Search results for ‘Subject term:"learning disabilities"’ Sort:
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The GO4KIDDS School Satisfaction Scale
- Authors:
- PERRY Adrienne, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 32(2), 2019, pp.471-474.
- Publisher:
- Wiley
Background: School experience is an important part of the life of children with developmental disabilities (DD) and their families. Research suggests that parents of children vary in their level of satisfaction with their child's school, but methodology and results have varied and no consistent reliable measure of school satisfaction exists. This paper presents a new brief measure of school satisfaction along with preliminary information on its psychometric properties. Method: Parents (n = 185) of children with moderate to severe DD completed a longer questionnaire that included the 9‐item GO4KIDDS School Satisfaction Scale. Results: The GO4KIDDS School Satisfaction Scale demonstrates high internal consistency reliability (α = 0.93), good item‐total correlations, and strong correlations with a single‐item rating of school satisfaction. Conclusions: Results support reliability and validity, making the proposed scale valuable for survey research investigating school satisfaction among parents of children with DD. (Edited publisher abstract)
Complex learning difficulties and EDB
- Authors:
- DICKINSON Janet, MILLER Mandy
- Journal article citation:
- Emotional and Behavioural Difficulties, 7(4), November 2002, pp.197-206.
- Publisher:
- Taylor and Francis
Describes how one residential school for children with emotional and behavioural difficulties has attempted to set up a class for children with complex needs within the school. The experience has found that pupils in the unit are benefiting in their social/emotional development and learning. The security of the small class gave pupils the courage to go out of school in a group on visits where they showed a high degree of maturity in their behaviour and reduced anxiety.
Getting in on the Act: a review of progress on special educational needs
- Author:
- AUDIT COMMISSION
- Publisher:
- Audit Commission
- Publication year:
- 1998
- Pagination:
- 7p.
- Place of publication:
- Abingdon
The key issues considered in this update are: more emphasis on enabling mainstream schools to manage children with special educational needs; reducing delays in assessment; and ensuring greater consistency of assessment.
Creating enabling communication environments for children with autism and minimal or no speech
- Author:
- JOSEPH ROWNTREE FOUNDATION
- Publisher:
- Joseph Rowntree Foundation
- Publication year:
- 2001
- Pagination:
- 4p.
- Place of publication:
- York
Research in the past has often focused on the communication 'deficits' of children with autism and minimal or no speech. This study, by the researchers, took a different approach and explored both the children's communication capabilities and the ways in which communication environments in schools can enable or disable them in their attempts to become spontaneous communicators. Presents the findings.
On a wing and a prayer: inclusion and children with severe learning difficulties
- Authors:
- LACEY Penny, et al
- Publisher:
- Mencap
- Publication year:
- 1999
- Pagination:
- 56p.,bibliog.
- Place of publication:
- London
Research study looking at the work of Learning Support Assistants in working with children with learning difficulties and severe learning difficulties who are in inclusive learning settings in schools.
The integration of children with severe learning difficulties: a review of the recent literature
- Author:
- FARRELL Peter
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 10(1), 1997, pp.1-14.
- Publisher:
- Wiley
Reviews recent literature on the effects of integrating children with severe learning difficulties (or severe intellectual disabilities) into mainstream schools, and discusses some of the inherent methodological problems in evaluating integration. The literature review the following courses areas: the role of support workers in facilitating integration; the effect of integration on communication and linguistic interaction; the relevance of curriculum differentiation; the impact of the age, ability and behaviour of the children with disabilities on integration; the effects of integration on children without disabilities; the attitudes of mainstream teachers and Local Education Authority staff towards integration. Concludes with a summary of the main findings and discusses the implications for future, policy, provision and research.
Children's understanding of disability
- Author:
- LEWIS Ann
- Publisher:
- Routledge
- Publication year:
- 1995
- Pagination:
- 214p.,bibliog.
- Place of publication:
- London
Explores how pupils with severe learning difficulties and their non-disabled classmates interact. Uses the views of the children themselves.
Practical guidance on adapting FRIENDS for Life to increase participation: children and young people with learning disabilities
- Author:
- FOUNDATION FOR PEOPLE WITH LEARNING DISABILITIES
- Publisher:
- Foundation for People with Learning Disabilities
- Publication year:
- 2013
- Pagination:
- 16
- Place of publication:
- London
The FRIENDS for Life programme was developed to teach children and young people techniques to cope with anxiety, promote wellbeing and social and emotional skills by using a cognitive behavioural therapy framework in school-based groups. Based on the authors experiences of trialling FRIENDS for Life and Fun FRIENDS activities with children and young people with severe learning disabilities, this guide provides advice on making the programme accessible for children and young people with learning disabilities. The guide is organised into sections on "What we did" and "What we learned" and covers the following areas: getting started, activities, evaluation, session examples and resources. It is aimed at all professionals working with children and young people with learning disabilities in education, health and the voluntary and community sector. (Original abstract)
Examining northern Namibian teachers' impressions of the effects of violence, gender, disability, and poverty on young children's development: school-based countermeasures
- Author:
- LEVERS Lisa Lopez
- Journal article citation:
- Journal of Children and Poverty, 8(2), September 2002, pp.101-140.
- Publisher:
- Routledge, part of the Taylor and Francis Group
A donor-funded basic education support project in Namibia equipped grade one teachers in the northern district, mostly Owambo- and Kavango-populated and widely affected by relatively recent warfare in the region, with teachers' guides, posters, and materials for lessons, while also training teachers and introducing them to the basic practices of continuous assessment. Evaluative research assessed the efficacy of training and surveyed teachers' experiences with using continuous assessment by means of classroom observations, teacher interviews, and focus groups. As an extension of the construct of continuous assessment of cognitive ability, preliminary qualitative interview probes inquired about teachers' awareness of and ability to assess the potential impact of gender and disability on classroom performance and also their ability to assess the psychosocial problems of learners whose classroom behaviors may be affected by exposure to trauma in the home, village, and/or extended environment.