Search results for ‘Subject term:"learning disabilities"’ Sort:
Results 1 - 4 of 4
Vision 21 celebrates 21 years of training
- Author:
- CULLEN Fiona
- Journal article citation:
- Llais, 94, Winter 2009, pp.18-19.
- Publisher:
- Learning Disability Wales
This article describes Vision 21, which provides training and meaningful work experience for students with learning disabilities in South East Wales. Formed 21 years ago, Vision 21 has 16 different social enterprise training environments providing 372 training spaces per week. Focusing on providing training opportunities that enable people to reach their full potential, the training activities include horticulture, catering, woodwork, ICT, pottery, animal care, retail skills, creative choices and card making. The author describes how Vision 21 remains innovative and responsive in the training it gives students, keeping up with an ever changing world. The article outlines new developments within Vision 21, looks at the courses it offers, and describes how this year it has launched a new Annual Awards scheme as a way of recognising its achievements.
Funzone: using groupwork for teaching and learning
- Authors:
- WILSON Mary, et al
- Journal article citation:
- Groupwork, 14(1), 2004, pp.9-29.
- Publisher:
- Whiting and Birch
Describes the development and use of groupwork as a strategy for inclusion and social skills training in the curriculum of a special school, which is also the site of a fieldwork practice teaching unit for social workers in training. The groupwork model was developed for work with 16-18 year olds with learning disabilities, as one day a week in their school curriculum. The article examines the groupwork model. The issues that arose are explored, as are the implications and applications of such collaborative ways of working.
Changing educational opportunities for people with learning difficulties following the Tomlinson Report
- Author:
- DEE Lesley
- Journal article citation:
- Tizard Learning Disability Review, 3(3), July 1998, pp.16-23.
- Publisher:
- Emerald
Traces the impact of the report of the Further Education Funding Council's committees on learning difficulties and/or disabilities on educational opportunities for people with learning disabilities. Based on the principle of inclusion, the report made sixty recommendations aimed at improving the quality of further education for people with learning disabilities. While approximately one third of the proposals have now been accepted by the funding council, argues that only legislative reform can achieve the recommended changes to the post-16 curriculum and to inter-agency working.
Early intervention and identification: finding the family
- Author:
- CARPENTER Barry
- Journal article citation:
- Children and Society, 11(3), September 1997, pp.173-182.
- Publisher:
- Wiley
Recent legislation, both in the UK and abroad, has underlined the need for strong interdisciplinary approaches to meet the diversity of special educational needs that exist in our child population. This multidisciplinary approach necessitates a change of focus. It recognises the parent, with their child, as central, implicit and fundamental to the early intervention team, and endorses their right to request appropriate access to services. Discusses how this change in approach to families of children with special educational needs will challenge some professionals and demand a radical reappraisal of the structure of their role and their style of delivery of early intervention.