Search results for ‘Subject term:"learning disabilities"’ Sort:
Results 1 - 10 of 35
A special partnership: a practical guide for named persons and parents of children with special educational needs
- Authors:
- KERR Linda, SUTHERLAND Liz, WILSON Joyce
- Publisher:
- HMSO
- Publication year:
- 1994
- Pagination:
- 63p.,list of orgs.
- Place of publication:
- London
Looks at how parents can become actively involved in the assessment of their child's needs and describes in detail the Named Person as a source of support. Offers practical advice on how to choose a Named Person and what they can do to help.
The constant hope for children with profound or severe mental handicaps: an exploration of parents' views at a small special school and implications for the debate on integration.
- Author:
- SEED Philip
- Publisher:
- University of Aberdeen. Department of Social Work
- Publication year:
- 1986
- Pagination:
- 97p., diags., bibliog.
- Place of publication:
- Aberdeen
The Home/School Collaborative Model
- Author:
- BLOCH Judith S.
- Journal article citation:
- Children and Schools, 30(3), July 2008, pp.189-191.
- Publisher:
- Oxford University Press
This article provides an overview of the Home/School Collaborative Model for children with developmental disabilities in the United States. This model highlights the need for a system of support that views parents as participants, that focuses on empowerment and information, and that creates a partnership that includes parents as collaborators rather than as patients or clients.
Munchausen by proxy: presentations in special education
- Authors:
- AYOUB Catherine C., SCHREIER Herbert A., KELLER Carol
- Journal article citation:
- Child Maltreatment, 7(2), May 2002, pp.149-159.
- Publisher:
- Sage
Munchausen by proxy is a disorder in which a child is victimised through a form of child abuse called pediatric condition falsification (PCF), which has been documented for psychological and psychiatric conditions including one, presented here, in which educational disabilities are the focus of falsification. Parents meet their own self-serving needs through 'impostering' as good mothers. This maternal mental disorder is called factitious disorder by proxy. Presents a series of cases in which children have PCF primarily consisting of educational disabilities. Characteristics of the children, their mothers, and their families are outlined and outcomes for the 9 children in the sample discussed. Guidelines for identification of children with PCF in educational settings are provided, and special guidance offered in differential diagnosis. Part of the focus section 'Munchausen by proxy'.
Parental participation in issues concerning their sons and daughters with learning disabilities
- Author:
- ORLOWSKA Danuta
- Journal article citation:
- Disability and Society, 10(4), December 1995, pp.437-456.
- Publisher:
- Taylor and Francis
Brings together literature on the participation of parents of people with learning disabilities. Research has focused mostly on participation during the school career, although increasing attention is being paid to participation at times of transition to adult services and moves from the family home. A number of issues surrounding participation are discussed: information, service philosophy, parental expectations for their sons and daughters and relative levels of parental and professional responsibility, aiming to illustrate the complexity of this concept and issues that exist for research and practice.
Growing up with Down's Syndrome
- Author:
- SHEPPERDSON Billie
- Publisher:
- Cassell Educational
- Publication year:
- 1988
- Pagination:
- 216p., tables.
- Place of publication:
- London
Effects of COVID-19 related restrictive measures on parents of children with developmental difficulties
- Authors:
- LUCIC Lana, BRKLJACIC Tihana, BRAJSA-ZGANEC Andreja
- Journal article citation:
- Journal of Children's Services, 15(4), 2020, pp.229-234.
- Publisher:
- Emerald
Purpose: Social distancing and school closures have changed the lives of many parents around the globe. In addition to these problems, parents of children with developmental difficulties (DD) have faced additional stressors that make them even more susceptible to higher stress levels and the onset or worsening of anxiety or depression. Consequentially, these stressors may have an indirect effect on parental functioning and children with DD owing to the spillover effect. Design/methodology/approach: The purpose of this paper is to draw attention to parents of children with DD through an overview of possible additional stressors that have appeared during the coronavirus pandemic in Croatia. In writing this viewpoint paper, three sources were consulted: official state documents, communication with professionals (e.g. speech therapists) and online support groups for parents of children with DD. Findings: Restrictive measures during the lockdown led to a lack of both formal and informal support for parents of children with DD. Moreover, the possibility of infection led to higher levels of fear among these parents; children with DD also encountered problems coping with both the restrictive measures and the demands of distance learning. Practical implications: This paper may present a good starting point for both governments and NGOs when discussing and planning further advancement in the quality of response to the COVID-19 pandemic and a “recovery” response after the crisis. This overview may provide better insight into COVID-19–related consequences among parents of children with DD, which is vital to increasing the effectiveness of future measures and actions. Originality/value: Although some negative effects of the pandemic on children have already been discussed by several authors, little attention has been paid to parents, and even less so to parents of children with DD. This paper may even represent a pioneering work in exploring the consequences of the COVID-19 pandemic on this population group. (Edited publisher abstract)
Ask listen do: making conversations count in health, social care and education. Top tips for families and carers
- Author:
- NHS ENGLAND
- Publisher:
- NHS England
- Publication year:
- 2018
- Pagination:
- 8
- Place of publication:
- Leeds
Booklet to help families, parents and carers of those with a learning disability or autism give feedback, raise concerns and make complaints across education, health and social care. It provides information on the difference between giving feedback, raising a concern or making a complaint. It also provides tips to help people be confident about having conversations with people in all the organisations involved in the lives of those they care for and to feel more empowered to navigate the complex systems of feedback, concerns and complaints. (Edited publisher abstract)
Whoever shouts the loudest: listening to parents of children with disabilities
- Authors:
- RYAN Christian, QUINLAN Elizabeth
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 31(Supplement S2), 2018, pp.203-214.
- Publisher:
- Wiley
Background: Elevated stress is common among parents of children with disabilities. The parents’ perspective and evaluation of services have a significant impact on their well-being and adaptation to their child's disability and is a source of information for service improvements. This study explores parental perceptions of communication and collaboration between parents and health and education staff in the context of an imminent reconfiguration of disability services. Methods: A qualitative study was conducted using four focus groups with parents (n = 24) of children with disabilities who attend various educational and health services. Results: Thematic analysis revealed five key themes: Us versus them, lack of child/family centeredness, resources, keyworker and uncertain access to a complex system. Conclusions: Parents want greater collaboration between parents and professionals. They identified a keyworker as a potential solution to the current system that is not child-centred. This would also lessen the burden associated with high levels of advocacy. (Publisher abstract)
Understanding resilience in learning difficulties: unheard voices of secondary school students
- Authors:
- HAROARDOTTIR Sigrun, JULIUSDOTTIR Sigrun, GUOMUNDSSON Halldor S.
- Journal article citation:
- Child and Adolescent Social Work Journal, 32(4), 2015, pp.351-358.
- Publisher:
- Springer
This article presents part of the results from the research project of learning disabilities (LD) and success in school. The study investigates the interplay between psychosocial wellbeing and study progress and what works to support and empower students at-risk of school failure and dropout. It entails a group of 270 students in Iceland, all born in 1989, 1990 and 1991. At the beginning of their studies they completed the Youth Self Report. Four and a half years later contact was made with the students participating in the research, to attain information regarding their study progress. The results show that large number of students, or 72 %, who began their learning on an academic study track, had completed their studies at upper secondary school, but only 16 % of students who were at-risk of school failure and began their learning on general study track. Ten students with specific LD who began their learning on general track study, and had performed well in their studies and finished upper secondary education, were selected to take part in qualitative interviews. This article presents that part of the research. The school experience was explored from their perspectives regarding what they considered helpful versus obstructing in their learning situation. Three main themes were identified: (a) struggles regarding problem defining, (b) labelling and stigma, (c) support from a caring person in developing selfworth and resilience. This article offers guidelines to help parents and schools to better support students with LD. (Publisher abstract)