Search results for ‘Subject term:"learning disabilities"’ Sort:
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An exploratory study of teachers' knowledge about the symptoms of depression in young people with and without intellectual disabilities
- Authors:
- TAGGART L., MCMULLAN P.
- Journal article citation:
- Journal of Intellectual Disabilities, 11(2), June 2007, pp.183-195.
- Publisher:
- Sage
- Place of publication:
- London
Research has shown that children and young people with intellectual disabilities are at a greater risk of developing a psychiatric disorder than their non-disabled peers. However, no information exists regarding teachers' knowledge of the signs and symptoms of these conditions. Using a postal questionnaire, 36 teachers working within schools for children and young people with severe intellectual disabilities in one part of the UK were asked about their knowledge of depression. Results indicated that the teachers reported few signs and symptoms. Furthermore, the teachers also highlighted a lack of confidence in working with this doubly disadvantaged population. This study shows that teachers have a vital role to play in the early recognition of psychiatric signs and symptoms in young people with intellectual disabilities. Teachers must also receive the appropriate education and training in an attempt to prompt early referral to specialists for a detailed and comprehensive psychiatric assessment rather than continuing to manage such young people's challenging behaviours.
Themed activities for people with learning difficulties
- Author:
- HUTCHINSON Melinda
- Publisher:
- Speechmark
- Publication year:
- 2003
- Pagination:
- 229p.
- Place of publication:
- Bicester, Oxon.
This resource is intended for professionals looking to run creative sessions with people with profound and complex learning difficulties. Using a selection of twenty everyday objects, it provides resource materials, ideas and flexible structures to extend and complement professionals' existing approaches. The book examines a range of teaching approaches, ideas for adapting activities and equipment, and how to present materials and tasks to the student. It can be used with individuals and groups in a variety of settings, including educational establishments, day provisions or at home.
Validating GO4KIDDS as a brief measure of adaptive skills in special education settings for children with severe intellectual disability
- Authors:
- PAN Xinyu, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 32(2), 2019, pp.280-287.
- Publisher:
- Wiley
Background: Adaptive skills measures tend to be lengthy. The GO4KIDDS (Great Outcomes for Kids Impacted by Severe Developmental Disabilities; (Journal of Applied Research in Intellectual Disabilities, 58, 2015 and 594)) Brief Adaptive Behaviour Scale was developed to provide a brief assessment of adaptive skills. Our study aimed to examine the psychometric properties of G04KIDDS Brief Adaptive Scale in a large sample of children in special education. Methods: Teachers reported on 361 students with severe to profound intellectual disability. The scale's factor structure was examined through principal components analysis (PCA), while its convergent validity was examined in relation to the Vineland (VABS‐II; Vineland‐II adaptive behavior scales, Circle Pines, MN, AGS and 2005). Results: The PCA indicated a single component measuring overall adaptive skills, which had excellent internal consistency (alpha = 0.93), and convergent validity (Pearson's r = 0.81). Conclusions: Teacher‐reported scores on GO4KIDDS Brief Behaviour Scale can provide a reliable and valid composite of adaptive skills in children with severe to profound intellectual disability. The scale will be useful to researchers and teachers who need a brief descriptive assessment of adaptive functioning. (Edited publisher abstract)
Evaluating the role of a humanoid robot to support learning in children with profound and multiple disabilities
- Author:
- HEDGECOCK Joseph
- Journal article citation:
- Journal of Assistive Technologies, 8(3), 2014, pp.111-123.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to identify ways teachers might employ a robot to achieve learning objectives with pupils with intellectual disabilities and potential outcome measures. Design/methodology/approach: A series of five case studies where teacher-pupil dyads were observed during five planned video-recorded sessions with a humanoid robot. Engagement was rated in a classroom setting and during the last session with the robot. Video recordings were analysed for duration of engagement, teacher assistance and number of goals achieved. Findings: Teachers identified a wide range of learning objectives ranging from an appreciation of cause and effect to improving the pupil's sense of direction. The robot's role could be to reward behaviour, provide cues or provide an active element to learning. Rated engagement was significantly higher with the robot than in the classroom. Research limitations/implications: A robot with a range of functions that allowed it to be engaging and motivating for the wide range of pupils in special education would be expensive and require teachers to learn how to use it. The findings identify ways to provide evidence that this expenditure of time and money is worthwhile. Originality/value: There is almost no research teachers can refer to on using robots to support learning in children with intellectual disabilities. This paper is therefore of value for researchers who wish to investigate using robots to educate children with intellectual disabilities, as it can provide vital information to aid study design. (Original abstract)
Creating a responsive environment: for people with profound and multiple learning difficulties
- Author:
- WARE Jean
- Publisher:
- David Fulton
- Publication year:
- 2003
- Pagination:
- 136p.,bibliog.
- Place of publication:
- London
- Edition:
- 2nd
This revised and updated second edition aims to enable teachers and care staff working with people with PMLD in any context to create a positive interactive environment for the people with whom they work. Using information from research and from everyday practice, the author discusses the different aspects of a responsive environment and suggests practical strategies that staff can use to create such an atmosphere.
Smart but stuck: emotional aspects of learning disabilities and imprisoned intelligence
- Author:
- ORENSTEIN Myrna
- Publisher:
- Haworth Press
- Publication year:
- 2001
- Pagination:
- 228p.,bibliog.
- Place of publication:
- Binghamton, NY
- Edition:
- Rev. ed.
This book is intended for psychotherapists, social workers, educators, and combines research in twenty case studies. The book discusses why and how these individuals with learning disabilities are misunderstood and how shame and fear can lead to an imprisoned intelligence. Examining learning gaps in children and adults, the book seeks to recognize learning strengths and weaknesses and to face the challenge of successfully coping with them, and helping clients to overcome them.
Teaching food preparation skills to people with intellectual disabilities: a literature overview
- Authors:
- LANCIONI Giuilo E., O'REILLY Mark F.
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 15(3), September 2002, pp.236-253.
- Publisher:
- Wiley
Food preparation skills are considered very relevant for people with intellectual disabilities. This article reviews research studies teaching these skills through the use of pictorial instructions or systematic prompting strategies.Computerized and hard searches led to the identification of: 12 studies using pictorial instructions on cards; four studies using pictorial instructions through computers; seven studies using systematic prompting (time delay or prompted practice of incorrect task steps), and three studies combining time delay with cards.The overall training outcomes were quite encouraging. Maintenance and generalization data tended to be in line with the training outcomes. The findings for the different teaching approaches were analysed in relation to the characteristics of the participants, number and complexity of the tasks available, data collection strategies as well as relevant literature on intellectual disabilities. The suitability of the teaching approaches for different types of people and environments and some relevant issues for future research were also examined.
Using microcomputers in naturalistic language intervention: the trialling of a new approach
- Author:
- BOZIC Nick
- Journal article citation:
- British Journal of Learning Disabilities, 23(2), 1995, pp.59-62.
- Publisher:
- Wiley
To date, microcomputers have tended to be used in traditional or behavioural approaches to language intervention. However, many theorists believe language is most effectively learnt if children are placed in naturalistic social situations where they have real and meaningful reasons to communicate. A way of using microcomputers in this way has been trialled in Birmingham. Simple computer-based activities were designed with the aim of encouraging the expression of specific semantic relations in children with moderate or severe learning difficulties. Design issues are discussed and presented as guidelines for others interested in planning such activities.
Working with people with learning disabilities: theory and practice
- Authors:
- THOMAS David, WOODS Honor
- Publisher:
- Jessica Kingsley
- Publication year:
- 2003
- Pagination:
- 288p.,bibliog.
- Place of publication:
- London
The authors of this guide bring together the relevant theory for social workers, nurses, teachers and others working with people with learning disabilities. They provide the theoretical understanding needed to inform good practice and help to improve the quality of life of the person with a learning disability. They discuss both psychological and practical theories, including: cognitive and behavioural approaches; systems approach; task centred approach; and role theory. Emphasising empowerment and inclusion of those with learning disabilities, they relate theory to issues such as loss and bereavement, sexuality and stigma. They also give a guide for practitioners on social policy and legislation and advise on crisis intervention, advocacy and joint agency work.
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.