Search results for ‘Subject term:"learning disabilities"’ Sort:
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Residential care for children: a review of the research
- Authors:
- BULLOCK Roger, LITTLE Michael, MILLHAM Spencer
- Publisher:
- HMSO
- Publication year:
- 1993
- Pagination:
- 59p.,tables.
- Place of publication:
- London
Examines research undertaken since the 2nd World War.
Special educational needs: an analysis and summary of data sources
- Author:
- GREAT BRITAIN. Department for Education
- Publisher:
- Great Britain. Department for Education
- Publication year:
- 2017
- Pagination:
- 20
- Place of publication:
- Manchester
This document provides a combination of analysis and links to the key data sources on children and young people with special educational needs (SEN). It looks at: prevalence and characteristics; education attainment; preparation for adulthood; absence and exclusion; and the experience of the SEND system. The report reveals that across all schools, the number of pupils with special educational needs has fallen from 1,301,445 in 2015 to 1,228,785 in 2016 (14.per cent of pupils had special educational needs in 2016, a fall from 15.4 per cent in 2015). Moderate Learning Difficulty is the most common primary type of need overall, with 24.2 per cent of pupils with special educational needs having this primary type of need. Autistic Spectrum Disorder remains the most common primary type of need for pupils with a statement or EHC plan. 57.3 per cent of children who had been looked after continuously for 12 months for whom data were available had a special educational need (SEN) in 2015/16, and their most common type of need was ‘Social, Emotional and Mental Health’. (Edited publisher abstract)
Residential care for children with intellectual disabilities in the social protection system in Serbia
- Authors:
- BRKIC Miroslav, et al
- Journal article citation:
- European Journal of Social Work, 17(2), 2014, pp.237-251.
- Publisher:
- Taylor and Francis
This paper presents and discusses the characteristics of the social protection of children with intellectual disabilities who are placed in children's homes in Serbia. It draws on a survey that covered the entire population—586 users in all five institutions for children with intellectual disabilities who resided there in 2009. The analysis shows the heterogeneity of users in relation to age and degree of intellectual disability, their long-term stay in homes, the inadequate structural and functional standards, and insufficient health care. Residential care becomes the most common form of permanent rather than temporary care. These findings suggest the need for a number of strategies to be adopted, and the paper concludes by outlining potential ways forward. (Publisher abstract)
Young people with learning disabilities living in state care: their emotional, behavioural and mental health status
- Authors:
- TAGGART Laurence, COUSINS Wendy, MILNER Sharon
- Journal article citation:
- Child Care in Practice, 13(4), October 2007, pp.401-406.
- Publisher:
- Taylor and Francis
Young people with learning disabilities are significantly more at risk of developing mental health difficulties than their non-disabled peers, with prevalence rates of around 40% commonly reported. Nevertheless, high levels of mental health problems also exist among young people living in state care. However, few studies have examined the mental health of these young people with learning disabilities who also live away from home in state care. This paper examines the emotional, behavioural and mental health status of a group of young people with and without learning disabilities residing in state care. Data were collected from social worker reports and the Strengths and Difficulties Questionnaire on these two cohorts who were living in state care for a minimum of one year. The young people with learning disabilities had a higher prevalence of emotional and behavioural problems and were also significantly more likely to score within the abnormal range of the Total Difficulties Score of the SDQ (77.1%) compared with their non-disabled peers (49.6%). There is a need for greater recognition of young people with learning disabilities who live in state care in order to identify emotional, behavioural and mental health needs and to develop more appropriate and effective care plans/therapeutic interventions.
An orphanage for learning disabled children: evaluating the changes
- Author:
- JONES Anne M.
- Journal article citation:
- Practice: Social Work in Action, 11(2), 1999, pp.59-71.
- Publisher:
- Taylor and Francis
This article evaluates the difference a charity, the Oxfordshire Relief Fund for Romanian Children, has made for learning disabled children in an orphanage in Romania.
Disabled children and the Children Act
- Author:
- JOSEPH ROWNTREE FOUNDATION
- Publisher:
- Joseph Rowntree Foundation
- Publication year:
- 1998
- Pagination:
- 4p.
- Place of publication:
- York
The Children Act 1989 lays down certain regulations to safeguard all children undergong periods of care ('accommodated' or 'looked after' children). Describes research into how social services departments are fulfilling their duties under the Children Act to disabled children.
Left high and dry
- Authors:
- LEE F., TRICKETT S.
- Journal article citation:
- Community Care, 31.3.88, 1988, pp.23-25.
- Publisher:
- Reed Business Information
Children leaving an ILEA boarding school with severe learning difficulties face a lack of service provision.
Children and young people with intellectual disability in residential childcare: prevalence of mental health disorders and therapeutic interventions
- Authors:
- AGUILA-OTERO Alba, et al
- Journal article citation:
- International Journal of Social Welfare, 27(4), 2018, pp.337-347.
- Publisher:
- Wiley
Children with intellectual disability are more likely to suffer abuse and neglect. Therefore, they are over‐represented among children in childcare interventions, particularly in residential childcare. The main goal of this article was to explore the correlates of mental health diseases in a sample of 169 children (6–18 years old) in residential care with intellectual disability compared with a group of 625 children, also in residential care but without disability. Results show that the prevalence of intellectual disability in residential childcare in Spain is about 19%, which is significant due to their special needs. In addition to this disability, they have a higher frequency of clinical problems in the scales of withdrawal‐depression, thought problems, attention problems and, above all, social problems than do their peers in residential care. They are also referred more frequently to therapeutic services, in particular to psychiatric intervention and they receive more pharmacological treatments.337-347
A review of the legislative and policy context in relation to looked after disabled children and young people in Northern Ireland
- Authors:
- KELLY Berni, DOWLING Sandra, WINTER Karen
- Publisher:
- Queens University Belfast
- Publication year:
- 2013
- Pagination:
- 101
- Place of publication:
- Belfast
This review looks at legislation and policy in Northern Ireland (NI) relating to looked after disabled children and young people. Chapters cover: international rights-based legislation, including relevant United Nations policy documents; rights-based legislation in Northern Ireland; the local legislative context for disabled children in Northern Ireland; Irish policies relating to disabled children and young people who are looked after across children and family, disability and mental health policy areas. Key policies in youth justice and education are also discussed. The review then considers key trends identified, including whole child and family centred approaches; early intervention, multi-agency working, and user participation. The final chapter brings together the broad themes of the review indicating areas of commonality and difference across legislation and policy relevant to the lives of disabled children and young people who are looked after. (Edited publisher abstract)
A national comparative study over one decade of children with intellectual disabilities living away from their natural parents
- Authors:
- McCONKEY Roy, KELLY Fionnola, GRAIG Sarah
- Journal article citation:
- British Journal of Social Work, 44(3), 2014, pp.714-728.
- Publisher:
- Oxford University Press
Children with intellectual disabilities are more likely than non-disabled children to live away from their families. Internationally, the aspiration is for them to live at home or in alternative family placements. This study uses national data on over 700 children from the Republic of Ireland to monitor their living arrangements over a ten-year period. In that time, the numbers of children in care had fallen significantly and especially for those in residential settings aged ten years and over. Nonetheless, proportionately more children with intellectual disability of all ages moved away from their families, especially those aged ten to nineteen years. However, compared to non-disabled children, fewer were placed in foster-care, although the extent of this varied across the local health areas. Over the ten-year period, only small proportions of children returned to their families or moved from residential to foster-care. These findings are combined with those from international studies to identify changes in service provision and social work. A particular challenge is the promotion of cross-sector working between mainstream child and family services with specialist disability services. (Publisher abstract)