Search results for ‘Subject term:"learning disabilities"’ Sort:
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Patterns of time processing ability in children with and without developmental disabilities
- Authors:
- JANESLATT Gunnel, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 23(3), May 2010, pp.250-262.
- Publisher:
- Wiley
Children with developmental disabilities, such as intellectual disability or autism, are often reported to have problems in understanding and managing time. The aim of this study was to investigate if there are different patterns in time processing ability in children with disabilities and typically developing children. It also investigated whether the problems described are diagnosis specific or reflect differences in age. The 3 subcategories of time processing ability, time perception, time orientation, and time management, were all investigated. Using a cross-sectional design, this study investigated if there were different patterns of time processing ability in 5- to 10-year-old children, 77 of which had disabilities and 89 of which did not. Altogether, 5 different clusters of levels of time processing ability were identified. The results indicated that the patterns of time processing ability mainly follow the chronological age of children without disabilities. Daily time management (as estimated by the parents) and children's self-rated autonomy differed between clusters and was related to time processing ability. The article concludes that the level of time processing ability seems to be a more valid overall base than the type of diagnosis for the planning of interventions in daily time management.
Nonverbal learning disabilities at home: a parent's guide
- Author:
- TANGUAY Pamela
- Publisher:
- Jessica Kingsley
- Publication year:
- 2001
- Pagination:
- 267p.,list of orgs.,bibliog.
- Place of publication:
- London
Proposes the existence of non-verbal learning disability, a syndrome in which verbal abilities are unaffected but there may be problems with social, spatial or motor skills. Provides practical advice on child-rearing for parents who believe their child may be affected.
Achieving best behavior for children: a step-by-step workbook for parents and carers
- Author:
- LEWIS Pamela
- Publisher:
- Jessica Kingsley
- Publication year:
- 2006
- Pagination:
- 156p.
- Place of publication:
- London
Achieving good behaviour and social skills in a child with developmental disabilities can often be very difficult, and methods that improve behaviour in other children are often unsuitable or ineffective. The book offers practical, hands-on advice and step-by-step instructions for drawing up and implementing behaviour plans that successfully address and improve challenging behaviours. The book is also full of interactive checklists and activities that help to monitor and assess behaviours and track a child's development. The author also explains the reasons for children's behaviours and gives a wealth of practical advice on how to deal with specific situations, from shopping trips and getting a haircut to dentist appointments and children's birthday parties.
Developmental differences in understanding the causes, controllability and chronicity of disabilities
- Authors:
- SMITH L. A., WILLIAMS J. M.
- Journal article citation:
- Child: Care, Health and Development, 31(4), July 2005, pp.479-488.
- Publisher:
- Wiley
The present study explored typically developing children's (n = 77) understanding of the causes, controllability and chronicity of disabilities. Children in each of four age groups (45 years, 67 years, 910 years and 1112 years) were interviewed to explore their ideas about children with physical disabilities (minor: missing thumb; major: wheel-chair bound), sensory disabilities (blindness and hearing loss), learning disabilities (non-specific and Down syndrome) and emotional/behavioural difficulties (attention deficit hyperactivity disorder and lack of social skills). Significant age differences were found in children's understandings of the causes, controllability and chronicity of disabilities. Furthermore, children showed a greater understanding of salient disabilities. Findings are discussed in terms of developmental changes and the role of experience in shaping children's understanding of disabilities.
The impact of sensory integration therapy in the United Kingdom and Ireland: a developmental perspective
- Author:
- FAIRGRIEVE Elizabeth M.
- Journal article citation:
- British Journal of Occupational Therapy, 59(10), October 1996, pp.452-456.
- Publisher:
- Sage
The past 8-10 years have witnessed a growing interest in the application of sensory integration theory and practice within the United Kingdom and Ireland. In mainland UK, children whose developmental co-ordination disorders appear to have a sensory integration base from the larger group. Sensory integration is also used with specific developmental syndromes such as speech and language disorders and different types of autism. This article traces the development of the sensory integration approach within the United Kingdom and Ireland and considers the parallel impact on therapy practice together with the range of post-registration courses and special interest groups. Realisation of the need for collaboration led to the formation of the Sensory Integration Co-ordinating Committee in 1991 and ultimately to amalgamation into Sensory Integration Network (UK and Ireland) in January 1996.
The stimulation guide: a sourcebook of suggestions and activities for multi-sensory impaired children and others with developmental difficulties
- Author:
- DALE F.J
- Publisher:
- Woodhead-Faulkner
- Publication year:
- 1990
- Pagination:
- 213p.,tables,illus.,bibliog.
- Place of publication:
- New York
Practical text containing suggestions and activities aimed at increasing physical and psychological development. Divided into sections on: locomotion, occupation, personal/social, self-care (dressing, feeding, washing, toileting), and communication and language.
Distance support and online intervention to blind and visually impaired children during the pandemic COVID-19
- Authors:
- BATTISTIN Tiziana, et al
- Journal article citation:
- Research in Developmental Disabilities, 108, 2021, p.103816.
- Publisher:
- Elsevier
The COVID-19 pandemic imposed dramatic changes to everyone’s daily routines, but especially to children with developmental disabilities. The Robert Hollman Foundation decided not to interrupt its service to all the visually impaired children and initiated a Distance Support Project. It was an online process covering all aspects of support for the children and involving audio-video calls, videos and tailored-made multisensory material created specifically for each child. A questionnaire, carried out after the 5-month project duration, was created to collect feedback from parents and professionals to understand the impact this project had on everyone involved. Overall both parents and professionals indicated high levels of satisfaction, but in a significant number of questions parents reported consistently higher levels of satisfaction (p-value <0.001). It was shown that parents felt reassured at this otherwise very difficult time because their children were able to continue their treatment, even if in a very different way. This fact encourages us to consider enriching our existing programmes of support and care, integrating this online approach when necessary. At the same time, it seems clear that the responses of the professionals indicate their belief that the benefits of the traditional ways of working remain of unquestionable importance for children with sight deprivation. (Edited publisher abstract)
Children and young people with Down syndrome: their awareness of Down syndrome and developing self‐perceptions
- Authors:
- DEAKIN Karen, MOORE Derek G., JAHODA Andrew
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 31(6), 2018, pp.197-1208.
- Publisher:
- Wiley
Background: Past research suggests children with Down syndrome often lack awareness of their disability despite the visibility of their condition. Method: This study used novel tasks to investigate their insight. Twenty‐eight young people with Down syndrome (aged 8–17 years) were recruited, along with control groups of 67 typically developing young people. Three tasks explored the children's awareness of Down syndrome: (a) choice of partner for social activities, (b) sorting photographs and (c) attributing positive or negative descriptors to photographs. Results: All participants expressed a preference to engage in social activities with typically developing peers. Most participants with Down syndrome identified with the typically developing person. Even though all participants attributed more positive descriptors to the photographs of the typically developing individuals, they remained positive about themselves. Conclusion: The early awareness of difference shown by young people with Down syndrome suggests this may play an important role in their developing identities. (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)
Teaching methods and curriculum models used in Finland in the education of students diagnosed with having severe/profound intellectual disabilities
- Authors:
- KONTU Elina K., PIRTTIMAA Raija A.
- Journal article citation:
- British Journal of Learning Disabilities, 38(3), September 2010, pp.175-179.
- Publisher:
- Wiley
It was only in 1997 that children diagnosed as having severe/profound intellectual disabilities were allowed to attend and study in Finnish comprehensive schools. Teaching is mainly organised in segregated special education groups. The nationwide intensive developmental work for creating a curriculum for this group of students began in the 1980s. The aim of this study was to discover what types of curriculum models and which teaching methods are currently in use. Questionnaires were sent to all Finnish special education teachers working with children diagnosed as having severe/profound intellectual disabilities in Finnish comprehensive schools. Completed questionnaires were returned by 93 teachers in 66 schools. These teachers reported that they had a total of 419 students between the ages of 6 and 16. The findings of this survey indicated that the most widely used principle for planning teaching directed at this group of students is based on normal psychological development of a young child. Of all teaching methods used, the most popular ones were categorised as sensory and environmental enrichment and stimulation. Another large group of teaching methods was discovered to be based on behaviour analysis.