Mainstream Children Research Articles

“He Used to Be A Late Talker”: Parents’ Narration Of A Five-Year-Old Child Named Hasan

This narrative inquiry is based on the lived experiences of parents who have a speech delayed child. A child with a language delay must go through in order to appropriately have strong competence in the language learning process. The data were derived from parents’ stories, a speech therapy progress book, medical records, and video recordings of classroom activities. Findings were focused on the thorough process a research subject has undergone to finally survive in catching up his lag of language development compared to the mainstream children of his age. After four years of intensive labor requiring parental involvement and three years of programmed therapy, the research subject achieves improvement milestones that enable him to catch up to conventional children's language development, which he should have completed. More research into the deployment of other linguistic aspects is needed to provide a clear picture of the development of his language learning.

The all-Wales forensic adolescent consultation and treatment service (FACTS): A 5-year referral cohort study.

FACTS is a Wales-wide mental health service for 10-17-year-olds with needs beyond the remit of mainstream child and adolescent mental health services (CAMHS). As a purely consultation-liaison service, it differs from other UK services in the field. To describe a complete cohort of referrals to FACTS 2013-2017 with service exit by June 2018. Clinical, social and offending data were extracted from FACTS records. 80 young people completed a FACTS episode, averaging nearly a year (309days; range 13-859days). Mostly boys (65, 81%) of mean age 15.4years (range 9-18), two-thirds (n=53) had three or more referral reasons, one invariably being threatened/actual harm to others; only half were criminal-justice involved. Half (41, 51%) were committing sexually harmful acts. Half were self-harming (41, 51%). All but seven had had at least one adverse childhood experience (ACE), nearly half (35, 44%) four or more. Nevertheless, post-traumatic stress disorder (PTSD) was rarely diagnosed (7, 9%); just over one-quarter (23, 29%) had no diagnosis at all. Correspondence analyses endorsed two distinct Attention deficit hyperactivity disorder groups, distinguished by presence/absence of evidenced brain damage or dysfunction. Suicide-related behaviours clustered with the other diagnoses, flashbacks and psychotic symptoms with no diagnosis. Change in home circumstances during a FACTS episode was slight. The complexity of presenting problems and service involvement evidences need for FACTS. The extent of persistently harmful sexual behaviours is a novel finding, suggesting need for more expert input for this at other service levels. Rarity of PTSD diagnoses was surprising given the extent of ACEs. This raises concerns that services focus on disorder signs rather than the child's inner life. Given the extent of problems, minimal change may be a positive outcome - especially when remaining in the community. Further development of this service should include explicit case-by-case goals and indicative outcome markers.

THE IMPACT OF GIVING CHILDREN WITH SPECIAL NEEDS A VOICE USING THE TEACHING GAMES FOR UNDERSTANDING MODEL IN PHYSICAL EDUCATION

The impact of the teaching games for understanding model (TGfU) in education has mainly focussed on mainstream children who have not been diagnosed with having an additional or specific educational need (SEN). The purpose of this study was to evaluate the impact of the TGfU model by focussing on the feedback of the children about their learning journey. The activity of Table Tennis was used as the teaching medium in which to enact this student’s voice and then the children reviewed their learning by completing a questionnaire after each lesson. The questionnaire was adapted from the previous research of Cervelló et al., (2007) who originally devised a twenty-four-point questionnaire which was shortened to twelve questions for the purpose of this study. The research problem was whether the TGfU model and its principles could be adopted and adapted after giving the SEN students a greater sense of ownership of their own learning. In total, twelve children aged 11-16 from one special school institution were involved in this study and they all had additional learning needs. After a comprehensive literature review, there have been very few research papers which have looked at this specific topic with only one article on this subject coming from Malaysia (Ibrahim, 2021). The findings of this study show that there was a positive change in the levels of communication and control over the learning, social interaction and activity levels as a result of using a models-based approach to learning physical education with SEN children.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0938/a.php" alt="Hit counter" /></p>

Rehabilitation of Rescued Children from Worksites in India

A large number of children in India still work under highly exploitative working conditions. In spite of magnificent efforts, the problem of child labor has compounded into more complex issues intertwined with child trafficking, forced labor, missing children, and many other worst forms of childhood struggles. There is a general postulation that in reality the rehabilitation measures are not so effective. The phenomenon of the recycling of child labor divulges that the rescued children again join the workforce after a small gap either at the same place in the same city or at different places in different cities. The paper is aimed to study the realities of rehabilitation in order to understand intertwined issues relating to rehabilitation of rescued children from worksites as well as the present state of affairs. The paper has specifically explored the process of rescue challenges, the mechanisms devised and implemented for rehabilitation of these children, and the effectiveness of initiatives intended for reintegrating rescued children in societal mainstream. It discovered that the realities of rehabilitation are quite painful and a sad commentary on our efforts of rehabilitation. The compensation, back wages, or rehabilitation money has passes through different layers before reaching the rescued child. Once received, it is generally used for different purposes –such as buying animals, construction/repair of house, daughter’s marriage, and repaying to contractor who provided the employment. In some cases, cut/convenience money is also paid to the person responsible for releasing compensation. The time frame for receiving compensation/rehabilitation money varies from 6 to 36 months. As an estimate, approximately one-fifth of the rescued children never join school after rehabilitation because of poor economic conditions of their families, and many drop out to rejoining workforce. The paper has also explored various gaps in their rehabilitation and suggested recommendations for more efficient, effective, and efficacious rehabilitation of children freed from worksites.

'We've come a very, very, long way' Overcoming stigma of autism: An interpretative phenomenological analysis within the UK Jewish community.

Autistic people contend with high levels of stigma in many cultures worldwide. There is a scarcity of literature on stigma in relation to autism in faith communities and virtually no research focussing on this topic in Jewish communities. In this study, we aimed to explore experiences of stigma towards autism and sought views on what steps have and can be taken to reduce such stigma. Using an interpretative phenomenological analysis approach, we conducted semi-structured interviews with 10 participants within the UK Jewish community, in both mainstream and specialist autistic schools. Interviews were conducted over 2 months in 2020. During analysis, 5 superordinate (central) themes and 13 subordinate themes were abstracted. Superordinate themes included ‘Stigma not specific to the Jewish community’; ‘Considerable strides made’; ‘More a lack of knowledge or denial than stigma’; ‘Fear of stigma is a real concern but not widely prevalent’; and ‘Potent factors that reduce stigma in the Jewish community’. We recommend workshops for greater awareness and training for teachers and parents on autism and autistic children’s experiences. We also recommend the formation of specialist autism schools in other communities and promotion of positive narratives concerning autistic people, as this successfully reduced stigma within the Jewish community.Lay abstractAutistic people contend with high levels of stigma in a wide array of cultures worldwide. There is a scarcity of literature on stigma in relation to autism in faith communities, with some limited research on this issue in Christian, Muslim and Hindu populations. There is virtually no research focussing on this topic in Jewish communities and to our knowledge, none at all within UK Jewish contexts. In this study, we aimed to explore experiences of stigma towards autism and sought views on what steps have and can be taken to reduce such stigma. Using an interpretative phenomenological analysis approach, we conducted semi-structured interviews with 10 participants within the UK Jewish community, including parents, rabbis, SENDCos, teachers, and headmasters of autistic children in both mainstream and specialist autistic schools. Interviews were conducted over 2 months in 2020. During analysis, 5 superordinate (central) themes and 13 subordinate themes were abstracted from the data. Superordinate themes included ‘Stigma not specific to the Jewish community’; ‘Considerable strides made’; ‘More a lack of knowledge or denial than stigma’; ‘Fear of stigma is a real concern but not widely prevalent’; and ‘Potent factors that reduce stigma in the Jewish community’. We recommend workshops for greater awareness and training for teachers and parents on autism and autistic children’s experiences. We also recommend the formation of specialist autism schools in other communities and promotion of positive narratives concerning autistic people, as this successfully reduced stigma within the Jewish community.

Animal Representation on UK Children’s Television

It is widely accepted that television is a powerful medium and that its influence, particularly on children and young people, can be profound (see for example Canadian Paediatric Society 2003; Strasburger 2004; Matyjas 2015). The representation and categorisation of non-humans in such content may therefore influence a culture’s attitudes towards those species and, by extension, its children’s views. This article investigates animal characters on three hundred and fourteen children’s TV shows across five days of ‘free’ to view UK programming during summer 2020, and is the first study in over twenty-five years (since Elizabeth Paul’s in 1996) to focus specifically on mainstream children’s TV, and the only one to have sole regard for pre- and early primary-age UK viewers. With research clear that the media is so influential, recognising the role of such culture transmission is vital to ‘undo’ unhelpful assumptions about animals that result in their exploitation, and change future norms (Joy 2009). Television media either ignores or misrepresents the subjective reality of many (particularly food) species, but with children preferring anthropomorphised animals to most others (Geerdts, Van de Walle and LoBue 2016), this carries implications in terms of responsibility for our ideas and subsequent treatment of those non-humans in everyday life.

Study on emission characteristics and health effects of volatile organic compounds in child seats

This paper takes two mainstream child seats on the market as the research object, based on the test standard of volatile organic compounds (VOCs) and the objective odor test standard of components and parts assembly, and under 25°C standard condition, the emission concentration of VOCs and the odor objective level of the two seats were detected to understand the VOCs emission and odor performance of the child seats. Gas chromatography-mass spectrometry (GC-MS) was used to analyze the whole spectrum, and the odor threshold database was used to screen out the key odor components contributing to the odor in the car. According to the WHO-IARC to analyze the carcinogenicity of key odor contributing substances. The results show that the odor performance of the two types of child seats is in average level, and the objective odor intensity were 3.3 and 3.7. The emission of Formaldehyde, Acetaldehyde and Benzene of the two seats were significantly lower than the average value of the seat industry, while dimethylbenzene and Styrene were higher than the industry average. In addition, Benzothiazole, 2,6-Ditert-butyl-4-methyl phenol, Isooctanoic Acid, Cyclohexyl Isothiocyanate, etc. The above-mentioned high-risk odorants are harmful to health, which should be paid more attention by manufacturers.

The child prodigy as a global celebrity: the chess wonder Samuel Reshevsky

ABSTRACT Focusing on the chess prodigy Samuel Reshevsky (1911–1992), this paper examines the international commercial exploitation of child prodigies and their rise to celebrity. In the early 1920s, this boy wonder toured Europe and the United States, where he defeated some of the best players in simultaneous chess exhibitions, met important personalities and became a subject of global fascination. His ascent into stardom just before Hollywood’s child star era reveals the public’s eagerness to capitalise on gifted children as yet another commodity of the entertainment industry. Parents played a key role in exploiting child prodigies, despite the success of recent campaigns to secure children’s rights such as compulsory education and the regulation of child labour. Meanwhile, philanthropists attempted to aid children like Reshevsky and stop their public exhibition. Moreover, psychologists examined their talent and worried about their futures. Overall, Reshevsky’s case reconstructs the network of interests (commercial, humanitarian, scientific) surrounding child prodigies and historicises the child star phenomenon beyond the mainstream child performer.

The Role of an Advocate in Innovating the Adaptive Apparel Market: A Case Study

The apparel global supply chain is fragmented and globalized, making it challenging to satisfy consumers’ wants and needs. Thus, to satisfy the consumer's wants and needs, global supply chain management is critical to a brand's success in the marketplace. The goal of this study was to gain an in-depth, holistic, and contextualized understanding of the experience and knowledge Mindy Scheier, an adaptive apparel advocate, gained by managing and negotiating the existing supply chain functions during her collaboration with Tommy Hilfiger® to launch the first mainstream children's adaptive apparel line. To achieve this goal, a case study was deployed. The authors found that supply chain networks required unique adaptations to their existing manufacturing processes to ensure the adaptive design innovations were viable; however, those supply chain adaptations were not significant. Further, the authors found that a collaborative partnership with an advocate seemingly provided a competitive advantage in the marketplace.

Operationalising children’s rights principles: an indicator framework for policy analysis

A pesar de los compromisos políticos de décadas de incorporar los derechos del niño en las iniciativas políticas, los instrumentos de seguimiento y evaluación basados en los derechos del niño siguen siendo inadecuados para este progreso. Como un esfuerzo por abordar esta brecha, el documento busca conceptualizar el enfoque basado en los derechos del niño y proponer su aplicación al análisis de políticas. Reconociendo a los niños como titulares de derechos y al Estado como el principal garante de deberes, el núcleo del enfoque basado en los derechos del niño es garantizar el disfrute y la realización de los derechos del niño a través de una serie de principios. El marco de evaluación propuesto en este documento se centra en la estructura legal del estado, las medidas de política y los resultados logrados en la realización y el disfrute de los derechos del niño y la evaluación del progreso de las políticas bajo las normas y principios de los derechos del niño. En consecuencia, el análisis de políticas basado en los derechos del niño está diseñado para basarse en dos conjuntos de indicadores que reflejan el compromiso político del estado y los principios de los derechos del niño.

Enhancing Language Services to Native American Children: A Look From the Inside

Enhancing Language Services to Native American Children: A Look From the Inside

Early Language Development of a Child with Expressive Language Disorder: A Parents’ Narration

Mainstream children generally experience typical stages throughout the milestones of their language development, from crying, cooing, babbling, until mature speech. Nevertheless, children with special condition usually have difficulties in getting through each phase of the development, such as those having expressive language disorder. These children usually encounter problems in communicating their needs and ideas verbally or non-verbally. This study attempts to present a story of the first five-year journey of Zaid’s language development, a child with expressive language disorder. Through interview, observation, and documentation, the study informs that Zaid was a late talker and experience difficulties in structuring well-ordered sentences.

Oral health-related quality of life among groups of foundling and delinquent children in comparison with mainstream children.

This study envisages understanding about the Oral Health-Related Quality of Life (OHRQoL) among groups of foundling and delinquent children and compares them with mainstream children in Riyadh, Saudi Arabia. This is a cross-sectional, observational study of a group of foundling and delinquent children aged 11 to 14 years, in care houses in Riyadh, Saudi Arabia, and mainstream school children. Variables measured for each group were demographic data (age, gender), subjective oral health condition, and OHRQoL. An interview-based questionnaire was used for collecting the relevant data. The questionnaire was divided into four parts, oral symptoms, functional limitations, emotional well-being, and social well-being, with each response scored as per the following codes: (0) never, (1) once or twice, (2) sometimes, (3) often, and (4) every day. The top possible score for the total scale was 144, and the lowest was 0. A comparison group of mainstream school children was recruited from public schools. Data were analysed using SPSS version 25.0 statistical software, and one-way ANOVA was used for the analysis of data when three levels or more were categorical, and the response was numerical. A chi-square test was used to assess the correlation between any two categorical variables. Out of the total 99 children, 33 were delinquents, 33 were foundling, and 33 were mainstream children included as a comparative group in the study. It was noted that the delinquents compared to the other children had significantly higher scores in accordance with the data collected, with a mean overall score of 30.61 compared to the score for foundling, which was 19.48, and mainstream children had a meager score of 9.18. Individual factorssuch as the oral symptoms, functional limitations, and emotional and social well-being were scored separately, with delinquents having the highest scores and mainstream children the least. Health, including oral health, is a right everyone is equally subjected to, and while the concept of OHRQoL is relatively new, delinquents and foundling are definitely subjected to poorer standards in terms of their oral hygiene, on-time treatment, and diagnosis, which further deteriorates their quality of life.

Book Review: The Magic Cape: A Volunteer Storytelling Experience Among School-Aged Children.

The Magic Cape is a story born out of the initiative of the author, a primary school teacher, and other volunteers from the non-profit Compagnia del Mantello organization. The book tells the story of a wizard who discovers he has the power to transform the world into a better place. As such, together with his friends, he founds Chocolate Town. The book has become part of a two-pronged project involving mainstream students and children who are hospitalized, consisting of a series of interactive and communication activities, as follows: Mainstream children read the book using the materials provided, then the teacher invites the children to create their own stories. Finally, the stories are presented by volunteers to children in hospitals.

Assessing progress in children with severe/profound intellectual disabilities: what are the issues?

Capturing and recording progress made in schools by children with severe/profound intellectual disabilities has always been problematic as assessments based on academic subjects are not always achievable or appropriate. To ensure equality with mainstream children, performance (P) levels were introduced by the government to assess children with intellectual disabilities and were utilised on a national level. However, they have recently been criticised by the Rochford Review, and the government has asked special schools to provide their own assessments. This means that, unlike mainstream education, each school have to create their own assessments and possibly a reorganisation of their curriculum. Children in special schools are thus being treated differently to those in typical schools as there are currently no national progress levels for children with severe or profound intellectual disabilities and special schools are unable to ensure that their data is both valid and robust.

Young Autism Spectrum Disorder Children in Special and Mainstream Education Settings Have Similar Behavioral Characteristics.

In many countries, parents can place autism spectrum disorder (ASD) children in either mainstream or special education settings, which differ in their ability to provide structured early intervention programs. There are no clear guidelines for how to make initial placement decisions and ongoing debate about the benefits and drawbacks of each educational setting. Previous studies have mostly examined placement of school-age children and reported that those with poorer cognitive abilities and more severe ASD symptoms tend to be placed in special education. The placement of younger children has rarely been studied. Here, we utilized the database at the National Autism Research Center of Israel to examine whether ASD severity, cognitive abilities, and parent education influenced the placement of 242 children. We performed the analyses separately for 1-3-year-old children who were placed in daycare centers and 3-5-year-old children who were placed in pre-school kindergartens. Our analyses revealed surprisingly small differences across special and mainstream education settings, particularly in daycare centers. Cognitive scores and parent education were significantly higher in ASD children placed in mainstream education, but these differences were of moderate effect size and explained a relatively small percentage of the variability in placement choices (<15%). Indeed, we found considerable overlap in the characteristics of ASD children across educational settings, which suggests that initial placement decisions are performed with little regard to the children's abilities. Given the importance of optimal early intervention, further studies are warranted to determine whether children with specific abilities and needs benefit more from placement in either educational setting. LAY SUMMARY: Currently, there are no clear recommendations for placing young children with ASD in special versus mainstream education settings. We examined the influence of ASD severity, cognitive abilities, and parent education on the initial placement of 242 children. While we found significantly higher cognitive scores and parental education in children placed in mainstream education, there was a remarkable overlap in the characteristics of children across both settings, suggesting that initial placement is performed with limited regard to the children's abilities. Autism Res 2021, 14: 699-708. © 2020 International Society for Autism Research and Wiley Periodicals LLC.

W nieznane. Zaświaty i tanatyczne katharsis w serialu animowanym Po drugiej stronie muru Patricka McHale’a

&#x0D; &#x0D; &#x0D; &#x0D; Śmierć, smutek, wyobcowanie, zagubienie – to tematy, które rzadko kojarzone są z serialami animowanymi dla dzieci. Istnieją jednak wieloodcinkowe programy telewizyjne, które – podobnie jak książki, gry wideo i filmy – poruszają wspomniane kwestie, a są przeznaczone dla młodych odbiorców. W ten sposób nie tylko przełamują kulturowe tabu, lecz także oferują estetykę i wrażliwość, które uzupełniają obraz głównonurtowych produkcji dla dzieci jako beztroskich i wesołych. Ciekawym przykładem animacji, która w nietypowy sposób radzi sobie z opowiadaniem m.in. o strachu czy śmierci, ukazując je na tle przygody i wędrówki, jest serial Po drugiej stronie muru Patricka McHale’a (2014). Autorzy artykułu skupiają się na tym, jak dzieło wchodzi w rezonans nie tylko ze wspomnianymi wyżej motywami, lecz także z historią oraz kulturą popularną. Analiza prowadzi to wniosku, że Po drugiej stronie muru to serial intertekstualny, otwarty na interpretacje zarówno młodszych, jak i starszych odbiorców, a także umożliwiający przeżycie tanatycznego katharsis – oczyszczenia z negatywnych uczuć związanych ze śmiercią i stratą.&#x0D; &#x0D; &#x0D; &#x0D;

Educational outcomes of children in Wales with cerebral palsy

Background with rationaleIt is recognized that children with disability have special educational needs (SEN). They are likely to have poor school attendance and do not achieve well academically. Many children with a cerebral palsy (CP) have SEN but little is known about their educational provision or outcomes.&#x0D; Main AimTo investigate the educational experience of children in Wales with CP and describe the type of SEN and SEN provision; school attendance; achievement—teacher assessments at the end of the Foundation Phase and Key Stages 2 and 3 of the National Curriculum (NC)—and in General Certificate of Secondary Education (GCSE) examinations.&#x0D; Methods/ApproachData from the Pupil Level Annual School Census (PLASC), NC and GCSE results from 2009 to 2016 were linked with routine e-health records of primary and secondary health care data held in SAIL. The health care records were used to identify pupils who, potentially, had a cerebral palsy.&#x0D; ResultsThe linked data set included around 360,000 pupils per school census of whom 1200–1400 per school census were identified as having a CP, representing a crude prevalence of 0.4%. Adjusted for age, year and sex, there was no significant variation in prevalence by area deprivation. Around 60% of children with a CP have a statement of SEN; over a quarter of CP children are educated in special schools; CP children in mainstream (primary, middle and secondary) schools tended to miss more school sessions (~50% more) than other children and lower percentages achieved the expected levels at Key Stages 2 and 3 and the Level 2 GCSE threshold.&#x0D; Conclusion/Implications This work demonstrates the utility of record-linkage between health and education data to map, monitor and provide information to parents, carers and policymakers about education outcomes for this group of children to inform planning and service provision.

Visual attention modulates reading acquisition

The processing of letters within strings is challenging for beginning readers. Letter identification is affected by visual similarity, loss of information with eccentricity and interference from nearby letters. In contrast, visual attention enhances letter identification. We here explored whether visual attention resources for multi-element processing, as measured through tasks of visual attention span prior to literacy instruction, predicted reading fluency performance one year later. One hundred and twenty-four mainstream children were assessed in kindergarten on their visual attention span abilities, phonological awareness, letter-name knowledge, early literacy knowledge, verbal short-term memory and non-verbal IQ. The participants’ reading performance was measured at the end of grade 1 using tasks of irregular word, pseudo-word and text reading. Results from regression analyses showed that kindergarteners’ VA span predicted reading fluency for text, irregular words and pseudo-words one year later, after controlling for age, non-verbal IQ, phonological skills, letter name knowledge and early literacy skills. Path analyses carried out to estimate the differential contribution of VA span to the different reading skills revealed a stronger contribution for pseudo-word reading than irregular word or text reading at the end of Grade 1. These results suggest that pre-reading visual attention resources contribute to later reading fluency, whatever the reading subskills and whatever the reading context (words in isolation or in sentences), with higher involvement to pseudo-word reading. We propose a new conceptual model of the role of visual attention in reading acquisition and argue that many aspects of the models are already supported by available findings.

A case study of the integrated programme for children with disabilities in mainstream child care centres in Hong Kong: Exploring the instructional strategies

A case study of the integrated programme for children with disabilities in mainstream child care centres in Hong Kong: Exploring the instructional strategies