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Characteristics of social participation of children with cerebral palsy in terms of inclusive education: worldwide experiences

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    БIII ђ       „    “    ,                           ,  ,    The 13th international scientific conference “EНuМКtТШЧКХ rОsОКrМС КЧН sМСШШХ prКМtТМО”   Initiative, cooperation and creativity in contemporary education   Abstracts Editors NКНК PШХШvТЧК, ЏХКНТЦТr DţТЧШvТć, BШУКЧК BШНrШţК  25-26.   2011./ 25-26 november 2011          /Programme board   ,    /President  Ј      .      .       .  К                        Ј        Ђђ                  /Organisational board     ,                                                 :              1                     ,                      ,  ,                       ,  ,                                                                                       ,            ,                                                                                             .                                          ,                                                               .                            ђ  1990.   2010.           ,  ,  ,           .                                                                 ,                 ,        ,                     ,     ,                       .  ,                     ,     .                                                                   . ђ ,                              ,           ,         .     ,                                                        .                                                     ,        ,                                    .                                                           ,                 ,                    ,                 .      :     ,     ,     . 1 mileninaadresa@gmail.com    Characteristics of social participation of children with cerebral palsy in terms of inclusive education: worldwide experience   MТХОЧК MТХТćОvТć 1  and ЋrОćФШ PШtТć   University of Belgrade, Faculty for Special Education and Rehabilitation, Belgrade, Republic of Serbia Resource Center for Special Education, Belgrade, Republic of Serbia Social participation of children with cerebral palsy in terms of inclusive education is one of the areas of the greatest scientific and professional interests during the last decades, which is understandable, given that the full participation of these children implies their inclusion in all school and extracurricular activities in the same way and extent as of their peers from general population. The aim of this paper is to define the characteristics of social participation of children with cerebral palsy in the school environment, based on the review of available worldwide studies which had their scientific focus on examination of the experiences of children involved in inclusive school systems. Review of the literature included studies conducted in the period between the 1990 and 2010 in Great Britain, Israel, the USA, Canada and Scandinavian countries. Summarizing the results of allocated studies, it can be concluded that the social participation of children with cerebral palsy in an inclusive school environment is characterized by excluding peer interactions, difficulty in obtaining educational and social experiences, exclusion from the peer play, the lack of initiating and maintaining interaction through playing with peers, peer victimization, and lack of positive attitude of peers and teachers. Also, social isolation of children with cerebral palsy, especially girls, is noted, along with the lack of reciprocal friendships made, lack of reciprocity in providing peer support and weaker expression of social behavior. Moreover, a higher proportion of adult presence in the daily life activities of children with cerebral palsy, including school activities, is characteristic, in addition to typically emphasized negative peer perceptions of skills and capabilities of children with cerebral palsy, increased expectations of children with cerebral palsy about informal support and assistance from teachers, parents and peers, and frequent absence from school classes and school life in general. Key words : social participation, cerebral palsy, inclusive education. 1 mileninaadresa@gmail.com    БIII ђ   „    “   ,                       11/III,                        Ј       150              ,    ISBN 978-86-7447-102-9
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