Health-Related Quality of Life in Children Attending Special and Typical Education Greek Schools

Abstract

b laboratory of neuromechanics, Department of physical education and sport science at serres, aristotle university of thessaloniki, serres, Greece; c laboratory of social research on physical activity, Department of physical education and sport science at serres, aristotle university of thessaloniki, serres, Greece ABSTRACTThe purpose of this study was to examine parental perceptions about Health Related Quality of Life (HRQoL) of typical education and special education students in Greece. The Pediatric Quality of Life Inventory (PedsQL) was administered to the parents of 251 children from typical schools, 46 students attending integration classes (IC) within a typical school and 97 students attending special education (segregated) schools. A two-way analysis of covariance indicated that, compared to their typically developing peers, children attending special education schools and IC were reported by their parents to have lower PedsQL scores. Compared to children attending special education schools, children attending IC showed no differences in all PedsQL domains but the emotional domain score (p < .05). Based on parents' responses, further improvements in special education settings and environments in the Greek educational system might be necessary to improve the HRQOL of students with disabilities.

Attitudes towards people with physical or intellectual disabilities among nursing, social work and medical students

“…Unfortunately, many people with disabilities and their carers are often treated adversely and face discrimination and prejudice by individuals, institutions and society, limiting their possibility to live full and fulfilled lives (Brown & Kalaitzidis, 2013;Seccombe, 2007). As an example, parents of children with intellectual disabilities have reported negative attitudes, social and physical barriers, inadequate support, guidance and information as well as communication difficulties with health and education professionals in many countries around the globe including Greece (Loukisas & Papoudi, 2016;Papadopoulou, Malliou, Kofotolis, Vlachopoulos, & Kellis, 2017).…”

The effectiveness of a serious game to enhance empathy for care workers for people with disabilities: A parallel randomized controlled trial

“…Previous studies suggest that vulnerable patients, such as people with permanent disabling conditions and their familiars, are affected by negative attitudes, stigma, and lack of communication within healthcare settings. 29,30 Disability is defined as an impairing condition present from birth or acquired during the lifetime that can be physical, cognitive, developmental, intellectual, or a combination of these domains, and may lead to activity limitations and restrictions (such as communication, mobility, self-care, and participation in domestic, community, social and civic life). 31 Accordingly, disability it is not merely a health problem, but a dynamic and complex interplay between one's physical impairment and environmental and societal challenges.…”

The Acute Effects of Schoolbag Loading on Posture and Gait Mechanics in 10- to 13-Year-Old Children: A Cohort from the North West Province

“…The primary mediating factor for adverse reactions associated with schoolbag carriage is likely related to the actual mass of the schoolbag and, because of the nature of carrying, places most of the mechanical stress on the cervical vertebrae, shoulders, and lower back [1][2][3][4][5]. Heavy schoolbag loads are also typically associated with postural deviations such as posterior pelvic tilt [6], increased thoracic kyphosis [7], altered postural angles (e.g., cranio-vertebral angle [CVA], cranio-horizontal angle [CHA], sagittal shoulder posture [SSP], and lumbosacral angle) [8][9][10][11][12], increased forward trunk lean [13][14][15], changes in lung function [1,16], and changes in both gait kinetics and kinematics [17][18][19]. Such changes appear to manifest when the load exceeds 10-15% of the body mass (BM) of the child [8,9], with the prevalence of self-reported lower back pain in children aged 8 to 13 years old being ~32% [20].…”