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Visiting teachers and students with developmental disabilities
- Author:
- STANLEY Summer G.
- Journal article citation:
- Children and Schools, 33(3), July 2011, pp.168-175.
- Publisher:
- Oxford University Press
School social work was not defined by the federal government until 1975, when the Education for All Handicapped Children Act became law. Throughout the 1980s and 1990s, educational legislation continued to place importance on the role of school social workers for students with disabilities. Although this legislation is relatively recent, the profession of school social work began as early as 1906, almost 70 years earlier. The purpose of this article is to highlight the work of these early school social workers, or ‘visiting teachers’ as they were initially called, from 1906 through to 1920. It places a particular emphasis on the role of the visiting teacher within the context of working with students with developmental disabilities. The article aims to demonstrate not only that school social work services for this student population are of importance today, but also that these services have had an impact on students with developmental disabilities since the profession began.
Using the RUG—III classification system for understanding the resource intensity of persons with intellectual disability residing in nursing homes
- Authors:
- Lynn Martin, et al
- Journal article citation:
- Journal of Intellectual Disabilities, 15(2), June 2011, pp.131-141.
- Publisher:
- Sage
- Place of publication:
- London
In the United States, the Minimum Data Set 2.0 (MDS 2.0) has been the required assessment tool in nursing homes since 1991. The ‘Resource Utilization Groups III’ (RUG-III) case-mix system offers a person-specific means of allocating resources based on the variable costs of care for people with different needs. This study retrospectively analysed data from a sample of 9,707 nursing home residents, of which 236 had an intellectual disability. The study aimed to investigate the fit of the RUG-III case-mix system for determining the cost of supporting persons with intellectual disability. Findings revealed that the RUG-III system explained 33% of the variance in age-weighted nursing time among persons with intellectual disability compared to 30% among other residents, making it a good fit among persons with intellectual disability in nursing homes. The authors concluded that the RUG-III may also serve in the development of a classification system that describes the resource requirement of people with intellectual disability in other, similar, settings.
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.
Disability and discourse: analysing inclusive conversation with people with intellectual disabilities
- Author:
- WILLIAMS Val
- Publisher:
- Wiley-Blackwell
- Publication year:
- 2011
- Pagination:
- 257p.
- Place of publication:
- Chichester
This book applies and explains Conversation Analysis (CA), an established methodology for studying communication, to explore what happens during the everyday encounters of people with intellectual disabilities and the other people with whom they interact. It explores conversations and encounters from the lives of people with intellectual disabilities, and introduces the established methodology of Conversation Analysis, making it accessible and useful to a wide range of students, researchers and practitioners. The book adopts a discursive approach which looks at how people with intellectual disabilities use talk in real-life situations, while showing how such talk can be supported and developed, and follows people into the meetings and discussions that take place in self-advocacy and research contexts. It then offers insights into how people with learning disabilities can have a voice in their own affairs, in policy-making, and in research.
Food for thought: people with learning disabilities and family carers share their experiences of healthy eating
- Authors:
- SCOTTISH CONSORTIUM FOR LEARNING DISABILITY, (Producer)
- Publisher:
- Scottish Consortium for Learning Disability
- Publication year:
- 2011
- Pagination:
- DVD, booklet
- Place of publication:
- Glasgow
In this DVD people with learning disabilities and their family carers tell their story of healthy eating. Their stories show how some people and families have overcome barriers to healthy eating. As well as healthy eating, the DVD also covers enjoying cooking and eating, having choice and control about what you eat, where you eat and who you eat with. It shows that healthy eating works best when everyone works together.
Vulnerability and protection talk: systemic therapy process with people with intellectual disability
- Authors:
- POTE Helen, et al
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 36(2), June 2011, pp.105-117.
- Publisher:
- Taylor and Francis
There is significant clinical and theoretical interest in the concepts of vulnerability and protection for people with intellectual disabilities (ID) and the authors believe that it is important that these issues are addressed in therapy. This study explores the processes by which these concepts were discussed in systemic family therapy sessions. Four videotapes of systemic therapy sessions were evaluated using a qualitative design, incorporating thematic and conversation analysis. The videotapes were drawn from systemic therapy sessions with 3 families with an adult with ID. Vulnerability and protection themes were identified within the therapeutic conversations, including: protection from the disability and its consequences; protection from peers, siblings, and the world at large; and protection from emotionally sensitive topics. Protective strategies were used by all system members throughout the therapy process; key strategies were topic switch and reversals. The authors conclude that clinical practice could be enhanced if therapists reflect on the strategies they employ in addressing protection effectively.
Wish you were here?
- Author:
- CALLEN Ian
- Journal article citation:
- Learning Disability Today, July 2011, pp.16-17.
- Publisher:
- Pavilion
- Place of publication:
- Hove
For people with learning disabilities, being able to choose where they go on holiday, and what they do there, is fundamentally important. This article discusses the importance of choice, and describes the work of a project in southern France, Go Provence Supported Holidays, offers people with learning disabilities genuine choice in their holidays and what they want to do when they are there.
Does every disabled child matter?: Hannah's story
- Authors:
- DERBYSHIRE Hannah, RUNSWICK-COLE Katherine, GOODLEY Dan
- Journal article citation:
- Learning Disability Today, July 2011, pp.30-32.
- Publisher:
- Pavilion
- Place of publication:
- Hove
This article reviews the findings of an ESRC-funded research project, Does every child matter, post-Blair? which ran from September 2008 to April 2009. The article critically reviews the policy context of the Every Child Matters outcomes, outlines the research methodology used in the study and reports on one individual case, that of 15-year old Hannah who is credited as a co-author of this article. Hannah's story shows what a young person with a learning disability can achieve, given the right supports.
Initial validation of the Chinese Quality of Life Questionnaire – Intellectual Disabilities (CQOL-ID): a cultural perspective
- Authors:
- WONG P. K. S., et al
- Journal article citation:
- Journal of Intellectual Disability Research, 55(6), June 2011, pp.572-580.
- Publisher:
- Wiley
There is a lack of locally validated appropriate instruments to measure the quality of life of Chinese people with ID. This study reports an attempt to validate the Chinese Quality of Life Questionnaire – Intellectual Disabilities which was adapted from the Quality of Life Questionnaire developed by Schalock & Keith. A total of 359 participants with mild/moderate ID aged 15 years or more were recruited from special schools, skills centres, community service units and residential units in different regions of Hong Kong. Factor analysis was conducted according to the rotated component matrix method, in which 23 items were extracted from the original 40-item version of the Quality of Life Questionnaire and three domains (renamed satisfaction, competence and daily choice making/interpersonal relations) were observed. Construct validity tests indicated a positive relationship with earnings, and self-determination and social interaction increased with more independent living and less segregated work environments. The scale achieved a good degree of reliability. These findings suggest that the Chinese Quality of Life Questionnaire – Intellectual Disabilities instrument may be of value for measuring the quality of life of Chinese people with ID. Cultural issues are discussed and recommendations for future research and service development are made.
Massage as therapy for persons with intellectual disabilities: a review of the literature
- Authors:
- CHAN Jenny Sau-Lai, TSE Sonny Hing-Min
- Journal article citation:
- Journal of Intellectual Disabilities, 15(1), March 2011, pp.47-62.
- Publisher:
- Sage
- Place of publication:
- London
People with intellectual disabilities are vulnerable to psychological stress and anxiety. When these cannot be vented adequately, behavioural problems may arise. To address this, massage therapy has frequently been applied to induce relaxation. This review investigated the efficacy of massage therapy on relaxation and reduction of challenging behaviours. A database search was conducted which uncovered a total of 64 articles, of which 7 met all inclusion criteria. These studies were evaluated in terms of: number of participants; study setting; methodology; intervention pattern; outcome measure of the intervention; and major results. Findings revealed that evidence-based research demonstrating the effectiveness of massage therapy in supporting clinical practice is extremely limited. Case study designs, large amounts of qualitative data and small sample sizes meant that the therapeutic effect of massage therapy could not be substantiated. The authors concluded that future studies with randomised clinical trials or of experimental design are developed.