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1.
Cumulative stress and substantiated maltreatment: the importance of caregiver vulnerability and adult partner violence 总被引：1，自引：0，他引：1
OBJECTIVE: Our goal is to assess the effect of caregiver vulnerabilities, singly and in combination, on the substantiation of child abuse (physical, sexual) and neglect, while controlling for relevant background variables. We test the moderator role of adult partner violence in qualifying the relationship between caregiver vulnerabilities and maltreatment substantiation. METHOD: Secondary analyses of the 1998 Canadian Incidence Study of Reported Child Maltreatment (CIS) are used to predict child protective service investigation substantiation versus non-substantiation from a range of caregiver vulnerability factors. Involvement in partner violence was examined as a moderator in the relation between caregiver vulnerabilities and maltreatment substantiation. The CIS is an epidemiological survey of first-reported cases to child protective services, using a random sample of child welfare agencies across Canada. Child welfare workers completed a research form on the child, primary caregiver, family, perpetrator, severity and type of maltreatment, as well as services and court outcomes. All maltreatment classifications were assigned according to the Canadian legal definition of child abuse and neglect. Hierarchical logistic regression analyses were used, with stepped entry of: (1) demographic factors, socioeconomic disadvantage, and caregiver's own history of maltreatment; (2) caregiver vulnerability factors; (3) involvement in partner violence; (4) the interaction between caregiver vulnerability and partner violence. RESULTS: Caregiver substance abuse was found to be the single most potent kind of caregiver vulnerability in predicting maltreatment substantiation. When the total number of vulnerabilities was used as the predictor, prediction across all types of maltreatment increased, especially for substantiated neglect. Analyses also showed that the presence of partner violence in the home exacerbated the effect of caregiver vulnerability on substantiation. CONCLUSIONS: The total number of caregiver vulnerabilities was the best predictor of the substantiation of child abuse and neglect. This relationship was moderated by the existence of partner violence: high caregiver vulnerability and high partner violence increased the likelihood of substantiation versus non-substantiation. These results suggest that caregiver issues should be considered in tandem with partner relationships. Among child welfare cases, caregiver vulnerability and partner violence are critical targets for child maltreatment prevention and early child protective services intervention. 相似文献
2.
Look who's coming to school: the Emirati student voice in an intervention‐based study on inclusion of learners with intellectual disabilities in Emirati mainstream government schools 
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下载免费PDF全文 Eman Gaad 《Journal of Research in Special Educational Needs》2015,15(2):130-138
Although there are many factors that can affect the success of the inclusion of students with disabilities in mainstream schools, the attitude of typically developing peers towards peers with disabilities is one of the critical factors leading to success. This study examines the effects of a planned intervention on the attitudes of the typically developing peers related to their perceptions about students with intellectual disabilities during a half‐day workshop which took place in each of the target schools and their opinions about including these students in mainstream schools in the United Arab Emirates. The intervention involved both a presentation about the abilities of persons with intellectual disabilities and an opportunity for personal interaction with these students. Following the intervention, the subjects were interviewed and their responses analysed. The results showed that after the intervention, most typically developing students had gained a basic knowledge of intellectual disability which affected their expectations for the abilities of same‐age learners with intellectual disabilities and their acceptance of their inclusion in the mainstream school. Analysis of the responses of the typically developing peers also indicated that the intervention had a positive effect which can lead to a change in attitudes towards possible inclusion of such students in their schools. For future practice and further research, recommendations are made to assist decision makers in this field. 相似文献
3.
The aim of this study was to investigate childhood fears in children who are blind from the perspective of teachers who are blind. The study was conducted in Jordan. Forty-six teachers were interviewed. Results revealed that the main fear content in children who are blind includes fear of the unknown; environment-, transportation- and people-related fear; and fear of animals. The teachers reported that the reasons for fear in children with visual impairment include child-related reasons (internal reasons), lack of training (hearing, social skills, orientation and mobility [O&M] and tactile training), family factors and an unsuitable physical environment. O&M training, independence training, family counselling and environment adaptation were reported to be the best procedures to deal with fear in these children. Recommendations are provided in the light of the study. 相似文献
4.
This study aims to identify the beliefs of Jordanian parents of children with disabilities (CWD), including intellectual disabilities, specific learning disorders and Autism Spectrum Disorder: both in terms of the causes of these disabilities, and the ability of their children to make progress. A qualitative interpretive methodology was employed. Interviews were used to collect data from 63 parents of CWD. Two major themes emerged concerning beliefs about the causes of disability and children’s progress. Results showed generally that disabilities were attributed to supernatural and biomedical causes; also, most parents had positive expectations about their children’s progress, especially in education skills, and had hopes for their children’s futures. Conclusions and implications are presented in the light of the study findings. 相似文献
5.
This study uses the ‘Index for Inclusion’, developed by Booth and Ainscow, as a framework for investigating inclusive provision in the United Arab Emirates (UAE), introduced through the ‘School for All’ initiative. The study, by Nadera Emran Alborno of the American University in Dubai and Eman Gaad of the British University in Dubai, adopts a qualitative research approach, using a multiple case study methodology, to provide a rich and contextualised picture of implementation from the perspective of the various stakeholders. Following the ‘Index for Inclusion’, the findings are presented in terms of the three key school dimensions of cultures, policies, and practices. Themes emerging from the data include barriers to participation and learning such as the lack of effective training, adequate support services, and inclusive classroom structures. Also included are positive system characteristics such as the welcoming school climate, support among stakeholders, and emerging parent and community involvement. The study provides insights into the possible challenges to the implementation of the ‘Index for Inclusion’ in schools in the UAE. 相似文献
6.
Eman Gaad 《Journal of Research in Special Educational Needs》2006,6(3):134-142
Although there is a fairly extensive literature on social and educational inclusion of individuals with Down Syndrome (DS) in many countries, very little is produced on the life and education of such individuals in the United Arab Emirates. There is an apparent lack of societal interest in the quality of lives of people with DS. The condition of DS is nearly a taboo subject in this part of the world. With only a handful of pupils with DS included in regular schools, and with many myths and misconceptions surrounding the syndrome and individuals, particularly children with the syndrome, the first ever national support group for individuals with DS, their families and their carers was formed in late 2004 in the United Arab Emirates. This paper examines and evaluates the social and educational impact of the support group. The study particularly focuses on the role of such group in promoting social inclusion and inclusion of pupils with DS in regular schools in the UAE. Members (mainly parents of individuals with DS) of the newly-established group participated in two interviews six months apart and the researcher observed group meetings, recorded activities and events over the same period. Views of individuals with DS on the effects and the activities of the group were also gathered through semi-structured interviews.
Participants reported significant benefits from participating in the group, particularly in the areas of promoting social acceptance for individuals with DS. The study found that the group also helped in eliminating and correcting some of the myths surrounding the syndrome and played a role in promoting social and educational inclusion of such individuals. The study ends with a discussion of the findings and recommendations for future practice. 相似文献
Participants reported significant benefits from participating in the group, particularly in the areas of promoting social acceptance for individuals with DS. The study found that the group also helped in eliminating and correcting some of the myths surrounding the syndrome and played a role in promoting social and educational inclusion of such individuals. The study ends with a discussion of the findings and recommendations for future practice. 相似文献
7.
In order to obtain maximum benefits from the educational system, it is imperative that the system should work as a unified coherent unit. Gaad, Arif and Scott (2006) conducted the systems analysis of the United Arab Emirates' (UAE) general education system. They analysed three components of the system in order to assess the development, delivery and evaluation. This paper utilises the same framework to analyse the special needs education (SEN) system in the UAE. Data for the research were collected through observations and semi-structured interviews. Analysis of the data identifies some possibilities for improvement. In the area of development, more teaching and supplemental material specific to special needs education needs to be developed. Currently, teachers are working with what is known as the 'para curriculum'. It is based on the regular textbook; with chapters that are difficult being simplified or removed. In the area of delivery, more training would be beneficial to teachers. The monitoring and evaluation component's analysis points out that the evaluation instrument used currently needs to be modified for special needs education monitoring and additional resources in the area of special needs education would required. 相似文献
8.
The objective of this study was to examine the beliefs of Jordanian kindergarten teachers toward developmentally appropriate
practices (DAP). The sample consists of 285 (14.9%) randomly selected teachers working in public and private kindergartens.
A questionnaire with two parts, (1) general information and (2) teachers’ beliefs regarding DAP, was developed to answer the
research questions. The items were distributed into the five dimensions of early childhood professional practice that were
published by the National Association for the education of young children (NAEYC). The findings indicated that the overall
mean score of kindergarten teachers’ beliefs on the five dimensions was 4.08, indicating high beliefs toward (DAP). Teachers
endorsed DAP on all dimensions except establishing reciprocal relationships with families. The findings also indicated that
there are no significant differences between the means of teachers’ beliefs toward teaching children according to teachers’
level of education, years of experience, or teacher’s age (except in the caring community of learners and the development
and learning domains). In the light of the findings of this study, some recommendations are presented. 相似文献
9.
With the latest revolution of technology in information, communications, and media, the need for computerization has been identified in most countries. Many social and technical advantages and problems come along with it. As a result, the Information Society concept has been created. There exist certain principles for building such a society, but in Arab regions it has unique challenges and obstacles. Jordan, responding to a royal vision, has established the goal of becoming a leader in information and economic developments among other countries in the region. Several plans and initiatives have been developed for this purpose. One of these initiatives is the implementation of e-Government, which offers several benefits for both the government and society. e-Government has five building blocks to achieve the expected results and the process of implementation involves passing through certain stages. Jordan, as an Arab country, faces several obstacles in the area of implementation. A readiness study for Jordan has been accomplished and implementation and achievements have been made in Jordanian e-Government. 相似文献
10.
Eman El. Naggar Gaad 《British Journal of Special Education》2001,28(4):195-203
It is always instructive to hear about the experiences of those seeking to promote inclusion in a range of cultures and countries around the world. In this article Dr Gaad, Assistant Professor in the Department of Special Education at the University of the United Arab Emirates, reports on her Government-funded research into the education of children with Down's syndrome in her country. As an Arabic speaker, Dr Gaad was able to gather the views of parents, professionals and policy makers in some depth. As an educator, she brought a critical level of analysis to the lessons she observed.
In the following pages, Dr Gaad reflects on the attitudes, values and beliefs that impact upon the education of children with Down's syndrome in the United Arab Emirates (UAE). She discusses the educational services that are currently provided for these children and gives focused consideration to the issue of inclusion. The article closes with Dr Gaad's recommendations for future practice. 相似文献
In the following pages, Dr Gaad reflects on the attitudes, values and beliefs that impact upon the education of children with Down's syndrome in the United Arab Emirates (UAE). She discusses the educational services that are currently provided for these children and gives focused consideration to the issue of inclusion. The article closes with Dr Gaad's recommendations for future practice. 相似文献