Learning Disability Today, 9(4), June 2009, pp.20-21.
Publisher:
Pavilion
Place of publication:
Hove
Second Life, the internet based virtual world, offers people with learning and physical disabilities a route to inclusion. This article describes the main features of Second Life and its advantages for disabled people. It is much easier for physically disabled people to get together virtually than it is in real life. For people with autistic spectrum disorders, Second Life may aid in the development of social skills. People can show emotions in a clear and deliberate way, making them easier to read and understand. Users have formed groups such as Wheelies, a virtual nightclub for people with physical disabilities, and the Autism Liberation Front. Safeguarding issues are a concern, as they are in real life. The author concludes that Second Life has the potential to bring further benefits for disabled people, such as virtual and real world learning and paid employment opportunities.
Second Life, the internet based virtual world, offers people with learning and physical disabilities a route to inclusion. This article describes the main features of Second Life and its advantages for disabled people. It is much easier for physically disabled people to get together virtually than it is in real life. For people with autistic spectrum disorders, Second Life may aid in the development of social skills. People can show emotions in a clear and deliberate way, making them easier to read and understand. Users have formed groups such as Wheelies, a virtual nightclub for people with physical disabilities, and the Autism Liberation Front. Safeguarding issues are a concern, as they are in real life. The author concludes that Second Life has the potential to bring further benefits for disabled people, such as virtual and real world learning and paid employment opportunities.
Subject terms:
information technology, interpersonal relationships, learning disabilities, physical disabilities, social inclusion, autistic spectrum conditions, communities;
ROWLAND-CROSBY Nic, GIRAUD-SAUNDERS Alison, SWIFT Paul
Publisher:
Foundation for People with Learning Disabilities
Publication year:
2004
Pagination:
141p.
Place of publication:
London
This report outlines a two and half year project evaluating the support offered by the new Connexions Service to young people with learning difficulties, physical impairments, to young deaf people, those with visual impairments, young people experiencing mental health problems or those with autistic spectrum disorders. The project covered five Connexions Services across the country. Lessons for good practice are outlined and recommendations for future service improvements made.
This report outlines a two and half year project evaluating the support offered by the new Connexions Service to young people with learning difficulties, physical impairments, to young deaf people, those with visual impairments, young people experiencing mental health problems or those with autistic spectrum disorders. The project covered five Connexions Services across the country. Lessons for good practice are outlined and recommendations for future service improvements made.
Extended abstract:
Author
ROWLAND-CROSBY Nic, GIARAUD-SAUNDERS Alison, SWIFT Paul
Title
Developing connexions: young people with disabilities, mental health needs or autistic spectrum disorders.
Publisher
Foundation for People with Learning Disabilities, 2004
Summary
This report outlines a two and half year project evaluating the support offered by the new Connexions Service to young people with learning difficulties, physical impairments, to young deaf people, those with visual impairments, young people experiencing mental health problems or those with autistic spectrum disorders. It covered five Connexions Services across the country. Lessons for good practice are outlined and recommendations for future service improvements made.
Context
This report has a number of key tasks: to provide Connexions Services with an easy-to-use evidence base; to enable Connexions Services to use this information as their service undergoes further development in integrated service delivery; to provide partner agencies and professionals with an understanding of the key learning from this project and how a multi-agency approach (as highlighted in the Green Paper and the Children Bill) should be
supporting young people; and to provide evidence and practice guidance on involving a wide and diverse group of young people in ongoing service development and one-to-one.
Contents
Chapter 1, ‘The Project', comprises descriptions of the final report, the Connexions Service, the project, making it work, recruiting young people, involving and consulting with young people, and consulting with connexions services, personal advisers and partner agencies. Chapter 2, ‘The Evidence', discusses young people, parents and carers, the Connexions Service and personal advisers, and what partners said about the new Connexions Service and the work of personal advisers. Chapter 3, ‘The Learning', covers the delivery of a differentiated service, the role of the personal adviser, involving young people, information, and working with partners. Chapter 4 ‘The Future', is about independence, the role of the personal adviser, and involving young disabled people and their families/carers. Each chapter begins with an easier-to-read summary, and all but the first end with conclusions. Appendices discuss models of delivery, responsibilities for pupils with statements of special educational needs, a tiered approach to service delivery and the role of the personal adviser, the Connexions Service National Unit, and the assessment, planning, information and review framework.
Subject terms:
learning disabilities, mental health problems, physical disabilities, visual impairment, young people, autistic spectrum conditions, deafness;
Journal of Social Work in Disability and Rehabilitation, 15(2), 2016, pp.77-95.
Publisher:
Taylor and Francis
Place of publication:
Philadelphia, USA
The purpose of this study was to identify factors that can improve the subjective well-being (SWB) of parents of children with a developmental disability, expand the knowledge relating to the role of hope in their lives, and improve the extent to which parent appraisals of the influence of the disability (on the couple's relationship, family functioning, and personal development) moderate this association. Participants were a convenience sample of 114 Jewish Israeli parents of children with DD living in their parents’ home. The children ranged in age from 6 to 21. All the children were formally recognised by the State of Israel's Department of Welfare as being diagnosed with autism spectrum disorder (ASD), intellectual disabilities (ID), or physical disabilities (PD). The results revealed that parental SWB was below the societal average; however, it differed significantly across levels of parent appraisals of their child's disability. Findings from this study point to the importance of hope to improve parental SWB.
(Edited publisher abstract)
The purpose of this study was to identify factors that can improve the subjective well-being (SWB) of parents of children with a developmental disability, expand the knowledge relating to the role of hope in their lives, and improve the extent to which parent appraisals of the influence of the disability (on the couple's relationship, family functioning, and personal development) moderate this association. Participants were a convenience sample of 114 Jewish Israeli parents of children with DD living in their parents’ home. The children ranged in age from 6 to 21. All the children were formally recognised by the State of Israel's Department of Welfare as being diagnosed with autism spectrum disorder (ASD), intellectual disabilities (ID), or physical disabilities (PD). The results revealed that parental SWB was below the societal average; however, it differed significantly across levels of parent appraisals of their child's disability. Findings from this study point to the importance of hope to improve parental SWB.
(Edited publisher abstract)
Presents a guide to raising a child with special needs. In this essential work they lay out a complete, step-by-step approach for parents, educators, and others who work with developmental problems. Covering all kinds of disabilities, including autism, PDD, language and speech problems, Down syndrome, cerebral palsy, and ADD - the authors offer a new understanding of the nature of these challenges and also specific ways of helping children extend their intellectual and emotional potential.
Presents a guide to raising a child with special needs. In this essential work they lay out a complete, step-by-step approach for parents, educators, and others who work with developmental problems. Covering all kinds of disabilities, including autism, PDD, language and speech problems, Down syndrome, cerebral palsy, and ADD - the authors offer a new understanding of the nature of these challenges and also specific ways of helping children extend their intellectual and emotional potential.
Subject terms:
learning disabilities, physical disabilities, special education, speech impairment, autism, autistic spectrum conditions, cerebral palsy, communication disorders, children, Downs syndrome;
OXFORD BROOKES UNIVERSITY. Institute of Public Care
Publisher:
Oxford Brookes University. Institute of Public Care
Publication year:
2016
Pagination:
6
Place of publication:
Oxford
Families of children with disabilities in the UK, in particular children with Autistic Spectrum Disorders (ASD), often find it hard to access sufficiently specific parenting or family support before problems reach a crisis stage. This paper reports on an innovative service provided in partnership between Newport City Council and Barnardo’s which aims to provide a holistic and evidence based response to the needs of children with a cognitive or physical impairment and their families just below traditional thresholds for a statutory Social Worker-led planKey features of the service include: holistic preventative service including Team around the Family (TAF) element delivered by family support workers; focussing on maximising child potential and assisting with effective parenting; and support for families individually in their own homes and via specialist group-based programmes. The paper provides a brief overview of the services and outlines the key strengths of the CANs intervention. It also provides key findings of an evaluation of the service which found that CANS is working effectively with children and families with a range of needs from providing early help through to support for complex needs.
(Edited publisher abstract)
Families of children with disabilities in the UK, in particular children with Autistic Spectrum Disorders (ASD), often find it hard to access sufficiently specific parenting or family support before problems reach a crisis stage. This paper reports on an innovative service provided in partnership between Newport City Council and Barnardo’s which aims to provide a holistic and evidence based response to the needs of children with a cognitive or physical impairment and their families just below traditional thresholds for a statutory Social Worker-led planKey features of the service include: holistic preventative service including Team around the Family (TAF) element delivered by family support workers; focussing on maximising child potential and assisting with effective parenting; and support for families individually in their own homes and via specialist group-based programmes. The paper provides a brief overview of the services and outlines the key strengths of the CANs intervention. It also provides key findings of an evaluation of the service which found that CANS is working effectively with children and families with a range of needs from providing early help through to support for complex needs.
(Edited publisher abstract)
Subject terms:
evaluation, early intervention, autistic spectrum conditions, parental skills training, family support, children, young people, physical disabilities, learning disabilities, evidence-based practice, behaviour problems;
These National Minimum Standards are issued by the Welsh Assembly Government under section 23 of the Care Standards Act 2000. They apply to all care homes providing accommodation and nursing or personal care for adults aged 18 to 65 years who have physical disabilities, sensory disabilities, learning disabilities, autistic spectrum disorders, mental health problems, alcohol or substance misuse problems, HIV/AIDS, or dual and/or complex multiple disabilities. The standards cover: choice of home; individual needs and choices; lifestyle; personal and health care support; staffing; conduct and management of the home; concerns, complaints and protection; and environment. The standards are underpinned by a number of crosscutting themes: focus on service users, fitness for purpose, comprehensiveness, positive choice, meeting assessed needs, quality services, and quality workforce. There are supplementary standards for care homes accommodating young people aged 16 and 17 years.
These National Minimum Standards are issued by the Welsh Assembly Government under section 23 of the Care Standards Act 2000. They apply to all care homes providing accommodation and nursing or personal care for adults aged 18 to 65 years who have physical disabilities, sensory disabilities, learning disabilities, autistic spectrum disorders, mental health problems, alcohol or substance misuse problems, HIV/AIDS, or dual and/or complex multiple disabilities. The standards cover: choice of home; individual needs and choices; lifestyle; personal and health care support; staffing; conduct and management of the home; concerns, complaints and protection; and environment. The standards are underpinned by a number of crosscutting themes: focus on service users, fitness for purpose, comprehensiveness, positive choice, meeting assessed needs, quality services, and quality workforce. There are supplementary standards for care homes accommodating young people aged 16 and 17 years.
Subject terms:
HIV AIDS, learning disabilities, mental health problems, physical disabilities, residential care, sensory impairments, substance misuse, standards, young adults, adults, autistic spectrum conditions, care homes, disabilities;