Search results for ‘Subject term:"learning disabilities"’ Sort:
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Jacob's ladder: a parent's view of Portage
- Author:
- LLOYD Janette M
- Publisher:
- Costello
- Publication year:
- 1986
- Pagination:
- 191p., illus., bibliog.
- Place of publication:
- Tunbridge Wells
Institutional talk and practices: a journey into small group-homes for intellectually disabled children
- Author:
- FYLKESNES Ingunn
- Journal article citation:
- Disability and Society, 36(6), 2021, pp.999-1020.
- Publisher:
- Taylor and Francis
This article sheds light on a group of children who are hardly visible within the body of research: intellectually disabled children living away from home in full-time institutional settings. The purpose of the study was to contribute to the extended knowledge of these children’s everyday life and to inform researchers, authorities and service providers. Participant observations have been the main method of generating data, supported by interviews with professionals and parents. An interpretive analytical approach was employed. The results presented in this article show how institutional talk and practices can evolve within institutional systems, and how these factors affect the everyday lives of children. (Edited publisher abstract)
Exploring parents' experiences of promoting physical activity for their child with intellectual disabilities
- Authors:
- MCGARTY Arlene M., WESTROP Sophie C., MELVILLE Craig A.
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 34(1), 2021, pp.140-148.
- Publisher:
- Wiley
Introduction: Children and adolescents with intellectual disabilities participate in low levels of physical activity and have a greater reliance on their parents to provide activity opportunities. This study explored parents’ experiences of promoting physical activity for their child with intellectual disabilities. Methods: Semi‐structured interviews were conducted with eight parents of children and adolescents with intellectual disabilities. Interviews were independently coded and analysed by two researchers using thematic analysis. Results: Four themes and nine subthemes were identified. Overall, parents had positive views of physical activity. However, parents face numerous barriers that limit their ability to promote physical activity for their child with intellectual disabilities. Conclusions: Parents experience high levels of exclusion and stigma that negatively affect their promotion of physical activity for their child with intellectual disabilities. Overcoming the barriers faced by parents could therefore be an indirect method to increase physical activity in children and adolescents with intellectual disabilities. (Edited publisher abstract)
Easy read Wales: definitions dictionary
- Author:
- LEARNING DISABILITY WALES
- Publisher:
- Learning Disability Wales
- Publication year:
- 2019
- Pagination:
- 94
- Place of publication:
- Cardiff
A definitions dictionary which can be used to help people write their own easy read information. It contains an A-Z of difficult words and jargon with an easy to understand definition. The dictionary has been developed by Easy Read Wales, the accessible information services at Learning Disability Wales. (Edited publisher abstract)
‘It’s a matter of your personality more than anything else’: the experiences of seasonal workers regarding challenging behaviour in children
- Author:
- ETHERIDGE Leanne
- Journal article citation:
- Journal of Intellectual Disabilities, 21(1), 2017, pp.40-52.
- Publisher:
- Sage
- Place of publication:
- London
The impact on full-time carers of children with intellectual disabilities who exhibit challenging behaviour has been well researched (e.g. Lach et al., 2009; Shah et al., 2010; Wodehouse and McGill, 2009), however, there is to date no published research into the impact of behaviour that challenges on seasonal carers. Five participants who had been employed in summer playschemes for children and young people (up to the age of 18) were interviewed about their experiences of behaviour that challenges. The transcripts were analysed using interpretative phenomenological analysis, which revealed six superordinate themes: the belief in and sanctuary of temporary work, emotional impact, personality and gender, strength through knowledge, communication difficulties and the belief in integration. Seasonal workers discussed suppressing their emotions in order to stay in control of a challenging situation, using coping styles developed through experience or based on personal skills; it is suggested that formalized training, particularly regarding non-verbal communication, would support playscheme workers in the management of and adaption to challenging behaviour. (Publisher abstract)
Reading pictures
- Author:
- HICKMOTT Olive
- Journal article citation:
- Every Child Journal, 4(3), 2014, pp.70-76.
- Publisher:
- Imaginative Minds
- Place of publication:
- Birmingham
Often missed and frequently misunderstood, dyslexia has been the ruin of many children's school ambitions. The author investigates whether mental imaging can make a difference. (Edited publisher abstract)
The estimated prevalence of visual impairment among people with learning disabilities in the UK
- Authors:
- EMERSON Eric, ROBERTSON Janet
- Publisher:
- Public Health England
- Publication year:
- 2011
- Pagination:
- 35p.
- Place of publication:
- London
It has been known for some time that visual impairments are more common among people with learning disabilities, especially people with more severe learning disabilities, and that the presence of visual impairments can significantly impair the independence and quality of life of people with learning disabilities. The aim of this report is to estimate how many people with learning disabilities in the UK are likely to have visual impairments. The report suggests that, at present, approximately 50,000 people with learning disabilities who are known to services in the UK have visual impairment. An additional 15,000 are blind. Whilst most children with learning disabilities are known to services, not all adults with learning disabilities are known to adult health or social care learning disabilities services – it is estimated that there may be an additional 44,000 adults with learning disabilities and visual impairment and 11,000 with learning disabilities and blindness. It is estimated that all of these figures will rise by approximately 0.5% each year over the next two decades.
Nonverbal Learning Disability explained: the link to shunted hydrocephalus
- Author:
- RISSMAN Barbara
- Journal article citation:
- British Journal of Learning Disabilities, 39(3), September 2011, pp.209-215.
- Publisher:
- Wiley
Children with a Nonverbal Learning Disability (NLD) resulting from shunted hydrocephalus and spina bifida face many difficulties not experienced by those with a language learning disability. It is believed to be caused by damage, disorder or destruction of neuronal white matter in the brain’s right hemisphere. This article examines the relationship between shunted hydrocephalus and nonverbal learning disability. By linking the medical condition to the learning disability, the article aims to reduce misunderstanding and false accusations of laziness. The article is designed to help teachers, psychologists, guidance officers, support workers, parents and disability service providers whose role is to understand and advocate for individuals with shunted hydrocephalus and spina bifida. Implications for future research and practice are presented.
Promoting health-related fitness for elementary students with intellectual disabilities through a specifically designed activity program
- Authors:
- DAVIS Kathryn, ZHANG Guili, HODSON Patricia
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 8(2), June 2011, pp.77-84.
- Publisher:
- Wiley
Children with intellectual disabilities have been identified as having lower health-related fitness levels, to be more overweight, and to be less motor proficient than their peers. The aim of this study was to assess the effectiveness of the Motivate, Adapt, and Play adapted exercise programme for students with intellectual disabilities. This 8-week programme consists of 30 minutes of physical activity every school day using specialised equipment and focusing on cardiovascular endurance, flexibility, and muscular strength and endurance activities. The study participants were 25 students with mild-to-moderate intellectual disability from 4 elementary schools in the southeastern United States. The health-related fitness measures of the 16 metre shuttle run test, the modified curl-up test, and the back-saver sit-and-reach test were completed at the beginning and at the end of the 8-week period. Body mass index (BMI) measurements were also obtained. The results showed that over the 8 weeks there was a significant increase in the health-related fitness scores obtained. There was also a slight decrease in BMI over 8 weeks, although this was a nonsignificant finding. The findings suggest that the health-related fitness of students with ID can be improved through engaging in a school-based daily adapted exercise programme.
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.