Implementation of speech therapy with persons with intellectual disabilities in Ukraine during May–June 2022

Apukhtina, Viktoriia; Neoh, Michelle Jin Yee; Dimitriou, Dagmara; Соловйова, Т. О.; Esposito, Gianluca

doi:10.1016/j.ridd.2022.104376

Cited by 3 publications

(2 citation statements)

References 10 publications

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“…At the same time, most students, whether they stayed in their hometowns in Ukraine or were evacuated to other regions, continued their education online with their initial primary school teacher and assistant. To date, several preliminary studies devoted to the issue of primary education [28], psychological support for primary school students [29], and working with children with SEN [30] in wartime have been published. This paper focuses on the first response of inclusion providers in the Ukrainian primary school education system to the challenges of working in wartime from February to May 2022.…”

Section: Introductionmentioning

confidence: 99%

Providing Inclusive Primary School Education for Children with Special Educational Needs in Wartime Ukraine: Challenges and Current Solutions

Великодна

Deputatov

Horbachova

et al. 2023

J. Intellect. Disabl. Diagn. Treat.

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Since 2011 primary school students with special educational needs (SEN) in Ukraine have been allowed to study alongside mainstream students in the inclusive education program established by the Ministry of Education and Science. The Russian invasion of Ukraine in February 2022 challenged the possibility of maintaining inclusive education for children with SEN, which required providers to find new solutions. This paper focuses on the first response of inclusion providers in the Ukrainian primary school education system to the challenges of working in wartime from February to May 2022, using teachers in the city of Kryvyi Rih as a case study. A quasi-experimental study (n=495) involved a group of inclusion providers (n=92) in comparison to mainstream primary school teachers (n=403). The research included: collecting data on the professional qualifications and experience of the teachers; questions on changes in the educational process and the number of students; the Psychological Stress Measure; Oldenburg Burnout Inventory; Brief Resilience Scale; and Miroshnyk Teacher’s Roles Self-Assessment Scale (MiTeRoSA), designed as an online survey. The inclusion providers faced numerous challenges due to the war, namely, (a) the enormous workload of preparing for classes (φ*=8.7, p<.01), the extended non-educational work assignments (φ*=5.5, p<.01), working with students (φ*=2.9, p<.01) and their parents (φ*=3.5, p<.01), (b) volunteering at school, and (c) the changed composition of student groups, i.e., students who left school and fled the area (in 64.1% of responses) and incoming students displaced from combat zones (27.2%). Struggling with stress and burnout (self-reported by 48.91% of inclusion providers), using psychological self-care skills and social resilience capacity through the support of the student's parents and colleagues, primary school teachers invented and implemented seven ways to maintain education for the students with SEN, the kind of which depended on the teacher's professional role structure and available social support.

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Section: Introductionmentioning

confidence: 99%

Providing Inclusive Primary School Education for Children with Special Educational Needs in Wartime Ukraine: Challenges and Current Solutions

Великодна

Deputatov

Horbachova

et al. 2023

J. Intellect. Disabl. Diagn. Treat.

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“…One of the primary objectives of the current research is an effort to assess the services being provided to children with disabilities, specifically intellectual disabilities, to identify the effectiveness and gaps (Apukhtina et al, 2023). A specific exploratory study is important in determining the nature and extent of services being provided in the institutions to children with intellectual disabilities.…”

Section: Introductionmentioning

confidence: 99%

Children with Intellectual Disabilities and Role of Public Sector Institutions: An Exploratory Study from District Lahore, Punjab, Pakistan

Khan,

Arshad,

Afzal

2023

GJSSH

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Intellectual disability is characterized by significant limitations both in intellectual functioning and in adaptive behavior, which are expressed in conceptual, social, and practical adaptive skills. The intellectual disability normally originates from the age of 18 years and restricted learning activity, including acute deficiency or restrictions in individual expertise in numerous fields such as cognitive, language, motor, psycho- social, and particular functioning of everyday living. People with intellectual disabilities have to face a lot of discrimination in Pakistan due to inadequate involvement of the public and private sectors. Keeping in consideration the importance and sensitive nature of the issue, the present exploratory study aims to understand the role of public sector institutions regarding children with intellectual disabilities in district Lahore. Primary data was collected through in-depth interviews with managers of different public sector institutions. The results presented through thematic analysis, and findings highlighted that several gaps existed in services, such as lack of proper mechanisms in the institutions, absence or pathetic check and balance, professional practitioners, training and guidelines, poor and inappropriate infrastructure, and limited participation in sports and extracurricular activities. The study strongly recommended that there should be a review and strict enforcement of policies, awareness among parents, and effective rehabilitation is necessary.

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Developmental disabilities in low resource contexts

Esposito,

Marschik,

Nordahl-Hansen

et al. 2023

Research in Developmental Disabilities

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Implementation of speech therapy with persons with intellectual disabilities in Ukraine during May–June 2022

Cited by 3 publications

References 10 publications

Providing Inclusive Primary School Education for Children with Special Educational Needs in Wartime Ukraine: Challenges and Current Solutions

Providing Inclusive Primary School Education for Children with Special Educational Needs in Wartime Ukraine: Challenges and Current Solutions

Children with Intellectual Disabilities and Role of Public Sector Institutions: An Exploratory Study from District Lahore, Punjab, Pakistan

Developmental disabilities in low resource contexts

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