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An equal right to sight: why eye care for children with learning disabilities needs reform
- Author:
- SeeABILITY
- Publisher:
- SeeABILITY
- Publication year:
- 2015
- Pagination:
- 24
- Place of publication:
- Epsom
This report suggests that children with learning disabilities are 28 times more likely to have a serious sight problem than other children, but are less likely to be able to communicate their concerns to parents/carers should any problems develop. For some children, not having a pair of glasses is impeding their ability to make sense of their world and acquire skills. What is more, identification of sight problems is often symptom led and behaviour may be wrongly attributed to the diagnosis of learning disability, rather than a sight problem. The report finds: insufficient vision screening to pick up issues early on; fragmented pathways of care and communication; a rigid primary eye care contract for sight testing services and glasses; inadequate funding; and eye care low on child public health priorities. The report calls for the government to ensure children in special schools: are offered a comprehensive specialist sight test when they first start at school; are offered an annual specialist sight test (or more often if necessary) performed in the familiar surroundings of their special school; have their glasses fitted and be supported to get used to them, within their special school; and have their test results explained to them, their families and teachers, as well as their health professionals, throughout their school life and in transition to adulthood. (Edited publisher abstract)
More than just telling stories
- Author:
- COSH Jackie
- Journal article citation:
- Learning Disability Today, 15(5), September/October 2015, pp.16-17.
- Publisher:
- Pavilion
- Place of publication:
- Hove
The Bags of Ability project provides free training and workshops to parents and professionals, teaching them to engage all the senses when telling stories to children with learning disabilities. Involving additional sensory stimulation can help children with learning disabilities to learn more about the world around them and interact better with others. To date over 500 parents and 340 professionals have attended the courses, and reported that they are telling stories more frequently. An external evaluation also found that professional rated their awareness of communication methods for children as good or above increased after the training from 37% to 86% after the training. (Edited publisher abstract)
Bullying and the Children and Families Act 2014: a briefing from the Anti-Bullying Alliance and the Council for Disabled Children, September 2015
- Authors:
- ANTI-BULLYING ALLIANCE, COUNCIL FOR DISABLED CHILDREN
- Publisher:
- Anti-Bullying Alliance
- Publication year:
- 2015
- Pagination:
- 5
- Place of publication:
- London
The Children and Families Act 2014 includes new duties on local authorities for how services and support are delivered for disabled children and young people and those with Special Educational Needs (SEN). As a result of these reforms the SEND Code of Practice was re-written. A disproportionate amount of disabled children and young people and those with SEN are bullied in schools and the revised Code of Practice introduces new duties and guidance for local authorities and schools about bullying. This briefing aims to explain these new duties and provide clarity around what effective practice looks like. It covers: bullying and the local offer; cyberbullying, internet safety and the local offer; taking bullying into account when identifying special educational needs; and School SEN Information Report and bullying. (Edited publisher abstract)
Access to services by children with intellectual disability and mental health problems: population-based evidence from the UK
- Authors:
- TOMS Gill, et al
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 40(3), 2015, pp.239-247.
- Publisher:
- Taylor and Francis
Background: Children with intellectual disability (ID) experience high levels of mental health problems that may require access to professional support. However, there is limited information about how frequently these children access services. Method: A survey of mental health in children living in the United Kingdom (UK) by the Office of National Statistics in 2004 (N = 7,977) was used to examine levels of service access. Children with ID and mental health problems were compared to children with mental health problems (without ID), children with ID and no mental health problems, and typically developing children. Results: Children with ID and mental health problems accessed specialist mental health services at higher rates than children with only ID, but at similar rates to children who only have mental health problems. Conclusions: Overall, low levels of service access highlight likely high unmet need among children with ID, mental health problems, and both conditions. (Publisher abstract)
A preliminary investigation into the effectiveness of a group-delivered sleep management intervention for parents of children with intellectual disabilities
- Author:
- STUTTARD Lucy
- Journal article citation:
- Journal of Intellectual Disabilities, 19(4), 2015, pp.342-355.
- Publisher:
- Sage
- Place of publication:
- London
Sleep problems are more prevalent and severe among children with intellectual disabilities and autism compared to typically developing children. Training parents in behavioural approaches to manage sleep problems is advocated. However, delivering such interventions via groups is novel. This article reports the findings from a preliminary evaluation of a group-delivered intervention routinely delivered by a Child and Adolescent Mental Health Service Learning Disability team in England. For this purpose, parents (n = 23) of children with intellectual disabilities were recruited. The Children’s Sleep Habits Questionnaire, Parents’ Sense of Competence Scale and parent-set goals captured outcomes at pre-intervention, post-intervention and 3- and 6-month follow-up. Intervention delivery costs were collected. Take-up was high (86%), and no parent dropped out. Statistically significant improvements in night wakings, parent-set goals and parents’ sense of efficacy were observed. The estimated mean cost of delivering each intervention was British (GBP) £1570. Findings suggest the intervention is a low-cost, acceptable service warranting further evaluation. (Publisher abstract)
The Sounds of Intent project: modelling musical development in children with learning difficulties
- Author:
- OCKELFORD Adam
- Journal article citation:
- Tizard Learning Disability Review, 20(4), 2015, pp.179-194.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to set out the current status of the Sounds of Intent project, and explains some of the theoretical thinking that has underpinned its development over a period of 12 years. Sounds of Intent maps the musical development of children and young people with learning difficulties. It currently exists as an online resource that offers practitioners a framework for assessment (with an online recording tool), information and downloadable resources. Design/methodology/approach: The approach to the development of Sounds of Intent has been through two main phases: first, exploratory, qualitative analysis was used to inform the development of a model setting out how musical abilities and engagement are thought to develop in children and young people with learning difficulties; and second, the framework’s efficacy has been evaluated through gathering data from a number of practitioners in the field that has been analysed principally through quantitative means. Findings: The principal findings of the Sounds of Intent project to date are that virtually all children (with the exception of those who are incapable of processing sound or vibration at all) are able to engage with music, whether reactively, proactively or interactively. The great majority have potential for musical development that can be realised over time, given an appropriately rich and engaging environment. Originality/value: Sounds of Intent is the first research project in the world to focus on the musical development of children and young people with learning difficulties, and makes the first attempt to set out how this may occur. Since its public launch in 2012, the Sounds of Intent web site has had over 4,000,000 unique hits, with over 500,000 downloads of resources, from people all over the world. (Publisher abstract)
Focus on participation for children and youth with disabilities: supporting therapy practice through a guided knowledge translation process
- Authors:
- ANABY Dana, et al
- Journal article citation:
- British Journal of Occupational Therapy, 78(7), 2015, pp.440-449.
- Publisher:
- Sage
Introduction Participation in community leisure occupations of children with disabilities is important, yet poorly integrated into practice. This knowledge translation strategy tested an intervention to increase clinicians' awareness and to bring about change in practice toward a focus on participation. Method During this qualitative study, 14 clinicians participated in six learning sessions facilitated by a knowledge broker. Three months post-intervention, clinicians were individually interviewed, by drawing on the Professional Evaluation and Reflection on Change Tool, to evaluate potential change in practice. Two researchers independently performed thematic data analysis. Results Impact on practice emerged in both the personal and professional levels (for example, empowerment, validation of clinical wisdom, change in thinking and behaviour). Clinicians suggested strategies for integrating participation in their day-to-day practice, illustrating a substantial intention for change, while describing barriers and facilitators for implementation (for example, organisational mandate). Two additional themes described the overall experience of the intervention: motivation to learn (for example, desire to link research to practice) and elements of the learning environment (for example, meeting informational needs). Conclusion This strategy was effective in redirecting clinicians' focus toward the notion of participation and establishing readiness for change. This shift can potentially facilitate new programmes in occupational therapy that are participation-based and community-focused. (Edited publisher abstract)
Negotiating parenthood: experiences of economic hardship among parents with cognitive difficulties
- Author:
- FERNQVIST Stina
- Journal article citation:
- Journal of Intellectual Disabilities, 19(3), 2015, pp.215-229.
- Publisher:
- Sage
- Place of publication:
- London
People with cognitive difficulties often have scarce economic resources, and parents with cognitive difficulties are no exception. In this article, parents’ experiences are put forth and discussed, for example, how does economic hardship affect family life? How do the parents experience support, what kind of strain does the scarce economy put on their situation and how are their children coping? The data consist of interviews with parents living in this often problematic situation. Experiences of poverty and how it can be related to – and understood in the light of – cognitive difficulties and notions of parenthood and children’s agency are scarcely addressed in the current research. The findings suggest that experiences of poverty are often associated with the limitations caused by cognitive difficulties. Poverty may thus be articulated as one aspect of the stigma they can experience due to their impairments, not least in relation to their children and naturalised discourses on parenthood. (Publisher abstract)
Developing outcome measures for a family intensive support service for children presenting with challenging behaviours
- Authors:
- MULLIGAN Bethany, et al
- Journal article citation:
- British Journal of Learning Disabilities, 43(3), 2015, pp.161-167.
- Publisher:
- Wiley
Seven per cent of individuals with learning disabilities also display challenging behaviour, which has an effect on the whole family. This is a retrospective pre- and post- evaluation study examining the utility of specific outcome measures assessing the effectiveness of interventions addressing behavioural problems within a Family Intensive Support Service (FISS). After one year, FISS successfully reduced problematic behaviours and increased a sense of coping and ability to manage the behaviour for parents. The outcome measures used were sensitive enough to show change on specific subscales of the measure. Further research is needed to look at whether there is a need to create a new measure encapsulating the best elements of these measures. (Edited publisher abstract)
‘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)