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Social pedagogy as a model to provide support for siblings of children with intellectual disabilities: a report of the views of the children and young people using a sibling support group
- Authors:
- CARTER Sid, et al
- Journal article citation:
- Journal of Intellectual Disabilities, 20(1), 2016, pp.65-81.
- Publisher:
- Sage
- Place of publication:
- London
The experiences of non-disabled children growing up with a sibling with an intellectual disability vary considerably, with reported impact ranging from increased mental health problems through evaluations of life enhancement. However, there is evidence that the net impact is neutral to positive, which was supported by the findings of this report of a service evaluation survey. The value of providing support to those young siblings is however clear. An established method of support is within a group of peers who also have a sibling with an intellectual disability, though no specific method for running this type of group has yet been fully explored. This article reports the views of 39 children taking part in such a group, analysing their perspective through a proposed model for the operation of sibling groups: social pedagogy. It was found that the closer the group’s activities were to social pedagogy, the more supported the children and young people felt. (Publisher abstract)
Never mind what I like, it's who I am that matters:an investigation into social pedagogy as a method to enhance the involvement of young people with learning disabilities
- Authors:
- CARTER Sid, et al
- Journal article citation:
- British Journal of Learning Disabilities, 41(4), 2013, pp.312-319.
- Publisher:
- Wiley
The involvement of children and young people with learning disabilities in the decision-making of the services they use is recognised as an essential principle. However, implementation of this principle has encountered two main obstacles. One obstacle is that meaningful involvement has largely been subsumed by a provider-driven consumerist agenda. A second obstacle is the lack of methods to gain feedback that take account of an individual's cognitive and linguistic impairments. This article reports on the use of the social pedagogy approach to attempt to overcome these obstacles. The ideas were used to run a group to involve young people with learning disabilities who used short break services. The findings show that social pedagogy, which emphasises a balance between ‘head, heart and hands’, provided a means to establish egalitarian relationships with young people with learning disabilities. Thus, social pedagogy was found to be effective in enhancing involvement in the context of a person-centred approach. (Publisher abstract)