Search results for ‘Subject term:"learning disabilities"’ Sort:
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Leisure activities during school break among children with learning disabilities: preference vs. performance
- Journal article citation:
- British Journal of Learning Disabilities, 34(1), March 2006, pp.42-48.
- Publisher:
- Wiley
Participation in leisure activities may contribute to the development of social, motor, and language skills, and is therefore especially important for children with learning disabilities. The purpose of the study was to examine break activities of children with learning disabilities, through exploration of the correlation between their preferences for break activities and the activities in which they actually engaged. The study found no such correlation. It is therefore suggested that leisure education should provide students with the skills they need in order to choose leisure activities and evaluate the efficacy of the choice they had made.
Bishopswood: good practice transferred
- Author:
- CENTRE FOR STUDIES ON INCLUSIVE EDUCATION
- Publisher:
- Centre for Studies on Inclusive Education
- Publication year:
- 1992
- Pagination:
- 15p.
- Place of publication:
- London
All staff, pupils and resources of Bishopswood Special School for children with severe learning difficulties in Oxfordshire have now transferred successfully to local mainstream schools. This report explains why and how the change came about and is a useful model for others.
The “learning disabilities to juvenile detention” pipeline: a case study
- Author:
- MALLETT Christopher A.
- Journal article citation:
- Children and Schools, 36(3), 2014, pp.147-154.
- Publisher:
- Oxford University Press
Adolescents becoming formally involved with a juvenile court because of school-related behaviour and discipline problems is a phenomenon known as the school-to-prison pipeline. Adolescents with learning disabilities are disproportionately represented within this pipeline. A study was conducted to review the outcomes for a population of youthful offenders (n = 433) in two juvenile courts in the Midwest, and it was found that youthful offenders with learning disabilities, when compared with nondisabled youthful offenders, were more likely to be suspended from school, were adjudicated delinquent at younger ages, and were more frequently held in detention centres. These outcomes are all risk factors for ongoing delinquent behaviours and, for some, eventual adult criminal court involvement. It is recommended that the juvenile courts continue to shift toward a rehabilitative paradigm in working with this more vulnerable offender population, including increased use of social workers. (Edited publisher abstract)
Integration working
- Author:
- O'GRADY Carolyn
- Publisher:
- Centre for Studies on Inclusive Education
- Publication year:
- 1990
- Pagination:
- 22p.
- Place of publication:
- London
Brings together three examples of good practice from different parts of the country: Springfield Junior School, Derbyshire where there are pupils with a wide range of learning difficulties; Leeds LEA policy and practice of integrating deaf pupils; and Kingsway FE College in London where students with disabilities or learning difficulties have been educated alongside non-disabled peers for many years.
The invisible wall: Niki's fight to be included
- Author:
- BRANDON Stewart
- Publisher:
- Parents with Attitude
- Publication year:
- 1997
- Pagination:
- 148p.
- Place of publication:
- Hesketh Bank
Factual record of the struggle by the parents of Niki Crane, who has learning difficulties, to get him into mainstream schooling.
Experiences of an integration link scheme: the perspectives of pupils with severe learning difficulties and their mainstream peers
- Author:
- BEVERIDGE Sally
- Journal article citation:
- British Journal of Learning Disabilities, 24(1), 1996, pp.9-19.
- Publisher:
- Wiley
The Warnock Committee (1978) was of the view that the education of children with special educational needs would be enhanced by closer working links between mainstream and special schools and recommended that these should be established. This paper explores the perspectives of pupils involved in an integration link. Data from the mainstream pupils and the special school group demonstrated a generally positive acceptance of the scheme. However, profiles of individual pupils from the special school group revealed significant variations in the ways they respond to the opportunity for interaction with their mainstream peers. This article argues that if integration schemes are to promote successful interactive experiences for all the pupils involved, then aspects of individual diversity need to be taken into account.
The accounts of special education leavers
- Author:
- CHESTON Rik
- Journal article citation:
- Disability and Society, 9(1), 1994, pp.59-69.
- Publisher:
- Taylor and Francis
There has been comparatively little analysis of the ways in which pupils within special education describe themselves. This paper looks at the linguistic repertoires that leavers from special education in central Scotland drew upon in order to account for their presence in what was seen by those around them as a stigmatising environment. The implications of the findings for those who work with teenagers and others who are forced to account for their presence in stigmatising environments are discussed.
Cost effectiveness and provision for special educational needs
- Authors:
- THOMSON G.O.B., WARD K.
- Journal article citation:
- Mental Handicap Research, 7(1), 1994, pp.78-96.
- Publisher:
- BIMH Publications
Draws upon data from a national survey of school leavers with significant special educational needs to develop hypothetical indicators of successful post-school outcomes. The paper concludes with an evaluation of QALYs (Quality Adjusted Life Years) as a potentially useful method of considering the value-added benefit of differing forms of provision for differing disability groups.
A preliminary investigation of a school-based musical theater intervention program for children with intellectual disabilities
- Authors:
- ZYGA Olena, et al
- Journal article citation:
- Journal of Intellectual Disabilities, 22(3), 2018, pp.262-278.
- Publisher:
- Sage
- Place of publication:
- London
The presence of an intellectual disability may cause a child to have significant deficits in social skills and emotion regulation abilities across development. A vital next step is to find interventions that can be delivered in the school environment and across disability categories that target socioemotional factors. The current study investigated the feasibility of delivering a school-based musical theatre programme to students with intellectual disability across a range of school settings. A within-group repeated-measures design was used to analyze pre- and post-video recordings of the intervention programme, which were coded for six domains of socioemotional ability across all participants (n = 47). Results showed that significant gains across all domains were observed. However, these gains related to school- and individual-level student factors, such as grade level, severity of disability, and baseline social skill ability. (Edited publisher abstract)
With a little help from my friends: ‘circle of friends’: supporting children and young people with additional support in Scotland’s mainstream schools
- Author:
- BRENNAN Raymond
- Publisher:
- Institute for Research and Innovation in Social Services
- Publication year:
- 2015
- Pagination:
- 29
- Place of publication:
- Glasgow
Reports on the findings of research which aimed to better understand difficulties children with learning disabilities face around friendships and relationships. The project focuses on the knowledge and experience that parents and their children have of ‘The Circle of Friends’ approach, and explores its potential to improve the experiences that children have when they are at risk of being excluded from mainstream settings, in particular school settings. The aim of this approach is to build a ‘team’ around the child or young person by inviting their peers to become part of the circle. The research gathered feedback using parent questionnaires, a total of 35 responses were received. A case study outlining the experience of one family with exerience of 'The Circle of Friends' approach is also included in the report. The findings support the promotion of a Circle of Friends approach in schools and the data suggest that the approach is consistent with the Scottish government’s SHANNARI wellbeing outcomes framework and GIRFEC (Getting it Right for Every Child). The paper was produced as part of the PROP2 (Practitioner Research: Outcomes and Partnership) programme, a partnership between the Centre for Research on Families and Relationships (CRFR) at the University of Edinburgh and IRISS covering health and social care in Scotland. (Edited publisher abstract)