Search results for ‘Subject term:"learning disabilities"’ Sort:
Results 1 - 10 of 13
Good sports
- Author:
- PENFOLD Julie
- Journal article citation:
- Learning Disability Today, 13(5), September/October 2013, pp.12-13.
- Publisher:
- Pavilion
- Place of publication:
- Hove
Sports Buddy is a new initiative in West Yorkshire that aims to help people with learning and physical disabilities to become more active with the short-term help of a non-disabled sports buddy. The scheme is funded by Kirkless Council's community partnerships department and is being delivered by two charities - the Communities United project and the Meltham Sports and Community Group.This article explains how the scheme works. (Edited publisher abstract)
Students’ behavioural intentions towards peers with disability
- Authors:
- BROWN Hilary K., et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 24(4), July 2011, pp.322-332.
- Publisher:
- Wiley
Inclusive education is an important element of the current focus on social inclusion for individuals with disabilities. A barrier to the social inclusion of students with disabilities is the attitude of their non-disabled peers towards them. The aim of this study was to compare the behavioural intentions of high school students towards individuals with intellectual disabilities and individuals with physical disabilities, and to explore reasons for these behavioural intentions. A sample of 319 Grade 9 and Grade 12 students in Ontario, Canada completed a questionnaire regarding their behavioural intentions towards peers with intellectual or physical disabilities. They also responded to open-ended questions concerning their feelings about participating in a class task or social activity with these individuals. The findings showed that behavioural intentions towards students with intellectual disabilities were significantly more negative than were those towards students with physical disabilities. This difference was also reflected in responses to the open-ended questions. Common reasons for discomfort were perceived dissimilarities in interests or abilities. The findings demonstrate a need to provide interventions to support students with and without disabilities to find commonalities and to encourage reciprocity in their interactions.
Part of the community
- Author:
- STEVENS Simon
- Journal article citation:
- Learning Disability Today, 9(4), June 2009, pp.20-21.
- Publisher:
- Pavilion
- Place of publication:
- Hove
Second Life, the internet based virtual world, offers people with learning and physical disabilities a route to inclusion. This article describes the main features of Second Life and its advantages for disabled people. It is much easier for physically disabled people to get together virtually than it is in real life. For people with autistic spectrum disorders, Second Life may aid in the development of social skills. People can show emotions in a clear and deliberate way, making them easier to read and understand. Users have formed groups such as Wheelies, a virtual nightclub for people with physical disabilities, and the Autism Liberation Front. Safeguarding issues are a concern, as they are in real life. The author concludes that Second Life has the potential to bring further benefits for disabled people, such as virtual and real world learning and paid employment opportunities.
Variables that affect teachers’ attitudes towards disability and inclusive education in Mumbai, India
- Author:
- PARASURAM Kala
- Journal article citation:
- Disability and Society, 21(3), May 2006, pp.231-242.
- Publisher:
- Taylor and Francis
Teacher attitude is one of the most important variables in the education of children with disabilities. Attitudes of general educators in the city of Mumbai, India, toward disabilities and inclusion of students with disabilities into regular schools were studied through the usage of two attitude scales. The study investigated whether variable background characteristics such as age, gender, income level, education levels, years of teaching experience, acquaintance with a person with a disability, having a family member with a disability, frequency of contact and closeness to a person with disability affect the attitudes of teachers towards people with disabilities and towards inclusion of students with disabilities into regular schools. The analyses revealed that while some of the variables of interest did affect teachers’ attitudes towards disabilities, the only variable that affected teachers’ attitudes towards inclusion was prior acquaintance with a person with a disability.
Working futures?: disabled people, policy and social inclusion
- Editors:
- ROULSTONE Alan, BARNES Colin, (eds.)
- Publisher:
- Policy Press
- Publication year:
- 2005
- Pagination:
- 346p.
- Place of publication:
- Bristol
This book looks at the current effectiveness and future scope for enabling policy in the field of disability and employment. The book brings together a wide range of policy insights to bear on the question of disabled peoples working futures. It includes analyses of recent policy initiatives as diverse as the Disability Discrimination Act 1995, Draft Disability Bill, the benefits system, New Deal for Disabled People, job retention policy, comparative disability policy, the role of the voluntary sector and 'new policies for a new workplace'. Contributions from academics, NGOs, the OECD and the disabled peoples' movement bring multiple theoretical, professional and user perspectives to the debates at the heart of the book.
The relationship of person-environment fit to perceptions of autonomy, competency and satisfaction among older adults with developmental disabilities
- Authors:
- HUTCHINGS B. Lynn, CHAPLIN Erica
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 14(3), 2017, pp.214-223.
- Publisher:
- Wiley
The overlay of age-related cognitive and physical impairments onto existing intellectual and physical disabilities, a paucity of informal social relationships, a limited education and low income levels place the current generation of ageing adults with intellectual disabilities at risk of premature behavioural limitations and increased dependency. Person-environment fit and its relationship to perceptions of autonomy, competency, and satisfaction were explored through qualitative data collected from consumers. Face-to-face, in home interviews were conducted with 91 consumers who were asked to assess their own ability to carry out self-care and household tasks. Interviewers then observed consumers performing these tasks. A multi-stage data analysis process identified emergent themes that included issues related to autonomy versus dependence, belonging versus isolation, residential permanency versus transience, and social inclusion versus exclusion. The study also collected quantitative data, both from consumers and interviewers acting as observers. Consumer ratings of their own ability were consistently lower than observer ratings. Fostering home-based independence and autonomy among people ageing with developmental disabilities are discussed in relation to perspectives on the home environment. (Edited publisher abstract)
Reducing disablement with adequate and appropriate resources: a New Zealand perspective
- Authors:
- WILKINSON-MEYERS Laura, et al
- Journal article citation:
- Disability and Society, 29(10), 2014, pp.1540-1553.
- Publisher:
- Taylor and Francis
This article presents the qualitative findings from a larger mixed methods study of the barriers and costs associated with disability in New Zealand. A social model of disability framework was integrated with an economic cost model using consensual budget standards to (1) identify key barriers disabled people experience in their everyday living and (2) develop consensus about the resources disabled people agree they require to reduce or remove them. Forty-nine people with physical, hearing, vision or intellectual impairment participated in a series of 8 impairment-based focus groups. The analysis identified inaccessible environments, negative attitudes, unreliable transportation and poor access to information as key barriers. However, lack of adequate and appropriate resources (e.g. equipment, modifications, support, transport and time) to address these barriers was the overarching obstacle to participation. The inclusion of time as both a barrier and a valuable resource is arguably the most important contribution of the study. (Publisher abstract)
Extra agreement under the International Agreement on the Rights of Disabled People
- Author:
- INSPIRED SERVICES
- Publisher:
- Great Britain. Department for Work and Pensions
- Publication year:
- 2007
- Pagination:
- 9p.
- Place of publication:
- London
The United Nations Convention on the Rights of Persons with Disabilities is an international human rights treaty that makes it clear that disabled people have, and should be able to enjoy, the same human rights as others. The Convention sets an internationally recognised benchmark for the human rights of disabled people against which countries, including the UK, will be measured. The Convention also has an additional section called the Optional Protocol. This Protocol allows individuals who believe that their rights under the Convention have been breached to bring complaints to the UN Committee established to monitor the Convention. The Committee can also undertake enquiries into alleged grave or systematic violations of the Convention. The Convention applies to all disabled people and covers all areas of life including access to justice, personal mobility, health, education, work and recreation. This document is the easy read version of the Convention, and outlines how: disabled people - or groups of disabled people - can complain to the special Committee if they feel they are not getting their rights under the International Agreement; anyone who makes a complaint has to give their name, or the name of their group; when a complaint is made the Committee will privately tell the government of the country where it happened what it is about; in a very urgent and serious case the Committee may ask a country to do something straight away to help the person who has made the complaint. It also explains how the Committee will talk about complaints in private. Afterwards it will send its views to the government of the country and the person who complained.
Hearing the voices of disabled students in higher education
- Authors:
- VICKERMAN Philip, BLUNDELL Milly
- Journal article citation:
- Disability and Society, 25(1), January 2010, pp.21-32.
- Publisher:
- Taylor and Francis
This paper reports on a study of the lived in experiences and perspectives of disabled students during attendance at a higher education (HE) establishment in northern United Kingdom. Using questionnaires, the views of 504 students, taking physical education, sport, dance and outdoor education classes, of their transition from induction, course delivery, barriers to learning, through to employability were recorded and followed by face-to-face interviews with four students who had indicated that they had physical or learning (including dyslexia) disabilities. The authors report work is needed to level HE experiences for disabled students and highlight five issues to be addressed in order to enable their access and entitlement rights as detailed in the Disability Discrimination Act (DDA) 1995, Special Educational Needs and Disability Act (SENDA) 2001, and the Disability Equality Duty (DED) 2006. Firstly, the authors recommend the provision of pre-course inclusion support, which will at least encourage more students to disclose their disabilities and at best will make mainstream systems of induction more user friendly to all. Commitment by HE institutions to providing barrier-free curricula and support services is key, as is consultation with disabled students on all topics associated with their HE experiences. Fifthly, the authors call for the embedding of personal development planning for all students, but especially those with disabilities.
Disability and development: learning from action and research on disability in the majority world
- Editors:
- STONE Emma, (ed.)
- Publisher:
- Disability Press
- Publication year:
- 1999
- Pagination:
- 294p., bibliog.
- Place of publication:
- Leeds
Features 15 original contributions from leading disabled activists, international development planners and practitioners, and researchers working on disability issues in 'developing countries' (the majority world). The book asks: What do we know about disability in a global context? What are the issues that face disabled people, their families, and those who work with them in 'developing countries'? What happens when western ideas and practices around disability migrate to non-western settings? Issues explored include: strategies for social change; empowerment and rights; disabled people's organisations; community-based rehabilitation; inclusive education; cultural perceptions of impairment and disability; disability services in historical perspective; and the difficulties inherent in disability action and research in the majority world. Contributions are based on work in a wide range of countries including: Afghanistan, Jordan, Lesotho, Nepal, China and India.