Search results for ‘Subject term:"learning disabilities"’ Sort:
Results 1 - 3 of 3
A measure of engagement for children with intellectual disabilities in early childhood settings: a preliminary study
- Authors:
- KISHIDA Yuriko, KEMP Coral
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 31(2), June 2006, pp.101-114.
- Publisher:
- Taylor and Francis
The purpose of this study was to develop a measure of engagement that could be used in practice with children with disabilities, including children with severe intellectual disabilities. The Individual Child Engagement Record (ICER) was designed to observe and record the engagement of individual children in order to identify optimal programmes for them. Using the measure, 5 children with mild to severe disabilities were observed in an inclusive childcare setting across 4 types of ongoing activities: routine, one to one instruction, planned, and child initiated. Generally, the children were better engaged in routine activities. The lowest level of engagement was found for planned activities. There were, however, differences across children with regard to the relative value of the different types of activities in promoting engagement. The measure allowed for the identification of activities that would provide better learning opportunities for children with significant disabilities.
Establishing the equivalence of single word reading and language in children with disabilities
- Authors:
- DRISCOLL Coralie, KEMP Coral
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 21(2), June 1996, pp.115-139.
- Publisher:
- Taylor and Francis
Looks at research which explores the equivalent relationship between the written word, meaning and the oral work by investigating whether some skills can emerge without direct teaching. Six boys with moderate intellectual disability were instructed in worked reading, picture labelling and simple reading comprehension tasks, using two different methods, one method, word reading and picture labelling were taught. Comprehension was assessed but not trained. In the other method, word reading and comprehension were taught. Oral picture labelling was assessed but not trained. The results indicated that the four subjects who attained proficiency in trained tasks were successful in learning untrained tasks (a generalised response). Generalisation from picture labelling to object labelling did not occur.
Identifying skills for promoting successful inclusion in kindergarden
- Authors:
- KEMP Coral, CARTER Mark
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 30(1), March 2005, pp.31-44.
- Publisher:
- Taylor and Francis
This Australian study examined (1) the essential skills for successful integration nominated by teachers, (2) the relationships between teacher perception and child performance on selected skills, and (3) the relationship between teacher perception of integration success and selected skills. On-task behaviour and direction-following skills of 33 children with intellectual disabilities were measured following one term in regular kindergarten. Teacher perceptions of children's skills were measured after one term and again at the end of the year. Skills nominated by teachers as being critical to school success were generally related to classroom, social and self-help skills. Children rated by their teachers at the end of the year as being more successfully integrated had better on-task behaviour and responded better to group directions than those rated as less successful, but the relationship between the direct and indirect measures of classroom skills was generally weak. The findings of the research have implications for provision of preschool and early school services.