Meta-analysis on the effectiveness of parent education for children with disabilities

BACKGROUND Parents of children with disabilities often have difficulty understanding their child’s behavior and are unable to do it appropriately because they do not know what to do.The more we properly understand children with disabilities,the more positive the importance of parent education becomes in various aspects.AIM To demonstrate the effectiveness of parent education for children with disabilities in various aspects and present it as evidence that can be used clinically.METHODS For a meta-analysis on the effectiveness of parent education for children with disabilities,literature was collected from 2002 to 2022 using PubMed,Embase,Web of Science,Directory of Open Access Journals,and Europe PMC.Search terms were“disabled children,”“disabled children,”“parent education,”“parent training,”and“parent coaching.”The final searched literature included a total of 11 articles.To calculate the effect size,the mean,standard deviation,and sample size of the experimental and control groups were analyzed,and a meta-analysis was performed using RevMan version 5.4.1.To analyze statistical heterogeneity,a chi-square test was performed to evaluate the significance of Q statistics to indicate statistical heterogeneity.RESULTS The final literature totaled 11 articles,and a total of 4 items were analyzed.There were 5 studies on parental depression,the heterogeneity was 98%,and the effect size for parental depression was 0.35[confidence interval(CI:0.30-0.40)],indicating a small but statistically significant effect size.There were 4 studies on parenting attitude,the heterogeneity was 100%,the effect size on parenting attitude was 0.41(CI:0.37-0.46),which was a medium effect size,and the P value showed a statistically significant score.Additionally,face-to-face parent education was found to have a larger effect size than non-face-to-face education.Regarding parent education methods,face-to-face parent education had a medium effect size[0.57(CI:0.52-0.61)],while non-face-to-face parent education had a small effect size[0.23(CI:0.18-0.28)].CONCLUSION Parental education has shown high effectiveness in child development,and it has proven to be even more effective when face-to-face parenting education is conducted.Accordingly,more effective and objective data was presented.Based on this study,it is believed that parent education research applying various diagnostic groups should continue to be conducted.

The UN Convention on the Rights of Persons with Disabilities and China's Protection of the Right to Education of the Persons with Disabilities

The UN Convention on the Rights of Persons with Disabilities effective in 2008 explicitly stipulates that Member States shall guarantee that people with disabilities enjoy the right to education free from discrimination and without prejudice to equal opportunities.The Chinese government made amendments to the Law of the People s Republic of China on the Protection of Persons with disabilities and the Regulation on the Education of the Persons with Disabilities and issued a series of rules on the Education of the Persons with Disabilities so as to actively implement the Convention. In recent years,the number and proportion of children with disabilities who receive education in China and the number of students with disabilities receiving high school and higher education have been on the rise annually.However, there is still a gap in the level of education on all stages between persons with disabilities and persons without, presenting a huge challenge for the achievement of the right to education of persons with disabilities. We should continue to actively fulfill the obligations prescribed by the Convention to protect the right to education, explore the construction of integrated education, support the maintenance system,strive to improve the quality of special education,allocate resources for the education of persons with disabilities, and emphasize the appraisal of the education of persons with disabilities.

Guarantee of Individualized Education Right for Children with Disabilities in China: A Study on the Compulsory Education Stage

The Regulation on the Education of Persons with Disabilities, which came into effect in 2017, stipulates for the first time disabled children’s right to individualized education, clarifies the subjects who determine and influence the individualized education that disabled children receive, and determines the procedures for disabled children to receive individualized education. However, compared to the subjects that determine disabled children’s right to individualized education and procedural provisions as stipulated in the U.S. laws such as the Individuals with Disabilities Education Act of 1990, the Regulation on the Education of Persons with Disabilities in China has some problems, including inadequate participation of disabled children and their parents and incomplete relief settlement mechanism. China should further improve the legal provisions relating to disabled children’s right to individualized education, and safeguard the right of participation and the right to relief of disabled children and their parents.

International Comparative Study on Education Laws of the Persons with Disabilities: An Observation on Regulations on the Education of Persons with Disabilities

The issue of education for people with disabilities has become of increasing concern. How can we effectively guarantee the basic right to education for persons with disabilities? Will the revised Regulation on Education for Persons with Disabilities meet their needs? This article takes the Regulation on Education for Persons with Disabilities as the core and compares it with the related special educational laws of the United States, Britain and Japan. The following conclusions were drawn from this study: In terms of educational concept, the three countries follow the concept of inclusive education, and pursue equity and educational justice. They not only pay attention to inclusive education but also focus on improving the quality of education for students with disabilities. All three countries focus on accommodating children with special needs, but each implements its programs in a different way. These practices can be used as reference for the development of a special needs education law in China.

The Practice of Elementary Education Right Protection Proposed in International Human Rights Conventions in China——From the Perspective of the Compulsory Education of Migrant Children

The right to education is a basic human right China has actively implemented the international treaties on the right of migrant children to elementary education and provided institutional support to ensure the implementation of elementary education policy In practice,however,due to factors such as regional differences and fiscal capacity,the problems of equal treatment and a balanced distribution of educational resources remain to be addressed In this regard,this paper suggests solving the problems from the perspectives of enhancing the implementation of international treaties,increasing compulsory education resources,improving the quality of education,and adjusting policies

The Legal Support for the Protection of the Disabled Children's Rights and Interests

How to protect the disabled children’s rights and interests legally has been a very serious,urgent realistic subject.Today,the problems in the protection of the disabled children’s rights and interests become obvious,mainly including that the right to exist is not protected,the right to education is changed,the right to development is not implemented,the right to participate is not respected,and the right to be protected is not safeguarded,etc.As the legal position of the protection of the disabled children’s rights and interests is absent,it is imperative to choose the legal support ways for the protection of the disabled children’s rights and interests.

Revision of Regulations on Education for Persons with Disabilities:Concept Innovation and System Improvement

In January 2017, the State Council of the People’s Republic of China revised and adopted the Regulations on Education for Persons with Disabilities The revision, which adapts to the new situation brought by the education reform and development in China, highlights the basic and key role of education for persons with disabilities in helping them to integrate into the society and participate in social life It updates the concept of education for persons with disabilities and improves various systems which ensure the right of persons with disabilities to education The revision and implementation of the Regulations is important for the promotion of education for persons with disabilities, the improvement of the entire education law system and the innovation of concepts of educational development.

STUDY ON THE CHALLENGES AND PROTECTION OF THE RIGHT OF CHILDREN WITH DISABILITIES TO REHABILITATION IN CHINA

Obtaining effective rehabilitation and gaining access to full development services are fundamental for children with disabilities to fully participate in society and achieve social inclusion. A disabled child＇s right to rehabilitation is specially protected by law in China and internationally. Chinese law specifically provides that the State shall ensure the enjoyment of the right of children with disabilities to rehabilitation services. This study shows that in the last five years, the rehabilitation services for children with disabilities are generally improved. But due to the incomplete protection mechanism, the right of children with disabilities to rehabilitation still could not be fully realized. This article concludes that the rehabilitation situation of children with disabilities in China presents the general feature of lacking of opportunities and structural imbalance. The Chinese government should take more responsibility to improve the rehabilitation system for children with disabilities. Specifically, the Chinese government should undertake the obligations as stated in the Convention on the Rights of the Child and Convention on the Rights of Persons with Disabilities to provide rehabilitation services for all children with disabilities. To ensure the effective implementation of the right of children with different disabilities in different areas, China shall improve the rehabilitation legal system, establish an urban-rural integral rehabilitation system, enlarge financial invest and increase professional level of rehabilitation staff.

Effectiveness of Music Therapy on Social Skill Growth in Educable Intellectual Disability Boys

Social skills include the ability to establish interpersonal relationships with others in a way that is acceptable in terms of norms of society and it should be beneficial to society and have mutual interest. Method: Sample was taken from especial elementary school for educable intellectual disability children in Mashhad, Iran. The sample was boys between 9 - 11 years. After the initial selection of students, they were randomly assigned to two groups of twenty (experimental and control groups). 7 sessions of music therapy were performed for each one in the experimental group whereas no sessions were applied for anyone in the control group. Winelend Social Growth Scale was used to measure their social skill before and after intervention. Result: The mean difference in social skill between the two groups were statistically less than the 0.01 which is highly significant (P-value = 0.0005). This shows that art and music therapy are effective on the growth of social skills in educable intellectual disability children. Conclusion: This research shows that music therapy is effective for improvement of social skills in educable intellectual disability children.

教育情境下辅助技术应用:政策架构与核心领域

目的研究国内外关于残疾儿童辅助技术服务相关政策与核心领域,探讨教育情境下特殊儿童辅助技术的应用。方法基于联合国、世界卫生组织(WHO)和国内关于辅助技术服务相关政策和理论架构,采用WHO辅助技术服务体系6大要素和5P服务模式的要素理论,以及国际国内辅助技术分类和目录清单,分析教育情境中辅助技术的政策架构和核心领域。结果《国际功能、残疾和健康分类》(ICF)给出教育情景中辅助技术的定义和分类,以《残疾人权利公约》(CRPD)为核心、《残疾儿童辅助技术》策略构成了国际政策的核心,教育情景下辅助技术应用的核心领域,依据WHO辅助技术服务体系的领导力与治理能力、筹资、健康人力资源、服务提供、医药技术和健康信息系统6大要素,建立由伙伴、政策、产品、从业人员、服务提供5个相关领域构成的5P模式的以人为本的辅助技术生态系统,重点关注促进获得和使用辅助技术的相关人员、相关政策、相关产品、相关从业人员和相关服务。结论教育情境中辅助技术的应用政策与核心领域以ICF为基础,以CRPD为核心,以《残疾儿童辅助技术》策略而形成,其主旨在于科学界定教育情境中辅助技术的定义,从权利的视角,全面、高效、以残疾儿童为中心发展和推动残疾儿童辅助技术服务,为保障残疾儿童享受平等、优质的教育提供可用、可访问、可负担、可适应、可接受和有质量的辅助技术服务,提升残疾儿童教育质量,提高生活质量和福祉。可通过5P模式,建立以人为本的辅助技术生态系统,创新发展残疾儿童辅助技术服务。

培智学校室内空间环境设计策略研究——以张家口育宝特殊儿童康复中心为例

基于儿童认知发展理论,以张家口育宝特殊儿童康复中心为研究对象,首先通过相关理论整理,阐述儿童认知发展理论以及培智学校的发展现状,并探讨儿童认知发展理论介入培智学校校园空间设计的意义;其次通过实地调研及资料搜集,分析培智学校的室内空间现状,并总结其中存在的问题;最后提出针对于智力障碍儿童的培智学校室内空间设计策略,希望为培智学校的空间环境设计提供借鉴与参考。

残疾儿童家庭教育的挑战与对策研究

高质量教育对残疾人实现共同富裕具有奠基作用,需要家庭与学校协同。较之残疾儿童的学校教育,其家庭教育是当前研究的薄弱环节。残疾儿童家庭教育的特殊性和挑战性均较突出,主要面临经济状况、父母心理健康、教育新要求应对能力不足等困境,其成因既有个体因素,也有环境因素。鉴于此,应通过精准支持减轻残疾儿童父母的经济压力与心理压力,提升其教育效能感,为实现共同富裕目标提供重要支撑。

特殊教育普惠发展背景下发展特殊职业教育的思考

特殊教育普惠发展背景下发展特殊职业教育可以促进残疾学生个体和家庭、残疾人群体和社会及教师和特殊教育发展。目前,发展特殊职业教育仍然面临着诸多现实挑战。为此,应坚持立德树人,加大就业法规政策执行力度,加强党建助残和部门联动,精心设置课程,推进校家企社融合,提高就业率,消除各种隐患。

智力与发展性残疾儿童青少年音乐干预的功能、健康和发展效益:系统综述的系统综述

目的系统综述有关音乐干预对智力与发展性残疾(IDD)儿童青少年功能、健康和发展的积极影响的系统综述中的相关证据。方法检索PubMed、EBSCO、PsycINFO、Embase、Web of Science和中国知网2014年1月至2024年3月公开发表的有关IDD儿童青少年音乐干预(包括治疗和音乐教育)的功能、健康和发展效益的高质量的系统综述,并分析其证据。结果最终纳入8篇英文系统综述,涉及5308例IDD儿童青少年,来自中国、法国、西班牙、加拿大、美国、英国6个国家。纳入文献主要来源于音乐治疗、儿童青少年精神病学、教育心理学、智力残疾、孤独症谱系障碍(ASD)、健康心理学等领域期刊,发表时间主要集中在2018年至2023年。音乐治疗干预类型主要有音乐教育干预、即兴音乐疗法(创作和表现)、互动音乐疗法(音乐与运动)、混合音乐疗法(包括唱歌,跳舞和戏剧)、听觉运动映射训练、家庭音乐疗法以及基于旋律的交流疗法;包括基础乐理学习、音乐手势和语言训练、音乐欣赏、即兴演奏、音乐合奏、音乐合作游戏等,每次10~90 min,每周1~5次,持续1~32周。在认知发展方面,音乐教育干预有益于IDD儿童青少年注意力的改善。在心理语言技能方面,音乐治疗能够显著改善ASD儿童青少年的发音能力和言语能力,尤其是语音记忆、单词和句子理解能力,提升IDD儿童青少年的语言与沟通技能,并增强口头表达能力。音乐也有助于改善行为障碍,包括提升身体协调能力、减少重复行为、控制多动行为等。在音乐教育成绩方面,接受音乐疗法能提高IDD儿童青少年对歌曲节奏和旋律的熟悉度、音素的辨别能力,掌握歌曲和歌词,增强音乐节奏感知能力。音乐治疗还能促进社会和情感发展,改善亲社会行为和社交技能,有助于减轻焦虑,增强情绪控制能力,提高社交能力和自尊心,增加积极情绪,并加强与同伴和老师的交流合作。结论音乐干预对IDD儿童青少年的功能、健康和发展产生积极影响,体现在认知发展、心理语言技能、动作技能、音乐教育成绩以及儿童青少年的社会和情感发展等方面。

从特殊到普遍:融合教育视角下我国特殊教育立法的设计与展望

特殊教育的长远规范发展需要特殊教育立法保障。特殊教育立法遵循教育立法的基本原理,具有教育立法的普遍性;但同时在法律定位、立法原则、教育对象、权利内容、教育保障等立法构造上自有其特殊性。基于普遍性的遵守和特殊性的考量,特殊教育立法设计应由全国人大常委制定,确立融合教育的立法原则,完善特殊教育对象身份认定范围和制度,明确受特殊教育权利内容,突出特殊教育保障的政府和家庭责任等,最终实现特殊教育有法可依、规范发展、融合教育的愿景。

基于ICF构建特殊儿童融合教育导向多元安置服务:政策和理论架构与方法体系

目的 探讨基于ICF构建特殊儿童教育安置的多元教育安置服务体系和方法。方法 采用ICF的理论和方法、公共政策研究方法以及教育政策研究方法,分析特殊儿童教育安置的政策架构、理论与构建融合教育导向的多元安置体系的方法与内容。结果 在教育政策上,联合国《残疾人权利公约》和联合国教科文组织《确保教育包容性和公平性指南》都强调教育的权利,鼓励提供个别化教育支持服务和合理便利,以确保残疾学生能够有效参与教育。中国、欧盟和美国颁布了相关的法律和政策,鼓励融合教育的发展实施,将特殊儿童纳入普通教育系统,为他们提供与其他儿童相同的教育机会。发展特殊教育,教育安置针对那些需要额外支持和资源的特殊儿童,确保他们获得针对性的教育服务。政策强调要评估特殊儿童的具体需求,并根据这些需求提供个别化教育计划。结论 根据相关国际政策和有关国家的情况,基于ICF构建了特殊儿童教育安置服务的多元安置体系的内容与方法。

特殊教育学校智障儿童心理健康教育现状及对策探究

智障儿童面临与常人不同的心理困境和挑战,合理、有效的心理健康教育,可以帮助他们更好地适应和发展。由于智障儿童的特殊性和个体差异,传统的教育方法难以满足他们的需求,为了提升智障儿童的心理健康水平,特殊教育学校需要创新教育模式和方法,以满足他们的需求,帮助他们实现更好的发展。针对智障儿童心理健康现状,特殊教育学校要建立积极的学习环境,采用个性化教育方法,开设心理健康教育课程,建立家校合作机制,促进交流和资源共享。

近五年我国智力障碍儿童发展及教育的研究现状及趋势

智力障碍儿童的发展和教育问题在近年来得到了我国研究者的持续关注。通过梳理近五年智力障碍儿童发展及教育的相关研究,发现近年来相关研究主要集中在智力障碍儿童发展与学习、培智学校教育教学及管理、智力障碍儿童有效干预策略三方面,且呈现出强化研究的循证基础、研究内容和视角更加丰富全面等趋势。未来应加强培智学校教育教学及管理的相关研究,关注融合教育背景下智力障碍学生的学习和发展,同时开展更多纵向跟踪研究。

《学前教育法》调整范围论要

在学前教育立法的立法范围究竟是3—6岁的儿童教育还是0—6岁的儿童教育,还存在着争论。0—3岁儿童教育一直是我国教育政策关注的重点,但因为学前教育利益取向多元性等因素,制约着将3岁以下儿童教育纳入学前教育立法。通过对应然性和实然性的双重分析,将3岁以下儿童教育纳入学前教育立法不仅具有重大意义,而且具有较为坚实的现实基础。在立法策略上,可以采用统领模式将3岁以下儿童教育纳入学前教育立法的适用范畴,为今后具体的制度设计预留空间。