Specialists offer a series of tips on how parents of children with autism spectrum disorder can help their children communicate with more people and in different places.
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Articles on Children with disability
Displaying 1 - 20 of 32 articles
Interviews with students who have a vision impairment show they wish their teachers and friends knew more about them. Here are the four key messages they want to communicate.
It's important for the child and their achievement at school that there is a good parent-teacher-student partnership.
The needs of children with albinism aren't met in the classroom and this often leads to them dropping out of school.
Sport and other physical activity is vital to the developing bodies and minds of children; for those with disabilities it can be hard to access and is yet even more important.
Other states have had recent smaller inquiries, but the NSW inquiry into the education of children with a disability was across all systems, and could lead best practice nationally.
Standardised tests restrict how well students with disability can do, which reinforces the idea that there are things they can't do that children without disability can.
Parents need support from early childhood educators to build capacity to claim for NDIS services.
Numerous measures are in place to help young disabled children thrive, but the transition beyond school can be a difficult one. Here are some tips for families to help their children prepare for life beyond.
The story of a six-year-old boy with dyslexia who, with support from friends and teachers, became a successful professor. Now he teaches teachers how to help children like him.
For many disabled students, college is the first time that they're put to the test of making their own way. The experience can be challenging, but there are strategies to help ease the way.
Evidence shows that the senator's comments on the burden of children with disability are misleading.
'Cage-like' facilities, segregation, and high numbers of exclusions show the concerning ways schools have responded to challenging behaviours by students with disabilities.
Accurate data is needed for how disability funding is being used in schools so that it can be allocated correctly.
Many students with disabilities feel excluded from daily university life and the assumption is that they, not the institutions, must change.
Students with disability are experiencing a range of harms in schools, and teachers are struggling to support students with increasingly complex needs.
In Tanzania, where albinism is common, there's plenty that ordinary teachers can do to support students with albinism – much of it quite simple.
Students with disabilities find that they must accommodate themselves to institutional contexts which they find profoundly disabling.
Children living with albinism are very vulnerable to attack, kidnapping, mutilation and murder. In Tanzania, fear is keeping many children away from school and costing them an education.
The history of disability toys – that is, both toys designed for use by disabled children, and toys that depict disability – reflects the changing treatment of the disabled.
Top contributors
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Lecturer in Education, University of Newcastle
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Professor in the School of Early Childhood & Inclusive Education, Queensland University of Technology
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Associate Professor, Tarleton State University
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Lecturer in Educational Management, University of Dar es Salaam
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Associate Professor in Inclusive Education and Psychology, University of Exeter
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Senior Lecturer in Psychology, University of the Sunshine Coast
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Senior Research Fellow in Internet studies, Curtin University
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Professor, Disability and Community Inclusion, Flinders University
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Lecturer in Inclusive Education, University of New England
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Lecturer in Special Education, Flinders University
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Senior Lecturer in French and Francophone Studies, Lancaster University
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Associate Lecturer in Special and Inclusive Education, University of Sydney
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Associate Professor of Special Education, University of Sydney
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Senior lecturer, University of Sydney
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Lecturer, Special Education, University of Sydney
