Search results for ‘Subject term:"learning disabilities"’ Sort:
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Who likes to be with whom in an integrated nursery?
- Authors:
- FARRELL Peter, SCALES Angela
- Journal article citation:
- British Journal of Learning Disabilities, 23(4), 1995, pp.256-159.
- Publisher:
- Wiley
This small scale study took place in an integrated nursery class in a SLD (Severe Learning Difficulties) school containing children with severe disabilities and children without disabilities. In order to assess the potential for social interaction between all the children, they were asked to select whom they would like to 'play with' and 'sit next to'. The results indicate that, overall, children with SLD choose equally between the two groups whereas the playgroup children tended to choose children from their own group.
The integration of children with severe learning difficulties: a review of the recent literature
- Author:
- FARRELL Peter
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 10(1), 1997, pp.1-14.
- Publisher:
- Wiley
Reviews recent literature on the effects of integrating children with severe learning difficulties (or severe intellectual disabilities) into mainstream schools, and discusses some of the inherent methodological problems in evaluating integration. The literature review the following courses areas: the role of support workers in facilitating integration; the effect of integration on communication and linguistic interaction; the relevance of curriculum differentiation; the impact of the age, ability and behaviour of the children with disabilities on integration; the effects of integration on children without disabilities; the attitudes of mainstream teachers and Local Education Authority staff towards integration. Concludes with a summary of the main findings and discusses the implications for future, policy, provision and research.
What was it like for you? Former pupils' reflections on their placement at a residential school for pupils with emotional and behavioural difficulties
- Authors:
- POLAT Filiz, FARRELL Peter
- Journal article citation:
- Emotional and Behavioural Difficulties, 7(2), May 2002, pp.97-108.
- Publisher:
- Taylor and Francis
As LEAs and school develop their inclusive policies and practices, arguments about how to provide the most effective education for pupils with emotional and behavioural difficulties (EBD) continue. This article draws on findings from 26 interviews with former pupils of an EBD residential school. Reports their opinions about the quality of education and care they received at the school and the impact of the placement on their experiences as young adults. Overall, despite some concerns, the former pupils had positive memories of the school and felt that it had helped them to overcome their learning and behavioural difficulties. Discusses the implications for policy and practice.