Search results for ‘Subject term:"learning disabilities"’ Sort:
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Sounds of silence: narrative research with inarticulate subjects
- Authors:
- BOOTH Tim, BOOTH Wendy
- Journal article citation:
- Disability and Society, 11(1), March 1996, pp.55-69.
- Publisher:
- Taylor and Francis
Addresses the challenge of using narrative methods with people who have learning difficulties. Such informants present four particular interviews problems: inarticulateness; unresponsiveness; a concrete frame of reference; and difficulties with the concept of time. The authors focus on the first two of these problems and argue that neither of them constitutes an insuperable barrier to people telling their story. Drawing on detailed interview material from an informant with learning difficulties, the authors set out to show in practical terms how these problems might be tackled, emphasising in particular the importance of being attentive to what goes unsaid. Concludes that researchers should put more emphasis on overcoming the barriers that impede the involvement of inarticulate subjects in narrative research instead of dwelling on their limitations as informants.
Life without jargon: how to help people with learning difficulties understand what you are saying
- Author:
- MOFFATT Virginia
- Publisher:
- Choice
- Publication year:
- 1996
- Pagination:
- 67p.,list of orgs.,bibliog.
- Place of publication:
- London
Draws together practical information on how to make information accessible to people with learning difficulties.
The impact of sensory integration therapy in the United Kingdom and Ireland: a developmental perspective
- Author:
- FAIRGRIEVE Elizabeth M.
- Journal article citation:
- British Journal of Occupational Therapy, 59(10), October 1996, pp.452-456.
- Publisher:
- Sage
The past 8-10 years have witnessed a growing interest in the application of sensory integration theory and practice within the United Kingdom and Ireland. In mainland UK, children whose developmental co-ordination disorders appear to have a sensory integration base from the larger group. Sensory integration is also used with specific developmental syndromes such as speech and language disorders and different types of autism. This article traces the development of the sensory integration approach within the United Kingdom and Ireland and considers the parallel impact on therapy practice together with the range of post-registration courses and special interest groups. Realisation of the need for collaboration led to the formation of the Sensory Integration Co-ordinating Committee in 1991 and ultimately to amalgamation into Sensory Integration Network (UK and Ireland) in January 1996.
The long-term effects of behavioural residential special education on children with severely challenging behaviours: changes in behaviour skills
- Authors:
- EMERSON Eric, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 9(3), 1996, pp.240-255.
- Publisher:
- Wiley
Information was collected through the retrospective analysis of records and interviews on the characteristics, abilities, challenging behaviours shown and services received by children who attended a behavioural residential special education facility since 1982. Results indicated that, overall, (1) during the mean 2.5 year stay at the facility the children showed significant gains in self-care and communication skills and significant reduction on all indicators of challenging behaviour; (2) that these gains were maintained over the mean 6.5 year follow-up period; but (3) that few additional gains were made during this period. After controlling for initial level of challenging behaviour, greater reductions in challenging behaviour during attendance at the school were observed for children who: prior to entry were living at home; who did not have epilepsy; or who attended the school at a younger age. After leaving school greater improvements were observed by: boys; children who did not have epilepsy; children who were less able; and children who had been followed up for a longer period of time.
The informability manual: making information more accessible in the light of the Disability Discrimination Act
- Author:
- GREGORY Wendy
- Publisher:
- HMSO
- Publication year:
- 1996
- Pagination:
- 153p.,list of orgs.
- Place of publication:
- London
Manual explaining clearly the problems encountered by disabled people in gaining access to information. Provides guidance on the techniques and media which can be used to make information more accessible. Includes sections on: people with literacy problems; people who are deaf or hard of hearing; blind or partially sighted people; people who are deaf blind; people with learning difficulties; older people; using plain language; making all information accessible; print media; broadcast media; multi-media; telephones and helplines; and signage.
The voice of the child: a handbook for professionals
- Editors:
- DAVIE Ronald, UPTON Graham, VARMA Ved
- Publisher:
- Falmer
- Publication year:
- 1996
- Pagination:
- 184p.,bibliog.
- Place of publication:
- London
Handbook aimed at all professionals working with children. Includes papers on: the law in relation to the wishes and feelings of the child; listening to children in educational contexts; a social work perspective; eliciting children's views - the contribution of psychologists; the voice of the child in mental health practice; learning to listen to children; listening to children with disabilities and special educational needs; listening to and communicating with young children; gender issues; and race and the child's perspective.
Assessment and treatment of children with moderate learning difficulties with particular reference to effective communication
- Author:
- HARVEY Pat
- Journal article citation:
- Adoption and Fostering, 20(3), Autumn 1996, pp.29-34.
- Publisher:
- Sage
Effective communication and sensitivity to the requirements of each individual child lie at the heart of any constructive treatment for children in need. Focuses on problems faced by children with moderate learning difficulties and examines some of the various communication techniques that enable them to be reached and effectively helped. Many of the cases cited feature children who have been abused or neglected. As is the case with life story work much emphasis is placed on the importance of rebuilding their self esteem.
Collaboration between teachers and speech and language therapists working with children with severe learning disabilities (SLD): implications for professional development
- Authors:
- KERSNER Myra, WRIGHT Jannet A.
- Journal article citation:
- British Journal of Learning Disabilities, 24(1), 1996, pp.33-37.
- Publisher:
- Wiley
Looks at the effect of the exchange of information on the collaborative working practices of teachers and speech and language therapists who work together with children who have communication problems and severe learning disabilities. Examines whether this exchange was affected if the teachers and therapists were perceived as being 'specialists' in the field of severe learning disabilities. The research addresses the issues of knowledge and skills gained, the type of information exchanged and the ways in which this may affect the nature of the collaborative process.