'Everyone tells me to be myself but then they say, hurry up, go faster, we're going to be late': Reframing childhood disability and fostering a sense of belonging.

The purpose of this preliminary study was to describe differences in self-concept and motor performance between handicapped and non-handicapped children on entry into a university laboratory physical education program. One hundred thirty-six elementary-aged children (K-3) were subjects. These were 28 mainstreamed handicapped children and 108 non-handicapped children. 'The handicapped children were learning disabled, emotionally handicapped, hyperactive, or seizure-disordered identified by diagnostic agencies or school system diagnostic teams as requiring special education. Physical education classes contained 10 to 12 students of whom one to three were handicapped. Motor performance and self-concept information were collected at the beginning of the program. Motor performance was measured with the Body Coordination Test, developed in West Germany by Schilling and Kiphard (1976) to diagnose motor problems of children. Self-concept was measured with the Martinek-Zaichkowsky Self-concept Scale (1977). This nonverbal scale was designed to measure global self-concepts of elementary and middle-school children. A 2 X 4 multianalysis of variance was applied to describe differences between handicapped and non-handicapped groups and among the four grade levels (K-3) on four components of motor performance. The analysis showed significant main effects for handicapped/non-handicapped groups (K,z = 4.19, p < .01) and grade (K.= = 6.61, p < .0001), but no interactions. Univariate analyses showed significant differences between handicapped and non-handicapped groups for backward balance (FI-lul = 10.86, p < .001), jumping sideways (Fl,m = 10.86, p < .001) and lateral movement (F1,lz~ = 7.10, p < .05). Significant differences between grades were also found for backward balancing (F3.1~ = 9.16, p < .0001),'one-foot hopping (&,IS = 6.04, p < .001), jumping sideways (Fs,m = 15.41, p < .0001) and lateral movement (Fs,~ = 21.84, p < .0001). A 2 x 4 analysis of variance identified group and grade differences on self-concept. Non-handicapped children scored significantly higher than handicapped children (F1.m = 5.93, p < .05). Significant differences between grades were also found (PI.,= = 2.82, p < .05). These non-handicapped children then performed significantly better than handicapped children on dynamic balance and gross lateral movement, and the differences were consistent for all four grades. Also handicapped children had significantly lower self-concepts than non-handicapped children, third graders' scores being significantly higher than kinderganen scores. Because chese data were preliminary, results should be interpreted with

The Prevalence of Overweight and Obesity and Its Determinants in Children with and without Disabilities

Global policy for disabled children is currently experiencing a process of rapid change. In England, for example, the impetus for transformation has arisen from the government's acknowledgement that disabled children are disadvantaged. Indeed, the current policy for disabled children is also set within a wider international context in which disabled people and children are often positioned on the margins of society, excluded from education and care and living in poverty. This leads us to consider how the ‘disabled child’ is conceptualised within policy. We pose this question with a project in mind, ‘Does every child matter, Post‐Blair: Interconnections of disabled childhoods’, a two‐year project funded by the Economic and Social Research Council (http://www.rihsc.mmu.ac.uk/postblairproject/). Part of our remit is to make sense of the lived realities of being a disabled child in Britain and here our concern is policy conceptions of ‘child’, ‘disabled’ and ‘parent’ in social policy in England. Despite the UN Convention on the Rights of the Child and its specific focusing on the needs of ‘children with disabilities’ (Article 23), research suggests that the modest requirements of the convention remain largely unmet. The global landscape has also been shaped by the United Nations Convention on the Rights of Persons with Disabilities. The Convention requires each country, which ratifies it, to submit regular reports on its progress. How these policies impact on the makings of disabled children and their families remains a key point of debate. Indeed, there is a danger that new policies that embrace neo‐liberal models of citizenship and normative narratives of child development exclude disabled children from the very communities they purport to help shape. In this paper, we will take a critical look at how the ‘disabled child’ is conceptualised and constituted in this era or global childhood citizenship with a specific focus on the UK. We consider the ways in which policies in the country draw on a problematic notion of ‘disabled’ and ‘child’, intrinsically recreate the tyranny of developmentalism and frame the mother as the key agent of social and developmental change. These discursive and conceptual resources are in danger of recreating an exclusionary policy context for disabled children and their families.

Psychological Interventions for Children with Functional Somatic Symptoms: A Systematic Review and Meta-Analysis

Oral health maintenance of the institutionalized handicapped child

Social interactions among teachers, handicapped children, and nonhandicapped children in a mainstreamed preschool

Objectives: To find the prevalence of anxiety and depression in mothers of disabled and non-disabled children and to find the association of anxiety and depression with demographic characteristics in district Sheikhupura. Method: A cross sectional comparative study was conducted to find differences in the level of anxiety and depression in both groups of mothers i.e. among mothers of disabled and non-disabled children. A con-venient sampling technique was used to select 340 mothers belonging to both groups (n = 170 in each group). Urdu version of Hospital Anxiety and Depres-sion Scale (HADS) was used to assess anxiety and depression in mothers. Data was analyzed using ANC-OVA (SPSS version 17). Results: The Results of ANCOVA revealed statisti-cally significant differences (p < .001) in the level of anxiety and depression in both groups of mothers. Ramzan N. 1 M.Phil Psychology Government Special Education Centre, 142 - Asif Park, Main GT Road, Ferozwala, District Sheikhupura, Punjab, Pakistan Minhas K. 2 Masters in Special Education Government Special Education Centre, 142 - Asif Park, Main GT Road, Ferozwala, District Sheikhupura, Punjab, Pakistan Majority of mothers (78%) belonging to children with disability had anxiety. Only 52% mothers belonging to non-disabled children had anxiety. Similarly, as com-pared to 46% mothers of non-disabled children, 76% mothers belonging to children with disability had dep-ression. Correlation analysis revealed a significantly positive relationship of anxiety and depression with mothers' age ( p < .05) and statistically significant in-verse relationship with disabled child's age, mothers' educational ( p < .01) and family income status. Conclusion: As the disabled child advances in age, mother better understands the demands of raising a disabled child and thus can cope with these demands affectively and with lesser anxiety. Implications of the study would assist psychologists in devising techni-ques for reducing level of anxiety and depression in mothers of disabled children. Key words: Anxiety, Depression, Children with dis-abilities

Dental health among 224 physically handicapped children at the Handicapped Children House (HCH) in Riyadh was investigated. Children at HCH had more decayed teeth compared with Saudi schoo...

The objectives of this study were to investigate the effects of horticultural therapy program on receptive attitude towards children with disabilities of children without disabilities and linguistic development of children with disabilities. A total of sixteen children aged five to six including eight children with disabilities residing in M center for children with disabilities and eight from a children care center in City I, Northern Jeonla Province, South Korea participated in this study. The children were provided with 15 sessions of a weekly group horticultural therapy program lasting 40 minutes for each session from March to June 2012. The 15 session-program consisted of 10 sessions of outdoor gardening activities (preparing garden beds, sowing, planting, harvesting, etc.) and five sessions of indoor activities (planting, water cultivation, etc.). In order to investigate the receptive attitude of children towards with disabilities of children without disabilities, receptive attitude scale was used. In addition, to investigate the improvements in language capacity of children with disabilities, receptive language and expression language development scale were used. According to the result of this study, the perception of the receptive attitude towards children with disabilities did not significantly show improvement. However, after the horticultural therapy program, the children's expressive language improved significantly. Therefore the horticultural therapy program focused on interaction through horticultural activities is deemed to be an effective strategy in improving language capability of children with disabilities. Additional studies are needed to verify the effects of horticultural therapy program for the receptive attitude of children towards children with disabilities of children without disabilities. Keywords: Gardening, Healing, Human issues in horticulture, Socio-horticulture

Social reciprocity in handicapped and nonhandicapped children in a dyadic play situation

Ethological observational techniques and a sociometric test were used to investigate the social and communication interactions of five handicapped and four normal children in an open-informal preschool classroom. The observations revealed normal children primarily verbally interacted with normal children and the teacher. In contrast, the handicapped children interacted most frequently with teachers and less frequently with normal of handicapped children. Handicapped children were rarely verbal actors but rather receivers, with most of their communications coming from teachers rather than peers. Most of the positive “play with” and “talk to” sociometric choices obtained from both types of children indicated normal children were most frequently chosen while handicapped children were rejected or neutral. In addition, the less severe the communication handicap, the more apt the child was to be socially accepted. Spacing patterns of the children indicated that the normal children may serve as models who are not interacted with but who are observed by handicapped children.

Play behaviors of handicapped preschool children in the presence and absence of nonhandicapped peers

The purpose of this article is to contribute new insights to critical disability and disabled children’s childhood studies that center on the valuing of disabled children’s lives—a guiding purpose in the disability justice movement. We use published findings from the Inclusive Early Childhood Service System project, a longitudinal, institutional ethnography of the ways that families and children are organized around categories of disability, which show social inclusions and exclusions before and during the pandemic. These findings illuminate: (a) institutional flexibility for the purpose of social inclusion and isolation during the pandemic as a result of institutional organization; (b) the impact of institutional decisions around closures, remote programs, and support on families’ choices and self‐determination; and (3) the ways safety is differently applied and rationalized for disabled children allowing institutions to exclude disabled children and families. We use critical disability studies and disabled children’s childhood studies to interpret these findings and position the valuing of disabled children’s lives with a call for disability justice actions.

Investigation of raising burden of children with autism, physical disability and mental disability in China

&lt;p&gt;The purpose of this article is to contribute new insights to critical disability and disabled children’s childhood studies that center on the valuing of disabled children’s lives—a guiding purpose in the disability justice movement. We use published findings from the Inclusive Early Childhood Service System project, a longitudinal, institutional ethnography of the ways that families and children are organized around categories of disability, which show social inclusions and exclusions before and during the pandemic. These findings illuminate: (a) institutional flexibility for the purpose of social inclusion and isola‐ tion during the pandemic as a result of institutional organization; (b) the impact of institutional decisions around closures, remote programs, and support on families’ choices and self‐determination; and (3) the ways safety is differently applied and rationalized for disabled children allowing institutions to exclude disabled children and families. We use critical dis‐ ability studies and disabled children’s childhood studies to interpret these findings and position the valuing of disabled children’s lives with a call for disability justice actions.&lt;/p&gt;