Search results for ‘Subject term:"learning disabilities"’ Sort:
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That 'special' divide
- Author:
- STENNER Eve
- Journal article citation:
- Social Work Today, 12.10.89, 1989, p.24.
- Publisher:
- British Association of Social Workers
Reviews the legal framework of the 1981 Education Act on integration in schools.
The encyclopedia of learning disabilities
- Authors:
- TURKINGTON Carol, HARRIS Joseph R., AMERICAN BOOKWORKS
- Publisher:
- Facts on File
- Publication year:
- 2006
- Pagination:
- 304p., bibliog.
- Place of publication:
- New York
- Edition:
- 2nd ed.
This is a comprehensive guide to all types of learning disabilities, including how they function, how they can be diagnosed, and how they can be treated. Today, learning disabilities are becoming more and more common. With more than 650 entries, 25 of which are new, this thoroughly revised and updated volume explains all the relevant topics from special legislation to educational tools to child development. Appendixes listing important organizations, government information, sources, assistive technology resources, and relevant books and Web sites make this the most comprehensive handy reference on learning disabilities available.
To be labelled, or not to be labelled: that is the question
- Author:
- HO Anita
- Journal article citation:
- British Journal of Learning Disabilities, 32(2), June 2004, pp.86-92.
- Publisher:
- Wiley
Discusses the dilemma of diagnosing and labelling learning disabled people. Argues that a commitment to inclusion and equality requires an acknowledgement of various categorization problems, and a realization that various contexts may contribute to people's different learning patterns. Pathologizing learning difference may be unnecessary or even counterproductive if we presume that all children learn in their unique ways. Argues that it is more productive to design flexible curricula that can accommodate learning diversity.
Length of school week: pupils in special schools and units
- Author:
- SCOTLAND. Scottish Executive. Education Department
- Publisher:
- Scotland. Scottish Executive
- Publication year:
- 2002
- Pagination:
- 5p.
- Place of publication:
- Edinburgh
Characterisation of multisensory environments: why do teachers use them?
- Author:
- STEPHENSON Jennifer
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 15(1), 2002, pp.73-90.
- Publisher:
- Wiley
Special educators are increasingly using multisensory environments even though there is a lack of evidence for their effectiveness as an educational intervention. This paper explores the way multisensory rooms are presented on the World Wide Web in an attempt to understand why they are being used by teachers. Searches of the World Wide Web were carried out to locate 48 relevant sites. The contents of the sites were analyzed in terms of aims or purposes, purported benefits and outcomes, use of research, confidence of claims, emphasis on student behaviour and building interpersonal relationships. The aims included sensory stimulation and relaxation. A wide range of purported outcomes were identified that were confidently claimed with little reference to the existing research base. Many sites did claim benefits for student behaviour and building up of relationships. There is an uncritical presentation of the purported benefits of multisensory environments with a belief that sensory stimulation is, in itself, a good thing. It seems that a teacher's desire to build positive relationships and provide pleasant experiences may be an important factor in the use of these environments.
Getting in on the act: provision for pupils with special educational needs; the national picture
- Authors:
- AUDIT COMMISSION, GREAT BRITAIN. Department of Education and Science
- Publisher:
- HMSO
- Publication year:
- 1992
- Pagination:
- 75p.,diags.
- Place of publication:
- London
Evaluates current provision and makes recommendations for improvements.
An educational inconvenience
- Author:
- JONES Keith
- Journal article citation:
- Community Care, 3.1.91, 1991, p.7.
- Publisher:
- Reed Business Information
The Education Act 1981, which applied to children with learning difficulties or disabilities, set out to revolutionise the educational provision made for them by local education authorities. Radio 4's investigative programme Face the Facts has raised suspicions that LEAs are tailoring statements of need to fit what they can provide.
Special educational needs: report of the Committee. H.M. Warnock, Chairman
- Author:
- COMMITTEE OF ENQUIRY INTO THE EDUCATION OF HANDICAPPED CHILDREN AND YOUNG PEOPLE
- Publisher:
- HMSO
- Publication year:
- 1978
- Place of publication:
- London
Report of the Warnock Committee.
Sociological theories of learning disabilities: understanding racial disproportionality in special education
- Author:
- ANYON Yolanda
- Journal article citation:
- Journal of Human Behavior in the Social Environment, 19(1), January 2009, pp.44-57.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
In 2001 in the United States more than half of students in special education were identified as having specific learning disability more than any other qualifying disability. Although many researchers have applied sociological theory to concepts of physical disability, leading to the social model used by disability advocates and activists, less work has been done to provide a sociological frame for learning disabilities. This paper describes how students with learning disabilities have constituted the fastest-growing special education population in public school districts, particularly students of colour. Though the overrepresentation of students of colour in special education programmes is well documented, few efforts have been made to apply sociological theories to expand our understanding of this phenomenon. The author provides an overview of this application to the study of learning disabilities and special education, with particular attention to the disproportionate involvement of minority youth in educational programs for students with disabilities.
Help to move on - but to what? Young people with learning difficulties moving on from out-of-area residential schools or colleges
- Authors:
- HESLOP Pauline, ABBOTT David
- Journal article citation:
- British Journal of Learning Disabilities, 37(1), March 2009, pp.12-20.
- Publisher:
- Wiley
This article describes research undertaken between 2004 and 2006 about the issues faced by 15 young people with a wide range of learning difficulties in out-of-area residential schools and colleges at transition. The process of transition planning was hampered by the distance between the school/college and the 'home authority' of the young person; there was a wide variation in who took the lead on co-ordinating planning for transition; and involvement in decision-making by the young people was often a passive, rather than active process. Four of the fifteen young people left their school/college without knowing where they were going to move on to. None moved into any accommodation other than the family home or residential accommodation. Half moved on to attend a mainstream FE college, with little or no sense of future progression into work for most. The key messages of the article relate to the importance of continuity to young people, the need for more creativity in minimising the effects of distance, and how vital good forward planning is to help young people 'move on'.