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Commentary on: “Ordinary lives” means ordinary schools: towards a unitary 0-99 years policy for adults and children with learning disabilities
- Author:
- HARDIMAN Becky
- Journal article citation:
- Tizard Learning Disability Review, 25(1), 2020, pp.47-52.
- Publisher:
- Emerald
Purpose: The purpose of this study is to reflect on some of the challenges faced by caregivers when making decisions relating to school placements for their child with a learning disability. Design/methodology/approach: Quotes from parents and caregivers, contacted via a national syndrome support charity, are shared, along with broader perspectives gained through the charity’s helpline service. Findings: A number of themes are discussed, including friendships and role models; expectations and educational targets; training, speciality and capacity of staff and managing a widening gap. Originality/value: When considering the future of education provision, it is important to consider some of the tensions between an ideology of inclusion and the current realities of service provision. To create effective solutions to achieving more effective inclusion, the concerns and experiences of families, as well as children, must be considered. (Edited publisher abstract)
Visually impaired people with learning difficulties: their education from 1900 to 1970 - policy, practice and experience
- Author:
- FRENCH Sally
- Journal article citation:
- British Journal of Learning Disabilities, 36(1), March 2008, pp.48-53.
- Publisher:
- Wiley
By means of documentary evidence and six in-depth interviews, this paper traces policy and practice relating to the education of visually impaired children with learning difficulties from 1900 to 1970. It reveals that if visually impaired children with learning difficulties were given an education at all, their needs were not usually met and they were frequently subjected to an oppressive and abusive institutional regime. By giving visually impaired people with learning difficulties the opportunity to voice their experiences, it is hoped that this paper will add to the growing oral history of people with learning difficulties and further their empowerment. The data for this paper was extracted from a study of the history of education of visually impaired children in Britain.
Comparison of the WAIS-III and WISC-IV in 16-year-old special education students
- Authors:
- GORDON Shirley, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 23(2), March 2010, pp.197-200.
- Publisher:
- Wiley
Previous research with earlier versions of the WISC and WAIS has demonstrated that when administered to people who have intellectual disabilities, the WAIS produced higher IQ scores than the WISC. This study, examining whether these differences still exist, compared the Wechsler Adult Intelligence Scale, third edition (WAIS-III) to the Wechsler Intelligence Scale for Children, fourth edition (WISC-IV) via tests on individuals who were 16 years old and receiving special education. The WAIS-III mean full scale IQ was 11.82 points higher than the equivalent WISC-IV score. Considerable differences were also found between the Verbal Comprehension Index, Perceptual Reasoning/Organisation Index and Processing Speed Index on the WAIS-III and WISC-IV, with, in each instance, the WAIS-III scoring higher. The results indicate that the WAIS-III generates higher scores than the WISC-IV in people with intellectual disabilities. The authors conclude that this has implications for definitions of intellectual disability, suggest that psychologists should be cautious when interpreting and reporting IQ scores on the WAIS-III and WISC-IV.
Safeguarding disabled children in residential special schools
- Authors:
- PAUL Alina, CAWSON Pat, PATON Joni
- Publisher:
- National Society for the Prevention of Cruelty to Children
- Publication year:
- 2004
- Pagination:
- 140p., bibliog.
- Place of publication:
- London
This is a research initiative to promote the care and protection of disabled children living away from home. The project worked with residential special schools for children with severe and multiple physical and learning disabilities, to examine child protection policies and practice. It aimed at identifying and describing good practice models for child welfare and protection. These will be incorporated into practice guidelines to be available for management, staff training and practice development. Findings will also be used to prepare a guide to inform parents on standards of child protection safeguards they should be able to expect while their children are at residential school. Disabled children are among those most likely to spend time in residential institutions. The single largest category of disabled children living away from home - and therefore the primary focus of the proposed work - is children with a variety of complex physical and learning disabilities attending residential special schools. The issue of the protection from abuse of disabled children living in residential settings has received much less attention than the protection of children 'looked after' by local authorities. The paucity of research in this field reflects the low priority often given to the needs of disabled children, and the myth that disabled children are unlikely to be abused. Yet there is evidence, from accounts by disabled adults of their childhood, and from research and practice experience, to suggest that disabled children are at increased risk of abuse.
Needs must
- Author:
- LIGHTFOOT Liz
- Journal article citation:
- 0-19, May 2004, pp.14-15.
- Publisher:
- Reed Business
The government wants children with special needs to be taught in mainstream schools. Asks whether the schools have the resources and whether they are willing to teach these children.
The special school run: reviewing special educational needs transport in London
- Author:
- AUDIT COMMISSION
- Publisher:
- Audit Commission
- Publication year:
- 2001
- Pagination:
- 59p.,tables,diags.
- Place of publication:
- London
Local education authorities have a duty to provide or arrange free transport to and from school for some school children and discretion to provide it for others. Effective arrangements are essential to ensure that children with special educational needs can attend school. This report presents comparative information, across London Boroughs, on the quality and standards to which authorities work, the ways in which they manage and supervise arrangements, how they set and manage budgets, the numbers of pupils with special educational needs needing transport, how their needs are met and the costs of provision. Includes a self assessment checklist and draws attention to good practice, including findings from best value inspections, and other inspections.
Dimensions of learning disability
- Editors:
- GATES Bob, PEACOCK Colin
- Publisher:
- Bailliere Tindall
- Publication year:
- 1997
- Pagination:
- 394p.,bibliogs.
- Place of publication:
- London
Focuses on the health aspects of services for people with learning difficulties, and on the role nurses have to play within this. Contains sections on: the nature of learning disability; health and learning disability; educational dimensions; biological dimensions; psychosocial dimensions; cultural and spiritual aspects; political and economic dimensions; national and international issues; and contemporary and new horizons in learning disability research.