Inclusion Of Children Research Articles

Inclusion of Children with a Background of Migration into Greek Kindergartens Via Physical Education: Development of Emotional Skills

Cultural diversity in schools enriches the learning environment by exposing students to different perspectives, traditions, and worldviews. However, ensuring inclusion can be challenging as educators must navigate language barriers, cultural differences, and potential biases. Enhancing emotional skills through a physical education program is a powerful way to promote inclusion among students.

The Impact of Traditional Children's Games on Internet Use, Social Skills, and Stress Level: A Cross-Sectional Design.

Traditional games are essential for children's social inclusion due to cultural values and beliefs. This study was conducted to measure the impact of traditional children's games on internet use, social skills, and stress levels. A cross-sectional design was carried out. Children who had parental approval and agreed to participate were included in the study (n = 314). The data were collected using a questionnaire, the Perceived Stress Questionnaire (8-11 years), and the Social Skills Assessment Scale. Linear regression and multinomial logistic regression were performed to analyze the data. Mantel-Haenszel chi-square test was performed to assess the confounding factors for playing traditional games. The children's mean age was 11.58 (SD = 0.49), and 56.1% were girls. Children who did not play traditional games were more likely to use the internet than those who played traditional games (odds ratio [OR] = 2.16, p = .014). The social skills were significantly associated with daily internet use time (β = 0.164, p = .003), playing traditional games (β = 0.155, p = .008), and frequency of gaming per week (β = 0.123, p = .035). The stress levels were associated with gender (β = 0.120, p = .033) and academic level (β = 0.111, p = .048). Traditional game playing reduced the duration of one sitting and daily internet use. Moreover, outdoor gaming, frequency of playing games, and daily internet use duration were predictors of social skills, whereas being a girl and sixth-grade student were predisposing factors of stress level. Nurses could benefit from traditional games in reducing internet use and stress and improving social skills in children.

Considerations Around the Inclusion of Children and Young People's Time in Economic Evaluation: Findings from an International Delphi Study.

People's time is a finite resource and a valuable input that ought to be considered in economic evaluations taking a broad, societal perspective. Yet, evaluations of interventions focusing on children and young people (CYP) rarely account for the opportunity cost of time in this population. As a key reason for this, health economists have pointed to uncertainty around when it is appropriate to include CYP time-related costs in an economic evaluation and highlighted the lack of clear guidance on the topic. With this in mind, we carried out a Delphi study to establish a list of relevant considerations for researchers to utilise whilst making decisions about whether and when to include CYP time in their economic evaluations. Delphi panellists were asked to propose and rate a set of possible considerations and provide additional thoughts on their ratings. Ratings were summarised using descriptive statistics, and text comments were interrogated through thematic analysis. A total of 73 panellists across 16 countries completed both rounds of a two-round Delphi study. Panellists' ratings showed that, when thinking about whether to include displaced CYP time in an economic evaluation, it is very important to consider whether: (1) inclusion would be in line with specified perspective(s) (median score: 9), (2) CYP's time may already be accounted for in other parts of the evaluation (median score: 8), (3) the amount of forgone time is substantial, either in absolute or relative terms (median score: 7) and (4) inclusion of CYP's time costs would be of interest to decision-makers (median score: 7). Respondents thought that considerations such as (1) whether inclusion would be of interest to the research community (median score: 6), (2) whether CYP's time displaced by receiving treatment is 'school' or 'play' time (median score: 5), and (3) whether CYP's are old enough for their time to be considered valuable (median score: 5) are moderately important. A range of views was offered to support beliefs and ratings, many of which were underpinned by compelling normative questions.

Perception and Acceptability of Regular Education Teachers Towards Inclusion of Children with Intellectual Disability in Calabar, Cross River State, Nigeria

Perception and Acceptability of Regular Education Teachers Towards Inclusion of Children with Intellectual Disability in Calabar, Cross River State, Nigeria

Teachers’ Perception and Inclusion of Children with Disabilities in Uganda: A Study of Regular Classrooms in Primary Schools of Tororo District

Teachers’ Perception and Inclusion of Children with Disabilities in Uganda: A Study of Regular Classrooms in Primary Schools of Tororo District

Including the voice of children

Despite evidence of the benefits of including children's voices in global health research, they continue to be underrepresented. Implementation of how to include children's voices appears to remain an obstacle to their inclusion in global health research. In this manuscript, we present an epistemological frame that advocates children as experts of their own experiences and knowledge-bearers. Then we provide four case studies, to illustrate ongoing efforts to build equity in the design and execution of paediatric health research. Ensuring children's equitable inclusion requires recognizing them as active participants in their health and wellbeing, and empowering them to employ their agency in all interactions with researchers, while recognizing the dialogical nature of those interactions. Successfully involving children in global health research can lead to important psychosocial and clinical insights, that could be leveraged to inform future treatment and care practices. We present four case studies describing the inclusion of children in research and research development related to prevention, treatment and/or care of chronic and acute diseases (tuberculosis, HIV, cervical and other forms of cancer) in a number of global settings including India, Philippines, South Africa, United States, Zambia. The exemplars detail novel applications of a diversity of arts-based methods that are rooted in frameworks for participatory action research. They highlight the need to invest funds, training, time and resources for early and sustained engagement with children throughout the research process. We conclude by offering principles for equitably engaging children in global health research.

Politicizing Children's Play: A Community Photovoice Process to Transform a School Playground.

Contextual elements at school playgrounds compromise the right to play.An occupation-based social transformation project to foster occupational justice in play at a school playground was conducted. To better understand barriers to and facilitators of children's participation in occupations at the school playground to co-create actions that enable play. Design:A participatory methodology-Photovoice-was used. The research consisted of four phases: involving the community in the research design, community-led data generation and analysis, discussion of findings to increase the community's awareness, and a community agenda for changing the playground. Public primary school playground in northwest Spain. All children (n = 450, ages 3-12 yr), families (n = 12), and teachers (n = 15) participated. A thematic analysis of visual, textual, and oral material was conducted, including member checking. Results: The study revealed several barriers toplay, including the short recess duration, poorfloor (surface) conditions, jail-like atmosphere, andviolence. However, participants identified an ad hoclending games systemandplayground muralsadvocating for children's rights as facilitators. These findings have direct implications for improving the play environment. Conflicting priorities between children's and adults' desires and needs for the playground were unveiled, displaying the relevance of invisible contexts (i.e., social or institutional contexts) in shaping play opportunities. A critical occupational stance combined with a participatory and playful methodology generated space to unveil these conflicting priorities, reconcile agendas, raise awareness, and propose collective actions to transform the playground. Plain-Language Summary: Playing is fundamental to children's development and inclusion. This study focused on making school playgrounds better places for kids to play. Researchers found that things such as short playtimes, bad playground conditions, and violence made it tough for kids to enjoy playing, but they also discovered some good things, such as a system for borrowing games and colorfulmurals promoting children' rights. These findings show that changing the playground's physical and social environment can make a big difference for kids. By listening to kids and working together, adults and children can create playgrounds where all kids can play meaningfully and safely. Occupational therapists can promote such processes.

Should Children Be Included in Human Challenge Studies?

Human challenge studies, in which human research subjects are intentionally exposed to pathogens to contribute to scientific knowledge, raise many ethical complexities. One controversial question is whether it is ethically permissible to include children as participants. Commentary of the past decades endorses the exclusion of children, while new guidance suggests that pediatric human challenge studies can be ethically permissible. This paper argues that neither children's exclusion nor their inclusion are well justified. I examine and reject three arguments for exclusion, but suggest that these arguments establish pediatric human challenge studies as a complex ethical category of research that requires caution. I then argue for a strong presumption against children's inclusion, by drawing on an analogy to children's inclusion in phase I trials, emphasizing a requirement of necessity, and suggesting that accommodating children's vulnerability promotes an age de-escalation approach for pediatric human challenge studies research. In the final section, I suggest a procedure for ethics review.

Inclusive Education through the Lens of Diversity: A Case Study in an Arts School with a Focus on Chinese Students

The purpose of this research is to determine the influence of a collaborative art project between a museum and a public school on the process of inclusion and involvement of Chinese children and their families. This qualitative study is based on 9 months of observation of Art-Based Project (ABP) activities in the school and the museum, as well as interviews with parents, museum technicians, and instructors. The findings imply that the assimilation paradigm causes family separation among immigrants, which may be one reason for the high dropout rate in this population. As a result, the first technique for including immigrant children is to assist their parents. The Tandem Project, which employs the arts education model developed by the school and the museum: ABP, and the Visual Thinking Strategies (VTS) included in this art project have a positive impact on Chinese children's language ability, participation in school activities, furthermore, children's inclusion and family involvement has been improved.

The Inclusion of Children with Autism in Day Care Centers: Staff Perceptions, Attitudes, and Knowledge

The Inclusion of Children with Autism in Day Care Centers: Staff Perceptions, Attitudes, and Knowledge

Opportunities for play in paediatric healthcare environments: a scoping review.

Play spaces are important components of paediatric healthcare environments. They provide children with critical opportunities to experience the social, emotional, and developmental benefits of play while in healthcare settings for appointments or hospitalizations. These spaces can help to mitigate stress, provide a sense of normalcy in unfamiliar environments, and facilitate social engagement for children and their families. Given the benefits of play spaces in paediatric healthcare settings, it is important to understand how these spaces can be designed to enhance children's inclusion and quality of care. The aim of this scoping review was to explore the current understanding of paediatric play space design. Using search terms related to children, health care, and play space, six interdisciplinary databases were searched over a 30-year period. The search found 2,533 records from which eighteen were included for review. Findings suggest that although it is well-documented that play spaces offer valuable social and emotional benefits, little is known about the specific design features that can and should be incorporated to enhance play opportunities and ensure that they benefit all children and families. Further, the literature mostly considers play spaces in the context of designated play or recreational rooms. Scholars are encouraged to consider how play opportunities can be incorporated into the designs of paediatric healthcare environments beyond the boundaries of these rooms. Future studies should also consider the diversity of play space users, including children of varying ages and abilities, to create more accessible and inclusive paediatric play spaces for children and their families. Advancing knowledge on play space design can help to optimize the quality of these important spaces and to ensure their designs meaningfully enhance children's play experiences and quality of care.

Partnering for Change: collaborating to transform occupational therapy services that support inclusive education.

The United Nations champions inclusive education as a moral obligation, requiring equitable learning environments that meet all individuals' diverse learning needs and abilities, including children and youth. Yet the practice of inclusive education is variable and implementation challenges persist. A participatory action research framework was used to develop a solution, Partnering for Change (P4C), which is a tiered service delivery model that bridges health and education by re-envisioning occupational therapy services and transforming the role of the occupational therapist from a service provider for individual children to a collaborative partner supporting the whole school community. This perspective article will describe the P4C model and its evolution, and will outline how it has been implemented in Canadian and international contexts to facilitate children's inclusion and participation in educational settings.

Analysis of the Environment Impact on the Inclusion of Children with Special Educational Needs

This paper highlights the critical role of the environment in facilitating the inclusion of children with special education needs (SEN) in educational settings. The physical environment, social interactions, curriculum, instructional practices, and policy frameworks all contribute to creating an inclusive environment. Considering and addressing the impact of these environmental factors, educators, policymakers, and school leaders can promote the successful inclusion and participation of children with SEN, ultimately enhancing their educational experiences and outcomes. Further research is needed to delve deeper into specific environmental factors and their interrelationships to develop comprehensive strategies for promoting inclusive education.

"If he has education, there will not be any problem": Factors affecting access to education for children with disabilities in Tamil Nadu, India.

This study explores factors affecting children with disabilities' enrolment and experience in school in Tamil Nadu, India. In-depth interviews were conducted with 40 caregivers and 20 children with disabilities. Children were purposively selected to maximise heterogeneity by gender, impairment type and enrolment status, using data from a previous survey. Overall, caregivers recognised the importance of school for their children's future livelihoods or at least as a means of socialisation. However, some questioned the value of school, particularly for children with intellectual or sensory impairments. Other barriers to school enrolment and regular attendance included poor availability and affordability of transport, safety concerns or school staffs' concerns about children's behaviour being disruptive. While in school, many children's learning was limited by the lack of teacher training and resources for inclusive education. Poor physical accessibility of schools, as well as negative or overly protective attitudes from teachers and peers, often limited children's social inclusion while in school. These findings carry implications for the implementation of inclusive education in India and elsewhere, as they indicate that despite legislative progress, significant gaps in attendance, learning and social inclusion remain for children with disabilities, which may not be captured in traditional metrics on education access.

Have The European Union Guidelines been a Driving Force in the Inclusion of Children’s Rights into the German “Sachunterricht” Course Curriculum?

It is observed that efforts are made to benefit from the perspective of the Universal Convention on the Rights of the Child and to undertake the protection and promotion of children’s rights more effectively in countries that are members of the European Union/membership process with the European Union Agreement (Lisbon Treaty) which came into force in 2009. In this direction, the European Union Guidelines on the Promotion and Protection of Children’s Rights were published to guide the EU member countries and their countries in the process of membership in their work on children’s rights. So, the research purposed primarily to examine the status of children’s rights in the official Sachunterricht course curriculum used in the German education system in line with the EU Guidelines. In the research, a holistic multiple-state pattern was adopted from the qualitative research approach patterns. In the process of obtaining research data, the document review method was used. The official Sachunterricht course curriculum in sixteen states in the Federal Republic of Germany was examined in this scope. As a consequence of the research, it was concluded that the content included in the curriculum in most states is in line with the EU Guidelines. However, we saw just a few curricula have that there are statements of attainment and study examples regarding children’s right to protection and participation. At this point, studies can be put forward to make all education curricula more compatible with EU Guiding Principles. These studies should ensure that the teaching curricula that countries will use address children’s rights and related learning outcomes and teaching activities aimed at recognizing children’s rights, preventing discrimination against them, building a culture of universal peace, and preparing children for responsible lives in a free society.

Nurturing Social Inclusion among Children through Social Media: Exploring Stories of Mothers from Sargodha

Early childhood connections of children have a big impact on their grownup lives. Social media and peer relationships are two aspects of early life that have rapidly grown in recent years. Social media have been significantly impacting young learners over the past few years. In order to better understand how social media can foster social inclusion in early childhood and connect with peers, our study examined the experiences of twenty mothers. Stories of social connections at home and at school emerged from interviews with mothers whose children attended private schools in Sargodha city. Working within the qualitative paradigm, the data received from mothers was analyzed. Initial coding derived us to surface categories and themes. Based on the study's findings, it was revealed that using social media responsibly and positively can foster social inclusion for establishing peer connections in the early years of childhood. Social media promote social interaction, social involvement and collaboration among children. The study further revealed the influential effects of social media on children's social inclusion with respect to communication, self-confidence, and feelings of togetherness in distanced spaces to overcome social isolation.

Inclusion of Children with Intellectual Disability in Early Childhood Education in Saudi Arabia: Impact of Teacher Characteristics

Background: The practice of inclusive education in mainstream classrooms has gained momentum worldwide in recent years. This situation has attracted the interest of researchers in equal measures, with the main focus being directed at the impact of teacher attitudes toward inclusive education. The previous studies have mainly focused on inclusive education in primary and secondary education environments in the Western world while paying no attention to early childhood education in developing countries like Saudi Arabia.
 Aim: This study fills this knowledge gap by investigating the impact of teacher characteristics on the attitudes toward the inclusion of children with intellectual disabilities in early childhood education in Saudi Arabia.
 Methods: Data were collected through a web-based survey. Statistical analysis was conducted using SPSS to generate descriptive statistics and correlations.
 Results: There were statistically significant relationships between acceptance of inclusion of learners with IDs and all the independent variables; age (p=0.000), gender (p=0.021), training (p=0.000), professional role (p=0.015), knowledge (p=0.000) and experience (p=0.000).
 Conclusion and Recommendations: Early childhood education teachers in Saudi Arabia should receive training on special needs to attain knowledge and experiences in dealing with learners with IDs in inclusive environments.

The Student Council and Children's Rights in the 107. Primary School “Khan Krum” – Sofia

This article aims to present the historical development of student self-government and its current activity in 107. OU “Khan Krum”. The normative regulation of the student council, as well as its functions with a preponderance of its functions related to the protection of children's rights, were examined. Attention is paid to the mechanisms of children's inclusion in the student council, as well as the different activities of students. The article is a sharing of useful experience in the field of protection of children's rights using the possibilities of student councils.

Assessing ODL Teachers/Tutors’ Opinion about Inclusion of Children with Emotional, Social and Behavioural Difficulties in ODL

In Pakistan about 2.49% of population is with special needs including hearing, visual impairment, mentally challenged, physically handicapped and multiple handicaps. Open and Distance Learning is most suitable and accommodative mode for them so much of them are getting education through ODL mode. The study aim was to determine the e-tutors arrogances to include students having emotional, social and behavioural difficulties (ESBD) seeing the impact of physical age, know-how, academic education/degrees and the help they had from AIOU. Researcher selected 200 e-tutors/e-instructors as sample for the study and most ofthem from Islamabad region.

A Qualitative Systematic Review About Children's Everyday Lives when a Parent Is Seriously Ill with the Prospect of Imminent Death - Perspectives of Children and Parents.

Parental dying is a life changing experience for children. This study explores children's strategies and (inter)actions in their everyday life when facing critically ill parents and imminent death, from the children's and parents' perspectives. A qualitative systematic review was carried out, registered in PROSPERO (CRD42022306862). A literature search and screening in six databases resulted in eighteen articles. Thematic analysis showed that children were capable of developing various strategies to cope in everyday life, even in vulnerable situations. From parents' and children's perspectives, inclusion, openness, and communication about parents' situations, taking children's age and needs into consideration, were important to face and cope with the situation. Children were life-capable, also in vulnerable and difficult situations. This calls for the necessity of developing children-led support, by acknowledging, and taking the children's experiences, and resources, as starting points to tailor adequate support for children of critically ill parents.