Search results for ‘Subject term:"learning disabilities"’ Sort:
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Effects of short-term disability awareness training on attitudes of adolescent schoolboys toward persons with a disability
- Authors:
- MOORE Danielle, NETTLEBECK Ted
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 38(3), 2013, pp.223-231.
- Publisher:
- Taylor and Francis
Background: Schoolboys (N = 156, M age = 13 years) participated in a disability awareness training programme that included guest speakers (athletes from the Paralympics and the Special Olympics), a documentary about people with a disability, a disability simulation activity, and factual information about different disabilities. Method: Participants were allocated to a training program or a control condition. Subsequently, control participants completed the training program. Attitudes toward disability were measured by the Chedoke–McMaster Attitudes Towards Children With Handicaps (CATCH) Scale and the scale from the “Just Like You” disability awareness intervention, before and after training. Results: Training improved attitude scores, and gains were retained at one-month follow-up. Conclusions: Disability awareness training that delivered relevant information by involving guest speakers with a disability, included documentary evidence about the lives of people with a disability, and included interactive discussion, was successful. CATCH and “Just Like You” are useful tools for measuring self-reported attitudes about disability. (Publisher abstract)
Students’ behavioural intentions towards peers with disability
- Authors:
- BROWN Hilary K., et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 24(4), July 2011, pp.322-332.
- Publisher:
- Wiley
Inclusive education is an important element of the current focus on social inclusion for individuals with disabilities. A barrier to the social inclusion of students with disabilities is the attitude of their non-disabled peers towards them. The aim of this study was to compare the behavioural intentions of high school students towards individuals with intellectual disabilities and individuals with physical disabilities, and to explore reasons for these behavioural intentions. A sample of 319 Grade 9 and Grade 12 students in Ontario, Canada completed a questionnaire regarding their behavioural intentions towards peers with intellectual or physical disabilities. They also responded to open-ended questions concerning their feelings about participating in a class task or social activity with these individuals. The findings showed that behavioural intentions towards students with intellectual disabilities were significantly more negative than were those towards students with physical disabilities. This difference was also reflected in responses to the open-ended questions. Common reasons for discomfort were perceived dissimilarities in interests or abilities. The findings demonstrate a need to provide interventions to support students with and without disabilities to find commonalities and to encourage reciprocity in their interactions.
Ni chicha ni limona: ethical dilemmas of a sibling on doing disability research in Ecuador
- Author:
- MIRANDA-GALARZA Hilda Beatriz
- Journal article citation:
- Ethics and Social Welfare, 3(1), April 2009, pp.87-94.
- Publisher:
- Taylor and Francis
- Place of publication:
- Abingdon
This article aims to share some of the main ethical issues that have arisen for the author, as a sister of disabled siblings, researching the meaning of intellectual disability and how it is structured within Ecuadorian families. This paper invites readers to consider how the presence of disabled people and their families could challenge previously held understandings in relation to moral and ethical values that surround individuals. Additionally, it argues that without the involvement of a deep and extensive comprehensive ethics within disability research no social change can be possible.
Commentary on “‘I felt I deserved it’ – experiences and implications of disability hate crime”
- Author:
- SIN Chih Hoong
- Journal article citation:
- Tizard Learning Disability Review, 21(2), 2016, pp.89-94.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to provide a commentary on “‘I felt I deserved it’ – Experiences and implications of disability hate crime”. Design/methodology/approach: Comparing the findings reported by Richardson and her colleagues with the wider evidence base, it is clear that there is considerable consistency. While scholarship in this area is still nascent, there is sufficient clarity around key issues that should support action to tackle hate crime against people with learning disability and/or autism. Findings: Interventions should not make uncritical assumptions around the vulnerability of people with learning disability and/or autism. Poor service commissioning, design and delivery can play a part in heightening risks. Hate crime is not simply a criminal justice issue, and effective intervention will rely on multi-agency working. Originality/value: The commentary recommends a social model approach towards understanding hate crime and how it may be tackled. It identifies the challenges confronting multi-agency working by situating the analysis against the wider context of public spending cuts and the impact of these on wider societal attitudes towards disabled people. (Publisher abstract)
Making choices: adoption seekers’ preferences and available children with special needs
- Authors:
- BURGE Philip, et al
- Journal article citation:
- Journal of Public Child Welfare, 10(1), 2016, pp.1-20.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
This pilot study on the child profile preferences of 5830 adults registered with province-wide adoption agency in Canada found that those who were most open to considering children with special needs had been formally seeking to adopt for some time and had completed government-required SAFE assessments and training. Most preferred younger children, and half would consider sibling groups. Between 43% to 60% indicated willingness to consider adopting children with degrees of learning disabilities, emotional behavioural disorders, and physical disabilities, although the willing proportion decreased as the level of each disability's specified impact progressed from "mild" to "moderate" to "severe." Most preferred, among 20 categories of available children's possible exposures and health diagnoses, were past abuse exposures versus diagnosed disabilities or enduring conditions. Possible explanations for these findings and their implications are explored and ideas for further research proposed. (Edited publisher abstract)
Current attitudes towards disabled people
- Authors:
- AIDEN Hardeep, McCARTHY Andrea
- Publisher:
- SCOPE
- Publication year:
- 2014
- Pagination:
- 20
- Place of publication:
- London
Drawing on the results of a series of research projects commissioned by Scope, this report looks at the attitudes and behaviours towards disabled people in the UK and the attitudes that disabled people themselves say they experience. It also considers the reasons for negative attitudes and what can be done to change them. The research comprised of a large-scale mixed methods project conducted by OPM and Ipsos MORI and three surveys conducted by Opinium. (Edited publisher abstract)
Youth leadership program for changing self-image and attitude toward people with disabilities
- Authors:
- COHEN Ronen, et al
- Journal article citation:
- Journal of Social Work in Disability and Rehabilitation, 11(3), 2012, pp.197-218.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
The attitude of society toward people with intellectual or psychiatric disabilities is predominantly negative in nature. Persons with disabilities usually arouse feelings of compassion, and are perceived as being incapable of working, in need of charity, inferior, and even asexual. The aim of this study was to assess the effects of an intervention programme on changes in attitude toward people with disabilities among member of a youth leadership group, and also to assess whether changes occurred in their self-image. The participants were 164 9th-grade students from various junior high schools throughout Israel. Half of the students participated in an integration programme for changing attitudes toward persons with disabilities, and the other half served as the control group. The group participated in workshops that presented information regarding disabilities and were also involved in volunteer projects offering services to people with disabilities. The research examined the existence and the degree of relationship between participation in the programme, changes in attitudes toward people with disabilities, and self-image. The research findings pointed to a positive change in attitudes of the participants of the programme in comparison with the control group, resulting mainly from personal contact with people with disabilities. No relationship was found between levels of self-image of the research group and attitudes toward people with disabilities.
Hearing the voices of disabled students in higher education
- Authors:
- VICKERMAN Philip, BLUNDELL Milly
- Journal article citation:
- Disability and Society, 25(1), January 2010, pp.21-32.
- Publisher:
- Taylor and Francis
This paper reports on a study of the lived in experiences and perspectives of disabled students during attendance at a higher education (HE) establishment in northern United Kingdom. Using questionnaires, the views of 504 students, taking physical education, sport, dance and outdoor education classes, of their transition from induction, course delivery, barriers to learning, through to employability were recorded and followed by face-to-face interviews with four students who had indicated that they had physical or learning (including dyslexia) disabilities. The authors report work is needed to level HE experiences for disabled students and highlight five issues to be addressed in order to enable their access and entitlement rights as detailed in the Disability Discrimination Act (DDA) 1995, Special Educational Needs and Disability Act (SENDA) 2001, and the Disability Equality Duty (DED) 2006. Firstly, the authors recommend the provision of pre-course inclusion support, which will at least encourage more students to disclose their disabilities and at best will make mainstream systems of induction more user friendly to all. Commitment by HE institutions to providing barrier-free curricula and support services is key, as is consultation with disabled students on all topics associated with their HE experiences. Fifthly, the authors call for the embedding of personal development planning for all students, but especially those with disabilities.
An overview of systematic reviews to determine the impact of socio-environmental factors on health outcomes of people with disabilities
- Authors:
- MITCHELL Rebecca J., et al
- Journal article citation:
- Health and Social Care in the Community, early cite November 2021,
- Publisher:
- Wiley
People with disabilities are often subject to intersecting layers of social and economic disadvantage and other barriers that drive health inequity. As a result, they frequently experience worse health than people without disabilities, beyond the direct effects of their health condition or impairment. The aim of this overview of systematic reviews was to summarise the evidence on the impact of socio-environmental factors (i.e. social, physical or attitudinal) on the health outcomes of disabled people. A systematic search of five databases (MEDLINE, PsycINFO, Embase, CINAHL and Scopus) for English-language articles from January 2000 to April 2021 was conducted. Abstracts were screened by two reviewers and reviews were critically appraised. Key data were extracted by topic, population, disability type, critical appraisal method, socio-environmental themes and health outcomes. There were 23 systematic reviews identified examining adult (60.9%) or child and young (8.7%) disabled people, with 30.4% not specifying an age range. Reviews examined people with neurological or physical (39.1%), intellectual (17.4%), sensory (8.7%) or a range of (34.8%) disabilities. Three key health outcomes (i.e. access to healthcare, health-promoting behaviour and care quality) and several recurring socio-environmental themes related to the health outcomes of disabled people were identified. Disabled people encounter common social, physical and attitudinal factors that hinder their health outcomes in terms of access to services and quality healthcare. Many preventive health services were identified as either inaccessible or not meeting the needs of disabled people. Greater involvement of disabled people in service design and awareness raising is essential. (Edited publisher abstract)
Parents' and carers' views on how we can work together to prevent the sexual abuse of disabled children
- Authors:
- FRANKLIN Anita, TOFT Alex, GOFF Sarah
- Publisher:
- NSPCC
- Publication year:
- 2019
- Pagination:
- 28
- Place of publication:
- London
A report of NSPCC commissioned research to understand how parents of disabled children understand and address issues around child sexual abuse, particularly preventing child sexual abuse. The study gathered views from 30 parents and carers of disabled children, including children with physical and learning disabilities, and complex communication needs. The findings from the interviews cover parents' concerns about keeping their children safe, the support and resources that would help them, and how they would like professionals, schools and other community groups to engage with them on preventing child sexual abuse. Key finding from the report are that schools and other agencies should work with parents to ensure that disabled children receive consistent and accessible information on sex, relationships and abuse, and knowing how to let others know when they feel unsafe. Drawing on the findings, the report highlights insights for practice and policy development. (Edited publisher abstract)