Search results for ‘Subject term:"learning disabilities"’ Sort:
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Personal accounts: involving disabled children in research
- Author:
- BERESFORD Bryony
- Publisher:
- Stationery Office/University of York. Social Policy Research Unit
- Publication year:
- 1997
- Pagination:
- 107p.,bibliog.
- Place of publication:
- London
Reviews the methods used to access the views and experiences of disabled children, including those with speech and learning difficulties. The methodological review is placed in the context of the theoretical, moral and policy arguments that have promoted this shift towards child-centred research. The ethical implications of working directly with children are also considered.
Managing behaviour and sleep problems in disabled children: an investigation into the effectiveness and costs of parent-training interventions
- Authors:
- BERESFORD Bryony, et al
- Publisher:
- Great Britain. Department for Education
- Publication year:
- 2011
- Pagination:
- 302p.
- Place of publication:
- London
Sleep problems are common among all children but more common among disabled children, especially those with learning disabilities. For these children sleep problems appear to be very persistent, and are not likely to disappear without intervention. Behaviour problems are also more common among disabled children than among their nondisabled peers, with studies finding rates of behaviour problems to be three to four times higher compared to non-disabled peers. Such behaviours can be difficult to manage, anti-social, distressing, and/or interfere with family routines and activities. Current evidence suggests that access to early/preventive interventions which help parents better manage the behaviours they find difficult or problematic may be an important factor in improving outcomes for disabled children and their families. This report: evaluated the effectiveness of four different parent-training interventions for parents of disabled children with sleep problems; identified the costs of these interventions and explored their cost effectiveness; explored the factors which hindered or support the effectiveness of these interventions; described parents' experiences of receiving these interventions; and described professionals' experiences of delivering these interventions.
Choice and change: how disabled young people with degenerative conditions and their parents make choices about care and services
- Authors:
- MITCHELL Wendy, MADDISON Jane, BERESFORD Bryony
- Publisher:
- University of York. Social Policy Research Unit
- Publication year:
- 2011
- Pagination:
- 6p.
- Place of publication:
- York
This research briefing reports on a survey of 27 disabled young people with degenerative conditions, including 14 with additional learning disabilities, and their parents. Participants were interviewed up to three times over a three year period, to explore recent experiences of making choices about services, including: the information and advice sought, options considered, factors taken into account, the roles played by family, friends and professionals, and the outcomes of the decisions over time. Interviews with young people with learning disabilities or with impaired communication were facilitated by Talking Mats®, a visual communication system. Key findings were that decision making was shared between young people and parents, depending on the young person’s level of understanding; similar decisions were framed in different ways by different families; while families wished to be primarily responsible for decision making, professional support was valued particularly in relation to accessing information and in implementing the decision; young people particularly valued the support of other young people with similar conditions. Implications for professionals are summarised.
Transitions to adult services by disabled young people leaving out of authority residential schools
- Authors:
- BERESFORD Bryony, CAVET Judith
- Publisher:
- University of York. Social Policy Research Unit
- Publication year:
- 2009
- Pagination:
- 4p.
- Place of publication:
- York
This is a summary of a report on a study that sought to identify: differences in planning for disabled young people in residential schools outside local authority boundaries compared to young people attending their local special schools; the factors which impact on transition planning and transition outcomes for these young people; key areas for future research and the feasibility of such work. The evidence confirmed that additional barriers to transition planning and increased risks to poor transition outcome exist for disabled young people in out of authority residential schools. The report concludes by proposing a number of implications for practice and recommendations for further research in this area. The appendix includes the Recruitment Materials.
Transitions to adult services by disabled young people leaving out authority residential schools
- Authors:
- BERESFORD Bryony, CAVET Judith
- Publisher:
- University of York. Social Policy Research Unit
- Publication year:
- 2009
- Pagination:
- 66p., bibliog.
- Place of publication:
- York
This is a report on a study that sought to identify: differences in planning for disabled young people in residential schools outside local authority boundaries compared to young people attending their local special schools; the factors which impact on transition planning and transition outcomes for these young people; key areas for future research and the feasibility of such work. The evidence confirmed that additional barriers to transition planning and increased risks to poor transition outcome exist for disabled young people in out authority residential schools. The report concludes by proposing a number of implications for practice and recommendations for further research in this area. The appendix includes the Recruitment Materials.