Social Integration Of Children Research Articles

Social integration of children with epilepsy in rural India

Only a small fraction of people with epilepsy in developing countries has access to medical facilities. Even with effective treatment, their psychosocial needs are often overlooked in the absence of obvious disability. In rural areas, community-based rehabilitation programmes assist in the integration of people with disabilities into employment and the community. However, the functional impairment associated with epilepsy is not well recognised in intervention programmes in developing countries. We report, for the first time, the social activities of children with epilepsy and their peers in rural India. We employed a cross-sectional design using a new age and sex-specific social activity questionnaire. Population screening in the context of a community-based rehabilitation programme identified 88 children with epilepsy and 250 randomly selected controls. A trained interviewer administered the questionnaire to mothers in Bengali. Girls’ activities were principally domestic, whilst boys’ were mostly outdoors and involved peers. All groups of children with epilepsy had significant social deficits, equally for boys and girls in the age range from 2 to 18 years ( p<0.05). Boys with epilepsy had limited peer group activities, and parents conferred fewer responsibilities to school age and adolescent children compared to controls. The nature and degree of deficits were beyond the constraints imposed by neurological impairment. Our findings in pre-schoolers were consistent with parental attitudes of overprotection found in previous research. We conclude that social integration needs active and early promotion among children with epilepsy. The assessment of remediable risk and protective factors in the family and community is an important practical area for research in community-based rehabilitation.

EDUCATION SELECTION, Compiled by David Cundall. European Journal of Special Needs Education (1997): T. Vrasmas &amp; P. Daunt. The educational and social integration of children and young people with special needs in Romania: A national programme. Vol. 12, No. 2, pp. 137–147.

EDUCATION SELECTION, Compiled by David Cundall. European Journal of Special Needs Education (1997): T. Vrasmas &amp; P. Daunt. The educational and social integration of children and young people with special needs in Romania: A national programme. Vol. 12, No. 2, pp. 137–147. - Volume 3 Issue 3

Social Integration of Children with Emotional Disabilities and Nonhandicapped Peers in a School Setting

This article describes a study that explores the social integration of children with emotional disabilities in the educational setting. The results of the study suggest that the children with emotional disabilities benefited from their participation in the school setting. Furthermore, the able children participating in the study also benefited from their interaction with special needs children.

The educational and social integration of children and young people with special needs in Romania: a national programme

ABSTRACT With the support of Unicef and Unesco, the Romanian Ministry of Education has since 1993 been operating a programme to promote the educational and social integration of children and young people with special needs. In a comparatively short time the programme has grown from a pair of pilot projects to comprise a number of interactive elements which include a Joint European Project within the EU's TEMPUS programme, as well as provision for networking, and for describing, monitoring and generalizing experience of good practice. In this process a ‘philosophy’ of integration has developed which is appropriate to Romanian realities and which offers the possibility of an integration project to everyone concerned with special needs. The paper stresses the importance of the voluntary organizations and their new cooperative relationship with the institutions, and of the role of the universities in professional training. The paper ends with a discussion of the barriers and supports to integration, together with some conclusions about the significance and future of the programme.

Social Mainstreaming of Mildly Handicapped Students

Social integration of students can be defined in terms of their peer acceptance, friendships, and participation in group activities. Social integration of children with mild-to-moderate behavior and learning handicaps is often a major obstacle to successful mainstreaming in elementary schools. The regular classroom presents important opportunities for overcoming this obstacle. In this article we emphasize teaching social skills and addressing classroom relationships in order to make the most of such opportunities. To teach social skills, we recommend assessing skill and performance deficits as well as behavior excesses to reveal students' learning needs. Such needs may then be corrected by use of a simple but effective directive instruction method featuring teacher description and demonstration of needed skills, followed by student practice with feedback. Teacher control over practice is decreased as the student shows increasing mastery of the social skill. The teacher should also attend to relationships involving herself or himself, the mainstreamed student, and the regular class students. We note a variety of steps the teacher might take, before and after the mainstreamed student arrives, to increase the chances that such relationships are positive and support social mainstreaming.

Research on Social Integration: What Are The Problems?

THIS LIMITED REVIEW of research on the social integration of children with disabilities in mainstreaming programs showed that there are several factors which may explain the apparent inconsistencies within the research literature. The diverse groups of individuals involved necessitate that attention be paid to pertinent variables and that care must be taken when findings are generalized to other groups of children with disabilities. An issue of particular concern was the simplistic measuring techniques employed in some research, particularly where studies relied on a single technique such as sociometry. There is limited evidence to support the increased use of multivariate statistical procedures as a means of producing more consistent findings. While most studies reviewed did not incorporate special treatments, that is other than integrated settings, invariably such treatments produced positive outcomes. Studies involving research designs which used the social acceptance of normal children as the basis fo...