Search results for ‘Subject term:"learning disabilities"’ Sort:
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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.
Is more too many: adjustment in families with adopted children with developmental disabilities
- Authors:
- GLIDDEN Laraine Masters, et al
- Journal article citation:
- Adoption Quarterly, 4(1), 2000, pp.67-80.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia
Investigates the adjustment of differing size adoptive families rearing children with developmental disabilities. Families of 5 or more children were compared with families of 4 or fewer children on a variety of demographic and outcome variables measuring family strengths, family disharmony, marital adjustment, and adjustment to the adopted child. Analyses of covariance on the outcome variables demonstrated that parents of large families were functioning as well or better than parents of conventional-sized families. Concludes that adoption placement practice should not exhibit bias against the placement of multiple children with developmental disabilities in the same family.
Mothers with intellectual limitations and their 2-year-old children's developmental outcomes
- Authors:
- KELTNER Bette R., WISE Lillian A., TAYLOR Gloria
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 24(1), March 1999, pp.45-47.
- Publisher:
- Taylor and Francis
Describes a study to quantify the risk for development delay in young children born to mothers with intellectual limitations in the USA and controls for the confounding effects of poverty. Results supported previous research that found that children born to mothers with intellectual limitations were more likely to experience development disability. Results suggest that poverty is not a main effect risk factor for children born to mothers with intellectual limitations. Concludes that some mothers with intellectual limitations need specific parenting support to promote the development of their children.
Children of parents with intellectual disability: facing poor outcomes or faring okay?
- Authors:
- COLLINGS Susan, LLEWELLYN Gwynnyth
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 37(1), March 2012, pp.65-82.
- Publisher:
- Taylor and Francis
Children of parents with intellectual disability (ID) are assumed to be at risk of developmental, academic, behavioural, and social adjustment problems. The aim of this review is to gain an understanding of the current state of knowledge of children of parents with ID. A database and reference search identified 26 studies on child outcomes for review. Two groups of studies were identified. The first investigated an association between parental intellectual disability and child outcomes where there was significant disadvantage. Some findings suggest low parental intellectual capacity can negatively impact child outcomes, but others indicate child development approaches population norms. A second, small group of studies explored narrative accounts of childhood to find that social exclusion, bullying, and stigma are commonplace. Removal from parental care emerged as a significant risk for this group of children. The review concludes that the studies do not reach a consensus about likely developmental or behavioural outcomes, with some children of parents with ID faring well and others at risk of less than ideal outcomes. The children studied usually come from clinical populations or other high-risk groups, and are typically young children.
Children in need in childcare: a survey of good practice
- Author:
- OFSTED
- Publisher:
- OFSTED
- Publication year:
- 2010
- Pagination:
- 22p.
- Place of publication:
- Manchester
This small-scale survey identified factors that contributed to positive outcomes for children in need in a range of different types of early years and childcare settings. Between October 2008 and April 2009, inspectors visited 20 day-care settings on non-domestic premises and five childminders in four local authorities. The survey demonstrated that high-quality childcare settings made an important contribution to children in need by identifying their additional needs early on. A recurring strength in the visits was the high level of experience and relevant qualifications among the practitioners. The close relationships they established with the children’s families and the strong links with professionals from a range of other agencies meant that they were able to play their part in ensuring that the children in need received timely, coherent and well-coordinated support, both during their time in the settings and when moving to school or other provision. Recommendation to improve the support given to children in need, all childcare providers and practitioners should: evaluate their own practice regularly to consider how well they support children identified as being ‘in need’; consider how they might make better use of information and communication technology to enhance children’s learning; involve the children, young people and their families in planning and evaluating provision; keep resources under review to ensure they match the needs of the children cared for; ensure that they liaise with other providers, professionals and representatives of organisations working to improve outcomes for children with different needs to share good practice.
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.
Think of the children: growing up with parents who have learning difficulties
- Authors:
- BOOTH T., BOOTH W.
- Journal article citation:
- Journal of Learning Disabilities for Nursing Health and Social Care, 2(3), September 1998, pp.138-143.
This paper summarises the findings of a research study that set out to explore how people who were brought up in a family headed by a parent or parents with learning difficulties managed the transition to adulthood. The authors focus on four key issues arising from their research: resilience in children, the notion of parental competence, the importance of family and the effects of social exclusion. Implications for policy and practice are also addressed.
Developmental profiles of children born to mothers with intellectual disability
- Authors:
- McCONNELL David, et al
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 28(2), June 2003, pp.122-134.
- Publisher:
- Taylor and Francis
The developmental status of 37 pre-school aged children born to mothers with intellectual disability was assessed and the relationship between developmental status and selected child, maternal and home/environment characteristics was examined. The developmental status of the children varied markedly. Controlling for possible organic pathology, the development of these children did not vary significantly from age-norm expectations in four domains: physical, self-help, social and academic. No statistically significant correlation was found between developmental status and characteristics of the mother or home/environment. The key to prevention may lie in the provision of suitable antenatal and maternity services to ensure the best possible birth outcomes.
Developmental and etiological characteristics of children with sexual behaviour problems: treatment implications
- Authors:
- GRAY Alison, et al
- Journal article citation:
- Child Abuse and Neglect, 23(6), June 1999, pp.601-621.
- Publisher:
- Elsevier
This Australian study reports on the demographics, psychological adjustment, victimization, and perpetration histories of 6-12 year old children who have engaged in developmentally unexpected sexual behaviours. Results found that over half of the children engaging in developmentally unexpected sexual behaviours had been abused both sexually and physically by more than two different perpetrators. Children with sexual behaviour problems exhibited a number of functional impairments commonly associated with maltreatment, including learning and psychiatric disorders. Their caregivers and families manifested several characteristics that deter children's recovery from maltreatment, including an impaired attachment between parent and child. Concludes that the scope of the children's problems requires that treatment extend beyond the therapists office to include schools and other agencies or individuals with whom the child and families have regular contact.
Growing up with parents who have learning difficulties
- Authors:
- BOOTH Tim, BOOTH Wendy
- Journal article citation:
- Childright, 136, May 1997, pp.8-9.
- Publisher:
- Children's Legal Centre
Reports on a study exploring the experience of children brought up in a family headed by a parent or parents with learning difficulties. Drawing on in-depth interviews with 30 now-adult children, the researchers challenge many common assumptions about risk and outcomes of such an upbringing.