共查询到18条相似文献，搜索用时 328 毫秒
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本研究旨在了解北京市0-7岁残疾儿童家庭康复需求的状况,为政府部门建构残疾儿童康复服务支持体系提供参考建议,对133名北京市智力残疾、听力残疾、肢体残疾、精神残疾、多重残疾共5类残疾儿童家长进行问卷调查。结果发现残疾儿童家长对咨讯支持、经济支持和专业支持需求强烈,对服务支持和精神支持也有较强需求。残疾孩子的母亲对咨讯支持需求显著高于残疾孩子的父亲,40岁以上的被试对精神支持需求显著高于40岁以下的被试,残疾程度为重度（一级）的家庭对精神支持需求显著高于其他残疾程度儿童家庭。研究者认为北京市0-7岁残疾儿童家庭康复需求强烈,相关部门和机构应适时给予残疾儿童及其家庭适当的支持服务。 相似文献
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问卷调查发现:1)学前残疾儿童父母“亲职需求”表现在对专业知识、情感抚慰、服务支持和经济援助四个方面;2)学前残疾儿童父母“亲职需求”处于较高水平;3)学前残疾儿童父母”亲职需求“在儿童残疾确诊时间、康复状况、残疾类别和残疾等级因素上呈现显著差异. 相似文献
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《北京教育学院学报》2019,(1):8-14
以揭示学前残疾儿童家长育儿效能、亲职需求现状与特点为起点,依据分析结果开发个性化小组干预方案,对学前残疾儿童家长实施30个小时小组干预活动,检验小组团体辅导对提升学前残疾儿童家长育儿效能感的影响。结果表明:(1)实验组和对照组团体辅导后育儿效能水平存在显著差异,实验组总分显著高于对照组,且小组干预效果稳定;(2)学前残疾儿童家长在专业支持、服务信息方面的高需求水平呈现稳定、持久状态;(3)小组团体干预有效提升学前残疾儿童家长育儿效能感。 相似文献
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李静 《北京教育学院学报》2017,31(1):34-38
采用《学前残疾儿童父母亲职压力反应问卷》、《学前残疾儿童父母亲职压力源问卷》对北京市152名学前残疾儿童家长、152名学前普通儿童家长进行测评。研究结果表明,学前残疾儿童父母亲职压力反应处于较高水平并显著高于学前普通儿童父母(t=17.348,P<0.001);学前残疾儿童父母亲职压力水平在性别、户籍地和户籍性质、儿童残疾类型因素上存在显著差异;亲职压力源中儿童问题(β=0.215,P<0.001)、父母特质(β=0.479,P<0.001)、和家庭情境(β=0.148,P<0.05)能够显著预测亲职反应压力的变异,解释率为45.9%。 相似文献
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邹燕君孙玉梅李皓怡冯宏明郭克邓兰 《现代特殊教育》2016,(24):59-64
研究者对武汉市残疾儿童家庭进行送教上门需求调查,结果显示:障碍类型和障碍程度会显著影响残疾儿童家庭对送教服务的选择,但不同安置类型的家庭对服务内容的选择趋于一致;残疾儿童家庭对送教内容的需求以"生活自理能力训练"和"康复训练"为主,对"家庭干预指导"的需求也比较大;残疾儿童家庭希望送教时间为每周3次,每次1至2小时。最后,研究者从拓展送教对象、转变送教理念、整合送教资源三方面提出建议。 相似文献
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目的:修订父母用应对方式量表(The Coping Health Inventory for Parents,CHIP),检验修订后量表在学前残疾儿童父母群体中的信度和效度,并揭示学前残疾儿童父母应对方式水平与特点。方法:以307名学龄前残疾儿童父母为对象进行问卷调查,并在6周后对其中53人进行重测。结果:修订后量表在原45个条目基础上保留40个条目,因素分析结果维持三个因子;总量表及三个分量表的α系数在0.816以上,分量表重测信度为0.354~0.492(P<0.01);各分量表与校标量表的相关分析结果显示出良好的效标关联效度。验证性因素分析指标均符合测量学要求。学前残疾儿童父母积极应对方式水平较低,在父母性别、家庭收入、儿童残疾类别与残疾程度因素上存在显著差异。结论:修订后父母用应对方式量表在学前残疾儿童家长群体中的信度、效度较高,可以作为考察学前残疾儿童家长应对方式特点的理想工具。 相似文献
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本刊讯日前,《国家基本公共服务体系"十二五"规划》(下文简称《规划》)正式印发。该规划提出,国家将提供多项基本公共服务,包括为0—6岁残疾儿童免费提供抢救性康复、为适龄残疾儿童少年免费提供义务教育及针对残疾学生的特殊需要适当提高补助水平、为残疾人免费提供就业服务和就业援助、无障碍环境等,为残疾人生活和发展提供稳定的制度性保障。《规划》提出,要完善残疾学生助学政策,保障残疾学生和残疾人家庭子女免费接受义务教育,逐步实行残疾学生高中阶段免费教育,推进特殊教育学校标准化建设。 相似文献
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以温州市0-3岁婴幼儿家长为对象的问卷调查表明,当前温州市0-3岁婴幼儿家庭教育中,家庭结构、家庭教育价值观、教育内容及方法、信息渠道等方面呈现出一些新特点。如,三代同堂的"扩大家庭"增多、家庭教育观念存在一定偏误等。0-3岁婴幼儿家庭教育指导与服务必须深入社区,关注不同类型家长的需求,重点应定位于家长家庭教育价值观的转变。 相似文献
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如何对视障幼儿进行早期教育安置?我们南京盲校为南京地区0—6岁的视力残疾幼儿提供了服务,其中0—4岁是以为家庭提供支持为主要服务模式,而4—6岁则是以学校教育服务为主;对于多重残疾幼儿,主要采取定期家庭访问的形式提供早期教育服务。对于所有学龄前视力残疾幼儿,学校都要登记造册,并对其进行简单筛查评估,确定其教育安置形式。原则上,尽可能安 相似文献
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Lise Roll‐Pettersson 《欧洲特需教育杂志》2013,28(3):331-349
The aim of this study was to explore perceptions of parents in Sweden of children with special education needs, including whether perceptions varied with regard to the child’s age, diagnosis or placement. The parents’ general perception of their degree of effort to influence their child’s education, as well as their perceived degree of influence, were analysed. The findings demonstrated relationships between child’s age and parental perceptions, suggesting that parents of older children with special education needs, regardless of diagnosis or placement, do not want to disengage themselves from their child’s education. The results also revealed that placement affected parental perceptions of their child’s school situation, with parents of children enrolled in the special education programme being more satisfied with their relationship to school and the teachers’ knowledge than parents whose children were not enrolled. Findings also revealed positive correlations between parents’ perceived degree of effort and their perception of having influenced their child’s school situation. The results are discussed in terms of improving family–school linkages within a systems framework. 相似文献
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Kellie S. Bennett David A. Hay 《International Journal of Disability, Development & Education》2007,54(4):381-397
This study aims to identify the family characteristics that promote the development of social skills in children with physical disabilities. Parents and teachers completed a range of questionnaires in an Australia‐wide study of 212 parents of children (5–12 years of age) with physical disabilities who attend mainstream schools. The relationships between parental attitudes, parental involvement, family relationships, teachers’ opinions, disability severity, and children’s social skills were tested using structural equation modelling. The results of this study show the importance of family characteristics for the development of social skills in children with physical disabilities. A strong link was found between aspects of healthy family relationships, especially high levels of parental involvement with schooling, and greater social skills development in children. In short, families with highly cohesive, idealised, and democratic family styles strongly influence children’s social skills by providing a safe and sound foundation for children to explore their social environment. Practical implications arising from this study are discussed. 相似文献
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Chi-Wen Chien Sylvia Rodger Jodie Copley 《International Journal of Disability, Development & Education》2017,64(5):483-496
Children with developmental disabilities are at risk for limited participation in everyday activities. This study investigated factors that hindered or facilitated participation in 58 children with moderate-to-severe developmental disabilities who attended special schools. The parents completed surveys on their children’s participation, developmental profile, environmental restrictions, parental self-efficacy and family demographics. Multiple regression analyses indicated that four variables were identified as strong predictors of specific children’s participation and, overall, explained a small-to-moderate magnitude of variance. Social-emotional ability was associated positively with all aspects of children’s participation (including diversity, intensity and enjoyment). Children with better communication and those who had only one sibling engaged in a higher number of activities and did so more frequently. The children of parents with higher self-efficacy enjoyed themselves more during participation. The findings provide preliminary information that could be useful for families and health care professionals to facilitate participation of children with moderate-to-severe developmental disabilities. 相似文献
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Russia’s ratification of the UN Convention on the Rights of Persons with Disabilities (CRPD) has necessitated that regular monitoring studies of the social situation of people with disabilities and families with disabled members be conducted. These studies have exacerbated the issue of obtaining accessible data that is suitable for these purposes. The article investigates specific concerns related to Russian disability statistics and the place of census data in compiling these statistics. The latter are of interest to the study of the social position of disabled persons in Russia. However, they have never been used for these purposes before. This article focuses on the analysis of the socioeconomic situation of families with disabled children as one of the most vulnerable groups in the population. We analyze the accuracy of the census estimates of the contingent of children with disabilities as compared against administrative data, and discover that the number of disabled children has been underreported, due to the inaccuracy of the disability criterion. We have assessed the composition of families with disabled children, the level of education and employment of parents, the livelihoods of these families, and the level of access of children to education on the basis of the recently released microdata from the 2002 and 2010 Russian Censuses. In light of these characteristics, we are able to demonstrate existing inequalities in the social status of families with disabled children in comparison with other families with children without disabilities. In conclusion, having determined the scope of the problem, we demonstrate the possibility for developing disability statistics as the foundation for implementing the principles of the CRPD. In particular, we propose methods for providing a social definition of disability by assessing functional status through continuous and sample surveys of the population. The use of standard international practices would allow assessing the social status of families with disabled children in a comparative perspective. 相似文献
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Will my child ever go to a university? The link between school segregation practices and Norwegian parents’ expectations for their physically disabled child 
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下载免费PDF全文 Jon Erik Finnvold 《Journal of Research in Special Educational Needs》2018,18(2):103-113
How parents perceive their children's educational prospects can reveal a great deal about how their children will progress in the educational system. The paper examines the consequences of variations in inclusive education practices by investigating determinants of parents’ educational expectations for their child. All parents included in the study had children with physical disabilities in primary school (mainly cerebral palsy and spina bifida). The empirical material includes results from a survey (Net sample = 491), in combination with information merged from a range of official registers. The results showed that the more the child is segregated from ordinary classroom education, the lower parental expectations are for their children's educational attainments. Other factors also significantly influencing parents’ educational expectations include how parents’ view their child's school performance, as well as various measures of the severity of the child's physical disability. However, these secondary factors could not account for the empirically strong association between segregation practices and parental expectations. Parental expectations were also significantly related to parental income and education. The findings indicate that the expectations of parents with higher income and education are less affected by school segregation practices. 相似文献
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AbstractChildren’s sexuality education continues to be plagued with tensions and controversies. In consequence, children’s access to sexuality education is severely compromised, especially in terms of the time dedicated to this topic, the content addressed, how it is taught and by whom. Based on a study of 342 Australian parents of primary school aged children we explore: (i) parents’ perceptions of the relevance and importance of sexuality education to their primary school aged children and the discourses that inform their perspectives; (ii) parents’ views on who should be responsible for the sexuality education of young children; (iii) whether there are certain aspects of sexuality education considered more appropriate for the family to address with children; and (iv) what the implications of these findings are for sexuality education policy and practice in Australian primary schooling. Despite the controversial nature of the topic, the majority of parents in this study believed sexuality education was relevant and important to primary school children and that it should be a collaborative approach between families and schools. However, some parents/carers acknowledged that while that they believed that some topics should only be addressed at home they also indicated that this often does not happen. 相似文献
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《Journal of Education for Students Placed at Risk》2013,18(4):349-372
The purpose of this study was to examine the relationships among the attitudes and perceptions of parents, teachers, and family support staff toward parental involvement in prekindergarten programs for children identified as being at risk for later school failure. Focus group interview data identified, from multiple perspectives, factors that encourage or discourage parents from assuming an active role in their young children's education. Results are discussed in terms of future research and program development efforts aimed at helping family support professionals and early childhood educators better meet the needs of the diverse groups of children and families represented in prekindergarten programs. 相似文献