Sie suchten nach: pelajar kurang upaya (Malaysisch - Englisch)

kurang upaya fizikal
speech impairment

oku(orang kurang upaya
oku（残疾

faktor pelajar kurang berkemampuan
underprivileged students

pusat orang kurang upaya
homes for people with disabilities

rumah kebajikan anak kurang upaya
old folks home

orang kurang upaya o.k.u
human deficient effort h.d.e

saya cikgu ditempat anak kurang upaya
what business do you run

ia juga memberi kemudahan kepada pelajar kurang berkemampuan
poor students

saiz tandas bagi orang kurang upaya lebih besar dari yang biasa
the size of the toilet for the disabled is higher than normal

pengecualian pembayaran diberikan kepada orang kurang upaya atau orang kurang upaya
exemption of payment is given to the handicapped or the disabled

untuk memastikan keselamatan, kesihatan dan kesejahteraan orang kurang upaya diberi perhatian
ensure

boleh membawa kepada tingkah laku merosakkan diri oleh kanak-kanak khasnya kanak-kanak kurang upaya perkembangan.
some parents simply not very responsive to their child’s babbling behavior. perhaps they expect too much from the child right from the beginning and are not inclined to reinforce extremely remote approximations of normal speech.

seramai 22 orang orang kurang upaya telah mengikuti bengkel latihan perniagaan dalam talian selama 5 hari di ism bermula pada 17 februari sehingga 21 februari 2020.
a total of 22 disabled people attended the 5-day online business training workshop at ism from february 17 to february 21, 2020.

ini juga dirancang untuk mempromosikan dan mendukung strategi untuk mempertahankan wanita termasuk mereka yang kurang upaya, dan untuk mendorong serta mempromosikan kemajuan kerjaya mereka ke posisi eksekutif dan pengurusan kanan.
it is also designed to promote and support strategies to retain women including those with disability, and to encourage as well as promote their career progression into senior executive and management positions.

pastikan kemasukan program pembelajaran jarak jauh: laksanakan langkah-langkah untuk memastikan pelajar termasuk mereka yang kurang upaya atau dari latar belakang berpendapatan rendah mempunyai akses kepada program pembelajaran jarak jauh, hanya jika sebilangan kecil daripada mereka mempunyai akses kepada peranti digital.
ensure inclusion of the distance learning programmes: implement measures to ensure that students including those with disabilities or from low-income backgrounds have access to distance learning programmes, if only a limited number of them have access to digital devices.

kekurangan ini tidak sekata untuk pelajar kurang bernasib baik yang cenderung kurang mendapat peluang pendidikan di luar sekolah. kadar keciciran pelajar cenderung untuk meningkat kesan daripada penutupan sekolah kerana cabaran memastikan semua pelajar kembali ke sekolah sebaik sahaja penutupan sekolah berakhir.
the disadvantages are disproportionate for under-privileged learners who tend to have fewer educational opportunities beyond school.student drop-out rates tend to increase as an effect of school closures due to the challenge of ensuring all students return to school once school closures ends.

penutupan sekolah sebagai respons terhadap covid-19 telah membuka pelbagai isu sosial dan ekonomi termasuk hutang pelajar, pembelajaran digital, ketidakselamatan makanan, kegelandangan, serta akses kepada penjagaan anak, penjagaan kesihatan, perumahan, internet dan perkhidmatan orang kurang upaya.
school closures in response to covid-19 have shed light on various social and economic issues, including student debt, digital learning, food insecurity, and homelessness, as well as access to childcare, health care, housing, internet, and disability services.

memandangkan berlakunya kecacatan, dan tanpa mengira jenis kecacatan, ada kemungkinan kumpulan pemohon mengandungi lebih banyak orang kurang upaya daripada yang jelas bagi pengurus. terdapat sekurang-kurangnya tiga penjelasan yang berkaitan mengapa pengambilan pengurus boleh memandang rendah berapa banyak pekerja kurang upaya yang ada di kumpulan pemohon mereka
first, many disabilities are not easily discernable and are effectively “invisible” to all but the affected party. included in invisible disabilities are “a wide range of physical and psychological conditions that often have no visible manifestation or have visible features that are not clearly connected to a disability” (santuzzi, waltz, finkelstein, & rupp, 2014, p. 204), such as diabetes, arthritis, and depression. in many instances, workers with invisible disabilities might be able to conceal their disabilities quite readily from interviewers, coworkers, and supervisors, as in the case of a person with hearing loss who relies on lip reading (e.g., jans, kaye, & jones, 2012) and employees living with mental illnesses (elraz, 2018). many disabilities are also episodic such that individuals experience fluctuations in symptom severity. for example, individuals may report minor to severe fluctuations in well-being on daily (e.g., feeling worse at the end of the day), weekly (e.g., feeling worse as the week progresses), and monthly (e.g., feeling better as one recovers from treatments) cycles. santuzzi et al. (2014) argue that estimates of the proportion of the workforce that has a disability are actually underestimates, in part because of invisible disabilities. if the prevalence of people with disabilities in the workforce recorded in systematic government surveys is underestimated, it is inevitable that individual managers will also underestimate the number of workers with disabilities in their own applicant pools.

cbr memberi tumpuan kepada kebolehan dan bukan kecacatan. ia bergantung pada penyertaan dan sokongan orang kurang upaya, ahli keluarga dan komuniti setempat. ia juga bermaksud penglibatan orang kurang upaya sebagai penyumbang aktif program cbr, dari pembuatan dasar hingga pelaksanaan dan penilaian, untuk alasan mudah bahawa mereka tahu apa keperluan mereka.
cbr focuses on abilities and not disabilities it depends on the participation and support of people with disability, family members and local communities it also means the involvement of people with disabilities as active contributors to the cbr programme, from policy making to implementation and evaluation, for simple reason that they know what their needs.

faktor yang membawa kepada penyakit mental ialah sejarah keluarga, varian covid 19 baharu dan rasa kesunyian atau terasing. oleh itu, kesan penyakit mental ini dalam kalangan orang kurang upaya boleh mengakibatkan mereka kurang berkemungkinan untuk menyertai aktiviti rekreasi. ini kerana orang kurang upaya secara amnya kurang bernasib baik dalam peluang mereka untuk mengambil bahagian dalam kehidupan sosial kerana sekatan yang bercanggah dengan hak asasi manusia dan juga boleh menjejaskan kesihatan dan kesejahteraan orang ramai.
people with disabilities are generally disadvantaged in their opportunities to participate in social life due to restrictions that contradict basic human rights and may also affect people’s health. the factors that led to mental illness are family history, new covid-19 variants, and feeling lonely or isolated. therefore, this impact of mental illnesses among people with disabilities can make them less likely to participate in recreational activities.