Search results for ‘Subject term:"learning disabilities"’ Sort:
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Children with epilepsy who have special needs
- Authors:
- KURTZ Zarrina, RICHMAN Naomi
- Journal article citation:
- Children and Society, 3(2), 1989, pp.139-151.
- Publisher:
- Wiley
Describes two studies of the characteristics of children attending the residential special schools for epilepsy in England and Wales before the 1981 Education Act, and discusses the provision of local services for severely handicapped children
An education programme for social care staff: improving the health of people who have a learning disability and epilepsy
- Authors:
- POINTU Alison, COLE Christina
- Journal article citation:
- British Journal of Learning Disabilities, 33(1), March 2005, pp.39-43.
- Publisher:
- Wiley
This article describes and examines course feedback from a local training initiative, which contributes to the improvements in the health status of people with a learning disability, who have epilepsy. The aim is to analyse how an education programme that focused on epilepsy and its management, together with a borough wide epilepsy protocol developed the skills of the local workforce. This education programme provided a framework for social care staff, enabling them to work both safely and effectively in their support of individuals with learning disabilities that have epilepsy. Learning disability nurses led this training initiative, in response to the health needs of people with learning disabilities. Success was achieved through the collaborative working across a number of agencies and through consultation with family carers and people with learning disabilities. For the purpose of this article the term social care staff refers to people employed within the community residential/day services both in statutory and nonstatutory agencies.
Supporting children with multiple disabilities
- Author:
- MEDNICK Michael
- Publisher:
- Questions Publishing Company
- Publication year:
- 2002
- Pagination:
- 173p.
- Place of publication:
- Birmingham
With considerations to the individual student and disability, topics explored include: assessment, access to appropriate environments; mobility and motor skills; support in mainstream education; and developing communication. It is important that students make progress toward specific learning goals, whether those goals involve social, academic, motoric, or personal aspects of education.
Telling our own stories: reflections on family life in a disabling world
- Editors:
- MURRAY Pippa, PENMAN Jill
- Publisher:
- Parents with Attitude
- Publication year:
- 2000
- Pagination:
- 276p.,bibliog.
- Place of publication:
- Sheffield
Personal accounts of disability, from disabled people and their families, introduced from the perspective of human rights, inclusion, and a social model of disability.
People with profound and multiple learning disabilities: a collaborative approach to meeting complex needs
- Editors:
- LACEY Penny, OUVRY Carol
- Publisher:
- David Fulton
- Publication year:
- 1998
- Pagination:
- 268p.,bibliog.
- Place of publication:
- London
Aimed at practitioners working with children and or adults with profound and multiple learning difficulties. Includes chapters on personal and social aspects of complex needs, ways in which learning and development can be encouraged, and the practicalities of including people with profound disabilities in the community. Sets these issues in the context of multidisciplinary and multiagency collaboration, to ensure that a complexity of need does not lead to a fragmented life.
Assessment and instruction of hands-on problem-solving and object interaction skills in children who are deaf blind
- Authors:
- ROWLAND Charity, et al
- Journal article citation:
- British Journal of Visual Impairment, 19(2), May 2001, pp.57-68.
- Publisher:
- Sage
The object interaction skills that children use to master the physical environment shed light on their cognitive and motor abilities. For children who are non verbal and who have severe disabilities, object interactions may provide especially revealing evidence of their cognitive development. This article describes the development in the United States of assessment instruments designed to evaluate the object interaction and problem-solving skills of children who are deaf blind. The instruments are designed to assess the development of simple object manipulation, the functional use of objects and ways to gain access to desired objects. Two studies involved in the development of the new instruments are described: a large-scale field test through which various properties of the assessments were examined and the skills of a representative sample of the target population were revealed; and an implementation study involving the use of the instruments to set instructional goals and measure the educational progress of students in local state-funded classrooms.
Including students with severe and multiple disabilities in typical classrooms: practical strategies for teachers
- Author:
- DOWNING June E
- Publisher:
- Paul H. Brookes
- Publication year:
- 1996
- Pagination:
- 209p.,tables,bibliog.
- Place of publication:
- Baltimore, MD
Guide to including children with multiple disabilities in mainstream education. Combines up to date research from the United States with case studies. Describes how to perform accurate functional assessments, stresses the importance of teaching skills with everyday applications, offers alternatives to visual and auditory communication modes, provides ideas for enhancing socialisation, and explains how to involve all members of the school community. Looks at how learning needs change as children progress from pre-school to primary to secondary education.
Mental health and deafness
- Editors:
- HINDLEY Peter, KITSON Nick
- Publisher:
- Whurr
- Publication year:
- 2000
- Pagination:
- 582p.
- Place of publication:
- London
Designed as an introductory text on mental health and deafness for care workers and mental health workers. Covers a wide range of mental health issues as they relate to deafness and is divided into two sections. The first, Assessment, includes topics such as child and adolescent psychiatry, adult psychiatry, children who are deaf and have multiple disabilities, deafness and learning disability, addictive behaviour and deafness, forensic psychiatry, acquired deafness, and abuse of deaf children. The second section, Management and Intervention, discusses interpreters in mental health settings, educational interventions, different forms of psychotherapy, family therapy, rehabilitation, and drug treatments.