Children With Disabilities Research Articles

The Plight of Children with Disabilities

In the Province of Bohol, access to information on the status of children with disabilities (CWD) is difficult due to limited information base. This prompted the University of Bohol, College of Allied Medical Science (UBCAMS) to conduct a research on the status of CWD and their families. There are many cases of children with disabilities with various forms of difficulties. Leading causes of disabilities are Cerebral Palsy, Musculoskeletal Deformities, Down Syndrome, Mental Retardation and Speech/Language/Hearing Deficiencies. The study discovered very rare cases of Progeria, Muscular Dystrophy and Amelia in the area. Analysis of the cases indicates high significance of first born babies from young mothers and from those at the late reproductive age. The socio-economic conditions of the parents indicate they have low education and low-paying jobs. The city/ municipal health units gave limited support to the CWD and their families. Lack of knowledge and skills in the proper care of CWD are also evident among the parents/care givers and even of local health workers. The research concludes that majority of CWD and their families are left to fend for themselves without support and help from government or civil society. Â Key words - children with disabilities, integrated rehabilitation program

A critical analysis of paradigms and rights in disability dicources

The article analyses the role of human rights law and advocacy in setting standards for the quality of education services to make the right to basic education a reality for children with disabilities (CWDs) in Uganda. It focuses on the plight of children with disabilities (CWDs) under Uganda's current educational curriculum. These children are doubly marginalized as children and as persons with disabilities (PWDs). The author analyzes “disability” from different disability models – charitable, medical, human rights and social models. It is argued that the biased categorization in the curriculum of special needs as “difficulties,” “impairment,” “disability,” and “retardation” perpetuates victimization and discrimination of CWDs. Segregation of CWDs from the mainstream schools bars their full inclusion and participation. If PWDs in Uganda are to overcome their deplorable conditions, education must act as the launching pad. The article recognizes the strides made by Uganda to adopt inclusive education policies for special needs education as evident under the Constitution 1995, Children's Statute 1996, and Universal Primary Education (UPE). Nevertheless, the government is advised to ensure coherence and consistency in its conceptualization of inclusive education, lest contradictions in inclusive policies might operate to frustrate the entire strategy. East African Journal of Peace and Human rights Vol. 12 (1) 2006: pp. 49-64

Victimization of children with disabilities.

Children with disabilities (CWDs) are more likely to be victims of child abuse but may have more difficulty than their typically developing (TD) peers reporting their experiences. In this study, the authors examined the characteristics of abuse reported by CWDs based on forensic statements made by 40430 alleged abuse victims, 11% categorized as children with minor disabilities, and 1.2% categorized as children with severe disabilities. Proportionally more of the CWDs than of the TD children were allegedly victims of sexual rather than physical abuse. CWDs failed to disclose abuse and delayed disclosure more often than TD suspected victims. CWDs were more likely than TD children to be abused by parent figures and to experience physical abuse resulting in body injury or serious sexual offenses, including those involving penetration, repeated abuse, use of force, and threats. Higher levels of disability were associated with increased risk of sexual abuse. Both the heightened incidence of severe abuse among and the failure to disclose abuse by CWDs should be sources of considerable concern to social welfare and criminal justice agencies.

Social Skills and Behavior Problems in Children with Disabilities with and without Siblings

This study examined social skills and behavior of children with disabilities (CWD) and the impact of siblings on these behaviors. Eighty-five CWD diagnosed with Attention-Deficit Hyperactivity Disorder only (ADHD-o), Learning Disability or Learning Problems (LD/LP), ADHD and LD combined (ADHD/LD) or Spina Bifida (SB) and their siblings were evaluated using standardized social skills and behavior rating scales. The ADHD-o group had significantly lower social skills and more behavior problems than the other groups. There was no recognized effect of the sibling relationship on the social skills and behavioral problems of either the CWD or their siblings. Birth order of the sibling dyads and diagnos(es) of siblings did not have significant influence on the social skills or behavior of CWD. ADHD is a significant risk factor for poor social skills and behavior problems, even when compared with other diagnoses that carry an increased risk of these same problems.

Attitudes Toward Teaching ChildrenWith Disabilities: Review of Literatureand Research Paradigm

This review explores the known literature with respect to attitudes and introduces a criterion paradigm to aid future researchers in studying links to attitude behavior. Prior writing has varied from a more atheoretical study of attitude behavior to a focus using theories from other disciplines, most notably the theory of planned behavior (Ajzen, 1985). The premise of this paper is that attitude study should progress beyond basic description regarding profiles of pre and inservice teachers to the study of teacher and learner behaviors as a function of known attitude profiles and other mediating variables.