Search results for ‘Subject term:"learning disabilities"’ Sort:
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Sexuality: policies, beliefs and practice
- Authors:
- MURRAY J., MacDONALD R., LEVENSON V.
- Journal article citation:
- Tizard Learning Disability Review, 6(1), 2001, pp.29-35.
- Publisher:
- Emerald
Helpful words
- Author:
- DALY Carol
- Journal article citation:
- Community Care, 23.8.01, 2001, p.20.
- Publisher:
- Reed Business Information
Reports on how adults with dyslexia often go to great lengths to hide their inability to read and write and can slip through the net partly due to the fact that they are wrongly thought of as unintelligent.
Is satisfaction a valid concept in the assessment of quality of life of people with intellectual disabilities? A review of the literature
- Author:
- HENSEL Elizabeth
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 14(4), 2001, pp.311-326.
- Publisher:
- Wiley
This review examines the definitions of quality of life (QoL) which have developed over the past 3 decades and which reflect the increased awareness of the need to take into account individuals' own perceptions of their life. The concept of satisfaction is frequently used as an important subjective variable in QoL studies, despite the evidence of stability of satisfaction over individuals and over time, which suggests that it should be a measure insensitive to change. This evidence is examined and the idea of such stability being an adaptive psychological mechanism is considered. The use of satisfaction as a measure of QoL in people with intellectual disabilities (IDs) is discussed. The methodological difficulties encountered in assessing the subjective experiences of people with IDs are also discussed. Finally, it is argued that there is a strong argument for the abandonment of measures of QoL in general, and subjective ones in particular, for people with IDs. An alternative approach is suggested.
Regular teachers' attitudes to the need for additional classroom support for the inclusion of students with intellectual disability
- Authors:
- MCNALLY Rory D., COLE Peter G., WAUGH Russell F.
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 26(3), September 2001, pp.257-273.
- Publisher:
- Taylor and Francis
This study examined regular classroom teachers' attitudes to additional classroom support, both curriculum and personnel, for students with mild and severe intellectual disability integrated into regular classrooms. The dependent variables were levels of desired curriculum and personnel support. The major independent variables were ability and effort. Seventy-two female, primary classroom teachers from eight east metropolitan Catholic primary schools in Australia, were interviewed. Each was randomly assigned a vignette describing a hypothetical male student. Ability (average, mild, severe) and effort (low, moderate, high) were systematically varied to create a nine-cell design. Teachers responded to a seven-point Likert scale and a magnitude scaling instrument. A multivariate analysis was completed using the seven-point and magnitude scale as dependent variables. The multivariate analysis yielded a main effect for ability for both dependent variables. The teachers perceived a significant difference between the need for additional personal support for students with mild and severe intellectual disability. There was no difference between the level of required curriculum support for those with mild and severe disability. Regular classroom teachers did not perceived student effort as being important to their judgements of desired support.
Frameworks for resolving value conflicts in social work practice: a case study
- Author:
- FURMAN Rich
- Journal article citation:
- Australian Social Work, 54(1), March 2001, pp.81-90.
- Publisher:
- Taylor and Francis
This article discusses how two theoretical frameworks can be used in the analysis of conflict situations in social work practice. By viewing situations from the perspective of competing and differing values, social workers are able to come to respect the positions of those with whom they are in conflict. The respect that emanates from being empathic and validating towards another's values is crucial for negotiating resolution to difficult conflict situations.
The News of inclusive education: a narrative analysis
- Authors:
- DORRIES Bruce, HALLER Beth
- Journal article citation:
- Disability and Society, 16(6), October 2001, pp.871-891.
- Publisher:
- Taylor and Francis
This American article investigates a nationally publicised case in the debate over the best method of educating millions of children with severe disabilities. It analyses 4 years of the extensive media coverage of the legal battles of Mark Hartmann's family. The 11-year-old's parents took the Loudoun County, VA, Board of Education to court to reinstate their autistic son in a regular classroom. Although the Hartmanns lost in court, this narrative analysis suggests that the family and its supporters provided more persuasive narrative themes in the news media's court of public opinion, thus advancing the national inclusion movement.
Residential facilities in the community for people with intellectual disabilities: how neighbours' perceptions are affected by the interaction of facility and neighbour variables
- Authors:
- SCHWARTZ C., RABINOVITZ S.
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 14(2), 2001, pp.100-109.
- Publisher:
- Wiley
Reports a study of neighbours' perceptions of community-based residential facilities for people with intellectual disabilities (IDs) in Israel. Analyses neighbourhood acceptance as a variable explainable by interactions between facility variables and the nature of the neighbourhood population itself. The individual characteristics of the neighbours which were found to relate to facility impact included: having young children at home; having a disabled family member; knowing that the neighbourhood contained a facility; and visiting the facility. Found that none of these variables can be considered or used in isolation. The direction of their effect can be positive or negative according to the variables which they interact with. Theoretical aspects of the findings are discussed and interventions are suggested which might improve the community integration of people with IDs.
Evaluation of the effect of an open learning course on Staff knowledge and attitudes towards the sexual abuse of adults with learning disabilities
- Authors:
- HOGG James, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 14(1), 2001, pp.12-29.
- Publisher:
- Wiley
An open learning course, 'Approaches to Sexual Abuse of Adults with Learning Disabilities', was undertaken with a range of staff working with adults with learning disabilities. Using a specially designed questionnaire based on the research and practice literature on sexual abuse, the present authors evaluated the impact of the course on staff knowledge of: sexual abuse, and its antecedents and consequences; the procedures to be followed once abuse is suspected; and the practices most likely to minimise abuse. The effect of the course on attitudes was also assessed. Staff knowledge of sexual abuse was significantly increased following completion of the course. Staff attitudes at the outset of the course tended to be highly consistent with the values and practices reflected in the course material. However, changes in acceptance of formal practices to deal with abuse, confidence in having the skills to deal with incidents and awareness of the vulnerability of people with learning disabilities to abuse were all enhanced.
Learning difficulties and ethnicity:summary version
- Authors:
- MIR Ghazal, NOCON Andrew, AHMAD Waqar
- Publisher:
- Great Britain. Department of Health
- Publication year:
- 2001
- Pagination:
- 9p.
- Place of publication:
- London
Minority ethnic communities face substantial inequalities and discrimination in employment, education, health and social services. People with learning difficulties from minority ethnic communities experience simultaneous disadvantage in relation to race, impairment and for women, gender. Negative stereotypes and attitudes held by service professionals contribute to the disadvantage they face.
Learning difficulties and ethnicity
- Authors:
- MIR Ghazal, NOCON Andrew, AHMAD Waqar
- Publisher:
- Great Britain. Department of Health
- Publication year:
- 2001
- Pagination:
- 76p.,bibiog.
- Place of publication:
- London
Minority ethnic communities face substantial inequalities and discrimination in employment, education, health and social services. People with learning difficulties from minority ethnic communities experience simultaneous disadvantage in relation to race, impairment and for women, gender. Negative stereotypes and attitudes held by service professionals contribute to the disadvantage they face.