Children with Special Needs PDF

Children withspecial needs Introduetion Every child is uniquc, with individual strengths and Children should therefore have access to arange of different teaching learning needs. and learming programs to meet their individual needs...

Children withspecial needs Introduetion Every child is uniquc, with individual strengths and Children should therefore have access to arange of different teaching learning needs. and learming programs to meet their individual needs approaches and need Children with special needs are those who have a disability of some kind special assistance and care. The type of these children's detequieprmimentnes, andtheir accommodations special needs. Frequent medical testing, hospital di sabilities with special needs. for stays, disabilities may all be part of the children According to World umbrella term,An coverng mpaiments, Health Organization (WHO) *Disabilities iS an rest r ic tions. limitation aimpairmentis is a problem activity limitations, and in body function or structure;participation action; while difficulty encountered isbyaan individual in executing aactivity an 1n part involvement life in icipation restriction problem task or experienced by an individual Disabi lity is partsituations. permanent l about 15%y experience of the number is ofincreasing global of being human. disability Almost everyone will at some point in their life. Over temporarily 1 billion people or due inpopulation - currently experience Prevalence part to population ageing and disability, and this non-communicable diseases an increase in the Normal Variations Problemns Disorders Impairment Any temporary or whether permanent loss or physiological or abnomality of a body psychological. impairment is astructure or function, functions that are essentially An organs (heart, kidney), mental the (memory, disturbance affecting consciousness) the trunk or sensory, internal Disability or A head, the limbs. Or restriction inability to perform an activity in the Considered normal for a human being, mostly resultingmanner or within the range from impairment. 50  |landicnp limits or prevents the IhIs is 1he ICsult of an impaiment or disability that sex and fulliment of one or several roles regarded as nornal, depending on age, alandcultural factors. Demographic Spects about clients with disability. Burden of Disease According to the WHO report of disability and Global estmates that population had "moderate disability'", 01l 15.3% of the world hile2.9% experienced "severe disability". billion with some form of disability. This Over 1 people are estimated to livee to 190 million to comesponds about 15% of the world's population, with up difficulties in significant (3.8%) people aged 15 years and older having functioning, often requiring healthcare services Census,10.6% According to thee 2017 Population, Housing, and Establishments from five years of the population in Egypt (an estimated 12 million people) estimated a have Census conducted in 2006 and above disabilities. However, a disability prevalence rate of only 1.8%. Risk factorsfor disability Prenatal related factors: the occur during the period that extends from conception to mental Itrefers to causes that causes, RH incompatibility, maternal time of birth including genetic hazards, unhealthy life exposure to environmental health problems, and maternal and parents' age. problems, style,maternal physical health factors: oPerinatal related immediately before and after birth. Perinatal complications Itrefers to the time injury, oxygen deprivation, or infections acquired involve prematurity, birth result in birth canal, all these conditions may during the delivery through the disability. course factors: condition, oPostnatal and life nutritional status, poor housing poverty, poor It may include maltreatment,diseases, and injuries. Types of disabilities Physical disability: or bones that leads to difficulties in muscles., nerves, skin, participation in limiting their II reters to damage to ofdaily living hoving and inperfoming activities ordinary activities. 51  Visual The disability: loss of sight may be total or partial. "Blind" refers to the total loss eyesight. Blind persons might experience difficulty in moving around andof knowing where things are, doing some activities of daily living, writing, reading and following visual signs or commands. Hearing disability: lt may be mild, learning aspoken severe language,or total. followingHearingverballossinstructions, makingin difficultties usually results friends in thein nei"Intellectual ghborhood,Disability: Signs were not behavi heard. oral problems due to frustration, accidents because warning Clients with information, andintelofetctenualto adapt " Psychiatric Disability: to newfindsituatitions.difficult to learn and retain disabilities new Clients living with a psychiatric or mental illness often perceiving interpreting and or reality, coping with some aspectsexperience difficulties in maintaining relationships, Or often see of daily and hear things coping with difficult feelings, fears and that do not exist. life, forming C anxieties, 1tLearning means adisabilities: in disorder in one or more of the basic n an underimperfect standing ability or using language, spoken or to listen, psychological written, which processes involved calAutism culatiospectrum ns. disorder speak, read, write, spell, or may to do manifest itself mathematical It is termed as devel nonverbal communication o adversely affects a child's pment and a l disability significantly affecting social verbal educationalinteraction, usually evident before and ItAttention/Deficit performance age 3 that describes a Hyperactivity Disorder (ADHD) : that is more persistent pattern of inattention and / or frequent and severe than is hyperactivity/ comparable level of development. typically observed in impulsivity individuals at a Problems of clients with disability Physical Problems Persons with disability may experience various primary conditions as cerebral palsy, Down health conditions syndrome which can lead toincluding range of impairments, including mobility, sensory, a wide mental, and 52 communication  impairments. Moreover, they develop the same health problems that affect the normalclients, such as influenza and pneumonia. Some may be moresusceptible because of the influence of behavioral risk lo developing chronic conditionsinactivity. physical Factors such as increased Lack of access to general health care: o the obligation in the CRPD to ensure that persons with disability are Despite of health care, their access to health nrovided with equal access to and quality health inequalities unconnected to their services is often limited, leading to disability. o Risk-taking behaviors: abuse: Smoking and Substance dimension of stress that increases the risk for the Disability appears to represent a disabled persons. Clients with disability among Smoking and substance abuse Moreover, the literature reveals that individuals smoking. regain a have higher rates of substance abuse problems affected their ability to with a disability and heightenedrisk for incurring secondary are at a productive role in society and medical conditions. Injury/or accident: of problem non-disabled becauseosteoporosis, rates of injury than problems, Disabled had higher neuromuscular disorders, mobilitymaintenance, poor wheelchair behaviors,depression, footwear other disorders of the feet, cognitive deficits, level of ability, congenital or impairments, epilepsy, and low levels ofself-efficacy. sensory herself maintenance, person to protecthimselfor inability ofthe stress score, which reflect the Exposure tostress: report elevated perceived unpredictable, uncontrollable and disability Persons with perceive their Iives to be everydayliving. they demands in extent to which are related to the added overloadingwhich development PsychologicalProblems and emotional self-worth, personal identitypowerless tochange their life disability and Psychological issues include Clients with affected. They feelhopeless rejected. depression, can be seriouslyare insecure, excluded andanxiety; low self-esteem, problems situations. They alienation, shame, fear, selfand others. Sleep toward loss. loneliness, aggression which directed violence., and them as insomnia or night mares. evidentamong werealso  Violence and exploitation Violence takes place everywhere: the family, schools, the community, the Torkplace and residential care Clients with disability are more likely to Cxperience physical and sexual violence and neglect than non-disabled one. o Institutionalization: Many clients with in both developed and developing countries continue to spend much or alldisability of their lives in institutions, nursing homes, group homes Or other residential institutions ofteninstitutions. Clients with disability living in large residential experience conditions which constitute cruel, inhumancareor degrading lack intentional treatmofentmedical. Peopltreatment, e tied infood to beds, sufferiandng, lackor even or warmth, of lovedyiorng,care.from Stigma and social exclusion: Clients ofwith disability experience discrimination and social exclusion in aspect their lives. It is a every consequence of the combined impact of rejection of difference,However, support. poverty, itssociImpact al isolacantion,beprejudice, ignorance and lack of services and are invisible in programming profound; persons who are not counted for and health care, efforts, leading to their exclusion from education of family life, limiting their opportunity for play or access to cultural life, denial in decision-making. vulnerability to violence, poverty, and exclusion from participation Lack of access to water and Clients with disability face sanitation: difficulties in accessing clean water sanitation throughout the developing world. Persons with physical and basic can face technical barriers as a consequence impairments of the design or location of Including difficulties collecting or carrying water, well walls and facilities be too high, washroom doors, or water hand pumps can be difficult to taps may Long, uneven or slippery paths, poor lighting or steps into manipulate. access for clients with disability. latrines can all impede Poverty: Poverty and disability are linked together as poverty is a major contributory factor leading to disability while disability traps people into poverty. Clients who are poor are more likely to become disabled through poor healthcare, malnutrition, lack of access to clean water and basic sanitation, dangerous living and working conditions.  improve access to and coverage of health services for people To Egypt with disability in theinitiative of President Abdel Fattah al- February 2018: Through CAIRO- - 24 the year ofthose challenged with adisability, numerOusbut Sisito declare 2018 as assure them proper living conditions, taken to efforts and decisions have beenexerted. be indeed more efforts need to program was launched, providing "Karama" (Dignity) are underprivileged, In 2015, the programs for those who unconditional financial support fully disabled. The main aim of the who are needs ofthe elderly namely the elderly and those absolute poverty and cover the basic programs IS to eliminate and people with disabilities. 2014 constitution disabilities in Egypt's People with "The State shall guarantee the health, economic, Egypt's 2014 constitution states: and educational rights of persons with sporting social, cultural, entertainment, with job opportunities, allocate a percentage of disabilities strive to provide them public facilities and their surrounding them, and adapt exercise of all job opportunities tospecial needs. The State shall also ensure their the environment to their integration with other citizens in compliance with political rights and equal opportunities." principles of equality, justice and with disabilities shall exercise the right to persons The law also says that recreation, and in the use of publicfacilities and education, learning, work and to receive a combination of salary and pension, services. The right of the disabled the country for the disabled, adding to all tacilities in and the obligation to create perSons with disabilities, and not being providing a safe environment for economic, political or commercial exploitation, violence, abuse. subjected to humiliating treatment or affecting any of their torture, abuse, neglect, negligence, rights. Inclusive Education needs. Inclusive education means that the system adjusts to meet students' studentsto 'fit' into the system. Most students with special rather than expecting educational needs in Ireland are educated in mainstream schools. Special schools and classes are available in cases where parents/professionals consider that mainstream education is not the most appropriate option for their child..ocsco defines inclusive education as a transformative process that ensures ll ination and access to quality learning opportunities for all children, and adults, respecting and valuing diversity, and eliminating all crimination in and through education l, Inclusive education is an 55  approach that prOmotes child-friendly learning environments for all through respect for including those with disabilities. This is achievedmodification children, teaching adaptations, parental engagement, and and strategies of school divpolersicitiye,s Children with disabilities have access to school: In 2018, the system in Egypt, from pre-primary to secondary education enrolled around 19.4 million schoolands, students, with a net enrolment of 97% (pri 81% (secondary). Based on the Ministry of Education data, 7-10% ofmary) enrolled in the education system in 2013 have disabilities, rangingstudents from intellectual disabilities to visual and hearing impairments. In 2016, however, the Ministry reported that only 38.135 students with disabilities were enrolled in the education system, Corresponding to less than 0.19% of the overal1 number of students enrolled. This is a disproportionately low and shocking statistic, given the estinmation that 15% of the world's population has a disability. Requires: " Non-discrimination Inclusive " Best interests of the children Promotes: education. Right of the child to be heard. Participation in public life Protection from violence and abuse Exercise. Work and of legal capacity Adequate employment " Opportunity for life within the commnunity " " Support with mobility standard of living " Access to health care " Habilitation and rehabilitation BarriersS restrict access to quality inclusive education: I- System-wide barriers include the inadequate capacity of the education system to welcome and adequately support children with disabilities in mainstream public education and community schools; lack of teachers' preparation on inclusive education strategies; inaccessible and rigid curieula; and inaccessible physical and remote learning environments. 2- Limited data and evidence compound these barriers and hamper understanding of how gender, disability, and refugee status intersect. Data on out-of-school children with disabilities are scarce. As a result, although often progress has been made towards inclusion, children with disabilities remain invisible in the national education system. 3- Attitudinal barriers include the prevailing misconceptions and negauve resulting in pod behavior of families and communities toward disability, is importance of education for children with disabilities. This recognition of the rural from rr households' poverty, in particular amongst thosediscrimination exacerbated by stigma and are refugees. Moreover, areas and those who against children with disabilities and bullying perpetuate violence and 56  in the education systen, vtere children with disabilities egregation of with low often are cducated in separated scttings cxpectalions and l resources. TeacherS Iack s k i s Owiedge Inlxible curriculum arce resOUces No SpecialiGt Education No System is effctie policies the problem Schools lack access Lack of Community awareness PoOr transport sVAtemn Parents ignored inclusive education: Recommendations to enhance for Pre-University Education Plan on the priorities set by the StrategicEducation and Technical Education, Building Education of the Ministry of disabilities, relevant 2014-2030and the barriers faced by children with Egypt to prioritize considering educational stakeholders in as well as and other governmental branches disability-inclusive education: capacity of the Ministry of Education level: by enhancing the generate evidence n Atthe policyEducation and other education stakeholders to and Technical review, implement education policies and strategies (with ew, and This and to develop, respond to the needs of children with disabilities. allocated budget) that inclusive formal and non-formal education (including focus on secondary level. includes a schools) at all stages, from pre-primary to community by raising family level: by strengthening parental and family support, D At the and family members on the importance for of education for awareness of parents households' children with disabilities and by providing opportunities economic independence, This implies focusing on poorer households in rural refugees areas and on and capacities of DAt the community level: Enhance understanding communities to promote disability-inclusive education in community schools communication through service campaigns, advocacy, and awareness-raising activities. DAt the level: Improve the capacity of mainstream public and community schools to adequately support children with disabilities through teacher training and coaching on inclusive education, development of flexible