Search results for ‘Subject term:"learning disabilities"’ Sort:
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Building trust
- Author:
- COSH Jackie
- Journal article citation:
- Community Care, 23.9.10, 2010, p.20.
- Publisher:
- Reed Business Information
The students and residents of the Royal National Institute of Blind People (RNIB) Rushton School and Children's Home in Coventry have severe learning disabilities and complex needs. This article describes how staff worked with a construction company to ease the transition for children from the old school and home to a new purpose-built school next door.
Shaping the future: social life and leisure activities of blind and partially sighted children and young people aged 5-25
- Authors:
- KEIL Sue, et al
- Publisher:
- Royal National Institute for the Blind,|royal national institute|Royal National
- Publication year:
- 2001
- Pagination:
- 223p.,tables.
- Place of publication:
- London
Part of a larger survey of blind and partially sighted children and young people. This volume focuses on leisure activities and the social lives of the young people surveyed. The survey looked at: leisure activities after school and outside school; public transport; friendships; attitudes of other people; what the children and young people thought could be done to make their lives easier; information needs of parents; implications for policy; children and young people with additional complex needs; and students with learning difficulties who are blind or partially sighted..
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.