Search results for ‘Subject term:"learning disabilities"’ Sort:
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How to detect developmental delay and what to do next: practical interventions for home and school
- Author:
- MOUNTSTEPHEN Mary
- Publisher:
- Jessica Kingsley
- Publication year:
- 2010
- Pagination:
- 176p.
- Place of publication:
- London
A practical guide which provides advice on how to recognise the signs of developmental delay, address difficulties effectively and help the child develop. It draws on the expertise of specialists in the field and details interventions and tools to tackle the problem. Part 1 looks at child development and the signs of delay, and covers: Factors affecting early development; What to expect in the early years; Detecting special educational needs. Part 2 covers interventions for home and school, including: Movement and learning; Vision, visual processing and learning; Hearing, auditory processing and learning; and How a Psychologist can help. Relevant for parents, teachers and other professionals working with children.
Everyday activity settings, natural learning environments, and early intervention practices
- Authors:
- DUNST Carl J., et al
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 3(1), March 2006, pp.3-10.
- Publisher:
- Wiley
Findings from two American studies examining the parent and child outcomes associated with different ways of conceptualizing natural learning environment early intervention practices are presented. One sample in each study was asked to indicate the extent to which early intervention practitioners implemented their interventions in everyday family or community activities, and one sample in each study was asked to indicate the extent to which everyday family or community activities were used as sources of child learning opportunities. Results from both studies showed that using everyday activities as sources of children's learning opportunities were associated with positive benefits, whereas practitioners' implementing their interventions in everyday activities showed little or no positive benefits, and in several cases, had negative consequences. Results are discussed in terms of the need to carefully consider how and in what manner natural learning environment practices are operationalized by early intervention practitioners.
Commentary on “The Sounds of Intent project: modelling musical development in children with learning difficulties”
- Author:
- FAUX Fern
- Journal article citation:
- Tizard Learning Disability Review, 20(4), 2015, pp.195-198.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to reflect on how developments in evidence-based intervention and assessment frameworks are centrally important in implementing assessment structures for non-accredited learning of students with special educational needs. It brings together two projects which have developed taxonomies of learning, seeking ways in which to provide evidence of progress against pre-determined scales and prioritising the importance of measuring small steps of achievement. Design/methodology/approach: In both cases, this was accomplished by trialling assessment descriptors and criteria, developing a robust assessment continuum and identifying the continuous developmental process, with achievement acting as a baseline for further development. Findings: The assessment strategies employed by both projects allowed for the evaluation of learner progress where standardised forms of assessment were inappropriate, offering approaches for raising aspirations in an individualised and relevant way. Increased availability and use of toolkits offering constructive approaches to assessment are needed not only to evidence learner progress but also to guide future learning interventions. Ways of enabling achievements to be plotted against measures of success are of vital importance to learners with special educational needs, who require support in evidencing what they can do, rather than what they cannot. Originality/value: Whilst these projects will be of particular interest to those working in the field of special education, they are of relevance to anyone seeking positive ways of performing assessment. (Publisher abstract)
Management of communication needs in people with learning disability
- Editors:
- ABUDARHAM Samuel, HURD Angela
- Publisher:
- Whurr
- Publication year:
- 2002
- Pagination:
- 342p.,bibliog.
- Place of publication:
- London
Work in this neglected field is greatly needed, and practitioners will welcome this practically oriented textbook. While its principal target audience is the undergraduate and newly qualified speech and language therapist (SLT), a wider audience is anticipated among other professionals. Attempting to cover the communication needs of the entire age range of people with learning disability it is useful to see the reality of the lifelong nature of developmental disability acknowledged: a reality often masked by the tendency on the part of service delivery and undergraduate training to compartmentalise into children and adults.
Children with disabilities need a Head Start too!
- Authors:
- BEAUCHESNE Michelle A., BARNES Andrea, PATSDAUGHTER Carol
- Journal article citation:
- Journal of Learning Disabilities, 8(1), March 2004, pp.41-55.
- Publisher:
- Sage
Recently, the US Head Start programme has been expanded to Early Head Start, which targets pregnant women and children under 3 years. Head Start is mandated to enroll children with disabilities as at least 10 percent of their population, and such children comprise approximately 13 percent of the programmes in Massachusetts. However, the majority of these children have speech and language problems; less than 1 percent are diagnosed with more severe or complex disorders. To further clarify service patterns, a mail survey was conducted with directors of Head Start programmes in New England. Fifty surveys were completed and analyzed. The results are consistent with previous findings that Head Start is underused as a service for children with more than mild disabilities. Specific issues are discussed and recommendations made.
Atypical child development in context
- Authors:
- EMPSON Janet M., NABUZOKA Dabie, HAMILTON David
- Publisher:
- Palgrave Macmillan
- Publication year:
- 2004
- Pagination:
- 280p.,bibliog.
- Place of publication:
- Basingstoke
This text considers the important issue of "normality" and "atypicality" in child development. It examines some of the main circumstances of atypical development from a psychological perspective. Topics such as emotional and behavioural difficulties, child abuse and learning disability are linked through an integrating theoretical framework which incorporates different theories of child development. Possible explanations of the "hows and whys" of atypical development are discussed in relation to research findings relating to intervention and the practical implications for the family.
Role of music therapy in social skills development in children with moderate intellectual disability
- Authors:
- DUFFY Barbara, FULLER Ray
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 13(2), 2000, pp.77-89.
- Publisher:
- Wiley
This Irish study investigated the effectiveness of a music therapy programme in the enhancement of the social skills of children with moderate intellectual disability. Thirty-two children (between the ages of 5 and 10 years) from four intellectual disability centres participated. At each centre, four children were randomly selected to participate in the music therapy programme, while four children were assigned to a non-music control group programme. Five social skills were targeted for intervention: turn-taking, imitation, vocalisation, initiation and eye contact. The results reflect significant improvements in the five target social skills across both conditions following the 8-week intervention. However, this difference was found to be independent of the music/non-music intervention.
Needs of parents of young children with developmental delay: implications for social work practice
- Author:
- BOSCH Lois A.
- Journal article citation:
- Families in Society, 77(8), October 1996, pp.477-487.
- Publisher:
- The Alliance for Children and Families
Recent legislations in the USA, requires that parental needs be addressed in the service delivery to families of infants and toddlers with a developmental delay. The author reviews the historical, empirical, and conceptual factors in early intervention services as well as the literature on parental needs and sources of social support for parents of young children with developmental delays. Practice principles to guide social work practice in early intervention are presented. These principles include professional competence, addressing the instrumental and emotional needs of parents, and the need for parental involvement in service plans. Recommended practice principles also include focus on parental strengths, the ecological context of families, and consideration of cultural diversity.
Mindfulness-based stress reduction for parents of young children with developmental delays: implications for parental mental health and child behavior problems
- Author:
- NEECE Cameron L.
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 27(2), 2014, pp.174-186.
- Publisher:
- Wiley
Background: Parents of children with developmental delays (DD) typically report elevated levels of parental stress compared with parents of typically developing children. Children with DD are also at high risk for exhibiting significant behaviour problems. Parental stress has been shown to impact the development of these behaviour problems; however, it is rarely addressed in interventions aimed at reducing child behaviour problems. The current study examined the efficacy of mindfulness-based stress reduction (MBSR) for parents of children with DD by investigating whether this intervention is effective in reducing parenting stress and whether decreases in parenting stress lead to reductions in behaviour problems among children with DD. Materials and methods: Forty six parents of children with DD were randomly assigned to an immediate treatment or wait list-control group. Participants completed questionnaires assessing parental stress and child behaviour problems at intake and at a second assessment, which took place after only the immediate treatment group had received the MBSR. Results: Parents who participated in MBSR reported significantly less stress and depression as well as greater life satisfaction compared with wait list-control parents. Regarding child outcomes, children whose parents participated in MBSR were reported to have fewer behaviour problems following the intervention, specifically in the areas of attention problems and ADHD symptomatology. Discussion: Results indicated that MBSR may be an effective intervention for ameliorating parental stress and mental health problems among parents of children with DD. Additionally, these benefits may ‘spill over’ and improve behaviour challenges among these children. (Publisher abstract)
Together from the start: practical guidance for professionals working with disabled children (birth to 2) and their families
- Authors:
- GREAT BRITAIN. Department for Education and Skills, GREAT BRITAIN. Department of Health
- Publisher:
- Great Britain. Department for Education and Skills
- Publication year:
- 2002
- Pagination:
- 41p.
- Place of publication:
- Nottingham
`Where children have special needs and disabilities, it is important that identification leads directly to effective early intervention and support for families and children. This guidance is designed to improve service provision to very young disabled children and their families. Content include: assessment and early intervention; coordinating service provision, ways of working in partnership; working with children and families; planning a family-centred approach to service delivery.