Search results for ‘Subject term:"learning disabilities"’ Sort:
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The man who mistook his wife for a hat and other clinical tales
- Author:
- SACKS Oliver W.
- Publisher:
- Simon and Schuster
- Publication year:
- 1998
- Pagination:
- 243p.
- Place of publication:
- New York
The book comprises 24 essays split into 4 sections which each deal with a particular aspect of brain function such as deficits and excesses in the first two sections (with particular emphasis on the right hemisphere of the brain) while the third and fourth describe phenomenological manifestations with reference to spontaneous reminiscences, altered perceptions, and extraordinary qualities of mind found in "retardates".
Enhancing self concepts and achievement of mildly handicapped students, learning disabled, mildly mentally retarded and behavior disordered
- Author:
- JONES Carroll J
- Publisher:
- Charles C. Thomas
- Publication year:
- 1992
- Pagination:
- 291p.,bibliog.
- Place of publication:
- Springfield, IL
First-hand accounts of sensory perceptual experiences in autism: a qualitative analysis
- Authors:
- JONES Robert S.P., QUIGNEY Clara, HUWS Jaci C.
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 28(2), June 2003, pp.112-121.
- Publisher:
- Taylor and Francis
Five first-hand web page accounts of unusual sensory perceptual experiences written by persons who claimed to have high-functioning autism were selected for qualitative analysis. Four core categories emerged: turbulent sensory perceptual experiences, coping mechanisms, enjoyable sensory perceptual experiences, and awareness of being different, suggesting that people with autism experience both distress and enjoyment from their sensory perceptual experiences. The use of specific coping mechanisms enabled the person to deal with the distress or difficulties experienced and helped the person derive some enjoyment from the experience. Some of these people were aware that their sensory perceptual experiences were different from non-autistic individuals, but this did not decrease the enjoyment derived from some of their sensory perceptual experiences. These sensory perceptual experiences form an integral part of the individual’s biographical embodied sense of self, and probably of autism.
You don't know what it's like: finding ways of building relationships with people with severe learning disabilities, autistic spectrum disorder and other impairments
- Authors:
- CALDWELL Phoebe, HOUGHTON Matt
- Publisher:
- Pavilion
- Publication year:
- 2000
- Pagination:
- 117p.
- Place of publication:
- Brighton
Drawing upon her extensive experience, the author illustrates methods of communication and helps readers and staff to set aside their own sense of what ‘reality’ is. This enables them to enter the worlds of others who are struggling to interpret and respond to sets of sensory perceptions different to those we experience in our ‘normal’ world. The key approach in this book is to work creatively, based on an understanding of what a person is experiencing and what it is their behaviour is trying to tell us. The text raises questions about what messages an individual is getting from the world they live in and which of these has meaning for them.
On the road to autonomy: promoting self-competence in children and youth with disabilities
- Editors:
- POWERS Laurie E., SINGER George H.S., SOWERS Jo-Ann
- Publisher:
- Paul H. Brookes
- Publication year:
- 1996
- Pagination:
- 428p.,diags.,bibliogs.
- Place of publication:
- Baltimore, MD
Includes chapters on: self-competence and disability; mastering the developmental challenges; coping strategies in children and young people; a developmental perspective on stress appraisal; self-determination for young people with serious cognitive disabilities; self-esteem and learning difficulties; the interrelationship of education and self-esteem; how chronically children cope with negative social interaction; the role of health professionals in supporting a child's self-competence; teaching self-determination; promoting self-esteem among young children with disabilities; and helping young children with behaviour problems develop self-determination through behavioural skill building.