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Empowering Latinos with Disabilities to Address Issues of Independent Living and Disability Rights: A Capacity-Building Approach
Published in Christopher B. Keys, Peter W. Dowrick, People with Disabilities, 2021
Fabricio E. Balcazar, Christopher B. Keys, Yolanda Suarez-Balcazar
In Chicago, during the public forum on ADA-related issues, which was attended by approximately 60 community members, participants were asked to specify how the issues identified affected them. Participants were also invited to discuss alternatives for addressing four of the main problems identified-problems with public transportation, lack of employment opportunities for people with disabilities, inappropriate services for children with disabilities in special education classrooms, and lack of awareness about the ADA in the Latino community. Forum participants were asked to meet in small groups to talk about the problem that most interested them. Committee members discussed the dimensions of the issues and brainstormed potential solutions thereby initiating the community empowerment process. In order to lead consumers into more sustained involvement, the small group discussion leaders recruited volunteers to participate in ongoing action groups.
Motor development and postural control
Published in Michael Horvat, Ronald V. Croce, Caterina Pesce, Ashley Fallaize, Developmental and Adapted Physical Education, 2019
Michael Horvat, Ronald V. Croce, Caterina Pesce, Ashley Fallaize
Substage 2 incorporates more coordination and control of the pattern. When the child throws an object, a proper cross-step, initial follow-through, and less restriction of movement may be apparent. McClenahan and Gallahue (1978) have indicated that with maturation, most individuals will achieve this stage of physical functioning if they have the proper opportunities for practice and instruction. Children with disabilities may be restricted in their opportunities for practice or opportunity for specific instruction or feedback on their performance. Additional practice and instruction are required to reach this level of functioning to enable children to develop their movement schema and adjust to using feedback information.
The Role of the Occupational Therapist in Life Care Planning
Published in Roger O. Weed, Debra E. Berens, Life Care Planning and Case Management Handbook, 2018
Nancy L. Mitchell, Courtney V. Mitchell
Common occupational therapy interventions include helping children with disabilities to participate fully in school and develop social skills, helping people recovering from injury to regain function through retraining and/or adaptations, and providing support for older adults experiencing physical and cognitive changes. Occupational therapy services typically include: An individualized evaluation, during which the client, family, and occupational therapist determine the person's goals,Customized intervention to improve the person's ability to perform daily activities and reach the goals, andAn outcomes evaluation to ensure that the goals are being met and/or to modify the intervention plan based on the patient's needs and skills.
Examining the current practices of the individualized family services plan with young children with disabilities in Saudi Arabia
Published in International Journal of Developmental Disabilities, 2023
Nabil Sharaf Almalki, Ohoud M. Arrushaid, Salaheldin Farah Bakhiet, Sarah Alkathiri
In Saudi Arabia, early intervention services are provided to children at risk of developmental delays and children with disabilities from birth to six years old and their families. These services include such as early intervention, special education, general health, psychological services, family services, and social services. These services can be provided at special education services center or pre-school settings usually for 0-6 years old (The Ministry of Education 2016). Because the field of early intervention is relatively recent in Saudi Arabia, and the lack of a clear law refuting the appropriate ages for the provision of early intervention services, these services are provided at an early age under the age of six, taking into account the transition stages from the age of three years to the preschool stage. The Saudi early intervention providers use the IFSP and Individualized Education Program (IEP) with young children with disabilities under the age of six years and these are considered as early intervention services that provided in early stage of children’s developmental delay. Therefore, the questionnaire was built taking into account this slight difference in the mechanism of providing early intervention services for young children with disabilities.
Analysis of mapping knowledge domains of special education research: a comparison of CSSCI and SSCI indexes
Published in International Journal of Developmental Disabilities, 2022
Cuiwei Lu, Deyang Li, Jie Ren, Huanmin Liu, Xueqin Zhang
‘Early intervention’ service system is composed of families, educational institutions, medical departments, social welfare, etc. Early intervention can help children with disabilities improve cognitive, adaptive, and social functioning (Shi et al.2013). Germany’s Book Nine of the Social Code on the rehabilitation and participation of people with disabilities (2001) pointed out that early medical screening is essential for early intervention and the fullest possible resolution of disability (van Kessel et al.2019). The early intervention program of Germany includes relevant education and treatment for children, and provides counseling services for parents to help them recognize their defects and provide relevant guidance for the children. As early as in the 19th century, the Netherlands started to provide early intervention for children with the most common form of playing games. Private organizations carried out most games, and the government subsidizes more than 80% of them. A trinity intervention model supported by medicine, education and society has basically formed in the Netherlands (Zhao and Zhang 2012).
A scoping review of the playground experiences of children with AAC needs*
Published in Augmentative and Alternative Communication, 2022
Michelle C. S. Therrien, Andrea Barton-Hulsey, Sandy Wong
Play is an essential component of child development (Christensen & Morgan, 2003). The unstructured play in which most children engage outside during school recess and on playgrounds is recognized as the most beneficial form of play. This type of play can positively impact health, social-emotional development, physical development, and cognitive development (National Association of Early Childhood Specialists in State Departments of Education, 2001). Physical play on playgrounds helps children refine locomotor skills such as running and climbing and improve fine motor skills (Little & Wyver, 2008; Thomas & Harding, 2011). Running, jumping, and climbing on a playground contributes to increased physical health and fitness (Bell et al., 2008). Outside play at recess has been linked to decreases in inappropriate in-class behaviors and increases in self-regulation (Becker et al., 2014; Ridgway et al., 2003). Unstructured play has benefits for language development and creativity (Holmes et al., 2015). Opportunities to benefit from unstructured outdoor play are essential for children with disabilities, who frequently lead lives that involve more structured activities (e.g., medical appointments and therapy sessions) and are less likely to have access to free play time with their peers (Christensen & Morgan, 2003). Furthermore, children with disabilities such as cerebral palsy, autism spectrum disorder (ASD), and Down syndrome have historically been unable to access and use playgrounds in the same ways as their peers without disabilities (Locke et al., 2016; Moore & Lynch, 2015; Nabors & Badawi, 1997).