Children In Special Schools Research Articles

Cross-Sectional Study of Hearing Status in Primary Students in Mainstream and Special Schools

Background. The only way to prevent the negative outcomes of hearing loss in children (speech, mental, learning, socialization disorders) is early diagnosis of the pathology and rehabilitation onset. It can be provided by hearing screening programs for children of different ages, including school-age children. Hearing screening is not performed among school-age children in Russian Federation. Objective. The aim is to study the prevalence and structure of hearing disorders in students in mainstream and special (for children with visual impairments) schools to determine the strategy for implementing hearing screening of school-age children in Russian Federation. Methods. The study included children of two groups who had not previously been diagnosed with hearing disorders: group 1 — students of 1–4 grades of mainstream school, group 2 — students of 1–4 grades of special school (children with visual impairments) (St. Petersburg). The screening stage included otoscopy, tympanometry, otoacoustic emissions, pure tone audiometry. Children with any problems later underwent a complex hearing examination at Center of Pediatric Audiology (St Petersburg) to confirm the presence of hearing disorder and for disease differential diagnosis. The major indicator in this study is the percent (%) of children with confirmed hearing disorder in each group. The additional indicator is the proportion of various pathological conditions in hearing disorders’ structure (persistent disorders and hearing loss degree included). Study methods: otoscopy, tympanometry, pure tone audiometry, speech audiometry, otoacoustic emissions and auditory brainstem responses. Results. We have revealed abnormalities in 23% of 183 children from mainstream school. Hearing disorders were confirmed in 19.7% of children. Most children were diagnosed with temporary mild and moderate conductive hearing loss, whereas 3.9% were diagnosed with permanent (sensorineural) hearing loss. The total percent of children with confirmed hearing disorder was not significantly different in 148 children from special school. Therefore, they have 2.5 times more cases of permanent hearing loss and children with more severe hearing disorder. Conclusion. The obtained data confirm the hearing screening relevance in school-age children. Further studies are required to develop hearing screening protocol for school-age children considering the features of audiologic service and educational system in Russian Federation.

Health and social relationships of mothers of children in special education schools

Background and aimsThe number of children in special education schools has increased in Japan. This study aimed to examine the association between special education school enrollment and the health and social relationships of mothers with children in these schools using population-based samples in Japan. Methods and proceduresThis study used data from the Kochi Child Health Impact of Living Difficulty (K-CHILD) study in 2016. First, fifth, eighth, and eleventh-grade children in all schools in Kochi prefecture were included (n = 12,623). Associations between school type (regular or special education school) and maternal physical and mental health and social relationships were investigated by multivariate regression models. Outcomes and resultsThere were 134 children in special education schools (1.1 %) and 12,489 children in regular schools. Mothers of children in special education schools were more likely to have higher body mass index (BMI), poorer mental health and lower neighborhood relations score. Mothers of children in regular schools had higher BMI when their children had higher behavioral problems. Conclusion and implicationsMothers of children in special education schools are at risk of obesity, poor mental health, and having fewer social networks. Services and support should be expanded for caregivers based on their child’s behavioral problems and school system.

Implementation of IoT-Based Hydroponics for SLB Pembina Pekanbaru students

Special schools are special schools for children with special needs who aims to provide opportunities for children in obtaining education. SLB Pekanbaru Pembina State is a special education and special service (PK-LK) which has goals and targets to a) Produce students who are able to compete in this era of globalization globalization b) Produce students who are able to apply the utilization of science and technology optimally. This school handles students who have mental and physical limitations and intellectuals or called with disabilities, this school is located at Jalan Segar No. 46 Rejosari Village, Tenayan Raya District, Pekanbaru City, was founded by the Ministry of Education and Culture National Education in 1998, the Decree on the Appointment of the Pembina State SLB was issued by Minister of National Education No.13a/O/1998. On January 29, 1998, SLB Negeri The supervisor of Pekanbaru is currently led by Mr. Moelya Eko Suseno, S.Kom, M.TI, M.Pd. This school has teacher educators from graduates of Special Education (S1, S2 and even S3) the current number of SLB teachers is 55 people (all majors of visual impairment), administrative staff 7 people. For students from the level (SDLB, SMPLB and SMALB) totaling 367 people (all disabilities). The development of the Pekanbaru Pembina State SLB from year to year experienced an increase, especially in the students, then the infrastructure, facilities and infrastructure other infrastructure. This SLB is in accordance with its vision and mission to prioritize student independence, then the Pembina SLB program is prioritized on student skills. If in percentage then, Academic (30%) and Skills (70%). To achieve goals, targets, With this vision and mission, it is necessary to develop skills for SLB students. The problems contained in the Pembina State SLB Pekanbaru are: 1) The results of the Agricultural skills are not maximized, 2) Agricultural skills are not yet based on IT and 3) Lack of knowledge of teachers and students related to IT-based Product Marketing Management. Based on these problems, the solutions offered include: 1) Will be carried out guidance to increase students' knowledge in agricultural skills, 2) Will implement IoT-based Hydroponic plant cultivation and 3) provide counseling, training and guidance to students how to do management marketing of products produced with IT.

Strategi Pemasaran Sekolah dalam Meningkatkan Minat Peserta Didik pada Yayasan Pendidikan Terpadu Mata Hati di Bandar Lampung

The Mata Hati Integrated Education Foundation is an inclusive school that provides facilities for parents who need a special school for children with special needs, located at Jln. Mawar No.28-30 Rawa Laut, Bandar Lampung. This study analyzes how marketing strategies are used to increase student interest in the Mata Hati Integrated Education Foundation in Bandar Lampung. The purpose of this study was to find out what strategies were used to increase students' interest in the Mata Hati Integrated Foundation, using qualitative research methods. Data collection techniques are interviews, observation and documentation studies, using marketing mix analysis. The results of the study indicate that the activities carried out to analyze the results of marketing or last year's achievements include the marketing strategy used, promotional media, and the formation of a committee or personnel determination. Keywords : marketing mix, interest, school marketing strategy

A Study on the Effect of One-on-One Music Therapy for Autistic Children in Special Schools—A Case Study of H City Mental Retardation School

A Study on the Effect of One-on-One Music Therapy for Autistic Children in Special Schools—A Case Study of H City Mental Retardation School

Analysis of Special Children Education Using Data Mining Approach

Data mining is a method that gives valuable information where we can improve and achieve the goal. Existing data mining techniques are applied in education for analyzing the performance of students, classes, and institutions. This helps the teachers and management to identify where they lag and improvise. Some mining techniques are used to predict and identify special children’s categories. In this paper, data mining techniques are applied for the special children to predict the achievement in special school study for child categories like Mental Retardation (MR), autism, and cerebral palsy using the collected assessment detail. Vocational training is considered an essential aspect for special school children for their future survival. Data mining methods are applied to mine the most achievable and essential training factors as a pattern by apriori rule mining and high utility pattern mining algorithms, based on their assessment achieved from the age 10–14, where Madras developmental programming scale is followed in special schools. We can predict which category children are achieving necessary factors, which helps identify the alternate methods to train the particular activity. Essential factors that cannot achieve at the same level will be trained in the next prevocational level to reach their vocational training. The prediction that we have made will be helpful for the teachers to train the children concerning their achievements.

Spatial organisation of “therapeutic” spaces for autistic children in special schools: lessons learnt from the united kingdom experience

ABSTRACT Providing calming environments for children with autism spectrum disorders in schools is a common issue in the world as the unique cultures and characteristics of autistic individuals are increasingly revealed. However, in Japan, no architectural guidelines provide specific information to develop autistic friendly spaces in special schools. Consequently, the provision of “therapeutic” spaces such as calm rooms, soft play rooms, sensory rooms or terraces is lagging behind. We conducted field surveys at six special schools in the UK as model cases. We analysed: 1) the types and functions of therapeutic spaces, and 2) the configuration of therapeutic spaces around a classroom. As a result, we identified the spatial organisation of therapeutic spaces based on a classroom suitable for different age groups. In nursery areas, dedicated playgrounds with direct access from classrooms are in high demand. In primary areas, small terraces next to classrooms and calm rooms nearby play a role in maintaining the children’s well-being. In secondary or high school areas, the settings are becoming more similar to mainstream than to special schools as the students become more independent. These findings suggest the importance of supporting individuals and different age groups through the spatial organisation of therapeutic spaces.

Effectiveness of rational emotive occupational health coaching in reducing burnout symptoms among teachers of children with autism.

The negative impacts of Job-related burnout on job performance have been widely documented in the literature. Burnout accounts for both physical and mental health outcomes that increase work turnover in teachers, especially those who teach special needs children, like those with Autism Spectrum Disorders (ASD). The current study assessed the effectiveness of Rational Emotive Occupational Health Coaching (REOHC) in minimizing job burnout amongst autistic children teachers in Anambra state, Nigeria. The study used a group-randomized waitlist control trial design. teachers who teach ASD children in private and public special and inclusive schools participated in the study. All participants were randomly allocated to REOHC and waitlist group (WLG). REOHC group were exposed to a single session 120 min REOHC programme every week for 12 weeks. Data were collected using Maslach Burnout Inventory for Educators (MBI-ES), at baseline; post-intervention as well as follow-up evaluations 1 and 2 evaluations. All the data gathered for the study were analysed using mean, Standard Deviation (SD), t-test statistics, repeated measures ANOVA, and charts. Results indicated a significant decrease in teachers' burnout, following REOHC intervention, which was sustained through follow-ups 1 and 2. In conclusion, we stated that REOHC is valuable in treating burnout symptoms in teachers of children with ASDs.

Commentary: Vision screening for children in special schools.

Commentary: Vision screening for children in special schools.

Cross-cultural adaptation and psychometric properties of the Indonesian version of theory of planned behavior questionnaire to measure dental attendance of children with hearing loss: A pilot study.

To translate and evaluate the validity and reliability of the Indonesian version of the Theory of Planned Behavior (TPB) questionnaire concerning mother's behavior related to children's dental attendance. The cross-cultural adaptation was tested in mothers with children aged 5-12 years old who have hearing loss. The validity and reliability of the online questionnaire were measured among 31 mothers of children with hearing loss in communities and Special School for Children with Hearing Loss in several regions in Indonesia. All indicators of attitude, subjective norms, and perceived behavior control (PBC) on mothers' behavior towards children's attendance was valid (p<.05). The overall Cronbach's alpha of the questionnaire for internal consistency was 0.773. The test-retest reliability results were based on repeated administration in the same participant mother, measured at one-week interval; the interclass correlation coefficient (ICC) was 0.903. The Indonesian version of the TPB questionnaire concerning mother's behavior related to children's oral health has shown adequate validity and reliability for investigating the dental attendance of children with hearing loss.

Leber Congenital Amaurosis: An Overview

Leber Congenital Amaurosis (LCA) is a rare genetic eye disorder that is the most common cause of inherited sight loss in children. It is estimated to affect 1 in 40,000 newborns and leads to severe, irreversible loss of vision by affecting the retina. LCA was named in 1957 after it was first described by Theodor Karl Gustav von Leber in 1869. He was responsible for the first description of Leber’s hereditary optic neuropathy, a completely different condition that is easy to confuse LCA with. In current literature, LCA is thought to represent 5% of all retinal dystrophies and accounts for 20% of visual impairment amongst children in special schools.

Maternal attachment and behaviour problems: comparison between children in regular and special education schools

ABSTRACT The aim of the current investigation was to compare the association between attachment and behaviour problems in children attending regular schools and children attending special education schools with a focus on emotional and social development. We draw upon data collected from 169 children attending regular schools (Mage = 9.66), and 91 children attending special education schools (Mage= 10.52). The children completed the Experiences in Close Relationships Scale-Revised (ECR-RC), which assess their maternal attachment-related anxiety and avoidance. Parents completed the Child Behaviour Checklist (CBCL/6-18 R) which captures their child’s internalising and externalising problems. Special education children showed higher levels of attachment-related anxiety and avoidance, than regular education children. Furthermore, regular and special education children showed different associations between attachment and internalising and externalising problems. Our results have implications for the transferability of previous research findings from children without to children with special needs and highlight the importance of considering maternal attachment for children attending special education schools.

Sistem Pakar Menentukan Kelas Anak Berkebutuhan Khusus dengan Metode Certainty Factor pada SLB Negeri Serdang Bedagai

Parents need to understand the child's condition from an early age, pay attention to the behavior of children who are growing normally in general so that they can take various actions and also other things that are considered important related to the child's future. Choosing to enroll children in special schools is certainly supported by the daily lives of children who do require special behavior in studying school learning. The formulation of the research problem is to determine the class of children with special needs using the Certainty Factor method based on the diagnosis of symptom and characteristic data that can help teachers and parents get information about the types of characteristics of children with special needs students at the State Special School (SLBN) Serdang Bedagai. The characteristics of children with special needs according to the data on the number of symptoms and characteristics discussed are 52 symptoms and 5 characteristics. (Autism JK01, Tuna Grahita JK02, Deafblind JK03, Blind JK04, Tuna Daksa JK05. This application can help teachers and parents find out the characteristics of children with special needs quickly and accurately. This application can be used in every special school to determine early knowing the types of characteristics of children with special needs

PREVALENCE OF COMMON MUSCULOSKELETAL PROBLEMS SEEN IN SPECIAL SCHOOL CHILDREN’S IN RURAL AREA

This paper outlines the importance of a healthy well-being of brain which is reflected by a good stance and posture. The most prevailing complain among special school children is found to be postural defects. Various special schools of rural areas were taken in consideration, that is total 70 special students were selected, from various special schools. The informed consent was obtained. They were provided with Numerical pain rating scale and Questionnaire. Using inferential statistics and descriptive method statistical analysis was done it proved to be highly significant.Our research showed that maximum number of children of special school had knee pain as compared to other joints, hamstrings pain being most common, with back pain more common than whole body pain. The study concluded that most of special school children have knee pain, hamstrings pain, back pain most commonly with respect to age and gender.

Inclusion and participation of children with epilepsy in schools: Views of young people, school staff and parents

ObjectiveTo gain an understanding of the views of children with epilepsy, their parents and staff regarding inclusion and participation of children with epilepsy in school. MethodsDuring the study period, 136 children with ‘active’ epilepsy (taking anti-seizure Medications (ASMs) for epilepsy), were identified in the study area and of these 68 (50% of those eligible) families agreed to participate. Children (n = 20) with ‘active epilepsy’ their parents (n = 68) and staff (n = 56) were interviewed or completed surveys. The quantitative data were analysed using descriptive statistics and chi-square analyses. The answers to open questions were analysed using thematic analyses. ResultsStaff in mainstream schools were more concerned about the child's attendance than staff in special schools (p = 0.008).Parents and school staff cited a number of negative aspects of the child's attendance difficulties including social–emotional and academic aspects. The majority of parents and staff felt that young people with epilepsy were included in school to the same extent as peers. Parents were however, significantly less likely than staff to agree that children were included in all playground activities (p = 0.045). Parents of children in special schools were more likely to agree that their child was included in school than parents of children attending mainstream schools (p = 0.041). Thematic analysis revealed that parents felt that their child could be excluded in school due to staff decisions, child's own choice and peer led exclusion. The majority of children (64%) and parents (56%) agreed that the child with epilepsy was restricted from doing things their peers could do because of their epilepsy. While more than half of children with epilepsy (63%) reported that they had been bullied, most did not attribute this bullying to having epilepsy. Parents were more likely to agree that their child was bullied because of their epilepsy (p = 0.035) and non-epilepsy reasons than staff (p<0.001). Parents of children with epilepsy attending mainstream schools were more likely to agree that their child was bullied because of their epilepsy (p = 0.017) and non-epilepsy reasons (p = 0.026), compared to parents of children with epilepsy attending special schools. ConclusionsSchool attendance difficulties for children with epilepsy can contribute to academic and social-emotional difficulties. Most parents and teachers feel that children with epilepsy are included in classroom activities to the same extent as peers. Children with epilepsy and their parents believe that they are more restricted in non-classroom activities compared with their peers. Difficulties with participation, friendships and bullying for children with epilepsy may be due to presence of other conditions as opposed to epilepsy per se. There is a need to increase understanding of the wide ranging impact of epilepsy on school life in order to enhance attendance and inclusion and to reduce bullying.

‘It’s a school but it’s not a school’: understanding father involvement in the schooling of children with intellectual disabilities in Kenya

ABSTRACT This study sought to understand how fathers perceived schooling of their children with intellectual disabilities and how this impacted upon their involvement. The paper reports specifically on the views of fathers, teachers and mothers of children with intellectual disabilities regarding how fathers understood schooling and how the understanding affected father involvement at a special school. The findings are a part of a larger case study conducted at one special school for children with intellectual disabilities in Kenya. Purposive sampling was used to recruit nine teachers, eight fathers, and six mothers of children with intellectual disabilities from the special school. Individual interviews, focus group discussions and a document review were the data collection methods. Data were transcribed and analysed thematically. Fathers’ understanding of schooling was expressed in the two themes emerging: the ambivalence of the purpose of the school and a focus on functional skills. Fathers want their children with disabilities to be educated, which means gaining knowledge and skills that would lead to becoming self-reliant, but they do not always agree with schooling which is the way that society has chosen to educate children. While fathers may not be involved in schooling they often are involved and concerned about education.

Parents’ experiences of choosing a special school for their children

ABSTRACT This paper is about English parents’ experiences of making decisions about special school placements in the national context of rising special school placements and more parental choice and school diversity. The aim of this research was to investigate whether the current legislative focus on optimising parent choice operates as intended from the parents’ perspective. More specifically, it aimed to examine the views of parents of pupils in special schools in the South West of England: their reasons for choosing special school, the extent to which they felt they had an independent choice and their views on alternative provision. Fifty seven parents with children in special schools in three local authority special schools completed an online questionnaire that collected numerical and textual data. Analysis showed that the top three factors influencing decisions were school atmosphere, caring approach to pupils and class size, a finding that connected with their concepts of inclusive education. These and other findings point to the limitations of the choice-diversity model implemented over the last few decades in England. The research illustrates distinctive parental perspectives on schooling, inclusive education and the dilemmas they experience in choosing provision for their children.

Prevalence of Syndromic Intellectual Disability among Children of Age 2-5 Years in Different Hospitals of Lahore, Punjab

A retrospective analytical study was performed from September 2019 to March 2020 on Intellectual disability patients by visiting different hospitals of Lahore,Punjab. The aim of this research was to determine the prevalence of different factors associated with syndromic intellectual disability in the Punjab population. Intellectual Disability (ID) is caused by the environmental influence, genetic disorder, perinatal infection, neonatal infection or postnatal infection. It was diagnosed by the test of Intellectual functioning. In this study 50 patients were identified among which 33 were males and 17 were females. The basic cause of ID in Pakistan was recorded as cousin marriages. Other factors like malnutrition, microcephaly, complicated delivery, brain infections were the major causes of ID. To avoid severe or profound ID early diagnosis, clinical evaluation, genetic counseling, and proper treatment was necessary. A proper guidance must require for the parents to admit their ID children in respective special school. The primary goal of this research was to provide information to individuals and groups who were recognized to be at risk for ID, as well as their family members and to those who deal with them.

IDENTIFICATION OF FINE MOTOR SKILLS IN CHILDREN WITH INTELECTUAL DISABILITY

Abstract: The purpose of this study was to describe fine motor skills in mentally retarded children. This study involved 20 mentally retarded children in special schools (SLB) in North Lombok. Identification was carried out using several data collection techniques, namely through observation, filling out instruments and interviewing the teacher. Identification of mentally disabled children focuses on several fine motor skills, namely: making curved lines, making horizontal lines, making circle patterns, cutting straight line pattern paper, cutting zigzag pattern paper, cutting circle pattern paper, cutting square pattern paper, simple drawing, coloring using colored pencils, coloring using crayons, and coloring using watercolors. The results of the study used descriptive analysis with two categorizations. Based on the results of the analysis, it was found that out of 20 mentally retarded children can be categorized as follows: on average 68% of children are in the Start Development category (MB), which means that children are starting to be able to do activities, but still with the help of teachers and 32% of children fall into the Developing Appropriate category Hope (BSH). Thus, through this identification it can improve fine motor skills in mentally retarded children by using other interesting methods or strategies. Keywords: skill, finemotor, intelectual disability

Quiet time via transcendental meditation in secondary school pupils with special educational needs: effects on well-being and behaviour

ABSTRACT This paper describes effects on wellbeing as well as logistical difficulties of implementing regular Quiet Time (QT) via Transcendental Meditation (TM) among mainstream secondary school pupils with special educational needs, age 12–16 measured via a pilot Randomised Control Trial (RCT). Participants were recruited from three mainstreams and one special school for children with autism and randomly allocated to QT (n = 17) or a Carry on as Usual (n = 16) control group. On average, the QT pupils attended only 2.7 meditation sessions per week, far fewer than the 10 sessions per week encouraged, despite TM being well liked. Pupils reported conflicting demands during TM time preventing regular attendance. Intention-to-treat analyses revealed no significant interactions between group and time. Within the QT group, higher attendance was associated with reductions in teacher-rated externalising difficulties, but these effects were mainly driven by the four pupils who attended more than 60% of the QT sessions. The main analysis revealed no significant effect of QT. The need for further feasibility work to establish and test strategies for promoting engagement with meditation strategies in busy secondary school environments is clear.