Search results for ‘Subject term:"learning disabilities"’ Sort:
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Manual of professional practice in meeting special educational needs
- Author:
- SCOTLAND. Scottish Executive. Education and Industry Department
- Publisher:
- Scotland. Scottish Executive
- Publication year:
- 2004
- Pagination:
- 110p.
- Place of publication:
- Edinburgh
Room at the academy?: people with learning difficulties and higher education
- Authors:
- BOXALL Kathy, CARSON Iain, DOCHERTY Daniel
- Journal article citation:
- Disability and Society, 19(2), March 2004, pp.99-112.
- Publisher:
- Taylor and Francis
This article considers the contributions of people with learning difficulties to an undergraduate degree programme in Learning Disability Studies at the University of Manchester. It begins with an evaluation of models of disability and their implications for the study and production of knowledge about learning disability. It then goes on to explore the role of people with learning difficulties--and the place of their experiences and knowledges--both on the Learning Disability Studies programme and within the academy. Drawing on the experience of the Learning Disability Studies programme, it argues for the inclusion of people with learning difficulties in learning, teaching and research.
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.
A new kind of trainer: how to develop the training role for people with learning disabilities
- Authors:
- OWEN Katherine, BUTLER Gary, HOLLINS Sheila
- Publishers:
- Gaskell, St. George's Hospital Medical School
- Publication year:
- 2004
- Pagination:
- 63p.
- Place of publication:
- London
This book tells the story of a service user (with a learning disability) through each stage of obtaining his job as a training adviser at a Medical School, what the job involves, and shows how he continues to develop in the role. There is an increasing expectation that service users will be involved in preparing health and social care professionals to work with people with learning disabilities, following a recommendation in the Valuing People Government White Paper. This book provides an introduction and guide for both service users and employers. It is based on more than 10 years experience of employing people with learning disabilities as training advisors in a Medical School to train staff and students. It will assist service users with both how to find a job initially, providing accessible materials which are easy to understand, and in developing their role as trainers. It will also assist organisations (particularly universities and colleges) by providing good practice guidance together with many pointers about preparing a disability friendly environment that will help them to employ users with learning disabilities as trainers.
Achievement in non-accredited learning for adults with learning difficulties: report of the scoping study
- Authors:
- MAUDSLAY Liz, NIGHTINGALE Christine
- Publisher:
- National Institute of Adult Continuing Education
- Publication year:
- 2004
- Pagination:
- 48p.
- Place of publication:
- Leicester
This publication focuses on the recognition of progress made by adults with learning difficulties in non-accredited areas of learning. It contributes to the development projects on Recognising and Recording Progress and Achievement (RARPA) in Non-accredited Learning, led by the National Institute of Adult Continuing Education (NIACE) and the Learning and Skills Development Agency (LSDA) and funded by the Learning and Skills Council (LSC). This publication is the result of an investigation by NIACE into the issues for both providers and learners with learning difficulties in recognising and recording achievements. It identifies issues through a literature review as well as a survey of post-age-16 learning providers. It investigates the curriculum design of learning programmes available to learners with learning difficulties; the learners' needs and expectations; identification of learning objectives which meet the outcomes of the programme, the group and the individual learner; formative assessment processes; and the recognition of student progress and achievement. The study indicates the dedication of many learning providers in attempting to recognise and record the progress and achievements of students with learning difficulties, but highlights that increased understanding of the situation is necessary, as a collaborative institutional and sectoral response to the issues outlined in this publication is still required.
Why it's worth it: inclusive education in Scotland; a parents' perspective
- Author:
- MOLLARD Ceri
- Publisher:
- Scottish Human Services Trust
- Publication year:
- 2004
- Pagination:
- 156p.
- Place of publication:
- Edinburgh
This book was written after speaking with 15 parents of children with special educational needs throughout Scotland about their child’s experiences of inclusive education in mainstream school. The families interviewed included children and young people at all stages of education from nursery right through to 18 year olds just about to leave school, and a range of experiences of education and inclusion from very positive to very negative. The experiences that are recounted in this book are real life illustrations of what it is like for families to include their children in mainstream schools in Scotland today. These accounts provide practical examples of what works and what doesn’t work to make pupils and their families feel like an included part of their chosen mainstream school. The book explores all aspects of school inclusion including the policy context, access to information, planning and support of inclusive placements, legal exclusions from mainstream school and the benefits of inclusion for everyone.
Removing barriers to achievement: the Government's strategy for SEN
- Author:
- FIDDY Alison
- Journal article citation:
- Childright, 206, May 2004, pp.4-6.
- Publisher:
- Children's Legal Centre
Summarises the key aims of weaknesses of the Department for Education and Skills strategy for special educational needs (SEN) entitled 'Removing barriers to achievement'.
Working with children 2004-05
- Editor:
- HORTON Clare
- Publisher:
- Guardian Books
- Publication year:
- 2004
- Pagination:
- 312p.
- Place of publication:
- Manchester
Ten per cent of children and teenagers has a mental disorder and ten per cent of boys and four per cent of girls between the ages of five and 10 have been diagnosed as having these symptoms. 13 per cent of boys aged between 11 and 15 has a mental disorder - compared to one in ten girls of this age. Statistics reveal there is significant inequality among the UK's children. There is an in-depth examination of areas like health, education, children at risk, poverty, children in care, young offenders, homelessness and runaways.
Looking forward to Thursdays: effective learning for young adults with mental health difficulties; project report and evaluation
- Authors:
- SMITH Linda, AYLWARD Nicola
- Publisher:
- National Youth Agency,|National Institute of Adult Continuing Education
- Publication year:
- 2004
- Pagination:
- 19p.
- Place of publication:
- Leicester
Research shows that young people who experience mental health difficulties are subject to stigma and discrimination (56% and 51% respectively report discrimination from family and friends). Similarly these young people are at risk of experiencing severe isolation and exclusion from society throughout their adult lives, unless effective interventions can be made. In response to this trend and the impact that mental health difficulties can have upon a young person’s life and learning, in 2001 the Young Adult Learners Partnership (YALP) conducted a survey of over 200 providers in both the formal and informal learning sectors. Survey respondents included staff from further education colleges, community-based adult learning, and voluntary and statutory youth work provision. The purpose of the survey was to identify current policy and practice in learning provision for young adults aged 16-25 with mental health difficulties and to highlight examples of good work. The responses to the survey revealed a small number of examples of highly effective provision for this target group. However, the findings overwhelmingly indicated that despite awareness of increasing numbers of young adults with mental health difficulties, there was a lack of targeted provision for this group of learners and potential learners. One of the main factors that was identified by providers as preventing them from establishing effective learning, was lack of knowledge and information about the needs of young adults with mental health difficulties and how learning could help them.
The mental health of young people looked after by local authorities in Scotland: the report of a survey carried out in 2002/2003 by the Office for National Statistics on behalf of the Scottish Executive
- Authors:
- MELTZER Howard, et al
- Publisher:
- Office for National Statistics,|Stationery Office
- Publication year:
- 2004
- Pagination:
- 233p.
- Place of publication:
- London
This Summary Report provides up-to-date baseline information about the prevalence of mental disorders among 5-15 years olds in Scotland in order to inform policy decisions about the need for child and adolescent mental health services. The main purpose of the survey was to produce rates of three main categories of mental disorder: conduct disorder, hyperactivity and emotional disorders by the characteristics of the children and where they lived. The survey also looked at the impact and burden of children's mental health problems and at their use of health, social and educational services.