Social Integration Of Children Research Articles

The role of the family in the lives of children with SEN

The choice of this topic is motivated by the crucial relevance of family support in the context of the development of children with Special Educational Needs (SEN). In the current educational paradigm, the family is an essential nucleus in facilitating the cognitive, emotional and social progress of these children. The contribution of the family in building a strong foundation of support and motivation can decisively influence the developmental path and social integration of children with ESD. It is therefore imperative to explore in depth the function of the family in the context of these children's lives, as the literature has consistently illustrated the beneficial impact of family involvement on their social, emotional and academic development. Families are catalytic agents in promoting self-confidence, autonomy and adaptability, as well as being a vital support in navigating the intrinsic challenges associated with ASD. This study aims to deepen our understanding of family dynamics and their essential contribution to the education of children with ASD, recognizing the central role they play in shaping their educational and social trajectories. Adopting a holistic perspective in the education of children with ESD requires a synergy between the family, educational institutions and professionals from various fields. A detailed understanding of the role and contribution of the family can facilitate the development of optimised educational strategies and the setting of convergent educational goals aimed at holistically supporting children's development. In addition, the family is a fundamental pillar in promoting the social integration and inclusion of children with ESC. Through family networks, children are supported in developing social skills, establishing interpersonal links and actively participating in community initiatives. This underlines the need for an integrated approach, where family, school and community work closely together to ensure an inclusive and developmental environment for children with SEN.

The Long-Term Impact of Brazil’s Family Allowance Program on the Education and Social Integration of Children from Low-Income Families

This paper provides a comprehensive review of the long-term impact of Brazil’s Family Allowance Program on the educational attainment and social integration of children from low-income families over a decade, from 2013 to 2023. Through a detailed analysis of peer-reviewed articles, government reports, and independent studies, this review assesses the program’s effectiveness in enhancing school attendance, completion rates, academic performance, and the broader socio-economic mobility of its beneficiaries. While highlighting the program’s significant achievements in reducing educational disparities and improving health and social outcomes, the review also identifies challenges and disparities in its impact across different regions and demographic groups. The findings suggest that, despite its successes, the program requires ongoing evaluation and adaptation to ensure equitable benefits and to address the nuanced needs of Brazil’s diverse population. The paper concludes with recommendations for future research and policy adjustments to optimize the program’s effectiveness and sustainability.

Dezvoltarea componentelor cognitivă, comportamentală și morală ale inteligenței sociale la școlarul mic

This article presents the use of the Cognitive and Behavioral Performance Inventory of Social Intelligence in Young School Children (IPCCIS-ȘM). The research sample included 60 primary school students of young school age from 2nd, 3rd and 4th grades of an educational institution in Chisinau. We studied the components of social intelligence: cognitive, behavioral, and moral. These components are essential for the development of interpersonal relationships and social integration of children, the development of moral consciousness, and ethical behavior in relation with the surrounding world. The article presents the average results for children from the 2nd to 4th grades, and their statistical comparison in order to verify the dynamics of the three components of social intelligence measured.

Transformation of Out-of-Home Services for Children in North Macedonia: Towards Individualized and Child Tailored Care

Abstract Republic of North Macedonia in the last several years undergoes comprehensive social protection reform. The reform processes have been focused on furthering the processes of deinstitutionalization, decentralization and pluralization of social services delivery. The transformation of social protection institutions has been one of the key priorities in this period, specifically out-of-family services for children. In this respect, alternative care services for children without parents and parental care has been strengthened and promoted. Foster care as a traditional form of protection has been given particular attention and has undergone considerable changes. This article will review key reform processes in the domain of social protection in the country, with focus on social services for children without parents and parental care. To do this, results from recent empirical research will be presented. Mixed methodology research findings target current conditions in respect to foster care, small group homes and supported living as services used for placement of children without parents and parental care as well as professional approaches used to provide for individualized and child-tailored care. Cross-cutting issues relate to human rights, basic human needs and social integration of children.

The Role of Inclusive Education in the Social Integration of Children with Special Educational Needs

The Role of Inclusive Education in the Social Integration of Children with Special Educational Needs

Features Of Rehabilitation Therapy Of Patients With Symptomatic Epilepsy In Infantile Cerebral Palsy

At present, comprehensive rehabilitation and social integration of children with disabilities is one of the priorities of the state social policy of the Republic of Uzbekistan. However, cerebral palsy is also accompanied by the so-called optional symptoms of damage to the central nervous system, which, although not included in the mandatory pathological symptom complex, significantly complicate treatment and worsen the rehabilitation prognosis of the disease.

OTİSTİK ÇOCUKLARIN TOPLUMA ENTEGRASYONUNDA EĞİTİMİN VE SOSYAL ÇALIŞMALARIN ROLÜNE YÖNELİK NİTEL BİR ARAŞTIRMA

The aim of this study is to determine the educational role of social work in the social integration of individuals with an autism spectrum disorder, which is a social issue, through a qualitative research method. The study was carried out with twelve educator employees of three special education practice first-grade schools that teach children with autism spectrum disorder and are affiliated with the Ministry of National Education. The theoretical basis of the study is social learning, system, social exchange theories, and cognitive behavioral therapy, problem-solving, and crisis intervention models. According to the results of the study carried out with the interpretive phenomenology method, it was determined that social work had roles in the social integration of children with autism spectrum disorders such as family, education, care, counseling, sustainable innovation, and ethics. The results determined that ethics in social work was easy, equal, and free access to service. Innovation in social work includes new approaches in education and training, new methods, improvement and continuity in service, adaptation to change, and self-renewal. The problems experienced in the educational function of social work were basically determined as the lack of expertise of the educators, the ethical and social problems raised by the implementation of care and education services in schools by a single teacher, the lack of technological infrastructure of the schools, the deficiencies in the activities that need to be carried out for the children to socialize, the deficiencies in the education of families about autism, the problem with female students' personal care being provided by female staff.

Fostering Emotional Availability in Mother-Child-Dyads With an Immigrant Background: A Randomized-Controlled-Trial on the Effects of the Early Prevention Program First Steps.

BackgroundIn many Western countries like Germany, the social integration of children with an immigrant background has become an urgent social tasks. The probability of them living in high-risk environments and being disadvantaged regarding health and education-related variables is still relatively higher. Yet, promoting language acquisition is not the only relevant factor for their social integration, but also the support of earlier developmental processes associated with adequate early parenting in their first months of life. The Emotional Availability Scales (EAS) measure the quality of caregiver-child-interactions as an indicator of the quality of their relationship and thus of such early parenting, focusing on mutual and emotional aspects of their interaction.MethodThis pilot study examined in a randomized controlled trial the effects of the prevention project First Steps regarding the hypothesis that the Emotional Availability (EA) improved to a greater extent in “difficult-to-reach” immigrant mother-child dyads in a psychoanalytically oriented early intervention (A, FIRST STEPS) compared to a usual care intervention (B) offered by paraprofessionals with an immigrant background. A sample of N = 118 immigrant women in Germany from 37 different countries and their children was compared with regard to the parental EA-dimensions sensitivity, structuring, non-intrusiveness and non-hostility and the child dimensions responsiveness to and involvement of the caregiver in the pre-post RCT design.Results and ConclusionDifferent from what was expected, repeated ANOVAs revealed no significant pre-post group differences for the parental dimensions. For the child dimensions the effect of time of measurement was highly significant, which can be interpreted as mostly natural developmental effects. Still, on the level of simple main effects for each intervention, only in the FIRST STEPS groups child responsiveness significantly improved. When controlled for confounding variables, a significant interaction effect for maternal sensitivity in favor of the FIRST STEPS intervention was found. The systematic group differences indicate that the more extensive and professional intervention, focusing on the individual needs of the participants, is more suitable to support the quality of the mother-child-relationship amongst immigrant mother-child dyads than usual care. The results are discussed taking into account the context of the maternal migration process and potential maternal traumatization.Clinical Trial Registration[https://clinicaltrials.gov], identifier [DRKS00004632].

School inclusion of children and adolescents with epidermolysis bullosa: The mothers' perspective.

to understand the school inclusion of children and adolescents with Epidermolysis Bullosa from the mothers' perspective. qualitative study, based on Urie Bronfenbrenner's Bioecological Theory of Development, conducted between September and November 2021. Interviews were conducted with six mothers from different Brazilian locations, recording audio and video using the Google Meet® platform. The statements were analyzed using thematic analysis. two categories were identified: i) The school microsystem: challenges and adaptations for inclusion of children and adolescents with Epidermolysis Bullosa; ii) The school-family mesosystem: possibilities to promote better school inclusion. Mothers highlighted the challenges in school inclusion as well as the benefits provided by social interaction. In order to facilitate the inclusion, the school microsystem promoted adaptations in the teaching-learning process, structural changes, hiring of caregivers, and dialogues with family members. initially, school inclusion was permeated by feelings such as fear and anguish, but the adaptations contributed to promote well-being, welcoming, and social integration of children and adolescents.

The Importance of Customized Biometric Correlations in the Prevention of Growth and Development Disorders – A Determining Factor in the Social Integration of Children and Adolescents with Mental Disabilities

This research illustrates a complex, observational, longitudinal, comparative and noninterventional biometric study on the evaluation, in dynamics, of stature-weight development, in children with Down syndrome (DS), compared to children with varying degrees of mental retardation (MR), by repeatedly determining their height and weight, as well as by correlating these two parameters, in order to highlight the harmonious or disharmonious aspect of their stature-weight development. For this purpose, from patients’ medical files, we extracted the data regarding the periodic, annual, height and weight determinations of 50 preschoolers and schoolchildren, institutionalized in two Special Schools in Bucharest, which we compared with the standard tables used for Romanian population. The results showed that all children with DS show a disharmonious stature-weight development, with excess weight, as a consequence of both chromosomal trisomy and associated congenital malformations, especially heart malformations. In children with MR, the results showed a great phenotypic variability in terms of their stature-weight development. Thus, there were several cases in which the stature-weight development was harmonious, but, in the vast majority of cases, the results showed the presence of harmonious stature-weight development periods, which alternate with disharmonious stature-weight development periods, with weight surplus or weight deficit, alternation, which can be explained both by the involvement of genetic factors, and especially by the involvement of environmental, exogenous or endogenous factors.

Social integration of children with special health needs by means of adaptive physical culture by example of "salamatty bolashak" social project

Social integration of children with special health needs by means of adaptive physical culture by example of "salamatty bolashak" social project

La aceptación del diagnóstico por la familia. Una condición que necesita lograr el educador para la adecuada integración social de los niños(as) con discapacidad.

Toda familia transita por un momento de asimilación ante situaciones nuevas independientemente de la etapa que estén viviendo. Si además reciben la eventualidad de un menor con dificultades, esta nueva situación sería vivenciada de manera negativa y dolorosa, lo cual tiende a desestabilizar el equilibrio que quizás ya se había logrado. En dependencia de su flexibilidad para procesar las informaciones y la organización demostrada ante el evento accidental, así será la ayuda que puedan trasmitirle al niño(a). El presente artículo destaca la importancia de la aceptación del diagnóstico por la familia para lograr una mejor integración social de los niños, ajustada lo mayormente posible, a las exigencias de la sociedad y la incidencia del docente para cumplir este objetivo.

Child care institutions in India: Investigating issues and challenges in children’s rehabilitation and social integration

Children’s rehabilitation and social integration is the primary objective however the most challenging task for the child care institutions. Understanding the issues and challenges can ensure effective rehabilitation and social integration of children. Thus, the study aims to unravel the different issues and challenges which hinders the effective rehabilitation of children. The study was carried out in twenty child care institutions in four districts of Manipur; Churachandpur, Imphal East, Imphal West and Ukhrul. The researcher employs =exploratory research design and recruited forty staffs for respondents through purposive sampling. The data was collected through semi-structured interview and observation method. The findings of the study reveal various issues and challenges in the child care institutions while rehabilitating children which include non-effective of some alternative care, poor physical infrastructure, lack of professional and trained staff, obsolete vocational and life skill training, unhealthy parent–child relationship. Policy makers, concerned department and persons working in child care institutions needs to pay attention to these problems in ensuring effective children’s rehabilitation. Further studies should take into account the children in the institutional care and staffs who had earlier work in the institutions.

Social integration of children with and without ASD in their first school year

The present research presents the results of a cross-sectional study on the relationships among developmental level at the beggining of the first school year, interpersonal relationships, and social abilities at the end of the first school year, in children with and without ASD. The participants were 120 children, 60 diagnosed with ASD and 60 with typical development aged 6 to 7 years, M = 6.27, AS = .20, of which 78 boys (65%) and 42 girls (35%). The instrument used for the measurement of developmental level was Portage Psychomotor Development Scale (Bluma et al., 1976), social skills were measured with 17 items of the Social Skills Rating System (SSRS) (Gresham & Elliott, 1990), and the quality of relationships with others was measured with four items of the Sense of Relatedness Questionnaire (Furrer& Skinner, 2003). Two hierarchical regression analyses were ran, with three steps each. The results showed that child-peer relationship and also child-teacher relationship could diminish the effects of being diagnosed with ASD and also of developmental level on social skills. Practical implications were discussed. Our results support the importance of early interventions for children with ASD as a means to contribute to the developmental level of children with ASD, comparable with children without ASD.

Social integration of children with and without ASD in their first school year

The present research presents the results of a cross-sectional study on the relationships among developmental level at the beggining of the first school year, interpersonal relationships, and social abilities at the end of the first school year, in children with and without ASD. The participants were 120 children, 60 diagnosed with ASD and 60 with typical development aged 6 to 7 years, M = 6.27, AS = .20, of which 78 boys (65%) and 42 girls (35%). The instrument used for the measurement of developmental level was Portage Psychomotor Development Scale (Bluma et al., 1976), social skills were measured with 17 items of the Social Skills Rating System (SSRS) (Gresham & Elliott, 1990), and the quality of relationships with others was measured with four items of the Sense of Relatedness Questionnaire (Furrer& Skinner, 2003). Two hierarchical regression analyses were ran, with three steps each. The results showed that child-peer relationship and also child-teacher relationship could diminish the effects of being diagnosed with ASD and also of developmental level on social skills. Practical implications were discussed. Our results support the importance of early interventions for children with ASD as a means to contribute to the developmental level of children with ASD, comparable with children without ASD.

Long-term treatment outcomes in children with auditory neuropathy spectrum disorder (ANSD)

IntroductionThe present article shows long-term results in the hearing and speech development of children with auditory neuropathy spectrum disorder (ANSD). Some children were followed up for nearly 20 years, monitoring their progress through childhood into adulthood. MethodsThis retrospective study examined data from 10 children who were diagnosed and treated at our tertiary referral center. All children were provided with hearing aids and/or cochlear implants. The children's hearing and speech development and their social and educational development were evaluated. ResultsSeven children were provided with cochlear implants on both sides; three children, one of which had single-sided deafness, received hearing aids. All children with cochlear implants on both sides used their devices full-time. Speech perception ranged between 100% and 0% on one side. Five children attended a school for the hearing impaired; four children attended a regular school. Four children attended vocational training. ConclusionsAt present, there is a lack of literature on the long-term outcomes of treatment in children with ANSD. The data presented show that the hearing and speech development in children with ANSD are significantly heterogeneous. Regular school education and social integration of children with ANSD can be achieved with intensive and supportive rehabilitative methods.

THE ROLE OF THE CJRAE SOCIAL WORKER IN PREVENTING ADDICTION IN CHILDREN FROM THE CLUJ COUNTY SCHOOLS

The CJRAE institution is designed to ensure the quality of specific educational services provided to childern, teachers, parents and to allow everyone’s access to education by providing the necessary assistance. This article’s purpose is to determin the role of the social worker in addiction preventing programs of The Institution of Resourses and Educational Asistence of Cluj county (CJRAE Cluj). The study adopted a qualitative research design using the case study of an addiction preventing program runned in the Cluj county schools, between years 2017 and 2018. The social worker can have an important impact in school and social integration of children, as he has the abilities and competencies to identify the right resources for intervention; more than this, the job description of social worker empolyee in CRJAE, shows that they have the attribution to develop together with other educational partners useful programs for children, schools and comunity. That’s why, we have to know if and how the social worker contributes in these addiction prevention programs.

The Problem Of School And Social Integration Of Children With Special Educational Requirements In Romania

The Problem Of School And Social Integration Of Children With Special Educational Requirements In Romania

The Problem Of School And Social Integration Of Children With Special Educational Requirements In Romania

The integration of a person with special needs requires that it be placed from an isolated environment, separately, in a normal way, in order to progress and evolve, to eliminate segregation and discrimination, the environment in which relations between persons are based on Recognition of their integrity, values and common rights. Nirje states that "integration means being allowed to be able to be yourself among others.". Gherguţ states that "integration is the process of inclusion in mainstream schools or regular classes, formal and non-formal educational activities, children considered as having special educational requirements". Research methods used: analysis and generalization of literature data, study of working documentation and observation. Results: Following the study of the literature, it was found that today the theme of school and social integration of persons with special educational requirements is an indicator of the degree of maturity, involvement and Responsibility of the members of a society towards their peers. People as social beings are addicted to other people, which actually signifies help, the possibility of cooperating and communicating, while also producing the sense of human belonging and solidarity, as well as the sense of security of man. Integration implies that the student who has learning difficulties or special educational needs to be allowed to take up and progress, with appropriate support in the usual age class, for good personal development if his capacities Allow it. Any integration must be paramount, to benefit the pupils concerned and not just in terms of social intensification. Conclusions: The study of the literature and the analysis of the work documentation, focused on knowing the concepts of social integration and inclusion in Romania. Through physical education hours, effective integration into society of children with special educational requirements could be successfully achieved, as physical activity in the school has an important place, which implies the participation All members of a collection of physical education and sport activities by giving them self-confidence, physical and psychological health are also an important and pleasant social environment.

The Problem Of School And Social Integration Of Children With Special Educational Requirements In Romania

The integration of a person with special needs requires that it be placed from an isolated environment, separately, in a normal way, in order to progress and evolve, to eliminate segregation and discrimination, the environment in which relations between persons are based on Recognition of their integrity, values and common rights. Nirje states that "integration means being allowed to be able to be yourself among others.". Gherguţ states that "integration is the process of inclusion in mainstream schools or regular classes, formal and non-formal educational activities, children considered as having special educational requirements". Research methods used: analysis and generalization of literature data, study of working documentation and observation. Results: Following the study of the literature, it was found that today the theme of school and social integration of persons with special educational requirements is an indicator of the degree of maturity, involvement and Responsibility of the members of a society towards their peers. People as social beings are addicted to other people, which actually signifies help, the possibility of cooperating and communicating, while also producing the sense of human belonging and solidarity, as well as the sense of security of man. Integration implies that the student who has learning difficulties or special educational needs to be allowed to take up and progress, with appropriate support in the usual age class, for good personal development if his capacities Allow it. Any integration must be paramount, to benefit the pupils concerned and not just in terms of social intensification. Conclusions: The study of the literature and the analysis of the work documentation, focused on knowing the concepts of social integration and inclusion in Romania. Through physical education hours, effective integration into society of children with special educational requirements could be successfully achieved, as physical activity in the school has an important place, which implies the participation All members of a collection of physical education and sport activities by giving them self-confidence, physical and psychological health are also an important and pleasant social environment.