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Teaching students with severe intellectual disabilities non-representational art using a new pictorial and musical programme
- Authors:
- RIDDOCH Jane V., WAUGH Russell
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 28(2), June 2003, pp.145-162.
- Publisher:
- Taylor and Francis
A recently developed pictorial and musical programme was used to teach nonrepresentational (abstract) art to students with severe intellectual disabilities, and to regular students as a control group. A 2 (two levels)62 (three levels) ANOVA was used to test three hypotheses. The idependent variable was the quality of non-representational art. The independent variables were the type of student (special or regular) and the type of teaching programme (pictorial only, pictorial with rock music, or pictorial with classical music). The sample consisted of 12 primary age students with severe intellectual disabilities from a special school and 12 regular Year 2 (7 year old) students. There were no significant interactions. There was a significant main instructional effect favouring pictorial with classical music over both pictorial only and pictorial with rock music. There was a significant main effect for the type of student favouring regular students over special students for both pictorial only and pictorial with classical music.
Teaching students with severe intellectual disabilities non-representational art using a new pictorial and musical programme
- Authors:
- RIDDOCH Jane V., WAUGH Russell
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 28(2), June 2003, pp.145-162.
- Publisher:
- Taylor and Francis
A recently developed pictorial and musical programme was used to teach nonrepresentational (abstract) art to students with severe intellectual disabilities, and to regular students as a control group. A 2 (two levels) 62 (three levels) ANOVA was used to test three hypotheses. The idependent variable was the quality of non-representational art. The independent variables were the type of student (special or regular) and the type of teaching programme (pictorial only, pictorial with rock music, or pictorial with classical music). The sample consisted of 12 primary age students with severe intellectual disabilities from a special school and 12 regular Year 2 (7 year old) students. There were no significant interactions. There was a significant main instructional effect favouring pictorial with classical music over both pictorial only and pictorial with rock music. There was a significant main effect for the type of student favouring regular students over special students for both pictorial only and pictorial with classical music.
Themed activities for people with learning difficulties
- Author:
- HUTCHINSON Melinda
- Publisher:
- Speechmark
- Publication year:
- 2003
- Pagination:
- 229p.
- Place of publication:
- Bicester, Oxon.
This resource is intended for professionals looking to run creative sessions with people with profound and complex learning difficulties. Using a selection of twenty everyday objects, it provides resource materials, ideas and flexible structures to extend and complement professionals' existing approaches. The book examines a range of teaching approaches, ideas for adapting activities and equipment, and how to present materials and tasks to the student. It can be used with individuals and groups in a variety of settings, including educational establishments, day provisions or at home.
Creating a responsive environment: for people with profound and multiple learning difficulties
- Author:
- WARE Jean
- Publisher:
- David Fulton
- Publication year:
- 2003
- Pagination:
- 136p.,bibliog.
- Place of publication:
- London
- Edition:
- 2nd
This revised and updated second edition aims to enable teachers and care staff working with people with PMLD in any context to create a positive interactive environment for the people with whom they work. Using information from research and from everyday practice, the author discusses the different aspects of a responsive environment and suggests practical strategies that staff can use to create such an atmosphere.
Changing student teachers' attitudes towards disability and inclusion
- Author:
- CUSKELLY Monica
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 28(4), December 2003, pp.369-379.
- Publisher:
- Taylor and Francis
A total of 274 preservice teacher education students were surveyed at the beginning and end of a one-semester unit on Human Development and Education which combined formal instruction with structured fieldwork experiences. The latter included interviewing community members regarding their knowledge of Down syndrome and opinions on inclusive education, and writing an associated report. At the end of semester, not only had student teachers acquired more accurate knowledge of Down syndrome, together with more positive attitudes towards the inclusive education of children with Down syndrome, but their attitudes towards disability in general had also changed, and they reported greater ease when interacting with people with disabilities. The study illustrated the value of combining information-based instruction with structured fieldwork experiences in changing attitudes towards disability and inclusion. It also demonstrated that raising awareness of one disability may lead to changes in attitudes towards disability in general.
Looking forward to Thursdays: effective learning for young adults with mental health difficulties
- Author:
- AYLWARD Nicola
- Publisher:
- National Youth Agency
- Publication year:
- 2003
- Pagination:
- 46p.
- Place of publication:
- Leicester
Research shows that young people who experience mental health difficulties are subject to stigma and discrimination (56% and 51% respectively report discrimination from family and friends). Similarly these young people are at risk of experiencing severe isolation and exclusion from society throughout their adult lives, unless effective interventions can be made. In response to this trend and the impact that mental health difficulties can have upon a young person’s life and learning, in 2001 the Young Adult Learners Partnership (YALP) conducted a survey of over 200 providers in both the formal and informal learning sectors. Survey respondents included staff from further education colleges, community-based adult learning, and voluntary and statutory youth work provision. The purpose of the survey was to identify current policy and practice in learning provision for young adults aged 16-25 with mental health difficulties and to highlight examples of good work. The responses to the survey revealed a small number of examples of highly effective provision for this target group. However, the findings overwhelmingly indicated that despite awareness of increasing numbers of young adults with mental health difficulties, there was a lack of targeted provision for this group of learners and potential learners. One of the main factors that was identified by providers as preventing them from establishing effective learning, was lack of knowledge and information about the needs of young adults with mental health difficulties and how learning could help them.
Inclusive education: diverse perspectives
- Authors:
- NIND Melanie, et al
- Publisher:
- David Fulton
- Publication year:
- 2003
- Pagination:
- 310p.,bibliogs.
- Place of publication:
- London
This book draws upon the experiences and practices of academics and professionals within the inclusive education sphere. Enabling the reader to stay in touch with what has led to the current agenda in inclusive education and its future development, this book includes: the views of people with learning difficulties and disabilities; comparison of different approaches to inclusion; and discussion of current events and what they tell us about inclusion.
Learning and behavior problems in Asperger Syndrome
- Editor:
- PRIOR Margaret
- Publisher:
- Guilford Press
- Publication year:
- 2003
- Pagination:
- 326p.,bibliog.
- Place of publication:
- London
This volume provides research-based, practical information on managing the challenges that Asperger syndrome (AS) presents in everyday life and in the classroom. Current knowledge is reviewed on the core learning, behavioral, emotional, social, and communication difficulties associated with this complex disorder. Hurdles facing children with AS and their parents and teachers are clearly identified, and effective assessment and intervention approaches described. Special features include firsthand accounts from an adult with AS and a teacher with extensive experience in the area, as well as numerous illustrative vignettes and classroom examples.
A heart to learn and care?: teachers' responses toward special needs children in mainstream schools in Hong Kong
- Authors:
- PEARSON Veronica, et al
- Journal article citation:
- Disability and Society, 18(4), June 2003, pp.489-508.
- Publisher:
- Taylor and Francis
This article examines the problems associated with introducing integrated education into Hong Kong's mainstream schooling system. The research objectives were to examine the experience of teachers in teaching children with special needs in mainstream schools; to examine the attitude of mainstream teachers towards integrated education, and explore whether the differences in perception of difficulties and attitudes are attributable to types of disability and availability of resources. This was achieved through a research strategy utilising a questionnaire survey combined with individual and group interviews. The results demonstrate that there is a clear hierarchy of preference amongst teachers in relation to special needs children. Students with a learning disability and/or behavioural problems pose more challenges to teachers than those with a physical difficulty. Teachers that had both types of special needs children in a class experience more problems in maintaining classroom discipline, have a greater workload and struggle to manage the disparate academic standards amongst students. Teachers in schools with extra funding provisions, teachers trained to teach special needs children, additional counselling resources and specialist support expressed more accepting attitudes towards children with special needs and their admission into mainstream schools. Resource classes did not exert a positive effect on acceptance. More than 70% of questionnaire respondents were supportive of two positive value statements 'realisation of equal opportunities' and 'a good chance for students to interact'. At the same time teachers tended to agree with the statements 'integration was a burden to the schools and teachers' (over 60%) and 'a painful struggle for special students' (48%). Although there is a general normative acceptance of inclusion, the statistical pattern suggests that teachers' attitudes are not static or based solely on ideology.