Nondisabled Children Research Articles

Barriers and Facilitators to Dental Care Services Utilization Among Children With Disabilities: A Systematic Review and Thematic Synthesis.

This systematic review investigates barriers and enablers to dental care utilization by disabled children. Given the high global prevalence of disabilities in children, coupled with poor oral hygiene and a 45% rate of dental caries in this group, developing inclusive oral health strategies is critical. The review aims to synthesize literature on factors affecting oral healthcare improvement for disabled children, identifying barriers, facilitators and knowledge gaps. The review was conducted following the Joanna Briggs Institute's methods and reported according to PRISMA guidelines. A comprehensive search spanned multiple databases, considering perspectives from carers, parents, dentists and health professionals. The focus was on studies involving children up to age 17 with disabilities, as defined by WHO, using dental care services. Exclusions included non-qualitative studies, populations over 18 and nondisabled children. There were no restrictions on publication date or language. Thematic synthesis of the studies extracted themes related to barriers and enablers in oral healthcare for disabled children. Thematic synthesis identified five overarching themes: stigma, communication issues, professional development, oral health education and medical-dental collaboration. Facilitators included enhancing accessibility and availability of dental care through a holistic approach, improving dental care facility environments and ensuring skilled dental care providers. The review underscores the importance of interprofessional collaboration, improved parent/caregiver education and specialized dental facilities to support children with disabilities. It identifies key barriers and facilitators in dental care, including challenging stereotypes, improving communication between providers and parents, enhancing holistic training and addressing gaps in oral health education and integrated healthcare systems. Addressing the complex dynamics of dental care for disabled children is essential for developing inclusive and effective preventive and therapeutic strategies. This review highlights the need for tailored approaches and enhanced support systems to improve oral health outcomes in this vulnerable population. The members of the family support department, Middle East and North Africa (MENA) Organization for Rare Disease and Disability who provided the disability voice and contributed to providing input to the review protocol.

General education inclusion of students with significant disabilities: the role of the school-based occupational therapy practitioner

ABSTRACT Since the passage of The Individuals with Disabilities Education Act (IDEA) in 2004, it has been mandatory for disabled children to be educated with non-disabled children within public agencies to the greatest extent possible. While school systems have responded by creating academic and functional programs better suited for educating students with disabilities, they tend to be self-contained environments with limited opportunities for exposure to typical peers throughout the school day. The inclusion of special education students, especially those with significant impairments, is currently not meeting the expectations set forth by IDEA. The reasons for this vary widely and have led to the pervasive restrictive placement of students with extensive support needs (ESN) despite the numerous benefits of inclusive placement presented in available research. This manuscript will compile the existing evidence on the educational placements of significantly disabled students and use it to paint a picture of the current state of inclusion, identify the barriers to its implementation, list the benefits of inclusion for all students, and discuss how occupational therapy practitioners can facilitate, enhance, and expand inclusion of these children. This manuscript serves as a call to action for school-based occupational therapy practitioners to expand their role in this setting by emphasizing their unique skill sets to educators and fully utilizing their strengths to act as advocates for the significantly impaired students they serve.

The Importance of Neuropsychomotor Development Between 0-2 Years

The present research wanted to demonstrate and support the importance of the neuropsychomotor development in optimal conditions of a non-disabled child in the first 2 years of life as well as the importance of the intervention through a series of stimulation techniques, methods and movement games. In order to carry out the research, a series of initial, intermediate and final tests were used to see the evolution in the age stages. The tests used were: evaluation of physical development, evaluation of archaic reflexes, evaluation of pre-tension, evaluation of balance, Denver Test- evaluation of slowing of internal development and Portage Test - evaluation of chronological and biological age of the child. Following the application of the therapeutic techniques and methods, the objectives set either at the general level or at the level of each stage have been met to a satisfactory extent.

Experiences of Visually Impaired Mothers in Childcare and Their Expectations from Nurses.

Background and Purpose: Research on the childcare experiences of visually impaired mothers and their expectations from nurses in this context is relatively scarce. This study aims to explore the experiences of visually impaired mothers in caring for their children, as well as their expectations from nurses during this process. The goal is to provide strategic recommendations for nurses based on these expectations. Methods: The study utilized a phenomenological design and employed a qualitative methodology. Data for this study were collected in six different provinces of Turkey between March 2019 and May 2020. The study group consisted of 25 visually impaired mothers with nondisabled children aged 0-18 years. Results: The analysis yielded four themes: "Postpartum Emotions and Care at 0-1 Years," "Hygienic Care of the Child," "Experiences in the Child's Illness," and "Nursing Support: Expectations of Visually Impaired Mothers." While the first three themes are associated with childcare, the fourth theme encompasses both the expectations from nurses and recommendations for visually impaired mothers. The study found that visually impaired mothers had unique experiences and either received assistance or developed childcare strategies. However, it was observed that nurses struggled to empathize with visually impaired mothers, and efforts to address their specific needs were limited. Implications for Practice: Pediatric nurses should develop methods to facilitate childcare for visually impaired mothers. Successful outcomes in this field depend on nurses collaborating with visually impaired mothers and providing them with ongoing support.

Exploration of Tactile-Oriented Toy Design for Visually Impaired Children

With rapid technological progress, the field of children's design has become increasingly significant, accumulating decades of research on child development and continually evolving within this emerging area. Despite the diversity and ongoing development of childrens toys, most existing designs primarily cater to non-disabled children, often overlooking the specific needs of visually impaired children. This study adopts a tactile-oriented approach, focusing on the perceptual characteristics and emotional needs of visually impaired children, aiming to enhance the tactile sensory experience of toys. By prioritizing tactility, the toys are imbued with emotional and educational qualities, assisting visually impaired children in enjoying a confident and joyful childhood.

Experiences of Mothers With Physical Disabilities in the Care of Their Children and Their Expectations From Nurses.

Background and Purpose: The study aims to determine the experiences of Turkish mothers with physical disabilities in the care of their children and their expectations from nurses in this process and ensure the establishment of strategic recommendations for nurses in line with these expectations. Methods: This qualitative descriptive study included 21 mothers with physical disabilities of nondisabled children aged 0-18 years. Data analysis was conducted using the traditional content analysis method in the Max Qualitative Data Analysis Analytics Pro 2020 program. Results: Six themes were obtained from the analysis. Of the six themes determined, the themes "Prenatal Emotions and the Need for Support," "Postpartum Emotions and Childcare," "Strategies Facilitating the Care Process," "Child's Safety," "Advantages and Disadvantages," and "Expectations and Recommendations" are related to childcare, while the theme "Expectations and Recommendations" is related to expectations from nurses and other healthcare professionals and recommendations to mothers with physical disabilities. Implications for Practice: The participants stated that nurses' training and attempts to provide information related to their needs resulting from physical disabilities were limited.

‘She became this liaison’. Perspectives of a preschool community on coaches as brokers of assistive technology access, communication and support for teachers and caregivers of children with disabilities

ABSTRACT While AT has been well-documented as a valuable support for disabled and nondisabled children across developmental domains and settings, several barriers to access and implementation persist. Studies have described heightened barriers for community-based preschools, whose access to AT professional development, AT resources, and practitioners with AT experience may be limited. Researchers in this qualitative inquiry engaged twenty-seven participants (teachers, teacher assistants, caregivers and administrators) to learn about their experiences of an AT intervention programme over a 2-year period. Using Constructivist Grounded Theory Methodology, we analysed data from focus groups and semi-structured interviews, generating five themes. Members of the school community valued the programme’s AT coaches, whose presence, affective style and actions promoted their confidence using AT. While the COVID-19 pandemic impacted both programme delivery and participants’ experiences, the programme and its coaches helped bolster technology and communication access in unanticipated ways. Insights from this inquiry emphasise the important, yet often understated role of building relationships with all participants when delivering community-based preschool interventions, invaluable in meeting the holistic needs of children, as well as the practitioners and families who support them. Notably, AT coaches were perceived as liaisons, building rapport, providing technical assistance, and sustaining connections within a school learning community.

“It represents her in play” parental and child views on toys that represent disability

Toys representing disability are now commercially available, yet there has been limited exploration of parental perspectives on these toys. This study explored parents’ and carers’ views of toys that represented disability through a pre-registered online survey of N = 83 parents of children aged between 0 and 14 years old. In a repeated measures design, parents viewed images of commercially available toys. We measured their child’s previous direct contact with a disabled person, their perceived likelihood that their child would enjoy playing with that toy, and parents’ open-ended views on why they thought their child would or would not enjoy that toy. We found that significantly more parents of older disabled children and younger non-disabled children thought their child would choose to play with representative dolls. Open-ended responses indicated that this finding may have occurred because parents of disabled children (vs non-disabled children) valued the representation afforded by the toys. In this way, we show that parents value representation and accessibility particularly when they are a parent of a disabled child themselves. Our study highlights when parents may bring disability-representative toys into the toy box in ways that promote inclusion.

Barriers to inclusion: Incorporating the social model in the study of children’s understanding of disability

How can we improve children’s attitudes toward and their treatment of disabled peers? One way is by targeting the model that non-disabled children hold about disability, which in Western cultures tends to be that the challenges disabled people face arise from intrinsic factors, or characteristics inherent to the individual (i.e., the medical model of disability). In this paper, we describe a model of disability that highlights external factors contributing to the challenges disabled people face (i.e., the social model). Drawing on research showing that children’s attitudes toward other stigmatized groups can be improved as they learn about structural explanations for group disparities, we suggest that exposing children to the social model of disability may have similarly beneficial effects on the ways they think about and treat disabled peers. We highlight some challenges that this approach may encounter–challenges that, we argue, cognitive developmentalists are well-positioned to address.

Understanding the experiences of parents of disabled and non-disabled children at playgrounds designed for disability inclusion

Disabled children and their families are often excluded from community play opportunities, including playgrounds. One potential solution is inclusive playgrounds. This study explores the experiences of parents of disabled and non-disabled children at playgrounds inspired by Principles of Universal Design. Semi-structured interviews were conducted with 29 parents (16 parents of disabled children) located across four Canadian cities with newly built inclusively designed playgrounds. Data were analyzed using reflexive thematic analysis. Three themes were identified, providing opportunities for critical understandings of ableism in community play spaces and the impact on children and their families: (i) inclusive playgrounds as a platform for disability advocacy; (ii) opportunities for social and emotional development; and (iii) inclusive play may influence family dynamics. Findings highlight the value of universal design, but indicate that physical environments alone do not ensure social inclusion, as social barriers can continue to exist even in spaces purposefully designed for disability inclusion.

Amount of instructional and inclusion time for children with disabilities in France

ABSTRACT The aim of this research is to study the actual situation of the inclusion of children with disabilities in France. The parents of 552 children with disabilities, aged between 3 and 18, were interviewed about the amount of instructional and inclusion time of their child. Inclusion time refers to instructional time spent with non-disabled peers. The parents also specified the nature and severity of their child’s disability, the potential difficulties linked to the child’s behaviour using the Strengths and Difficulties Questionnaire (SDQ), the child’s academic level and various socio-demographic variables. The study shows that the amount of instructional time of children with a disability is significantly lower than that of non-disabled children. Children with an intellectual disability or with ASD (Autism Spectrum Disorder) have significantly less instructional time than children with a motor disability, dys-disorder or ADHD (Attention Deficit/Hyperactivity Disorder). An important number of hours of inclusion is associated with a high academic level, particularly in mathematics. The higher the total score of emotional difficulties is, the lesser the child is schooled and included; conversely, a high score of pro-social behaviour is associated with more hours of instruction, after controlling the other variables. Finally, the parents’ socio-professional category has an impact on instructional time and even more so on inclusion time, in favour of children with an advantaged background.

Fibromyalgia syndrome in mothers of children with cerebral palsy and its relationship with caregiver burden: a cross-sectional study

Objectives: Fibromyalgia syndrome (FMS) is a stress-related disease. The birth of a child with cerebral palsy (CP) is an important stress factor for the mother. This study aims to investigate the incidence of FMS in mothers of children with CP by comparing it with the control group and determining the factors affecting the severity of FMS. Methods: The study included 112 children with CP (age: 38-216 months), their caregiver mother (age: 23-50 years) (Group 1) and 52 non-disabled children (age: 40-180 months), their caregiver mothers (age: 27-50 years) (Group 2). Children were evaluated with the Gross Motor Function Classification System (GMFCS) and the functional independence scale for children (WeeFIM). The mothers were evaluated according to the 2010 ACR FMS diagnostic criteria. The FMS Impact Questionnaire (FIQ), the Hospital Anxiety and Depression Scale (HADS), and the Bakas Caregiving Outcomes Scale (BCOS) were applied. Results: In Group 1, mothers had higher anxiety-depression scores and caregiving burden than Group 2 (p < 0.05). FMS rate was %31.3 in Group 1 and %5.7 in Group 2. Mothers' anxiety-depression scores, widespread pain index, symptom severity score, pain, and caregiver burden were higher in Group 1 than in Group 2 (p < 0.05). Factors affecting the severity of FMS are the number of siblings of children with CP, the number of siblings with CP, GMFCS, dependence level, anxiety-depression levels of mothers, and caregiver burden. The most influential factor is the caregiver burden. Conclusions: Long-term heavy caregiver burden in mothers of children with CP may be effective in developing FMS.

Self-Perception of Adaptation Teaching Practices in The Ordinary Classroom and School Performance of Children with Cerebral Palsy

Self-perception of adaptive teaching practices in the ordinary classroom and school performance as adjustment capacities in children with cerebral palsy. We found that the students with disabilities in the CNRPH and PROMHANDICAM inclusive schools are of various types. The fact that IMC learners are associated with physically and sensorially disabled and non-disabled children raises the problem of performance in terms of their ability to adjust to their inclusion in school. Our general aim is to examine and understand how the self-perception of pedagogical practices can have a significant effect on school performance as a capacity for adjustment to school inclusion for IMC. Our hypothesis is as follows: Self-perception of adaptive teaching practices in the mainstream classroom has a significant effect on academic performance as an adjustment capacity in children with Cerebral Palsy. To verify this hypothesis, we conducted a study in two CNRPH schools in the Yaoundé VI district, Mfoundi department, Centre region. A total of 150 participants of both sexes, selected based on purposive sampling, were interviewed and given a questionnaire. The statistics and results obtained enable us to understand the difficulties encountered by pupils with cerebral palsy and the adaptive teaching practices that can be put in place to facilitate the development of their performance as a means of adjusting to school inclusion.

Education inclusiveness among children with learning disabilities in Nigeria: Implications for counselling psychology

Education is seen as the cornerstone of every development forming the basis for literacy, skill acquisition, technological advancement as well as the ability to harness the natural resources of the state. Participants in the World Conference on “Education for All” pointed out that education is a fundamental right of all people, women, and men of all ages throughout the world. Learning disabilities occurs when the learning process is hampered due to problems within the central nervous system which results in an inconsistency between the individual’s intelligence quotient and academic achievement. Education for All programs emanated from UNICEF, UNESCO and the World Bank had some positive results for non-disabled children. School enrollment and literacy rates have risen in almost all countries to date; however the same cannot be said for children with disabilities. Despite the numerous meetings, declarations and encouraging developments that have followed over the years, progress has certainly not matched. The development of education inclusiveness can be viewed in three stages which include segregation, integration, and education inclusiveness. Successful inclusion is less to do with the individual factor such as amount of support for the child; rather, it is the interaction of certain key factors that bring about the likelihood of a more successful inclusion outcome for the child. Varieties of instructional skills which include assessment, communication, management, motivational and evaluation (ACMME) are needed by the teachers to build education inclusiveness. In view of the above, the study stressed that there should be a re-orientation of attitudes of people towards persons with disabilities in the society to reduce stigmatization and discrimination and that counselling psychologists and other educational stakeholders should be trained on the need to strengthen the to enhance the practice of inclusive education.

The Effectiveness of Disability Picture Storybooks for Children 5-6 Years Old in Inclusive Kindergarten

Efforts to foster acceptance of children with disabilities can be done by providing knowledge about disabilities through picture storybooks. Unfortunately, researchers have not found picture storybooks about disability in Indonesia that are aimed at kindergarten-age children, so this study aims to test the effectiveness of picture storybooks in increasing knowledge about disability in children aged 5-6 years. This research is a quasi-experimental study with mixed methods (quantitative and qualitative). The intervention was carried out by reading two picture story books, each read three times. Participants in this study were 28 non-disabled children aged 5-6 years and attending inclusive kindergartens. The measuring tool used is the achievement test to measure the increase in knowledge from the information provided. Quantitative results found an increase in knowledge about disability in non-disabled children aged 5-6 years. In addition, the qualitative results show that children can identify the characteristics of disabilities in the story content and are able to relate them to information that children already have. The implication is that teachers and parents can use picture storybooks to introduce disabilities to children aged 5-6 years in Inclusive Kindergarten.

Moderating Role of Perceived Social Support in Psychological Distress and Subjective Well-being among Parents of Intellectually Disabled Children and Non-disabled Children

Moderating Role of Perceived Social Support in Psychological Distress and Subjective Well-being among Parents of Intellectually Disabled Children and Non-disabled Children

인권교육경험이 장애아동 인권침해·차별 피해에 미치는 영향

As a result of the survey on human rights awareness in Korea, the disabled ranked second among the groups that are subject to human rights violations or discrimination. Human rights violations and discrimination against the disabled were the highest in the 2022 National Human Rights Commission of Korea's human rights survey. The respect for human rights of the disabled was significantly lower than that of the socially disadvantaged groups such as women, children, adolescents, and the elderly. In addition, it was found that education on human rights for the “disabled” is the most urgent among human rights education. As a first step toward not discriminating against the disabled, it is important to improve the perception of the disabled and the discrimination environment through human rights education. There are many studies on abuse of children with disabilities, but studies on school violence, human rights violations, and discrimination against children with disabilities are far from sufficient. While research on school violence targeting non-disabled children is highly interested, no separate research has been conducted on disabled students in the “School Violence Survey”. In particular, human rights violations and discrimination against children with disabilities affect even after graduation. In the case of discrimination against human rights violations, it is difficult to decide on a career path, as well as negative perceptions of employment, self-efficacy, and interpersonal skills are lower, and both social and daily life have difficulty adapting. Therefore, by examining the damage experiences of disabled children that have not been covered in the study of discrimination against human rights violations, this study attempted to analyze the impact of human rights education experiences on human rights violations and discrimination.

Ensemble Rock Application for Classification of Slb in Riau Province Based on Infrastructure Facilities

The 2020 school participation figure states that 20.56% of children in the disability category have the status of not/never been to school (BPS, 2020). This shows that there are still many children with disabilities who have not received adequate education. Therefore, attention to the availability of facilities and access to education for children with disabilities needs to be increased so that there is no inequality of school participation between children with disabilities and non-disabled children. On extraordinary school data statistical methods can be applied for various purposes. The method that can be used to group mixed-type data is ensemble. In this study, the ensemble ROCK (Robust Clustering using links) method was used at 47 extraordinary schools in Riau Province. Using the value 𝜃 of 0.22 in the ROCK ensemble method, we get 3 optimal clusters with a ratio of 0.08177794. It was found that cluster 3 is a cluster that does not have adequate facilities such as a laboratory, library and internet network than other clusters. It can be said that cluster 3 needs more attention than other clusters.

특수학급에서의 역통합 놀이가 발달지체 유아의 사회적 기술에 미치는 효과

Objectives It is to examine the effect of reverse inclusion play in special classes on the improvement of social skills of children with developmental delays. Methods The subjects of the study were two children with developmental delays. Research design is a case study, and intervention is a semi-structured play between children with developmental delays and non-disabled children in special class. In order to verify the effectiveness, the social skills rating scale was checked in pre-test, intervention-test, and post-test, and anecdotal records were collected. Results As a result of data analysis, reverse inclusion play in special class was effective in improving the social skills of children with developmental delays. Conclusions This study is meaningful in that it presented an example of inclusion education through reverse inclusion play. It also provides useful data for planning social skills improvement programs for children with developmental delays in the future.

Associations between parenting strategies and BMI percentile among Latino children and youth with intellectual and developmental disabilities.

Maintaining healthy weight is a challenge for all children, and particularly for children with IDD compared to nondisabled children and for Latino children compared to non-Latino White children. Parenting practices related to food intake and physical activity have been found to be important in maintaining children's weight. In this study, we describe the prevalence of overweight and obesity status among Latino children with IDD and their maternal caregivers and determine the relationship between food and physical activity parenting practices and childhood obesity among Latino children with IDD. We interviewed 94 Latino parent/child dyads and collected information about parenting practices, home environment, and parent and child height and weight using standardized measures. Parent body mass index (BMI) and child BMI percentile were calculated from height and weight. The combined overweight/obesity status for children in our sample was high (60.3%) compared to national rates among nondisabled Latino children (56%) and non-Latino White children with autism (37%). Contrary to research on nondisabled children, we found that greater parental use of controlling dietary strategies was associated with lower BMI percentile in Latino children with IDD. These findings may be indicative of the fact that children with IDD tend to have unique dietary behaviors that warrant more disability and culturally sensitive strategies. Our findings suggest that overweight and obesity is especially prevalent for Latino children with IDD and that more research is needed on family factors that promote health in Latino families of children with IDD.