Search results for ‘Subject term:"learning disabilities"’ Sort:
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Does visual impairment lead to additional disability in adults with intellectual disabilities?
- Authors:
- EVENHUIS H.M., SJOUKES L., KOOT H. M., KOOIJMAN A. C.
- Journal article citation:
- Journal of Intellectual Disability Research, 53(1), January 2009, pp.19-28.
- Publisher:
- Wiley
This study addresses the question to what extent visual impairment leads to additional disability in adults with intellectual disabilities (ID). In a multi-centre cross-sectional study of 269 adults with mild to profound ID in the Netherlands, social and behavioural functioning was assessed with observant-based questionnaires, prior to expert assessment of visual function. With linear regression analysis the percentage of variance, explained by levels of visual function, was calculated for the total population and per ID level. A total of 107/269 participants were visually impaired or blind (WHO criteria). On top of the decrease by ID visual impairment significantly decreased daily living skills, communication & language, recognition/communication. Visual impairment did not cause more self-absorbed and withdrawn behaviour or anxiety. Peculiar looking habits correlated with visual impairment and not with ID. In the groups with moderate and severe ID this effect seems stronger than in the group with profound ID. Although ID alone impairs daily functioning, visual impairment diminishes the daily functioning even more. Timely detection and treatment or rehabilitation of visual impairment may positively influence daily functioning, language development, initiative and persistence, social skills, communication skills and insecure movement.
Joining the grown-ups
- Author:
- HAZELHURST Martin
- Journal article citation:
- Community Care, 15.2.90, 1990, pp.15-17.
- Publisher:
- Reed Business Information
The Corman 529 Project was a groupwork project for young people with learning difficulties, which ran for two years, and aimed to improve their self-esteem, communication and social skills, and improving the quality of their lives.
Communicating with the uncommunicative: music therapy with pre-verbal adults
- Author:
- GRAHAM Janet
- Journal article citation:
- British Journal of Learning Disabilities, 32(1), March 2004, pp.24-29.
- Publisher:
- Wiley
Reports on a qualitative research project on clinical work carried out at a residential unit for adults with learning disability. Most pre-verbal and nonverbal adults appear able to express emotions such as pain and anger with sounds such as crying, screaming or shouting. These sounds, however, are not always received as communication by care staff and can sometimes lead to further isolation. In addition, some clients make sounds, which seem intended to be self-reassuring or comforting and have become habitual and used as a barrier against others. This study centres on two examples of music therapy with pre-verbal clients where vocalization is used to establish an interactive relationship. In both examples, parallels are drawn with the spontaneous and instinctive strategies used in early parent-infant communication.
Impact of group training on emotion recognition in individuals with a learning disability
- Authors:
- MCKENZIE Karen, et al
- Journal article citation:
- British Journal of Learning Disabilities, 28(4), December 2000, pp.143-147.
- Publisher:
- Wiley
The present paper outlines the impact of group training on the emotion recognition of six individuals with a moderate learning disability. The accuracy of identifying emotions depicted by line drawings and photographs with and without an emotional context was examined before and after group training. The results indicated that there was a significant overall increase in accuracy in identifying emotions following group training. In addition, a significant increase was found in the ability to correctly label emotions depicted by line drawings typically used in symbol-based communication systems. The implications of the results are discussed.
Developing social skills
- Author:
- KELLY Alex
- Journal article citation:
- Tizard Learning Disability Review, 22(3), 2017, pp.159-163.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to discuss the different features of social skills and outline a hierarchy of social skills model. Design/methodology/approach: This paper draws on clinical work over 25 years and presents the results of research using a hierarchical approach to developing social skills. Findings: Social skills interventions delivered according to a hierarchy of social skills (self-awareness and self-esteem; body language; conversational skills; friendship skills; assertiveness) are effective in improving social skills. Practical implications: Effective assessment should determine which skills to start with. Intervention should involve the environment, peers and a variety of direct instructional approaches to maximise the potential for success and generalisation into everyday life. Originality/value: This paper provides an overview of social skills and social competence, stresses the importance of good assessment to target the start point for intervention and emphasises the need to involve others to maximise success and generalisation. (Publisher abstract)
Learning outcomes for students of school leaving age in special schools: a preliminary study of stakeholders' perceptions
- Author:
- DOWRICK Magaret K.
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 29(4), December 2004, pp.293-305.
- Publisher:
- Taylor and Francis
A process was developed for ascertaining and measuring desirable learning outcomes for Australian students of school leaving age attending special schools. This paper reports upon the first part of the process, which involved a wide range of stakeholder representatives (including teachers, teachers' aides, principals, parents, Technical and Further Education (TAFE) teachers, community representatives and the students) being brought to the point of consensus as to what the outcomes should be. The process was applied in three special schools and the overall findings are discussed. While the three stakeholder groups identified over 30 outcomes as desirable for their students, the seven most important learning outcomes were Communication, Community Living, Financial Management, Independent Living, Interpersonal Skills, Literacy and Personal Development. The stakeholder representatives collectively identified 93 representative indicators (or teaching objectives) from these seven outcomes.
Working with adults with a learning disability
- Author:
- KELLY Alex
- Publisher:
- Winslow Press
- Publication year:
- 2000
- Pagination:
- 350p.
- Place of publication:
- Bicester
Intended as a practical guide for speech and language therapists working with adults with a learning disability, with material on the nature and causes of learning disability, assessment, profound and multiple disability, challenging behaviour, augmentative and alternative communication, social skills and dysphagia.
Advanced group treatment for developmentally disabled adults with social skill deficits
- Authors:
- HALL James A., et al
- Journal article citation:
- Research on Social Work Practice, 10(3), May 2000, pp.301-326.
- Publisher:
- Sage
This social work research evaluates the effectiveness of an advanced, experimental treatment programme for improving social skills with 6 developmentally disabled adults in a vocational training project in the USA. The effectiveness of the group treatment programme was evaluated using multiple baseline designs replicated for 6 participants across six social skills. The intervention was developed in a previous study, and the skills were selected using a needs assessment. The results only partially support the effectiveness of the group treatment programme. Possible explanations for this conclusion are given, and clinical implications for social workers are discussed.
Profile: people with learning difficulties; Aston Hall Hospital
- Author:
- PUREWAL Sardip
- Publisher:
- Derbyshire. Social Services Department
- Publication year:
- 1990
- Pagination:
- 45p.,tables.
- Place of publication:
- Matlock
Statistical information on mentally handicapped people in living units at Aston Hall Hospital. Includes data on: area of origin, age, length of stay, self-sufficiency, continence, mobility, social skills, communication, education, and training at local day centres.
Freedom to learn: basic skills for learners with learning difficulties and/or disabilities: the report of the working group looking into the basic skills needed for adults with learning difficulties and disabilities
- Author:
- GREAT BRITAIN. Department for Education and Employment
- Publisher:
- Great Britain. Department for Education and Employment
- Publication year:
- 2000
- Pagination:
- 48p.
- Place of publication:
- London
Many adults with learning difficulties and/or disabilities told us that the result of underachievement or the need to re-learn was low self-esteem and self-confidence. These are major barriers to learning. Such learners have literacy or numeracy needs at all levels. They range from people who need to acquire the basic skills to enable them to lead more independent lives to those who face specific barriers which currently prevent them from acquiring the basic skills needed for employment or further education.