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In low-income countries, 10% of children benefit from school feeding programs, compared to 27% in lower middle-income countries, 30% in upper middle-income countries, and 47% in high-income countries. [3] Although school feeding programs are widespread, they can differ significantly in their design, implementation, and evaluation.
Nutribun, also referred to as Nutri-bun or Nutriban, is a bread product used in elementary school feeding programs in the Philippines to combat child malnutrition, [1] initially as part of the United States Agency for International Development (USAID)'s Food for Peace program from 1971 to 1997, [2] [3] and later as part of the child health programs of various Philippine cities.
A SPED program may include a Self-contained/Special Class which is a separate class for one type of exceptionality, Itinerant Teaching or where a teacher provides direct consultations with the student at home or at school, or Inclusion wherein all children with different types of disabilities are taught together in one classroom.
The Pantawid Pamilyang Pilipino Program or "4Ps" (conditional cash transfer) is a human development program that invests in the health and education of poor families, primarily those with children aged 0–18.
The University of North Carolina TEACCH Autism Program creates and disseminates community-based services, training programs, and research for individuals of all ages and skill levels with autism spectrum disorder (ASD), to enhance the quality of life for them and their families across the lifespan. [1]
Free school meals can be universal school meals for all students or limited by income-based criteria, which can vary by country. [14] A study of a free school meal program in the United States found that providing free meals to elementary and middle school children in areas characterized by high food insecurity led to better school discipline among the students. [15]
The Center for Autism and Related Disorders (CARD), [Fresno] - A specialized institution providing educational and therapeutic services to individuals with autism spectrum disorder. [ 2 ] Connecticut
Inclusion has different historical roots/background which may be integration of students with severe disabilities in the US (who may previously been excluded from schools or even lived in institutions) [7] [8] [9] or an inclusion model from Canada and the US (e.g., Syracuse University, New York) which is very popular with inclusion teachers who believe in participatory learning, cooperative ...