Search results for ‘Subject term:"learning disabilities"’ Sort:
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Developing an approach to involving children with autistic spectrum disorders in a social care research project
- Authors:
- BERESFORD Bryony, et al
- Journal article citation:
- British Journal of Learning Disabilities, 32(4), December 2004, pp.180-185.
- Publisher:
- Wiley
A project researching user views on the outcomes of social care and support services for disabled children and their families presented new challenges to a research team. While they had experience of working with other groups of disabled children, this project was the first in which they sought to work directly with children with autistic spectrum disorders. Reports the process by which the research design and methods used were developed and tailored to the needs and abilities of these children. The key lesson learnt was the value of crossing disciplines, research areas and professional boundaries when trying to identify ways of working with a 'hard to reach' group.
Specifying and facilitating family involvement in services to persons with developmental disabilities
- Authors:
- MOXLEY D.P., RAIDER M.C., COHEN S.N.
- Journal article citation:
- Child and Adolescent Social Work Journal, 6(4), Winter 1989, pp.3O1-312.
- Publisher:
- Springer
Analyses forms and levels of family participation.
A study of partnership relationships at the Family Link project
- Author:
- LYON Kate
- Publisher:
- Barnardo's/University of Bristol. School of Applied Social Studies
- Publication year:
- 1988
- Pagination:
- 58p.,bibliog.
- Place of publication:
- Ilford
Summary of the research methods, aims, and findings of a project studying partnership relationships within a project providing family based respite care for children with mental handicaps.
Unheard voices: researching participation in social work
- Author:
- UREK Mojca
- Journal article citation:
- European Journal of Social Work, 20(6), 2017, pp.823-833.
- Publisher:
- Taylor and Francis
The article draws attention to the loss of contract power of people, especially those with learning disabilities. It shows a gap between policies and ideology of participation on the one hand and lived experiences of participation practices in the care proceedings’ systems on the other. Users’ participation seems to be a trademark of contemporary EU social policy or mental health policy, while children’s participation is the most emphasised part of child-friendly justice discourse, but the question arises whether they really are in place. The national and European research projects conducted by the author are used to emphasise the most problematic points, but also innovative social work and advocacy practices. The central focus of the article is therefore the author’s recent EU research project ‘Access to Justice for Children with Mental Disabilities’, which has addressed the participation of children with learning disabilities in all stages of the legal processes. In the case of Slovenia, these are mainly taking the place at centres of social work. The findings showed that in spite of the progress towards participation of children in general in social care decisions, children with mental disabilities remain virtually invisible. (Edited publisher abstract)
The Home/School Collaborative Model
- Author:
- BLOCH Judith S.
- Journal article citation:
- Children and Schools, 30(3), July 2008, pp.189-191.
- Publisher:
- Oxford University Press
This article provides an overview of the Home/School Collaborative Model for children with developmental disabilities in the United States. This model highlights the need for a system of support that views parents as participants, that focuses on empowerment and information, and that creates a partnership that includes parents as collaborators rather than as patients or clients.
A meaningful partnership
- Author:
- STOBBS Philippa
- Journal article citation:
- Coordinate, 68, November 1998, pp.6-7.
- Publisher:
- National Early Years Network
Reports on how some parental partnership schemes for parents of children with special educational needs have sought to forge links with the parents of younger children, and considers how parent partnership schemes and early years professionals might work more closely together.
Parent-professional collaboration on behalf of children with learning disabilities
- Authors:
- MALEKOFF Andrew, JOHNSON Helen, KLAPPERSACK Bernard
- Journal article citation:
- Families in Society, 72(7), 1991, pp.416-424.
- Publisher:
- The Alliance for Children and Families
Describes an action-research project which aimed to increase collaboration between parents and professionals; describes the process which includes needs assessment, program development, and coalition building.
Working together: parents and professionals as partners; papers form a National Children's Bureau study day arranged in association with Radford Family Centre at Queen's Medical Centre, University of Nottingham, 10th November 1983
- Authors:
- WOLFENDALE Sheila., et al
- Publisher:
- National Children's Bureau
- Publication year:
- 1983
- Pagination:
- 30p., bibliogs.
- Place of publication:
- London
Has service user participation made a difference to social care services?
- Authors:
- SOCIAL CARE INSTITUTE FOR EXCELLENCE, CARR Sarah
- Publisher:
- Social Care Institute for Excellence
- Publication year:
- 2004
- Pagination:
- 31p.,bibliog.
- Place of publication:
- London
This paper brings together the key themes and findings from the synthesis of six literature reviews on the impact of user participation on change and improvement in social care services. Reviews on older people, children and young people, people with learning difficulties and disabled people were commissioned by the Social Care Institute for Excellence (SCIE). Reviews on mental health service user participation and on general user/ consumer involvement were commissioned by NHS Service Delivery and Organisation Research and Development Programme. The aim of this work is to give an overview or synthesis of these reviews in order to provide a comprehensive, accessible account of what is currently known about the impact of service user participation on change and improvement in social care services. It will also provide a basis for SCIE Practice guides on service user participation.
Communicating with children and young people with speech, language and communication needs and/or developmental delay: frontline briefing
- Author:
- SHAW Pamela
- Publisher:
- Research in Practice
- Publication year:
- 2016
- Pagination:
- 20
- Place of publication:
- Dartington
This resource supports frontline practitioners undertaking assessment with children and young people with speech, language and communication needs and/or developmental delay. It highlights the importance of listening to their views, wishes and feelings in order to carry out effective assessments. The resource is relevant for those undertaking assessments in the context of safeguarding and child protection concerns or assessing needs more generally. It also contains guidance on how to work with adolescents to consider appropriate risk enablement. (Edited publisher abstract)