School Education for Children with Cerebral Palsy and Other Non-Verbal Learning Disorders: Catch-22 Situation Confronted by the Parents

Autor/in	Paleeri, Sankaranarayanan
Titel	School Education for Children with Cerebral Palsy and Other Non-Verbal Learning Disorders: Catch-22 Situation Confronted by the Parents
Quelle	In: Journal on Educational Psychology, 14 (2020) 2, S.47-54 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0973-8827
Schlagwörter	Cerebral Palsy; Inclusion; Mainstreaming; Parent Attitudes; School Choice; Special Education; Special Schools; Foreign Countries; Physical Disabilities; Access to Education; Student Needs; Barriers; Educational Opportunities; Students with Disabilities; India + Suchen Sie Ihr Suchwort? Hirnlähmung; Inklusion; Elternverhalten; Choice of school; Schulwahl; Special needs education; Sonderpädagogik; Sonderschulwesen; Special school; Sonderschule; Ausland; Physical handicap; Körperbehinderung; Education; Access; Bildung; Zugang; Bildungszugang; Bildungsangebot; Bildungschance; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Indien
Abstract	Schooling of the children with Non-Verbal Learning Disorders, particularly of those with Cerebral Palsy (CP), is a Catch-22 situation to parents and teachers. The phrase Catch 22 reflects the dilemma faced by the parents while choosing education for their children with CP. The CP children with normal intelligence are precisely able to have normal schooling. A child with CP can be a regular classroom student who can partake in all teaching learning tasks except that which needs active physical participation. However, presently, the education of such children is not satisfactorily carried out in the main stream or inclusion. This research paper reconnoitres to the educational contexts of such children and their parents' perspectives. The major objective of the study is to explore the discernments of parents on choosing educational opportunities for their children with CP or other NVLD; whether mainstream or special education. The design of the study is investigative survey. Data have been collected by employing informal interview and inventory. The constituted sample included 36 parents of the children with the specified learning disorders. Six parents were chosen for the conduct of interview. The study reached on certain relevant findings that are upsetting the wide appreciation given to administrative and academic plans and policy supports to the present inclusive system. The parents of CP children wish for a paradigm shift from the present system and practice of inclusion. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01