Search results for ‘Subject term:"learning disabilities"’ Sort:
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Disposable dispositions: reflections upon the work of Iris Marion Young in relation to the social oppression of autistic people
- Author:
- MILTON Damian E.M.
- Journal article citation:
- Disability and Society, 31(10), 2016, pp.1403-1407.
- Publisher:
- Taylor and Francis
This brief commentary piece looks to apply the theories of Iris Marion Young to the social position and oppression of autistic people, as previously theorised by Milton. The concepts of ‘Asymmetrical symmetry’ and the ‘Five faces of oppression’ are explored in this regard. The article concludes by arguing that autistic people, particularly those who have significant intellectual impairments, can be socially marginalised to the extent of occupying the social position of ‘non-human’ with the staggering consequences for social well-being that this implies. (Publisher abstract)
Gender disorders in learning disability: a systematic review
- Authors:
- WOOD Ellena, HALDER Neel
- Journal article citation:
- Tizard Learning Disability Review, 19(4), 2014, pp.158-165.
- Publisher:
- Emerald
This study systematically reviewed all the published papers about individuals with both a learning disability and/or autistic spectrum disorder and a gender disorder. The review focused on aetiology, treatment and management. The databases searched were MEDLINE, EMBASE, PYSCHINFO, CINAHL, HBE, HMIC, AMED and BMI. English language papers from 1980 onwards were included as this was the year of the introduction of GID to the ICD-10. Gender disorders were taken to include the following: gender identity disorder (GID), transsexualism, cross-dressing, transvestitism or a gender-related sexual disorder. In total, 16 papers described 43 individuals meeting the inclusion criteria. There was a dearth of guidance on appropriate treatment or management. This review points towards the need for more research needed in this area. (Edited publisher abstract)
Patterns of time processing ability in children with and without developmental disabilities
- Authors:
- JANESLATT Gunnel, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 23(3), May 2010, pp.250-262.
- Publisher:
- Wiley
Children with developmental disabilities, such as intellectual disability or autism, are often reported to have problems in understanding and managing time. The aim of this study was to investigate if there are different patterns in time processing ability in children with disabilities and typically developing children. It also investigated whether the problems described are diagnosis specific or reflect differences in age. The 3 subcategories of time processing ability, time perception, time orientation, and time management, were all investigated. Using a cross-sectional design, this study investigated if there were different patterns of time processing ability in 5- to 10-year-old children, 77 of which had disabilities and 89 of which did not. Altogether, 5 different clusters of levels of time processing ability were identified. The results indicated that the patterns of time processing ability mainly follow the chronological age of children without disabilities. Daily time management (as estimated by the parents) and children's self-rated autonomy differed between clusters and was related to time processing ability. The article concludes that the level of time processing ability seems to be a more valid overall base than the type of diagnosis for the planning of interventions in daily time management.
Autism spectrum disorders in genetic syndromes: implications for diagnosis, intervention and understanding the wider autism spectrum disorder population
- Authors:
- MOSS J., HOWLIN P.
- Journal article citation:
- Journal of Intellectual Disability Research, 53(10), October 2009, pp.852-873.
- Publisher:
- Wiley
There is growing interest in the association between autism spectrum disorders (ASDs), or ASD-related phenomenology, and a number genetically linked conditions. This systematic review examines the possibility of such an association in the following syndrome groups; Fragile X, Rett, Tuberous Sclerosis Complex, Down, Angelman, CHARGE, and Phenylketonuria. Special consideration is given to the role of intellectual disability (ID) in assessing the association. The first section looks specifically at the possible associations while the second section focuses on the clinical implications in terms of diagnosis and intervention, and the implication for conceptual and theoretical frameworks. Formal diagnostic assessments suggest an association between ASD and specific syndrome groups but detailed investigation reveals subtle but qualitative differences in the presentation of ASD-like phenomenology in particular groups. The degree of ID of the individual appears to play a part in the development and presentation of ASD-like characteristics but cannot solely account for the heightened prevalence of ASD characteristics in some specific syndromes. The authors suggest that caution is needed in interpreting the significance of superficial similarities between ASD and the behavioural phenotypes of certain genetically determined syndromes. However, recognition of ASD-like characteristics in individuals with genetic syndromes is crucial in ensuring that individuals receive appropriate support.
Drama scripts for people with special needs
- Author:
- VICKERS Sheree
- Publisher:
- Speechmark
- Publication year:
- 2005
- Pagination:
- 126p.
- Place of publication:
- Bicester
Drama in a teaching or group situation requires the confidence to speak in character and the time to develop a role. This book solves this problem by providing the words to speak, an established well-worked lesson plan to use, and an easy format to follow for multiple adaptations and future dramas. It contains scripts and drama-workshop breakdowns designed especially for people with special needs, including those with Learning Difficulties or Autistic Spectrum Disorders. Each script format and workshop plan has been fully worked with groups of varying ages and abilities and includes valuable notes of experience - documenting lessons where the unexpected happened and how it was handled.
A preliminary investigation assessing the basic digital capabilities of minimally verbal children on the autism spectrum with intellectual disability
- Authors:
- SCHOLLE Petr, et al
- Journal article citation:
- Journal of Enabling Technologies, 14(2), 2020, pp.127-135.
- Publisher:
- Emerald
Purpose: Children with Autism Spectrum Disorder (ASD) can demonstrate a preference for using digital technologies which can represent a relative strength within the autism community. Such a strength would have implications for digitally mediated interventions and support for autism. However, research to date has not developed a methodology for assessing the capabilities of minimally verbal children on the autism spectrum with intellectual disability (ID) to use digital technology. Design/methodology/approach: Six minimally verbal children with ASD and ID undertook an accessible assessment that identified what capabilities for interacting with a digital tablet device they could and could not demonstrate. Twelve brief assessments were demonstrated, including turning on the device, adjusting the volume, operating the camera, touching, tilting and rotating the screen. Findings: Participants could be assessed on their digital capabilities. In this study, participants could largely touch and swipe the screen effectively and leave the app, but could not tilt and rotate the screen nor turn on the digital tablet device. Research limitations/implications: While the numbers were small, the findings indicate that the digital capabilities of this group can usefully be assessed. Future research can use such assessments to highlight how intervention effectiveness and support can be enhanced by matching the digital capacities of minimally verbal children with ASD and ID to technological support. This is a preliminary study and a greater understanding of children’s prior experiences with technology will better inform how and which digital capabilities develop. Originality/value: This is the first study to assess a range of basic capabilities for using digital tablet devices in minimally verbal children with ASD and ID. (Edited publisher abstract)
Whorlton Hall, Winterbourne … person-centred care is long dead for people with learning disabilities and autism
- Author:
- RICHARDS Michael
- Journal article citation:
- Disability and Society, 35(3), 2020, pp.500-505.
- Publisher:
- Taylor and Francis
Since the Winterbourne View abuse scandal in the United Kingdom, there have been responses and reports which have aimed at preventing this from happening again; however, more cases have emerged, including at Whorlton Hall, UK. There appears to be no hurry by the UK government to ensure a cultural shift occurs which places disabled people as the driving force in leading improvements in tackling systematic abuse in institutions that are meant to show compassion and care for people. In response, this article argues that person-centred care in its current form is out of date and needs to be scrapped in exchange for a new perspective that encapsulates People First values, which could go some way in ensuring that disabled people are no longer treated and classed as sub-humans. (Edited publisher abstract)
Premature mortality in autism spectrum disorder
- Authors:
- HIRVIKOSKI Tatja, et al
- Journal article citation:
- British Journal of Psychiatry, 208(3), 2016, pp.232-238.
- Publisher:
- Cambridge University Press
Background: Mortality has been suggested to be increased in autism spectrum disorder (ASD). Aims: To examine both all-cause and cause-specific mortality in ASD, as well as investigate moderating role of gender and intellectual ability. Method: Odds ratios (ORs) were calculated for a population-based cohort of ASD probands (n = 27 122, diagnosed between 1987 and 2009) compared with gender-, age- and county of residence-matched controls (n = 2 672 185). Results: During the observed period, 24 358 (0.91%) individuals in the general population died, whereas the corresponding figure for individuals with ASD was 706 (2.60%; OR = 2.56; 95% CI 2.38–2.76). Cause-specific analyses showed elevated mortality in ASD for almost all analysed diagnostic categories. Mortality and patterns for cause-specific mortality were partly moderated by gender and general intellectual ability. Conclusions: Premature mortality was markedly increased in ASD owing to a multitude of medical conditions. (Publisher abstract)
Green light toolkit 2013: a guide to auditing and improving your mental health services so that it is effective in supporting people with autism and learning disabilities
- Author:
- NATIONAL DEVELOPMENT TEAM FOR INCLUSION
- Publisher:
- National Development Team for Inclusion
- Publication year:
- 2013
- Pagination:
- 76
- Place of publication:
- Bath
An earlier report by NDTi, ‘Reasonably adjusted’ (2012) described the reasonable adjustments mental health services were already putting in place for people with learning disabilities and people with autism. The NHS Confederation, supported by the Department of Health, commissioned the NDTi to develop and produce materials to help services review their own quality and share and replicate good practice. These are published as the Green Light Toolkit 2013, which comprise practical new materials designed to help improve the quality of mental health services for adults with learning disabilities and/or autism. The toolkit includes an audit framework to support reviews; an easy-read version of the audit framework and toolkit; and examples. (Edited publisher abstract)
Continuity, commitment and context: adult siblings of people with autism plus learning disability
- Authors:
- TOZER Rosemary, ATKIN Karl, WENHAM Aniela
- Journal article citation:
- Health and Social Care in the Community, 21(5), 2013, p.480–488.
- Publisher:
- Wiley
Sibling relationships are usually lifelong and reciprocal. They can assume particular significance when a brother or sister has a learning disability. Until recently, adult siblings of people with disabilities such as severe autism have been ignored by policy, practice and research. This qualitative study contributes to an emerging literature by exploring how adult siblings, who have a brother or sister with autism (plus learning disability) and living in England, give meaning to their family (and caring) relationships and engage with service delivery. We spoke to 21 adult siblings using semi-structured interviews and met with 12 of their siblings with autism. This analysis, using a broad narrative approach, demonstrates the continuity of the sibling relationship and an enduring personalised commitment. The nature of this relationship, however, is sensitive to context. How non-disabled adult siblings relate to their childhood experience is fundamental when making sense of this, as is their need to fulfil other social and family obligations, alongside their ‘sense of duty’ to support their disabled brother or sister. Sibling experience was further mediated by negotiating their ‘perceived invisibility’ in social care policy and practice. Our work concludes that by understanding the way relationships between siblings have developed over time, adult siblings’ contribution to the lives of their brother or sister with autism can be better supported for the benefit of both parties. Such an approach would support current policy developments. (Publisher abstract)