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  Subjects -> DISABILITY (Total: 103 journals)
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Physical Disabilities : Education and Related Services
Number of Followers: 6  

  This is an Open Access Journal Open Access journal
ISSN (Online) 2372-451X
Published by Indiana University  [24 journals]
  • Examining the Impact of the COVID-19 Pandemic on Caregivers of Children
           with Complex and Chronic Conditions

    • Authors: Molly Greer, Chelsea Pierce
      Abstract: In March of 2020 the president of the United States declared a national emergency as COVID-19 transmitted  across the globe. Over 18 months later , the pandemic continues to pose challenges as residents of the world adapt to the ever-changing shuffle of precautions, regulations, and restrictions. During this unprecedented time we have globally learned to expect the unexpected; which has become the norm. Caregivers of Children with Complex and Chronic Conditions wear multiple hats when taking care of their children. They may serve as a nurse, therapist, educational advocate, chauffeur, or personal assistant. Due to the ever changing routines and mandates as a result of the pandemic, parents have become worn down leading to  mental health concerns and caregiver burnout. During the pandemic caused by COVID-19, caregivers of children with unique needs are faced with a new set of challenges    
      PubDate: 2021-12-09
      DOI: 10.14434/rapcc.v40i1.33294
      Issue No: Vol. 40, No. 1 (2021)
  • Research, Advocacy, and Practice: for complex and chronic conditions, A
           journal for physical, health, and multiple disabilities

    • Authors: Journal Editor
      Pages: 1 - 2
      PubDate: 2021-12-09
      DOI: 10.14434/rapcc.v40i1.33742
      Issue No: Vol. 40, No. 1 (2021)
  • Feasibility of a Home Motor Skill Intervention for Children with CHARGE

    • Authors: Lauren Lieberman, Pamela Haibach-Beach, Melanie Perreault, Ali Brian, Luize Bebriša-Fedotova
      Pages: 4 - 25
      Abstract: This study examined the effect of a home-based six-week motor skill intervention for children with CHARGE syndrome. Six families with children with CHARGE syndrome participated in this study. The children were assessed on their motor skills with the Test of Gross Motor Development 3 prior to the intervention and then again on the four most practiced motor skills after the intervention. Parents were also given a parental perceptions questionnaire before and post intervention. The families were provided a Gross Motor Development Curriculum, videos, tip sheets, and equipment to support the intervention. Families maintained weekly logs of their specific training practices. Each family was interviewed, and the transcripts were analyzed for themes. The four themes that emerged were Personal goals, Improvement, Barriers, and Overcoming challenges. Results revealed that it is feasible to utilize this protocol to improve motor skills for children with CHARGE syndrome.
      PubDate: 2021-12-09
      DOI: 10.14434/rapcc.v40i1.31710
      Issue No: Vol. 40, No. 1 (2021)
  • High School General Education Teachers’ Perceptions of Students with
           Significant Disabilities in Inclusive Settings

    • Authors: Allison M. Kroesch, Katherine N Peeples
      Pages: 26 - 41
      Abstract: Thanks to legislation that supports inclusion of students with significant disabilities in general education, general education teachers need to have appropriate knowledge, training, and self-efficacy in order to work successfully with these students in their classrooms. In this study, a survey of high school general education teachers investigated their perceived knowledge and capabilities specifically related to teaching students with significant disabilities. A range of subject areas, years of experience, and educational/training attained were surveyed. The findings support existing, recent research in highlighting the challenges of securing a high-quality inclusive learning experience for students with significant disabilities. Implications include the need for training and experience in special education topics for general education teachers to support their ability to teach students with significant disabilities in inclusive settings.
      PubDate: 2021-12-09
      DOI: 10.14434/rapcc.v40i1.31756
      Issue No: Vol. 40, No. 1 (2021)
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