Search results for ‘Subject term:"learning disabilities"’ Sort:
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Length of school week: pupils in special schools and units
- Author:
- SCOTLAND. Scottish Executive. Education Department
- Publisher:
- Scotland. Scottish Executive
- Publication year:
- 2002
- Pagination:
- 5p.
- Place of publication:
- Edinburgh
Characterisation of multisensory environments: why do teachers use them?
- Author:
- STEPHENSON Jennifer
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 15(1), 2002, pp.73-90.
- Publisher:
- Wiley
Special educators are increasingly using multisensory environments even though there is a lack of evidence for their effectiveness as an educational intervention. This paper explores the way multisensory rooms are presented on the World Wide Web in an attempt to understand why they are being used by teachers. Searches of the World Wide Web were carried out to locate 48 relevant sites. The contents of the sites were analyzed in terms of aims or purposes, purported benefits and outcomes, use of research, confidence of claims, emphasis on student behaviour and building interpersonal relationships. The aims included sensory stimulation and relaxation. A wide range of purported outcomes were identified that were confidently claimed with little reference to the existing research base. Many sites did claim benefits for student behaviour and building up of relationships. There is an uncritical presentation of the purported benefits of multisensory environments with a belief that sensory stimulation is, in itself, a good thing. It seems that a teacher's desire to build positive relationships and provide pleasant experiences may be an important factor in the use of these environments.
Munchausen by proxy: presentations in special education
- Authors:
- AYOUB Catherine C., SCHREIER Herbert A., KELLER Carol
- Journal article citation:
- Child Maltreatment, 7(2), May 2002, pp.149-159.
- Publisher:
- Sage
Munchausen by proxy is a disorder in which a child is victimised through a form of child abuse called pediatric condition falsification (PCF), which has been documented for psychological and psychiatric conditions including one, presented here, in which educational disabilities are the focus of falsification. Parents meet their own self-serving needs through 'impostering' as good mothers. This maternal mental disorder is called factitious disorder by proxy. Presents a series of cases in which children have PCF primarily consisting of educational disabilities. Characteristics of the children, their mothers, and their families are outlined and outcomes for the 9 children in the sample discussed. Guidelines for identification of children with PCF in educational settings are provided, and special guidance offered in differential diagnosis. Part of the focus section 'Munchausen by proxy'.
Inclusion: what young people tell us
- Authors:
- BARRATT Penny, et al
- Publisher:
- Nottingham. Education Department
- Publication year:
- 2002
- Pagination:
- 16p.
- Place of publication:
- Nottingham
Education around the world is becoming increasingly inclusive. There is an onus on schools to develop their ability to include pupils who are described as having special educational needs. Nottingham City Council demonstrated its endorsement of inclusion through consultation and publication of an Inclusion Policy Statement in 1999. The statement explicitly adopts the social model of disability with its focus on the removal of barriers. The social model contrasts with the traditional medical model of disability which identifies the individual's impairment as creating a special problem in need of treatment. This 17 page book presents the views of some of the young people who attend schools in Nottingham. They were encouraged to comment on their experiences of the inclusion process to highlight good practice.
Family action for inclusion in education
- Author:
- MILES Susie
- Publisher:
- Enabling Education Network
- Publication year:
- 2002
- Pagination:
- 115p.
- Place of publication:
- Manchester
Celebrates the stories of family-based advocacy organisations which have helped to transform education systems in southern Africa, South Asia, Europe and Australia. Quotations from family and community members provide the reader with valuable insights into the activities, thoughts and feelings of parents involved in fighting for the inclusion of their disabled children. In countries of the South the challenge of providing education for all children is not being met. Disabled children are among the most marginalised from education.This guide has been written for family and community members who may feel isolated and want to form a support group, or advocacy organisation, to challenge exclusion. It will also be of interest to those committed to promoting more inclusive practices in education.
Supporting children with multiple disabilities
- Author:
- MEDNICK Michael
- Publisher:
- Questions Publishing Company
- Publication year:
- 2002
- Pagination:
- 173p.
- Place of publication:
- Birmingham
With considerations to the individual student and disability, topics explored include: assessment, access to appropriate environments; mobility and motor skills; support in mainstream education; and developing communication. It is important that students make progress toward specific learning goals, whether those goals involve social, academic, motoric, or personal aspects of education.
Special educational needs: a mainstream issue
- Author:
- AUDIT COMMISSION
- Publisher:
- Audit Commission
- Publication year:
- 2002
- Pagination:
- 64p.,tables.
- Place of publication:
- London
One in five children in England and Wales are considered by their school to have special educational needs (SEN). Despite the significant numbers involved, they have remained low profile in education policymaking and public awareness. National targets and performance tables fail to reflect schools’ work with them and a lack of systematic monitoring by schools and local education authorities (LEAs) means that poor practice may go unchallenged. Schools have struggled to balance pressures to raise standards of attainment and become more inclusive. This has been reflected in a reluctance to admit and a readiness to exclude some children, particularly those with behavioural difficulties. The existence of separate structures and processes for children with SEN may have allowed their needs to be seen as somehow different even peripheral to the core concerns of our system of education.
Special educational needs: a mainstream issue
- Author:
- AUDIT COMMISSION
- Publisher:
- Audit Commission
- Publication year:
- 2002
- Pagination:
- 4p.
- Place of publication:
- London
One in five children in England and Wales are considered by their school to have special educational needs (SEN). Despite the significant numbers involved, they have remained low profile in education policymaking and public awareness. National targets and performance tables fail to reflect schools’ work with them and a lack of systematic monitoring by schools and local education authorities (LEAs) means that poor practice may go unchallenged. Schools have struggled to balance pressures to raise standards of attainment and become more inclusive. This has been reflected in a reluctance to admit and a readiness to exclude some children, particularly those with behavioural difficulties. The existence of separate structures and processes for children with SEN may have allowed their needs to be seen as somehow different even peripheral to the core concerns of our system of education.
Count us in: achieving inclusion in Scottish schools; a report by HM Inspectorate of Education
- Author:
- HM INSPECTORATE OF EDUCATION
- Publisher:
- Stationery Office
- Publication year:
- 2002
- Pagination:
- 36p.
- Place of publication:
- Edinburgh
In the past, interpretations of the terms 'inclusive schools' and 'inclusive education' have often focused on including pupils with additional support needs, for example learning difficulties or social, emotional or behavioural needs, in the mainstream of schooling. Increasingly, however, a broader definition of 'inclusive education' is gaining currency in Scotland and beyond. This broader definition relates not only to pupils who have particular needs, but also to the entitlement of all pupils to receive a high quality experience from the education system.
Attitudes towards sexuality, sterilization and parenting rights of persons with intellectual disabilities
- Authors:
- AUNOS M., FELDMAN M. A.
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 15(4), December 2002, pp.285-296.
- Publisher:
- Wiley
Reviews articles pertaining to attitudes towards sexuality, sterilization, procreation and parenting by people with intellectual disabilities. Most empirical studies were conducted after the appearance of the principles of normalization and role valorization in the 1970s. Across studies, special education teachers and university students appear to hold more positive attitudes towards sexuality and sexuality education programs than parents and service workers. People with intellectual disabilities have conservative attitudes towards sexual intercourse and homosexuality, but may be accepting intimate contact by familiar persons. Despite the ban on involuntary sterilization, it appears that many parents and teachers of persons with intellectual disabilities still support it as a form of contraception, especially for persons with severe intellectual disabilities. Likewise, attitudes towards parenting by persons with intellectual disabilities remain negative, and these attitudes may adversely affect the provision of competency-enhancing supports and services for parents with intellectual disabilities and their children.