Visual impairment in children with multiple disabilities in schools for children with special needs in South India

Purpose: To understand/assess ocular and functional vision impairment in children with multiple disabilities with a functional vision assessment battery in addition to standard ophthalmic examinations in an outreach setting. Methods: Seven schools for children with special needs, 243 children in total, were screened for ocular disorders and functional vision impairment through school camps. Results: Among them, 37% had refractive errors needing spectacle correction. With standard ocular testing methods, the visual impairment was around 32%, but when functional vision was assessed, the functional vision impairment amounted to 70% in these children. The presence of functional vision impairment was found to be independent of the associated disability. Assessment of visual capacities such as visual closure, saccade pursuits, optic ataxia, and developmental milestones early on can help in suspecting the presence of CVI. Conclusion: Children with multiple disabilities are more at risk of functional vision impairment, which significantly impairs their ability to function in daily life. A complete functional vision assessment becomes essential to plan early intervention for these children. The significant proportion of vision impairment and functional vision loss in our study indicates the need for coordinated structured programs to address vision?related problems in children with multiple disabilities.

Parental Attitudes towards Children with Intellectual Disability in Special Schools of South India.

Background: Parental attitude is one of the key prognostic factors in psychosocial development of a child. In this cross-sectional study conducted in the special schools among parents, we explored the dimensions of parental attitudes towards children with intellectual disability and the factors that influence these attitudes. Methodology: Data was collected using Rangaswamy Parental Attitude Scale. This scale consists of 40 items spread equally into 8 domains (over protection, acceptance, rejection, permissiveness, communication, attitudes towards education, home management and hostility). Results: The study revealed that parents have an overall positive attitude towards their children with intellectual disability. However, mean score of the subscale domains indicates parental negative attitudes which is highest on over protection and lowest on rejection. Conclusions: Further studies in this regard are needed across multiple centres to validate the findings of the above study.

Diversidad Sorda: educación y sensibilidad intercultural en una escuela especial de Santiago de Chile / Deaf Diversity: intercultural sensitivity education of a special school in Santiago of Chile

RESUMEN La finalidad del presente artículo consiste en describir los componentes de educación y sensibilidad intercultural que se evidencian en la práctica docente con el estudiante sordo en la escuela especial. Se destaca el principio sobre estudiantes sordos estipulado en el documento de la UNESCO (2006) en pro de los aprendizajes en educación, que debe asumir los deberes y derechos inherentes al sujeto sordo en su particularidad lingüística: "La educación intercultural respeta la identidad cultural del educando impartiendo a todos una educación de calidad que se adecúe y adapte a su cultura". De acuerdo con ello, los principios de educación intercultural deben construirse considerando que: I) Se respete la identidad cultural del educando impartiendo a todos [as] una educación de calidad que se adecúe y se adapte a su cultura; II) Se enseñe a cada educando los conocimientos, las actitudes y las competencias culturales necesarias para que pueda participar plena y activamente en la sociedad; III) La elaboración de programas propios de estudio. Esto exige que la institución promueva el acercamiento a la asociación y a la comunidad sorda, para que los estudiantes la conozcan e interactúen en etapas tempranas y así propendan hacia la negociación simétrica de las culturas para reconocer a un Otro diverso en las prácticas docentes del aula.

Abstract This paper aims to describe the components on intercultural sensitivity education, evident in teaching process to deaf learners of a "special school". To respect deaf learners' cultural identity through high quality education adapted to their culture, is the principle of this intercultural education, as per (UNESCO, 2006) for Deaf students, in favor of learning-education, which must assume duties and rights related to their linguistic features, inherent to the deaf learner. Intercultural education principles are based on I) To respect deaf learner cultural identity, not only giving them a high-quality education but also adapted to their culture. II) To teach deaf learners: necessary knowledge, attitudes and cultural skills to participate fully and actively in society. III) To develop study programs by the special school; these programs include : as a contribution, a theoretical revision, based on the construction of sensibility patterns to develop the intercultural education principles actively. Also, it implies that the "special school" must promotes the approaching to the association and the Deaf community, so that means, the students are able to know it and interact with other deaf student in early stages in order to recognize a diverse Other, tending towards the symmetrical negotiation of the cultures in teaching practices, conducted through communicative process in the classroom.

Intervenciones orientadoras, un desafío por la autonomía de niños con capacidades diferentes / Interventions orientadoras, a challenge for the autonomy childrens with different abilities

RESUMEN Introducción: la Educación Especial en Cuba está fundamentada en la incorporación de sus alumnos a la vida social y laboral activa, y una de sus tareas es lograr su autonomía e independencia en la toma de decisiones. Objetivo: proponer intervenciones orientadoras para el logro de autonomía en niños con capacidades diferentes. Métodos: estudio descriptivo transversal en la escuela especial "Hermanos Saiz", municipio Quemado de Guines, de enero a marzo de 2016. Universo constituido por 21 trabajadores y 36 estudiantes con su familiar. Se aplicaron como instrumentos registros diagnósticos de profesores guías y encuestas a familiares y trabajadores. La información se procesó con el paquete SPSSS versión 21, fueron utilizadas distribuciones de frecuencias absolutas y porcentajes. Resultados: predominó el grupo etario de 10 a 12 años (44,44 por ciento) y el sexo masculino (55,55 por ciento). Prevalecieron los trastornos en el aprendizaje y la discapacidad intelectual en los escolares (100,00 y 86,11 por ciento respectivamente). La inexistencia de espacios de reflexión, de momentos para la toma de decisiones, de espacios donde se estimule el protagonismo de los alumnos, capacitaciones recibidas por los familiares y las relaciones entre directivos y familiares, y el estrés fueron factores que impedían una adecuada trayectoria educativa de los alumnos y su futura inserción en la sociedad. Conclusiones: se propusieron intervenciones orientadoras que contribuyen a fomentar el trabajo colegiado entre familia, escuela y alumnos con capacidades diferentes hacia el logro de su autonomía e independencia(AU)

ABSTRACT Introduction: Special education in Cuba is based on student involvement into an active social and working life, and one of its tasks is to achieve student autonomy and independence in decision making. Objective: To propose interventions aimed at achieving autonomy in children with dissimilar capabilities. Methods: Descriptive cross-sectional study performed at Hermanos Saíz Special School in Quemado de Güines Municipality from January to March 2016. The universe was made up of 21 workers and 36 students with their one relative. The tools used were the diagnostic inquires to the main teachers and surveys conducted on relatives and workers. The information was processed with the package SPSSS version 21: We used percentages and absolute frequency distributions. Results: The age group 10-12 predominated (44.44 percent) and the male sex (55.55 percent). There was a prevalence of learning disorders and intellectual disability in schoolchildren (100.00 percent and 86.11 percent, respectively). The lack of spaces for reflection, moments for decision-making, the spaces where student protagonism is stimulated, together with capacity building received by the family and the relations between managers and the family, and stress were factors that prevented a proper educational achievement of the students and their future involvement into in the society. Conclusions: Counseling interventions were proposed that contribute to foster collegiate work between the family, the school and the students with dissimilar capabilities towards the achievement of their autonomy and independence(AU)

Oral health status in children with impaired hearing / Шинэ санаа Шинэ нээлт

Children with impaired hearing have communication and learning difficulty due to delay in the development of receptive and expression communications. Communication difficulties can often lead to social isolation and poor self-estimation. Oral health status in children with impaired hearing tends to be poor due to several reasons as difficulty of adequate training of caregiving parents, parents luck of information and effort. Aim: To study oral health status and oral education level among students of special school №29 for disabled children.A cross-sectional descriptive study. 224 students aged 6-22 years were selected for this study. Participants were subjected to oral examination and were asked to answer to the questionnairePrevalence of caries and DMFT index, dental plague, occlusion and the oral education levels were assessed. The caries prevalence was 95.9%, and the mean DMFT index was 5.5. Dental plaques were identified in 31.7-49.2% of subjects differing among age groups. Among examined children, 32% of subjects had a malocclusion and 18 children underwent cleft lip palate surgical treatment. According to questionnaire 21% of subjects reported that tooth brushing is not significant measure to maintain oral health, which shows that oral education level among subjects was low. Oral health status of children with impaired hearing was in a level comparable to that of healthy children, although the incidence of cleft lip and palate and gingivitis were higher.

Rehabilitación visual en el niño ambliope / Visual rehabilitation in amblyopic child

Se realizó un estudio observacional, descriptivo y longitudinal, desde septiembre de 2007 hasta junio de 2009, de 33 escolares con ambliopía, pertenecientes a la escuela especial "Josué País García" de Santiago de Cuba, para describir los resultados del tratamiento rehabilitador. Estos niños fueron clasificados según el grado de la agudeza visual con corrección y la causa de la enfermedad. Se les realizó visuscopia antes y después del tratamiento, además de potencial evocado visual cortical. En la casuística prevalecieron el grupo etario de 4-6 años, el sexo femenino y la ambliopía estrábica. La agudeza visual mejoró significativamente después del tratamiento rehabilitador y hubo 9,0 % de pacientes irrecuperados. Se recomienda diseñar un programa de salud dirigido al personal médico de la atención primaria acerca de la prevención y tratamiento de estos pacientes, así como realizar acciones educativas con los padres sobre tan importante tema de salud.

An observational, descriptive and longitudinal study was carried out from September 2007 to June 2009 in 33 schoolchildren with amblyopia, belonging to "Josué País García" special school of Santiago de Cuba, in order to describe the results of the rehabilitation treatment. These children were classified according to the degree of corrected visual acuity and cause of the disease. Visuscopy was performed in them before and after treatment, besides cortical visual evoked potential. Age group of 4-6 years, the female sex and strabic amblyopia prevailed in the case material. Visual acuity improved significantly after rehabilitation treatment and 9.0% of patients did not recover. It is recommended to design a health program aimed at medical staff of primary care for prevention and treatment of these patients, and to conduct educational activities with parents on this important health issue.

Study on Job Satisfaction and Foodservice Management of Dieticians and Nutrition Teachers in Special Schools for the Disabled: Focused on Gyeonggi Area

This study examined students' menu preferences as well as the job satisfaction and specific considerations concerning foodservice operation of dieticians and nutrition teachers at special schools for the disabled. Semi-structured interview questionnaires were sent to all of the 21 special schools with direct school food service in Gyeonggi-do, and 16 dieticians and nutrition teachers agreed to participate in this study. Among the various menu groups, the subjects perceived the meat group as the most preferred and the vegetable group the least preferred. They were generally satisfactory with their job and duty, and had a strong sense of belonging to the school. However, most of them answered that they needed more time for nutritional education and counseling. While most had pride and pleasure in their job, they expressed a desire to change the system to better fit with their roles as professional nutritionists. The content analysis revealed that the subjects mainly focused on safety issues in planning the food menu and were thus limited in selecting menu items. They also felt difficulty in menu planning due to various tastes and preferences, since special schools tend to consist of a wider grade range. However, most subjects reported little trouble in food distribution and food leftovers owing to practical support from teachers and parents. The necessity for education concerning table manners and obesity prevention was generally a shared opinion, and education programs for parents were also perceived as necessary to better understand the special considerations for developing proper eating habits in their child. The study findings provide useful basic data to improve the foodservice system at special schools.

Academic emotions and Its relationship with academic self-efficacy among secondary special school students / 中华行为医学与脑科学杂志

Objective To examine the academic emotions and its relationship with academic self-efficacy among secondary special school students. Methods 352 secondary special school students were collected as the subjects.All subjects were tested with academic emotions questionnaire and academic self-efficacy questionnaire and analyzed the result of the test by multivariate analysis of variance,correlation analysis and linear regression analysis. Results Scores on enjoyment,anxiety,anger,depression,total scores on positive-high arousal academic emotions and negative-high arousal academic emotions of secondary special school girls(27.88±3.84,24.77±5.03,18.03±3.37,18.14±3.65,59.33±7.98,57.48±10.49,respectively)were higher than those of boys(26.41±4.55,22.38±5.71,17.01±3.91,16.07±3.94,57.46±9.20,53.45±11.76,respectively),(P<0.05).The academic emotions' differences among different grades of secondary special school students were not significant(F-(1,348)=1.275,P=0.226).The interaction of gender and grade on academic emotions was not significant(F-(1,348)=1.057,P=0.397).Academic emotions and academic self-efficacy was interrelated(r=-0.513～0.685).The result of multiple regression analysis showed that each factor of academic self-efficacy played a significant predictor role on academic emotions(β=-0.631～0.462,P<0.01). Conclusion The academic emotions' differences between secondary special school boys and girls are significant. Academic self-efficacy is closely related to academic emotions.