Search results for ‘Subject term:"learning disabilities"’ Sort:
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Peer relationships and the mental health of young children with intellectual delays
- Author:
- GURALNICK Michael J.
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 3(1), March 2006, pp.49-56.
- Publisher:
- Wiley
Available evidence indicates that a substantial majority of young children with intellectual delays exhibit special problems in forming peer relationships and developing friendships. This increased social isolation from peers poses a considerable threat to their mental health in both the short and long term. This problem is related to but extends far beyond expected difficulties based on the increased level of behaviour disorders evident for children with intellectual delays. Contemporary evidence suggests that children's peer-related social competence based on both emotion-regulation and social-information processes contributes to their peer relationship difficulties. A number of practice and policy suggestions are outlined to address this critical problem.
The relationship between child disability and living arrangement in child welfare
- Authors:
- ROMNEY Stephanie C., et al
- Journal article citation:
- Child Welfare Journal, 85(6), November 2006, pp.965-984.
- Publisher:
- Child Welfare League of America
In this American study the influence of disabilities on placement outcomes was examined for 277 children who were removed from their biological parents due to substantiated maltreatment. Results indicate that children with a disability were less likely to reunify and more likely to reside in nonkin foster care two years later than typical children. Children with cognitive, emotional/behavioural, and physical disabilities were over four times more likely to be permanently living in nonkin foster care than to be reunified.
Learning self-determination: lessons from the literature for work with children and youth with emotional and behavioral difficulties
- Author:
- ACKERMAN Beth
- Journal article citation:
- Child and Youth Care Forum, 35(4), August 2006, pp.327-337.
- Publisher:
- Springer
Children and youth with disabilities perform more poorly in transitional outcomes than their non-disabled peers. Programs are facing many changes because of these outcomes. Definitions are being revised, and new categories of exceptionalities are being recognized. Accountability measures are being put in place for people with disabilities. However, there is an important, current issue identified by researchers and individuals with disabilities - the issue of self-determination. This article explores how self-determination can and should be taught to children and youth with disabilities.