Search results for ‘Subject term:"learning disabilities"’ Sort:
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Characterisation of multisensory environments: why do teachers use them?
- Author:
- STEPHENSON Jennifer
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 15(1), 2002, pp.73-90.
- Publisher:
- Wiley
Special educators are increasingly using multisensory environments even though there is a lack of evidence for their effectiveness as an educational intervention. This paper explores the way multisensory rooms are presented on the World Wide Web in an attempt to understand why they are being used by teachers. Searches of the World Wide Web were carried out to locate 48 relevant sites. The contents of the sites were analyzed in terms of aims or purposes, purported benefits and outcomes, use of research, confidence of claims, emphasis on student behaviour and building interpersonal relationships. The aims included sensory stimulation and relaxation. A wide range of purported outcomes were identified that were confidently claimed with little reference to the existing research base. Many sites did claim benefits for student behaviour and building up of relationships. There is an uncritical presentation of the purported benefits of multisensory environments with a belief that sensory stimulation is, in itself, a good thing. It seems that a teacher's desire to build positive relationships and provide pleasant experiences may be an important factor in the use of these environments.
Educating children and young people with fetal alcohol spectrum disorders: constructing personalised pathways to learning
- Authors:
- BLACKBURN Carolyn, CARPENTER Barry, EGERTON Jo
- Publisher:
- Routledge
- Publication year:
- 2012
- Pagination:
- 128p.
- Place of publication:
- London
Learning difficulties associated with children and young people who have Foetal Alcohol Spectrum Disorders (FASD) have been identified as an emerging but little understood area of Special Educational Needs. This practical book is designed to raise awareness about FASD and its associated difficulties across the entire education workforce. It provides a range of specialist, practical teaching and learning strategies from which teachers and support staff may construct personalised learning plans for students with FASD, and will help improve outcomes for all their children. It also: explains the impact that FASD can have on the child’s brain; discusses the overlapping and co-existing disorders, such as ADHD and autism spectrum disorders; shows how to support and empower teachers; and provides ready to use teaching resources and strategies that can be used directly in the classroom. Informed by the very latest research and written by leading experts in the field, this book is valuable for experienced teachers and teaching assistants who are engaging in continuing professional development, newly qualified and training initial teacher training students.
Supporting a child with learning disabilities and challenging behaviour: a guide for teachers and classroom assistants
- Authors:
- POWELL Sharon, GREEN Madelyn
- Publisher:
- British Institute of Learning Disabilities
- Publication year:
- 2005
- Pagination:
- 20p.
- Place of publication:
- Kidderminster
This guide is a practical introduction to supporting a child with a learning disability and challenging behaviour for teachers and classroom assistants. It defines challenging behaviour, identifies the factors that enable it to occur and includes simple and effective strategies that may help and a question and answer section dealing with challenging situations.
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.
Understanding regulation disorders of sensory processing in children: management strategies for parents and professionals
- Authors:
- REEBYE Pratibha, STALKER Aileen
- Publisher:
- Jessica Kingsley
- Publication year:
- 2008
- Pagination:
- 160p., bibliog.
- Place of publication:
- London
Children with Regulation Disorders of Sensory Processing struggle to regulate their emotions and behaviours in response to sensory stimulation. This book explains how to recognize these disorders, which are often misdiagnosed, and offers practical ways of helping children with regulation disorders. The authors describe the everyday experiences of those who interact with infants and children with Regulation Disorders of Sensory Processing. They explain the distinguishing characteristics, symptoms, diagnosis, assessment and treatment approaches for the disorder. Focusing on early intervention, they present a range of management strategies for sensory sensitivities, motor problems, over- or under-reaction, and extremes of behaviour. These practical strategies for parents and professionals will help children with regulation disorders integrate and succeed in the family, at school and in the community.
"Serious learning" as a process of change
- Authors:
- LAURSEN Karin, KILDEDAL Karin
- Journal article citation:
- Nordisk Sosialt Arbeid, 19(1), 1999, pp.19-31.
- Publisher:
- Universitetsforlaget AS
This article is about learning, which the authors views as one of the most important possible ways whereby people can change themselves and their lives. It discusses what serious learning is and in what circumstances it takes place. This followed by a discussion of why children with psychosocial problems often do not learn enough from the events occurring in their lives. Concludes with reflections about how theories of learning can be used as a source of inspiration when professionals have to help children and young people to become better at learning from their lives, including some concrete suggestions as to how professionals can collaborate through organised pedagogical work and thus help children learn from their lives.
Establishing the equivalence of single word reading and language in children with disabilities
- Authors:
- DRISCOLL Coralie, KEMP Coral
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 21(2), June 1996, pp.115-139.
- Publisher:
- Taylor and Francis
Looks at research which explores the equivalent relationship between the written word, meaning and the oral work by investigating whether some skills can emerge without direct teaching. Six boys with moderate intellectual disability were instructed in worked reading, picture labelling and simple reading comprehension tasks, using two different methods, one method, word reading and picture labelling were taught. Comprehension was assessed but not trained. In the other method, word reading and comprehension were taught. Oral picture labelling was assessed but not trained. The results indicated that the four subjects who attained proficiency in trained tasks were successful in learning untrained tasks (a generalised response). Generalisation from picture labelling to object labelling did not occur.
Let's talk: learning the language in everyday settings
- Authors:
- McCONKEY Roy, PRICE Penny
- Publisher:
- Souvenir Press
- Publication year:
- 1986
- Pagination:
- 256p.illus.,bibliog.
- Place of publication:
- London
Aimed at parents worried by their child's slow language development. Presents practical and realistic approaches to the problem, including looking at how language skills develop and how to encourage and teach children to communicate.
Understanding motor skills in children with dyspraxia, ADHD, autism, and other learning disabilities: a guide to improving coordination
- Author:
- KURTZ Lisa A.
- Publisher:
- Jessica Kingsley
- Publication year:
- 2008
- Pagination:
- 159p.
- Place of publication:
- London
Children with learning disabilities often have coordination problems that make everyday activities such as mealtimes, dressing, playing sports, and learning to write challenging. This accessible manual for parents and professionals offers advice on how to recognize normal and abnormal motor development, when and how to seek help, and specific teaching strategies to help children with coordination difficulties succeed in the classroom, playground, and home. Lisa A. Kurtz presents a holistic approach to treatment, equipping the reader with knowledge of a wide range of therapeutic methods and awareness of the many available options.
'Good faith and effort?’: perspectives on educational inclusion
- Author:
- COLE Barbara A.
- Journal article citation:
- Disability and Society, 20(3), May 2005, pp.331-344.
- Publisher:
- Taylor and Francis
This paper considers what might ‘count’ as educational inclusion from the perspectives of six women who are both mothers of and teachers of children with special educational needs (SEN) and/or disabilities. The mother-teachers draw on their own personal and professional experiences to consider meanings of inclusion in relation to ‘their’ children. Their voices suggest that it is the detail of daily interaction and the commitment to ‘good faith and effort’ on the part of both parents and educational professionals that matters. For the purposes of this paper I shall consider the discourses of SEN, learning difficulties and disability together, although I am aware of the danger of reductionism in doing so.