school for the partially hearing

special education [ compensatory education | education for highly gifted children | school for handicapped children | school for the blind | school for the deaf | special-needs education | special teaching ]

Dutch Federation of Parents of Hearing Impaired Children and Children with Speech Disorders and Language Difficulties

school for epileptic children

Definition: Disorders characterized by a repetitive and persistent pattern of dissocial, aggressive, or defiant conduct. Such behaviour should amount to major violations of age-appropriate social expectations; it should therefore be more severe than ordinary childish mischief or adolescent rebelliousness and should imply an enduring pattern of behaviour (six months or longer). Features of conduct disorder can also be symptomatic of other psychiatric conditions, in which case the underlying diagnosis should be preferred. Examples of the behaviours on which the diagnosis is based include excessive levels of fighting or bullying, cruelty to other people or animals, severe destructiveness to property, fire-setting, stealing, repeated lying, tru ...[+++]ancy from school and running away from home, unusually frequent and severe temper tantrums, and disobedience. Any one of these behaviours, if marked, is sufficient for the diagnosis, but isolated dissocial acts are not.

Definition: States of subjective distress and emotional disturbance, usually interfering with social functioning and performance, arising in the period of adaptation to a significant life change or a stressful life event. The stressor may have affected the integrity of an individual's social network (bereavement, separation experiences) or the wider system of social supports and values (migration, refugee status), or represented a major developmental transition or crisis (going to school, becoming a parent, failure to attain a cherish ...[+++]ed personal goal, retirement). Individual predisposition or vulnerability plays an important role in the risk of occurrence and the shaping of the manifestations of adjustment disorders, but it is nevertheless assumed that the condition would not have arisen without the stressor. The manifestations vary and include depressed mood, anxiety or worry (or mixture of these), a feeling of inability to cope, plan ahead, or continue in the present situation, as well as some degree of disability in 9the performance of daily routine. Conduct disorders may be an associated feature, particularly in adolescents. The predominant feature may be a brief or prolonged depressive reaction, or a disturbance of other emotions and conduct. | Culture shock Grief reaction Hospitalism in children

35. Expresses its concern that, while progress has been made since the adoption of the Convention on the Rights of the Child in 1989, at least 58 million children, particularly girls, children from poor families, children with disabilities and children in conflict areas, do not attend school, and many children still suffer from diseases that can be easily prevented, while others are engaged in child labour;

whereas some armed groups are opposed to secular and girls’ education, or to girls being treated by male medical personnel, and therefore hamper access to these services; whereas a general climate of insecurity as a result of conflict also prevents children, teachers and medical personnel from attending school or seeking medical assistance; whereas women and children face heightened risks as a result of displacement and the breakdown of normal protection and support structures; whereas international humanitarian law requires that a ...[+++]ll necessary medical care be provided without discrimination to girls and women raped in war; whereas unsafe abortion is listed by the World Health Organisation as one of the three leading causes of maternal mortality; whereas maternal health, counselling of women rape victims, and education and schooling of displaced children are major challenges at refugee camps.

47. Encourages Member States to invest in teacher training and qualified staff for both pre-school and compulsory education, and regularly to review and update educational systems and programmes for the continuous development of teachers' skills; stresses the importance of children entering a school environment from an early age and suggests that teaching assistants be employed in schools to work with struggling pupils and to assist teachers in their work, along with auxiliary staff to help disabled pupils in their schooling in stand ...[+++]ard educational establishments or in those that cater for their disability;

Address barriers which stop or seriously hinder children from attending or completing school (such as additional financial fees in compulsory education) by providing targeted educational aid in a supportive learning environment.