| Papers [1-15] of 100 :: [Page 1 of 7] | | Go to page : 1 2 3 4 5 6 7 —> | Search results on "DISABLED CHILDREN": |
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Physically Disabled Children, 2002.
A discussion of the advantages of placing physically disabled children in a normal classroom environment.
2,695 words (approx. 10.8 pages), 6 sources, MLA, $ 80.95
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Abstract
This paper discusses how to integrate physically disabled children into a normal school setting through specially designed programs and the definate advantages of this integration. It evaluates how children interacting with their other normal peers and growing up in a normal setting show their optimal level of performance and sometimes surpass their normal peers to a level that helps to confidently face the real life situation later in life. It also shows how children without disabilities can realize their abilities in this situation and learn to treat disabled children with respect.
From the Paper
"Another important aspect, which is necessary for the successful integration of disabled children in a normal school environment, is the attitude of the teacher. The teacher is a key to success for a child with disabilities. The attitude and abilities of the teacher to help out the disabled students plays a significant role in defining the success of the special education programs. If the teacher is able to create a sense of love and affection among the disabled children, they are likely to follow his or her instructions and therefore their performance will improve."
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The Disabled Children, 2004.
This paper presents basic information on the right to education for disabled children.
1,085 words (approx. 4.3 pages), 6 sources, MLA, $ 37.95
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Abstract
This paper explains that the Education for All Handicapped Act of 1975 gives children with disabilities the right to special education by directing funds to states and local districts for the education program of disabled children. The author points out that the core of the Individuals with Disabilities Education Act (IDEA) is the Individualized Educational Program (IEP), a contractual agreement, which is specifically designed for each disabled student. The paper relates that the least-restrictive-environment mandate states that children with disabilities have the right to be educated in a regular educational environment without discrimination.
Table of Contents
IDEA and IEP
Developing IEP
Programs for Special and Gifted Children
Programs for the Physically Handicapped Children
Programs for Mentally and Behaviorally Handicapped Children
Programs for Children with Health Problems
Right to Regular Educational Environment
Conclusion
From the Paper
"This covers children with physical disabilities such as visual, hearing, and orthopedic impairments. Such children may be permitted to attend education in their respective residence, or in separate classes. If attending in a regular class, special assistance and supervision must be provided. Some of the provisions that physically handicapped students may need are instruction in Braille for the blinds; large books, proper lighting, audible instructions, use of sign language, and speech workshops for the deaf; physical therapist for the orthopedic disabled. Special environment characteristics may also be needed such as the presence of ramps and wide doorways for wheelchairs, or the presence of appropriate handles to assist them (for instance, in toilets and stairs)."
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Inclusion of Disabled Children, 2006.
This paper discusses the inclusion of students with disabilities into the conventional classroom and how it has become more prevalent in many educational facilities.
1,091 words (approx. 4.4 pages), 26 sources, MLA, $ 38.95
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Abstract
The writer explains the concept of inclusion; mainstreaming children with disabilities in regular schools. The author says that this is largely due to the requirements of federal law which encourages the inclusion of disabled students in normal education. The benefits and difficulties of inclusion are studied with the writer including his/her personal opinion that inclusion is beneficial not only for the disabled child, but for the non-disabled student as well. The writer explains the teaching processes that would be employed and concludes that although inclusion may be difficult, it can be successful.
From the Paper
"In the 1700's the idea of helping the disabled was initiated during the French Enlightenment. This approach was to spread and the first school in America to help a disabled group, the Asylum for the Education and Instruction of Deaf and Dumb Persons, was opened in Connecticut in 1817. (Including the Disabled Student) This was to lead to other schools such as the Massachusetts School for Idiotic and Feeble-Minded Children in 1850, which was one of the first institutions set up specifically for mentally retarded children.
"The realization that separation from others did not advance the education and treatment of the disabled was understood by, among others, Alexander Graham Bell. He wrote that, "Exclusive association with one another...only aggravates the peculiarities that differentiate them from other people, whereas, it is our object by instruction, to do away with these differences, to the greatest extent possible."
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Nonverbal Learning Disability Children, 2001.
Discusses studies on possible causes of social maladjustment of NVLD children. Teaching social skills in classroom.
2,025 words (approx. 8.1 pages), 5 sources, $ 71.95
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From the Paper
"Introduction
Children with nonverbal learning disabilities (NVLD) suffer from a number of symptoms, affecting many aspects of their lives, which are grouped into neuropsychological, academic, and social-emotional adjustment deficits. The social deficits include social perception and social interaction problems which in many cases results in more serious problems of delinquency, anxiety, depression, and suicide (Roman, 1998). Treatment, including classroom treatment, of this group of children requires an accurate assessment of the problem. This research paper will present literature regarding the social maladjustment of NVLD children."
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Children with Disabilities, 2002.
A look at various learning disabilities in children.
650 words (approx. 2.6 pages), 1 source, $ 26.95
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Abstract
This paper discusses in brief the symptoms of children with learning disabilities and the ways in which such disabilities can be treated.
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Children with Disabilities, 2004.
A look at the many social and educational aspects that confront children with disabilities, as well as the parents of those children.
2,205 words (approx. 8.8 pages), 6 sources, APA, $ 68.95
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Abstract
This paper discusses the issues, concepts and findings of recent literature on the important issue of children with disabilities. It also includes information on how a disabled child and the parents search for help and resources, with an emphasis being on treatment and educational strategies for both the child and parents.
From the Paper
"When parents discover that a child has a disability, either learning or physical, is certainly a stressful time for them. Their perfect world is temporarily put on hold and they usually experience fear for their child?s growth, education and future. They are unsure where or who to turn to for help, resources or additional training. Their search often leads to their doctor of choice, but soon they also turn to various medical or government agencies developed for the protection and best interests of the whole child."
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Children with Disabilities, 2005.
This paper analyzes the history of education for children with disabilities.
4,500 words (approx. 18.0 pages), 10 sources, $ 178.95
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Abstract
This paper focuses on the medical model and more recently the social model of disability of the history of education for children with disabilities. The author points out the pervasive yet often hidden scale of disability in children in our society.
From the Paper
"This paper has its origins as part of a larger study of disability and the education system. The operating hypothesis of this paper in its research stages was that while paternalistic structures of authority and control - inherent in the medical model of disability - were expected to have played a prominent role in the early history of the education of children with disabilities, in the modern (post 1970) era this will have yielded to educational approaches based more on the social model of disability."
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Siblings of Children with Disabilities, 2005.
An analysis of issues and concerns of parents and siblings of children with disabilities.
675 words (approx. 2.7 pages), 4 sources, $ 26.95
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Abstract
Parents and siblings of children with disabilities experience unique issues and concerns that distinguish them from members of families without disabilities. This paper argues in the process of exploring a number of these concerns, that most of these concerns have as a common focus the existence and nature of social and institutional structures that support them in the delivery of the additional needs that may be required for children with disabilities.
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Language Problems in Children with Learning Disabilities, 2002.
An in-depth discussion and analysis of the article ""Language Problems in Children with Learning Disabilities: Do They Interfere with Maternal Communication?" by Helena Rasku-Puttonen.
8,004 words (approx. 32.0 pages), 23 sources, MLA, $ 172.95
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Abstract
This research delves into the still open question of the influence of family interaction on communication impairments and learning disabilities. It shows how some have suggested that interactional or family environment factors combined with neurocognitive issues are relevant in the etiology, the manifestation, and the maintenance of learning disabilities, since guided participation through joint involvement with parents as well as with other social partners is essential for "learning to learn." The paper explains how this is where the child first learns to handle intellectual skills and tools such as language. Some parental behaviors are thought to hinder language development. Children with learning disabilities show the inability to employ effective communication strategies, and this lack seems to develop over time. It analyzes why children with language disorders show greater difficulty in selecting and using appropriate vocabulary than do children with language disorders, but why the evidence implicates underlying language deficits for children with LD as well.
From the Paper
"This article reports on a study of parent-child interaction by observing two carefully matched subgroups: 1) school-age boys with learning disabilities (LD) who showed a discrepancy between their verbal IQ and performance IQ and had more extensive difficulties in higher-level language abilities; and 2) boys with LD who did not manifest a discrepancy between verbal IQ and performance IQ. The effects of the child's language problems on child task performance and on the quality of maternal communication were analyzed in a mother-child problem solving task. Children in the first group were found to be less successful on the task than children in the second group, and their mothers also showed lower communication clarity in their instructions than the mothers of the children in the second group. The researcher also notes an interesting interaction effect for communication deviances. For mothers in the first group, the extent of deficient communication increased from the monologue to the dialogue situation, whereas communication deviances decreased for mothers in the second group. This leads to a discussion of three possible models to explain the differences between the two groups."
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Education and Children with Disabilities, 2005.
This paper provides an examination of the history of laws relating to education and children with disabilities.
4,500 words (approx. 18.0 pages), 10 sources, $ 178.95
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Abstract
In this article, the writer discusses the subject of education as it relates to children with disabilities. The writer firstly looks at the history of laws regarding disability and the education system. The writer then studies the system and laws in more modern times.
From the Paper
"This paper has its origins as part of a larger study of disability and the education system. The operating hypothesis of this paper in its research stages was that while paternalistic structures of authority and control - inherent in the medical model of disability - were expected to have played a prominent role in the early history of the education of children with disabilities, in the modern (post 1970) era this will have yielded to educational approaches based more on the social model of disability."
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Inappropriate Behavior of Children with Developmental Disabilities, 2005.
A paper on the use of everyday activities to reduce inappropriate behavior displayed by children with autism and other developmental disabilities.
9,070 words (approx. 36.3 pages), 50 sources, APA, $ 188.95
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Abstract
This dissertation study tests the effectiveness of an everyday activities-based protocol for managing challenging and disruptive behaviors of 13-23 year old residential students (male and female) with autism who live at Melmark Homes and attend school or adult day programs. The study applies behavior analysis and focuses on everyday occupations (activities) and combines this analysis and focus during the intervention phase. The study also uses reinforcements sub-task completion and the duration of participation, but not for the absence of target maladaptive or disruptive behaviors. Behavior analysis is used, however, to document the frequency/duration of the target behaviors during each condition. In the study, interventions occur daily, Monday through Friday and a single-subject, multiple-baseline, across-subjects design with nine subjects is used to evaluate change in behaviors under alternating conditions. Data is analyzed using graphical, semi-statistical, and statistical techniques, including slopes, 2 standard deviation bands, and the C-statistic. The projected outcome of the study is the validation of an activities-based protocol to enable greater participation of individuals with Autism in everyday activities and in their communities, be they residential or non-residential (home-based) communities.
Research Question
Significance
Background
Review of the Relevant Literature
From the Paper
"Historically, documented disruptive behaviors displayed by residential students diagnosed with autism and other developmental disabilities include noncompliance, physical and verbal aggression, inappropriate verbalizations not characterized as aggression, poor social skills, as well as deficits in attention to task (Green, 1996; Luce, 1981; Maurice, 1996). These behaviors require residential treatment and preclude participation in community based activities, (Luce, 2004). Educators generally agree that deficits in academic skills result from a decrease in on-task behaviors because of disruptive off-task behaviors (Skinn, Ramsey, Walker, Stieber, & O'Neill, 1987)."
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Education and Children with Disabilities, 2005.
"This paper has its origins as part of a larger study of disability and the education system. The operating hypothesis of this paper in its research...
3,600 words (approx. 14.4 pages), 10 sources, $ 142.95
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Abstract
"This paper has its origins as part of a larger study of disability and the education system. The operating hypothesis of this paper in its research stages was that while paternalistic structures of authority and control inherent in the medical model of disability were expected to have played a prominent role in the early history of the education of children with disabilities. In the modern, post-1970 era this will have yielded to educational approaches based more on the social model of disability."
From the Paper
This paper has its origins as part of a larger study of disability and the education system. The operating hypothesis of this paper in its research stages was that while paternalistic structures of authority and control - inherent in the medical model of disability - were expected to have played a prominent role in the early history of the education of children with disabilities, in the modern (post 1970) era this will have yielded to educational approaches based more on the social model of disability.
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Trauma in School and Children with Learning Disabilities, 2001.
Takes a look at the possible effect a traumatic school experience can have on a child with a learning disability.
3,856 words (approx. 15.4 pages), 14 sources, $ 105.95
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Abstract
The paper discusses how a negative school experience affects the actions of the individual as an adult. The author argues that children with a disability suffer more than usual. He then states specific areas and draws attention to the basic issues that could develop like the tendency to commit murder.
From the Paper
" Unfortunately the stigma children receive when placed in classrooms with special learning needs remain well into adulthood. This situation is exacerbated when the faculty themselves misguidedly condone the negative behavior exhibited by the ?normal? students towards those with special needs. The effects of psychological abuse in the home have been well documented, but the effect of childhood taunting and educational labeling can have similar effects. Arguably a negative school experiences can have the same, detrimental effect as a negative home experience. For most children approximately eight hours of the day are spent in school, more if the child participates in extracurricular activities. School then becomes like a second home and those faculty and administrators in that school become figures of authority looked to for guidance, similar to the role of parent."
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Disabled Students and Academic Progress, 2002.
Examines the fact that disabled children do not perform as well academically as their non-disabled peers and how it relates to an elementary school in Chicago.
2,368 words (approx. 9.5 pages), 4 sources, APA, $ 72.95
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Abstract
According to the National Council on Disability (1999), educational outcome indicators for students with disabilities, when compared to students without disabilities, show that special needs students are lagging behind the general progress that schools have made in the last several years. With this in mind, the question can be asked: What can be done at Brunson Elementary School (located in Chicago) to help the parents of special needs students? This study proposes to answer the question in three ways. First, a comprehensive search of the literature on the needs of parents of special education students is conducted to determine the general across-the-board needs of these parents in relation to their children attending elementary school. Second, based on the findings of the review and on considerations attendant to the specific practices and policies of Brunson Elementary, a questionnaire was developed and used to assess the perceived needs of the schools' parents of special needs students. Third, the data collected via the literature review and the needs assessment served as the foundation for formulating recommendations and related information for teachers to use in helping the parents of special needs students. The paper proposes that the information and recommendations be written up in the form of a guide or handbook.
From the Paper
"There is a good deal of research evidence indicating that, in general, parents of special needs elementary school children need some sort of guide or handbook that assists them in dealing with the educational system and making sure their child receives all that he or she is entitled to. For example, in a guide developed by the New York State Department of Education (1992), it was noted that parents need a good deal of information if they are to make sure the system works for their children. In particular, the Department states that parents need information about: (1) students' rights; (2) the history of special education itself; (3) each particular step in the process from referral to triennial evaluation; (4) due process procedures; (5) preparation for future education and employment opportunities; (6) ways to keep needed records; (7) how to form a school-parent partnership; and (8) existing supportive services."
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Mainstreaming, 2002.
A discussion of the advantages and disadvantages of mainstreaming, the placement of disabled children in the general school population.
879 words (approx. 3.5 pages), 0 sources, MLA, $ 31.95
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Abstract
This paper provides an insight into mainstreaming or inclusion where disabled children are placed in normal schools with the general school population in order to improve both the academic and social experience for disabled students. It examines how the the underlying theory is that disabled children benefit from being part of the mainstream, preparing them better for what they will encounter throughout most of their lives. It shows how it is also believed they will be able to learn better in such an environment. It looks at how critics generally either believe that this is not the case and that these children will not learn as well, or that the presence of disabled children in class will somehow be disruptive and will reduce the learning potential for non-disabled children. It evaluates how programs have now been in place for some years and can be assessed as to their effectiveness.
From the Paper
"The move toward mainstreaming has been spurred not just by educational theory and administrative decisions but by court cases as well, and the general rule that has emerged from various federal cases is that children should be placed in what are called least restrictive environments (LRE). For most children with disabilities, the LRE will be the regular education classroom, but for others, placement in a more specialized and restrictive environment will be necessary for the child to incur "some educational benefit" (Thomas and Rappaport)."
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