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‘I didn't used to have much friends’: exploring the friendship concepts and capabilities of a boy with autism and severe learning disabilities
- Author:
- POTTER Carol
- Journal article citation:
- British Journal of Learning Disabilities, 43(3), 2015, pp.208-218.
- Publisher:
- Wiley
Using a qualitative case study approach, this research provides a description of the friendship concepts and capabilities of Ben, a 10-year-old boy with autism and severe learning disabilities within the context of a mainstream primary classroom in the United Kingdom. An innovative activity-based strategy was used to gain Ben's own perspectives in relation to friendship. Findings revealed that Ben exhibited a strong desire to have friends, believed himself to have some, demonstrated some understanding in respect of degrees of friendship and displayed a commitment to friendships over relatively long periods of time. Methodological, developmental and capacity perspectives informed the discussion, with a case being made both for a greater focus on the friendship capabilities of children with autism and learning disabilities and their more direct inclusion in the research process. (Edited publisher abstract)
The “learning disabilities to juvenile detention” pipeline: a case study
- Author:
- MALLETT Christopher A.
- Journal article citation:
- Children and Schools, 36(3), 2014, pp.147-154.
- Publisher:
- Oxford University Press
Adolescents becoming formally involved with a juvenile court because of school-related behaviour and discipline problems is a phenomenon known as the school-to-prison pipeline. Adolescents with learning disabilities are disproportionately represented within this pipeline. A study was conducted to review the outcomes for a population of youthful offenders (n = 433) in two juvenile courts in the Midwest, and it was found that youthful offenders with learning disabilities, when compared with nondisabled youthful offenders, were more likely to be suspended from school, were adjudicated delinquent at younger ages, and were more frequently held in detention centres. These outcomes are all risk factors for ongoing delinquent behaviours and, for some, eventual adult criminal court involvement. It is recommended that the juvenile courts continue to shift toward a rehabilitative paradigm in working with this more vulnerable offender population, including increased use of social workers. (Edited publisher abstract)
What kind of a future?: supporting young people with Down's syndrome to lead full lives after they leave school
- Author:
- MORGAN Hazel
- Publisher:
- Foundation for People with Learning Disabilities
- Publication year:
- 2007
- Pagination:
- 42p.
- Place of publication:
- London
This booklet was produced by the Foundation for People with Learning Difficulties. It is for young people and their families, friends and supporters to read and talk about together. The booklet tells the stories of young people with Down's syndrome and how they come to lead full lives after they leave school. It is written in plain English and there is an easy read summary. At the end of each section there are ideas for young people and information about some easy read websites and booklets. There is a final section on useful addresses and information for families.
Counselling children and young people who attend a school for children with complex needs: a case study
- Authors:
- FLITTON Beverley, BUCKROYD Julia
- Journal article citation:
- Counselling and Psychotherapy Research, 5(2), June 2005, pp.131-137.
- Publisher:
- Wiley
This article reports on the findings of a case study exploring the views of the student, teacher, teaching assistant and counsellor who participated in a project to evaluate counselling with young people who attend a school for children with complex needs in the UK in a London Borough school. The student was offered twenty six weeks of humanistic counselling. The student, teacher and teaching assistant were interviewed pre and post counselling using a semi structured format. They were asked about the student's development in the seven areas of self concept which are named in the quantitative scale Piers Harris 2, which was used elsewhere in the project. Data was also gathered from the notes and transcripts of the counselling sessions. The case study describes an approach to the use of language and the counselling process with a student with complex needs. Staff were not able to report any significant changes in the student, yet the student reported a change in herself and an awareness of the process in the counselling relationship and the counsellor identified improvements in communication, self awareness and self confidence.
A botched investigation
- Author:
- -
- Journal article citation:
- Community Care, 10.10.02, 2002, pp.42-43.
- Publisher:
- Reed Business Information
Looks at a case study of a girl with learning difficulties who claims she was hit by a support teacher.
My person-centred transition review: a resource guide for schools and services involved in transition
- Authors:
- KELLY Diana, BROOKS Sally
- Publisher:
- Partnership with Parents
- Publication year:
- 2010
- Pagination:
- loose leaf, CD ROM
- Place of publication:
- Redhill
This loose-leaf folder and CD-Rom aims to help schools working with children and young people learning disabilities or special educational needs who are involved transitional reviews. It is presented in a colourful, easy-to-use manner, with many illustrations and photographs demonstrating good practice. The guide has ten sections. These include: an introduction to person-centred transition reviews; before the transition review; setting the date and planning the review; creating the review invitation booklet with the young person; planning what to talk about; preparing the venue; and preparation for services and families, relatives and friends. Sections 6 and 7 detail how to run a person-centred transition review meeting, and sharing and recording the information gathered at the review. Two sections then detail after the review in terms of action plans, transition plans, feedback and evaluations. The final section contains useful references, listing contacts and websites, relevant legislation and government guidance. Examples of successful use of the resource by schools in Surrey, England are provided.
Using contact with nature, creativity and rituals as a therapeutic medium with children with learning difficulties: a case study
- Author:
- BERGER Ronen
- Journal article citation:
- Emotional and Behavioural Difficulties, 11(2), June 2006, pp.135-146.
- Publisher:
- Taylor and Francis
In most cases therapy is addressed as an indoor verbal activity in which the relationship between therapist and client stands at its centre. This article proposes a different approach to therapy: conducting it creatively in nature, with the environment being used not only as a therapeutic setting but also as a medium and a partner in the process. The article is based on a case study carried out with a group of children with special needs within a school setting. It explores the therapeutic and educational impact that this approach had on the participants and on nature's role in it. The article also aims to initiate a dialogue around the option of working with this population in non-verbal and experiential ways, illustrating the potential that the use of group work, creativity and contact with nature may offer.