Mental health of children with special educational needs in the context of long-term crisis challenges: as seen by parents.

OBJECTIVE: Aim: To study the peculiarities of the mental health of children with special educational needs after 1.5 years of full-scale war in Ukraine. PATIENTS AND METHODS: Materials and Methods: The mental health of children with special educational needs (SEN) as well as the peculiarities of the impact of hostilities on their emotional and volitional sphere was assessed through the anonymous survey of their parents using the questionnaire developed by the authors (25 questions). The research, which was conducted in 2023 using a Google form, involved 466 parents having children with SEN aged 6 to 10. RESULTS: Results: It was found that among the surveyed families raising children with SEN, 30.7 % of children were in the combat zone or zone of temporary occupation for a week to a month, 19.1 % - for more than a month; 36.9 % of children experienced relocation, 23.4 % were separated from their parents, 19.7 % witnessed hostilities; 49.4 % of children experienced an unstable psycho-emotional state ("emotional swings") during 1.5 years of war in Ukraine, 40.1 % - restlessness, 38.6 % - anxiety; 23.2 % of parents noted that their children were "hooked" on computer games and social networks, 11.2 % - had problems with sleep, 10.5 % - demonstrated the emergence or increase in cognitive problems. CONCLUSION: Conclusions: The negative impact of prolonged stress during the war on the mental health of children with SEN has been revealed, which requires psychological support for such children from parents and psychologists.

Effects of COVID-19 on the educational performance of children with special educational needs and disabilities: A systematic review according to children's/youth's and caregivers' perspectives.

This paper aims to provide a first systematic research overview of the effects of the pandemic on the educational performance of children with SEND according to children's/youths and caregivers' perspectives following the PRISMA statement. The studies, published between February 2020 and June 2022, were identified through the search of SCOPUS, EBSCO, PubMed, PsycInfo and two preprint-servers related to Education. In determining which studies to include in the review, the selection criteria were based on (1) articles focusing on ages 4-18 years, (2) articles focusing on children with special educational needs and (3) articles focusing on student achievement during COVID-19. The exhaustive reading and quality assessment left a final sample of nine scientific papers. According to children's/youth's and caregivers' perspectives, there is clear evidence for a negative effect of COVID-19 on the educational performance of children with SEND in the areas of (1) speech and language development (2) home learning (3) academic achievement (4) learning performance and (5) remote learning. The most important findings are to be found in the difficulties faced by children in homework completion, in paying attention during online learning, in efficiently completing tasks, in managing their time and in making progress on their IEP goals during school closures.

Mental health impact of COVID-19 on Saudi families and children with special educational needs and disabilities in Saudi Arabia: A national perspective.

Introduction: The COVID-19 pandemic revealed a multidimensional impact on mental health due to health concerns, social distancing and lockdowns, job loss, and limits in institutional support. Accordingly, COVID-19 may disproportionally impact families with special educational needs and disabilities (SEND) due to the already high prevalence of mental health conditions in children with SEND and their parents. Hence, it is essential to determine the short-term impact of the pandemic on the mental health of families with SEND to identify their ongoing health, including psychological wellbeing and support needs. The current study examines the anxiety level and concerns of children with SEND and their parents living in Saudi Arabia. Methodology: A cross-sectional national study design was utilized as a part of an international consortium using an online Arabic survey. Data were collected from the Ministry of Human Resources and Social Development beneficiaries from May to July 2020. The sample consisted of 1,848 parents of children with SEND aged between 1 and 18 years (mean = 9.66; SD = 4.31). A descriptive and bivariant analysis is reported. Results: Parental worries on all those concerns when the pandemic started were significantly higher than before the pandemic, p < 0.050. Parental-perceived general anxiety had risen significantly across time, p < 0.001, and their perceived anxiety when the pandemic started exceeded their anxiety before the pandemic, p < 0.001. The general anxiety of children with SEND had risen significantly across time (from before the pandemic to when it had started to during the pandemic), p < 0.001. The children's general worries at the start of the pandemic had correlated significantly and positively with their anxiety, adaptive, maladaptive, and coping efficacies, and parental anxiety scores, p < 0.010 each. Conclusion: Anxiety levels were high in SEND and their caregivers before and during COVID-19. At the start of the pandemic, the anxiety, adaptive, maladaptive, coping efficacies, and parental anxiety scores of children with SEND were significantly and favorably correlated. These findings support the notion of SEND-specific anxiety and patterns of coping in SEND and their caregivers. The notion also attests to the institutional support required for this specifically vulnerable population during epidemics.

DEVELOPMENT OF INCLUSIVE EDUCATION IN UKRAINE IN THE CONTEXT OF WORLD TRENDS.

The aim of the research is to analyze the problem of inclusive education in Ukraine in the context of world trends. According to its philosophy, each school should be inclusive, which implies the readiness of the school to accept every child with SEN at any time, the desire to create the most favorable educational environment that will serve the development of its potential. According to the results of the analysis, we also conclude that Ukrainian scientists pay more attention to issues of inclusion related to higher education (foreign experience, features of teaching students with inclusion, training future teachers to work with children with disabilities, etc.). Meanwhile, in our opinion, the theoretical and methodological principles, pedagogical conditions, practical methods of organizing inclusive education of children with various types of developmental disabilities are insufficiently studied. This, among other things, highlights the scientific problem raised in our study. Thus, the attention of the Ukrainian state to people with SEN, European-oriented social educational policy is evidenced not only by the reduction of the number of boarding schools, orphans and children deprived of parental care there, but also the dynamics of growing enrollment of children with SEN in inclusive special classes of secondary schools (in 2020/2021 academic year compared to 2015/2016 academic year this amount increased by 7% (from 5.3 thousand to 5.7 thousand). As a result of the development of inclusive education over the past five years, the number of students with SEN covered by inclusive education has increased more than 6 times, and the number of inclusive classes in secondary schools has increased 7 times. Similar changes have taken place in the staffing of inclusive education. Inclusive education and upbringing of children with SEN is a long-term strategy that is considered not as a local area of work, but as a systematic approach to organizing the activities of the general education system in all areas in general.

The formation of professional competencies of students who study theory and practice of inclusive education of children with disabilities

The article deals with the organizational- methodological and content aspects of practice-oriented tasks aimed at the formation of professional competencies of future professionals who study the theory and practice of the inclusive education of children with disabilities. Practice-oriented tasks aimed at the formation of knowledge about the essence of the basic concepts used in the process of the professional activity of specialists in an inclusive educational space are presented. In addition, practice-oriented tasks aimed at the formation of the abilities to analyze and summarize educational activities in organizations engaged in educational activities and to support children with disabilities and their families are given.

Detailing and reflections on occupational therapy in the process of school inclusion / Detalhamento e reflexões sobre a terapia ocupacional no processo de inclusão escolar

Abstract Introduction: Studies show the effectiveness of inclusive actions in educational processes, as well as the need for specialized training of occupational therapists, enabling them for collaborative approaches and actions. Objective: To identify actions developed by occupational therapists in the process of school inclusion of children and teenagers with special educational needs, and think over the context of inclusive education from the presented perspectives. Method: A survey with 18 occupational therapists for data collection. A questionnaire related to school inclusion and professional practice was applied through an on-line platform and a social network. Data gathered were forwarded to qualitative analysis, with descriptive, exploratory analysis for objective questions, and content analysis for the descriptives. Results: The main participants' involvement in school inclusion occurred from their office practice, but 50% of them also assist in regular school. The main method of contribution occurred through assessment, planning and developing inclusion and guidance activities in schools. The participation of family and other professionals in a collaborative approach, the school and teachers lack of preparation to complete the inclusion processes were noteworthy. Conclusion: Study results reassure the importance of occupational therapist's contribution to cope with the challenges and effectiveness of school inclusion. Emphasis is given to the need for greater integration of those professionals in regular school and the importance of expanding the considerations and questions regarding the construction of a more democratic educational system.

Resumo Introdução: Estudos apontam para a efetividade de ações inclusivas relacionadas aos processos escolares, assim como a necessidade de formação especializada para terapeutas ocupacionais, capacitando-os para abordagens e ações colaborativas. Objetivos: Identificar ações desenvolvidas por terapeutas ocupacionais do Estado do Paraná no processo de inclusão escolar de crianças e adolescentes com necessidades educacionais especiais, e refletir sobre o contexto da educação inclusiva, a partir de perspectivas apresentadas. Método: Realizou-se levantamento de dados (survey), com a participação de 18 terapeutas ocupacionais. Aplicou-se questionário relacionado a inclusão escolar e atuação do profissional, com divulgação através de plataforma online e rede social. Submeteram-se os dados coletados à análise qualitativa, com análises exploratórias descritivas nas questões objetivas e de conteúdo, nas descritivas. Resultados: O principal envolvimento dos participantes com a inclusão escolar ocorre a partir de atendimento em ambiente clínico, porém 50% atendem, também, na escola regular. As principais formas de contribuição ocorrem através de avaliação, planejamento e desenvolvimento de atividades relacionadas a processos de inclusão, e de orientações às escolas. Destacam-se a participação da família e de outros profissionais envolvidos, em uma perspectiva colaborativa, e a falta de preparo da escola e dos professores para a efetivação dos processos de inclusão. Conclusão: Os resultados do estudo reafirmam a relevância da contribuição do terapeuta ocupacional para o enfrentamento dos desafios e a concretização da inclusão escolar. Enfatizam-se a necessidade de maior inserção destes profissionais na escola comum do ensino regular e a importância de ampliar as reflexões e problematizações em relação à construção de um sistema educacional mais democrático.

Avaliação cognitiva por provas assistida em crianças com necessidades educativas especiais / Avaluación cognitiva por exámenes asistidas en alumnos con necesidades educativas especiales / Cognitive assessment using dynamic tests for children with special educational needs

Uma nova perspectiva baseada na abordagem sociointeracionista, denominada avaliação assistida ou dinâmica, trouxe avanços para a área de avaliação cognitiva, oferecendo indicadores do potencial de aprendizagem. Com base nessa concepção, este trabalho verificou a adequação de provas cognitivas assistidas, que incluem uma fase intermediária de assistência em crianças com dificuldade de aprendizagem (DA) e deficiência visual (DV). Para tanto, utilizou-se do jogo de perguntas de busca com figuras diversas (PBFD) e o jogo de perguntas de busca com figuras geométricas para crianças com deficiência visual (PBFG-DV). Esses jogos investigam as estratégias utilizadas ao se elaborarem questões de busca de informação com restrição de alternativa, em situação de resolução de problemas. Ao final do jogo, obtém-se um perfil de desempenho cognitivo. As provas assistidas foram sensíveis em identificar a variação de desempenho das crianças, mostrando-se adequadas para a avaliação de habilidades cognitivas de crianças com diferentes necessidades educativas especiais.(AU)

A new perspective based on socio-interacionist approach, called dynamic or assisted assessment, brought progress to the area of cognitive assessment, providing indicators of learning potential. From this conception, this study verified the appropriateness of dynamic cognitive tests, which include an intermediate phase of assistance for children with learning difficulties (DA) and visual impairment (DV). For this aim, it was used the Questions Search with Different Personalities Game (PBFD) and the Question Search with Geometrics Figures Game for Visually Impaired Children (PBFG-DV). These games investigating the strategies used to draw up questions to seek information with restriction of alternative, in the solving problems situation. At the end of the game it is possible to get a profile of children cognitive performance. The tests were efficient in identifying the variation in performance of these children and were appropriate for the evaluation of cognitive abilities of children with various special educational needs.(AU)

Una nueva perspectiva basada en el abordaje sociointeraccionista, denominada evaluación asistida o dinámica, ha traído avances en el área de la evaluación cognitiva ofreciendo indicativos de potencial de aprendizaje. A partir de esta concepción, este trabajo destacó la adecuación de pruebas cognitivas asistidas, que incluyen una fase intermediaria de asistencia en niños o niñas con dificultades de aprendizaje (DA) y deficiencia visual (DV). Para ello, se ha utilizado el Juego de preguntas de Búsqueda con Dibujos Diversos (PBFD) y el Juego de Preguntas de Búsqueda con dibujos Geométricos para niños o niñas con Deficiencia Visual (PBFG-DV). Estos juegos investigan las estrategias utilizadas al elaborarse preguntas de búsqueda de información con restricción de alternativas, en situaciones de resolución de problemas. Al final del juego se obtiene un perfil del desempeño de estos niños, se muestran adecuadas para la evaluación de habilidades cognitivas de niños/niñas con diversas necesidades educativas especiales.(AU)

Avaliação cognitiva por provas assistida em crianças com necessidades educativas especiais / Avaluación cognitiva por exámenes asistidas en alumnos con necesidades educativas especiales / Cognitive assessment using dynamic tests for children with special educational needs

Uma nova perspectiva baseada na abordagem sociointeracionista, denominada avaliação assistida ou dinâmica, trouxe avanços para a área de avaliação cognitiva, oferecendo indicadores do potencial de aprendizagem. Com base nessa concepção, este trabalho verificou a adequação de provas cognitivas assistidas, que incluem uma fase intermediária de assistência em crianças com dificuldade de aprendizagem (DA) e deficiência visual (DV). Para tanto, utilizou-se do jogo de perguntas de busca com figuras diversas (PBFD) e o jogo de perguntas de busca com figuras geométricas para crianças com deficiência visual (PBFG-DV). Esses jogos investigam as estratégias utilizadas ao se elaborarem questões de busca de informação com restrição de alternativa, em situação de resolução de problemas. Ao final do jogo, obtém-se um perfil de desempenho cognitivo. As provas assistidas foram sensíveis em identificar a variação de desempenho das crianças, mostrando-se adequadas para a avaliação de habilidades cognitivas de crianças com diferentes necessidades educativas especiais.

A new perspective based on socio-interacionist approach, called dynamic or assisted assessment, brought progress to the area of cognitive assessment, providing indicators of learning potential. From this conception, this study verified the appropriateness of dynamic cognitive tests, which include an intermediate phase of assistance for children with learning difficulties (DA) and visual impairment (DV). For this aim, it was used the Questions Search with Different Personalities Game (PBFD) and the Question Search with Geometrics Figures Game for Visually Impaired Children (PBFG-DV). These games investigating the strategies used to draw up questions to seek information with restriction of alternative, in the solving problems situation. At the end of the game it is possible to get a profile of children cognitive performance. The tests were efficient in identifying the variation in performance of these children and were appropriate for the evaluation of cognitive abilities of children with various special educational needs.

Una nueva perspectiva basada en el abordaje sociointeraccionista, denominada evaluación asistida o dinámica, ha traído avances en el área de la evaluación cognitiva ofreciendo indicativos de potencial de aprendizaje. A partir de esta concepción, este trabajo destacó la adecuación de pruebas cognitivas asistidas, que incluyen una fase intermediaria de asistencia en niños o niñas con dificultades de aprendizaje (DA) y deficiencia visual (DV). Para ello, se ha utilizado el Juego de preguntas de Búsqueda con Dibujos Diversos (PBFD) y el Juego de Preguntas de Búsqueda con dibujos Geométricos para niños o niñas con Deficiencia Visual (PBFG-DV). Estos juegos investigan las estrategias utilizadas al elaborarse preguntas de búsqueda de información con restricción de alternativas, en situaciones de resolución de problemas. Al final del juego se obtiene un perfil del desempeño de estos niños, se muestran adecuadas para la evaluación de habilidades cognitivas de niños/niñas con diversas necesidades educativas especiales.