
- Department of Optometry, School of Rehabilitation Sciences, Iran university of Medical Sciences, Tehran, Iran
| | - Abbas Ebadi
- Behavioral Sciences Research Center, Life style institute, Nursing Faculty, Baqiyatallah University of Medical Sciences, Tehran, Iran
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Windsor C, Zhang T, Wilson NJ, Blyth K, Ballentine N, Speyer R. Psychosocial-behavioural interventions for school-aged children with intellectual disabilities: A systematic review of randomised control trials. JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2023; 36:458-485. [PMID: 36814060 DOI: 10.1111/jar.13086] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/30/2022] [Revised: 12/09/2022] [Accepted: 02/06/2023] [Indexed: 02/24/2023]
Abstract
BACKGROUND Evidence-based interventions are essential for school-aged children with intellectual disabilities to facilitate development and promote future independence. METHODS Using a PRISMA approach, systematic screening of five databases was undertaken. Original randomised controlled studies with psychosocial-behavioural interventions were included where participants were school aged (5-18 yrs) with documented intellectual disability. Study methodology was assessed using the Cochrane RoB 2 tool. RESULTS Two thousand three hundred and three records were screened with 27 studies included. Studies mainly included primary school participants with mild intellectual disabilities. Most interventions focused on intellectual skills (e.g., memory, attention, literacy and mathematics) followed by adaptive skills (e.g., daily living, communication, social and education/vocation) and some focused on a combination of these. CONCLUSION This review highlights the gap in evidence-base for social, communication and education/vocation interventions with school-aged children with moderate and severe intellectual disability. Future RCTs that bridge this knowledge gap across ages and ability are required for best practice.
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Affiliation(s)
- Catriona Windsor
- Department Special Needs Education, University of Oslo, Oslo, Norway
| | - Tingwei Zhang
- Department Special Needs Education, University of Oslo, Oslo, Norway
| | - Nathan J Wilson
- School of Nursing and Midwifery, Western Sydney University, Sydney, New South Wales, Australia
| | - Katrina Blyth
- Faculty of Medicine and Health, Discipline of Speech Pathology, University of Sydney, Sydney, New South Wales, Australia
| | - Natalie Ballentine
- Rehabilitation and Physical Medicine (Medicina Física y Rehabilitación), Clinica Alemana Santiago, Vitacura, Chile
| | - Renée Speyer
- Department Special Needs Education, University of Oslo, Oslo, Norway.,Department of Otorhinolaryngology and Head and Neck Surgery, Leiden University Medical Centre, Leiden, The Netherlands.,Curtin School of Allied Health, Faculty of Health Sciences, Curtin University, Perth, Western Australia, Australia
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11
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Morgenthaler T, Schulze C, Pentland D, Lynch H. Environmental Qualities That Enhance Outdoor Play in Community Playgrounds from the Perspective of Children with and without Disabilities: A Scoping Review. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:1763. [PMID: 36767130 PMCID: PMC9913926 DOI: 10.3390/ijerph20031763] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/13/2022] [Revised: 01/11/2023] [Accepted: 01/12/2023] [Indexed: 06/18/2023]
Abstract
For children, playgrounds are important environments. However, children's perspectives are often not acknowledged in playground provision, design, and evaluation. This scoping review aimed to summarize the users' (children with and without disabilities) perspectives on environmental qualities that enhance their play experiences in community playgrounds. Published peer-reviewed studies were systematically searched in seven databases from disciplines of architecture, education, health, and social sciences; 2905 studies were screened, and the last search was performed in January 2023. Included studies (N = 51) were charted, and a qualitative content analysis was conducted. Five themes were formed which provided insights into how both physical and social environmental qualities combined provide for maximum play value in outdoor play experiences. These multifaceted play experiences included the desire for fun, challenge, and intense play, the wish to self-direct play, and the value of playing alone as well as with known people and animals. Fundamentally, children wished for playgrounds to be children's places that were welcoming, safe, and aesthetically pleasing. The results are discussed in respect to social, physical, and atmospheric environmental affordances and the adult's role in playground provision. This scoping review represents the valuable insights of children regardless of abilities and informs about how to maximise outdoor play experiences for all children.
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Affiliation(s)
- Thomas Morgenthaler
- Department Health, Institute of Occupational Therapy, Zurich University of Applied Science, 8401 Winterthur, Switzerland
- Department of Occupational Science & Occupational Therapy, University College Cork, T12 AK54 Cork, Ireland
- Division of Occupational Therapy & Arts Therapies, Queen Margret University Edinburgh Scotland, Musselburgh EH21 6UU, UK
| | - Christina Schulze
- Department Health, Institute of Occupational Therapy, Zurich University of Applied Science, 8401 Winterthur, Switzerland
| | - Duncan Pentland
- Division of Occupational Therapy & Arts Therapies, Queen Margret University Edinburgh Scotland, Musselburgh EH21 6UU, UK
| | - Helen Lynch
- Department of Occupational Science & Occupational Therapy, University College Cork, T12 AK54 Cork, Ireland
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12
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Alexandridis D, Nijhof SL, van der Rijst VG, van der Neut DY, Spijkerman R, Stevens GWJM, Bakkes SCJ, Lesscher HMB, van den Eijnden RJJM, van der Ent CK, van den Berg G, Peeters M. A cross-sectional study on gaming intensity and social vulnerability in adolescents that have a chronic condition. Front Public Health 2023; 11:1128156. [PMID: 37139357 PMCID: PMC10149830 DOI: 10.3389/fpubh.2023.1128156] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/20/2022] [Accepted: 03/29/2023] [Indexed: 05/05/2023] Open
Abstract
Background Adolescents growing up with a chronic condition might experience more social vulnerabilities compared to their healthy peers as an indirect result of their conditions. This can lead to a relatedness need frustration for these adolescents. Consequently, they might spend more time playing video games compared to their peers. Research shows that both social vulnerability and gaming intensity are predictors for problematic gaming. Therefore, we investigated if social vulnerability and gaming intensity are more pronounced in adolescents that have a chronic condition compared to the general population; and if these levels reflect the levels of a clinical group being treated for Internet Gaming Disorder (IGD). Methods Data on peer problems and gaming intensity were compared from three separate samples: a national representative sample of adolescents, a clinical sample of adolescents that are undergoing treatment for IGD, and a sample of adolescents diagnosed with a chronic condition. Results No differences were found on either peer problems or gaming intensity between the group of adolescents that have chronic conditions and the national representative group. The group with chronic conditions scored significantly lower on gaming intensity than the clinical group. No significant differences were found between these groups on peer problems. We repeated the analyses for boys only. Similar results were found for the group with chronic conditions compared to the national representative group. The group with chronic conditions now scored significantly lower on both peer problems and gaming intensity than the clinical group. Conclusion Adolescents growing up with a chronic condition appear similar in their gaming intensity and peer problems compared to their healthy peers.
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Affiliation(s)
- Dionysis Alexandridis
- Multimedia Group, Interaction Division, Department of Computer Science, Faculty of Science, Utrecht University, Utrecht, Netherlands
- *Correspondence: Dionysis Alexandridis
| | - Sanne L. Nijhof
- Department of Paediatrics, Wilhelmina Children's Hospital, University Medical Center Utrecht, Utrecht University, Utrecht, Netherlands
| | - Vincent G. van der Rijst
- Department of Interdisciplinary Social Science, Faculty of Social and Behavioural Sciences, Utrecht University, Utrecht, Netherlands
| | - Damian Y. van der Neut
- Department of Interdisciplinary Social Science, Faculty of Social and Behavioural Sciences, Utrecht University, Utrecht, Netherlands
| | - Renske Spijkerman
- Parnassia Addiction Research Centre (PARC, Brijder Addiction Treatment), The Hague, South Holland, Netherlands
| | - Gonneke W. J. M. Stevens
- Department of Interdisciplinary Social Science, Faculty of Social and Behavioural Sciences, Utrecht University, Utrecht, Netherlands
| | - Sander C. J. Bakkes
- Multimedia Group, Interaction Division, Department of Computer Science, Faculty of Science, Utrecht University, Utrecht, Netherlands
| | - Heidi M. B. Lesscher
- Department of Population Health Sciences, Division of Behavioural Neuroscience, Faculty of Veterinary Medicine, Utrecht University, Utrecht, Netherlands
| | - Regina J. J. M. van den Eijnden
- Department of Interdisciplinary Social Science, Faculty of Social and Behavioural Sciences, Utrecht University, Utrecht, Netherlands
| | - Cornelis K. van der Ent
- Department of Paediatrics, Wilhelmina Children's Hospital, University Medical Center Utrecht, Utrecht University, Utrecht, Netherlands
| | - Gerrit van den Berg
- Department of Paediatrics, Wilhelmina Children's Hospital, University Medical Center Utrecht, Utrecht University, Utrecht, Netherlands
| | - Margot Peeters
- Department of Interdisciplinary Social Science, Faculty of Social and Behavioural Sciences, Utrecht University, Utrecht, Netherlands
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13
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Lillvis DF, Sheehan KM, Yu J, Noyes K, Bass KD, Kuo DZ. Characterizing physical trauma in children and youth with special health care needs. J Trauma Acute Care Surg 2022; 93:299-306. [PMID: 35293370 DOI: 10.1097/ta.0000000000003608] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Abstract
BACKGROUND Children and youth with special health care needs (CYSHCN) have or are at an increased risk for a chronic condition necessitating medical and related services beyond what children usually require. While evidence suggests that CYSHCN are at an increased risk of injury, little is known about this population within the trauma system. This study describes CYSHCN within the pediatric trauma system and examines patterns of injury risk (i.e., intent, place of injury, trauma type, and mechanism of injury) based on special health care need (SHCN) status. METHODS For this cross-sectional study, we used data from the 2018 National Trauma Data Bank to identify pediatric encounters (1-18 years, N = 115,578) and compare demographics (sex, race/ethnicity, insurance status, and age) by CYSHCN status using χ 2 and t tests. Children and youth with special health care needs encounters were compared with non-SHCN encounters using multinomial logistic regression models, controlling for demographics. RESULTS Overall, 16.7% pediatric encounters reported an SHCN. Children and youth with special health care needs encounters are older, and a higher proportion is publicly insured than non-SHCN encounters ( p < 0.001). Furthermore, CYSHCN encounters have a higher risk of assault (relative risk, 1.331) and self-inflicted (relative risk, 4.208) injuries relative to unintentional injury ( p < 0.001), as well as a higher relative risk of traumatic injury occurring in a private residence ( p < 0.01) than other locations such as school (relative risk, 0.894). Younger CYSHCN encounters have a higher risk of assault relative to unintentional injury when compared with non-SHCN encounters ( p < 0.01). Pediatric trauma encounters reporting mental health and alcohol/substance use disorder SHCN have a higher probability of self-inflicted and assault injuries than non-SHCN encounters ( p < 0.001). CONCLUSIONS These findings suggest that CYSHCN have different traumatic injury patterns than their non-SHCN peers, particularly in terms of intentional and private residence injury, and deserve a special focus for traumatic injury prevention. LEVEL OF EVIDENCE Prognostic/epidemiologic, level III.
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Affiliation(s)
- Denise F Lillvis
- From the Department of Pediatric Surgery (D.F.L., K.D.B.), John R. Oishei Children's Hospital, Buffalo, New York; Department of Surgery (D.F.L., K.D.B.), Jacobs School of Medicine and Biomedical Sciences; Department of Epidemiology and Environmental Health (D.F.L., K.N.), School of Public Health and Health Professions, University at Buffalo, Buffalo, New York; Department of Pediatrics (K.M.S.), Ann and Robert H. Lurie Children's Hospital of Chicago, Chicago, Illinois; Department of Biostatistics (J.Y.), School of Public Health and Health Professions, University at Buffalo, Buffalo, New York; and Department of Pediatrics (D.Z.K.), Jacobs School of Medicine and Biomedical Sciences, University at Buffalo, Buffalo, New York
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14
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Phelan SK, Reeves P. (Re)imagining inclusion to foster belonging in the lives of disabled children and youth. THE LANCET. CHILD & ADOLESCENT HEALTH 2022; 6:77-78. [PMID: 34863362 DOI: 10.1016/s2352-4642(21)00371-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/05/2021] [Accepted: 11/10/2021] [Indexed: 06/13/2023]
Affiliation(s)
- Shanon K Phelan
- School of Occupational Therapy, Faculty of Health, Dalhousie University, Halifax, NS B3H, Canada B3H 4R2.
| | - Paige Reeves
- Rehabilitation Sciences, Faculty of Rehabilitation Medicine, University of Alberta, Edmonton, AB, Canada
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15
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Gonzalez M, Saxena S, Chowdhury F, Dyck Holzinger S, Martens R, Oskoui M, Shikako-Thomas K. Informing the development of the Canadian Neurodiversity Platform: What is important to parents of children with neurodevelopmental disabilities? Child Care Health Dev 2022; 48:88-98. [PMID: 34374115 DOI: 10.1111/cch.12906] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/03/2020] [Revised: 06/04/2021] [Accepted: 08/04/2021] [Indexed: 11/28/2022]
Abstract
BACKGROUND A crowd-sourced Canadian platform that collects information across neurodevelopmental disabilities (NDDs) can (1) facilitate knowledge mobilization; (2) provide epidemiological data that can benefit knowledge, treatment, and advocacy; and (3) inform policy and resource allocation decisions. We obtained input from parents of children with NDDs about relevance and feasibility of questionnaire items as a first step to inform questionnaire development of a stakeholder-driven, national platform for data collection on children with NDDs. METHODS A parent of a teenager with NDDs was a research partner on the project. Through four focus groups and using a guided discussion consensus process, 16 participants provided feedback on whether questionnaire items from existing instruments related to function and disability were feasible for parents to complete and important to include in the platform. Data were analysed using content analysis. RESULTS Participants (1) indicated that questions about medical history, general health, body functioning, self-care, access to resources, and outcomes (e.g., quality of life) are important to include in the platform and are feasible for self-completion; (2) provided various suggestions for the questionnaire ranging from additional items to include, using non-medical language, and keeping completion time from 20 to 30 min; (3) identified incentives and knowing the purpose of the platform as strong motivators to platform participation; (4) spoke about the challenges of their caregiver experience including impact of caregiving on themselves and barriers to accessing services; and (5) highlighted the isolation experienced by their children. CONCLUSION Through the focus groups, parent stakeholders contributed to questionnaire development and shared their caregiver experiences. Obtaining feedback from youths with NDDs and healthcare providers on the questionnaire is a next step to validating findings. Stakeholder engagement is fundamental to developing a platform that will inform research that is relevant to the needs of children with NDDs and their families.
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Affiliation(s)
- Miriam Gonzalez
- Department of Neurology and Neurosurgery, McGill University, Montréal, Quebec, Canada.,Research Institute of the McGill University Health Centre, McGill University, Montréal, Quebec, Canada
| | - Shikha Saxena
- School of Human Kinetics, University of Ottawa, Ottawa, Ontario, Canada
| | - Farhin Chowdhury
- Department of Educational and Counselling Psychology, Faculty of Education, McGill University, Montréal, Canada
| | - Sasha Dyck Holzinger
- Research Institute of the McGill University Health Centre, McGill University, Montréal, Quebec, Canada
| | - Rachel Martens
- CHILD BRIGHT Network, Montreal, Quebec, Canada.,Kids Brain Health Network, Surrey, British Columbia, Canada
| | - Maryam Oskoui
- Department of Neurology and Neurosurgery, McGill University, Montréal, Quebec, Canada.,Research Institute of the McGill University Health Centre, McGill University, Montréal, Quebec, Canada.,Department of Pediatrics, McGill University, Montréal, Quebec, Canada
| | - Keiko Shikako-Thomas
- Research Institute of the McGill University Health Centre, McGill University, Montréal, Quebec, Canada.,School of Physical and Occupational Therapy, McGill University, Montréal, Quebec, Canada.,Canada Research Chair in Childhood Disabilities: Participation and Knowledge Translation, McGill University, Montréal, Quebec, Canada
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16
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McCarty TV, Light JC. Supporting Peer Interactions for Students with Complex Communication Needs in Inclusive Settings: Paraeducator Roles. PERSPECTIVES OF THE ASHA SPECIAL INTEREST GROUPS 2022; 7:229-244. [PMID: 35722633 PMCID: PMC9201695 DOI: 10.1044/2021_persp-21-00141] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
PURPOSE This clinical focus article presents a review of literature supporting the importance of fostering positive peer interactions for students with complex communication needs. A resulting template is included to help guide educational teams, including speech-language pathologists (SLPs), in planning for paraeducator training specific to supporting peer interactions for children with CCN. This article summarizes the current literature available on inclusion and peer relationships for students with CCN in general education classrooms, and paraeducator roles and training. The World Health Organization (WHO) International Classification for Functioning, Disability and Health Children and Youth (ICF-CY) framework was consulted to help establish considerations relevant to paraeducator training. With many demands on the time of SLPs throughout the school day, paraeducators may offer an often untapped resource to help support positive peer relationships for students with CCN. CONCLUSIONS This article provides an overview of challenges that may impede positive peer relationships from developing in inclusive classroom settings, including ones related to: (1) the student with CCN, (2) the peers, (3) the AAC systems, or (4) the environment. The readers will be provided with a template to guide educational teams and SLPs in collaborating with paraeducators to foster positive peer interactions, including the following steps: (1) define goals for the student with CCN and determine supports required from paraeducators; (2) determine content of training for paraeducators; (3) choose an effective instructional approach; (4) establish a feasible training format; (5) implement the paraeducator training and evaluate outcomes to ensure benefits for students with CCN and their peers.
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Affiliation(s)
- Tara V McCarty
- Department of Communication Sciences and Disorders, The Pennsylvania State University, University Park, PA
| | - Janice C Light
- Department of Communication Sciences and Disorders, The Pennsylvania State University, University Park, PA
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17
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Steiger A, Mumenthaler F, Nagel S. Friendships in Integrative Settings: Network Analyses in Organized Sports and a Comparison with School. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18126603. [PMID: 34205305 PMCID: PMC8296506 DOI: 10.3390/ijerph18126603] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 04/23/2021] [Revised: 06/05/2021] [Accepted: 06/14/2021] [Indexed: 11/16/2022]
Abstract
Social networks affect health. In this empirical study, friendship networks in integrative organized sports were examined and then compared with friendship networks in integrative school. Relevant factors for friendship network formation were investigated, with a particular interest in the relevance of intellectual disability. Advanced social network analysis was performed using exponential random graph modeling (ERGM) on individual attributes and dyadic factors, while controlling for network structures. A meta-analysis of estimated ERGMs in each setting, organized sports and school, was conducted. When controlling for all other included factors, intellectual disability is not relevant for friendship networks in organized sports. Athletic ability and gender homophily are relevant factors, while language and similarity in athletic ability are not. Contrary to the results for organized sports, intellectual disability and speaking a foreign language at home are negative factors in friendship networks at school. Athletic ability is important in both settings. Regarding dyadic factors, gender homophily is important in both settings, but similarity in athletic ability is not. To foster the psychosocial health of children with intellectual disabilities, they should be encouraged to participate in integrative organized sports as, there, they are part of friendship networks in a manner equal to their peers without an intellectual disability.
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Affiliation(s)
- Alexander Steiger
- Institute of Sport Science, University of Bern, 3012 Bern, Switzerland; (F.M.); (S.N.)
- Correspondence: ; Tel.: +41-31-684-56-54
| | - Fabian Mumenthaler
- Institute of Sport Science, University of Bern, 3012 Bern, Switzerland; (F.M.); (S.N.)
- Institute of Special Education, Bern University of Teacher Education, 3012 Bern, Switzerland
| | - Siegfried Nagel
- Institute of Sport Science, University of Bern, 3012 Bern, Switzerland; (F.M.); (S.N.)
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18
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Koller D, Stoddart K. Approaches that Address Social Inclusion for Children with Disabilities: A Critical Review. CHILD & YOUTH CARE FORUM 2021. [DOI: 10.1007/s10566-020-09589-8] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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19
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Academic and Social Effects of Inclusion on Students without Disabilities: A Review of the Literature. EDUCATION SCIENCES 2021. [DOI: 10.3390/educsci11010016] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/18/2022]
Abstract
In many countries, educational practices are changing to inclusive education. Inclusive education is educating students with disabilities in general education classrooms with their peers without disabilities. If inclusive education is spreading, research needs to investigate the effects of inclusion not only for students with special needs but also for typically developing students. However, there is more research on the outcomes of inclusion for students with disabilities and less for students without disabilities in inclusive settings. Research shows academic and social gains for students with disabilities, but there is less clarity regarding the influence of inclusion on general education students. Therefore, the purpose of this review is to summarize and organize the literature on the academic and social outcomes of inclusion on students without disabilities. Academic effects of inclusion on students without disabilities are mixed, and the levels of schooling may have a differential impact on the achievement of students without disabilities. The literature indicates mostly positive or neutral effects of inclusion on the academic achievement of typically developing students in the lower grades, whereas neutral or negative influence is indicated for later grades. Additionally, students without disabilities have socially benefited from being in inclusive classrooms with students with disabilities. Mainly, the social effects of inclusion are reduction of fear, hostility, prejudice, and discrimination as well as increase of tolerance, acceptance, and understanding.
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20
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Jones S, Tyson S, Yorke J, Davis N. The impact of injury: The experiences of children and families after a child's traumatic injury. Clin Rehabil 2020; 35:614-625. [PMID: 33283528 PMCID: PMC8027929 DOI: 10.1177/0269215520975127] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022]
Abstract
Objective: To explore the experiences of children and families after a child’s traumatic injury (Injury Severity Score >8). Design: Qualitative interview study. Setting: Two children’s major trauma centres in England. Participants: 32 participants: 13 children with traumatic injuries, their parents/guardians (n = 14) and five parents whose injured child did not participate. Methods: Semi-structured interviews exploring the emotional, social, practical and physical impacts of children’s injuries, analysed by thematic analysis. Results: Interviews were conducted a median of 8.5 months (IQR 9.3) post-injury. Injuries affected the head, chest, abdomen, spine, limbs or multiple body parts. Injured children struggled with changes to their appearance, physical activity restrictions and late onset physical symptoms, which developed after hospital discharge when activity levels increased. Social participation was affected by activity restrictions, concerns about their appearance and interruptions to friendships. Psychological impacts, particularly post-traumatic stress type symptoms often affected both children and parents. Parents’ responsibilities suddenly increased, which affected family relationships and roles, their ability to work and carry out daily tasks. Rapid hospital discharge was wanted, but participants often felt vulnerable on return home. They valued continued contact with a healthcare professional and practical supports from family and friends, which enabled resumption of their usual lives. Conclusions: Injured children experience changes to their appearance, friendships, physical activity levels and develop new physical and mental health symptoms after hospital discharge. Such challenges can be addressed by the provision of advice about potential symptoms, alternative activities during recovery, strategies to build resilience and how to access services after hospital discharge.
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Affiliation(s)
- Samantha Jones
- Division of Nursing, Midwifery and Social Work, School of Health Sciences, Faculty of Biology, Medicine and Health, University of Manchester, Manchester, UK.,Department of Trauma and Orthopaedics, Royal Manchester Children's Hospital, Manchester Foundation Trust, Manchester, UK.,Manchester Academic Health Science Centre, Manchester, UK
| | - Sarah Tyson
- Division of Nursing, Midwifery and Social Work, School of Health Sciences, Faculty of Biology, Medicine and Health, University of Manchester, Manchester, UK.,Manchester Academic Health Science Centre, Manchester, UK
| | - Janelle Yorke
- Division of Nursing, Midwifery and Social Work, School of Health Sciences, Faculty of Biology, Medicine and Health, University of Manchester, Manchester, UK.,Manchester Academic Health Science Centre, Manchester, UK
| | - Naomi Davis
- Department of Trauma and Orthopaedics, Royal Manchester Children's Hospital, Manchester Foundation Trust, Manchester, UK.,Manchester Academic Health Science Centre, Manchester, UK
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