Search results for ‘Subject term:"learning disabilities"’ Sort:
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The effectiveness of solutions-focused therapy with children in a school setting
- Authors:
- FRANKLIN Cynthia, et al
- Journal article citation:
- Research on Social Work Practice, 11(4), July 2001, pp.411-434.
- Publisher:
- Sage
Examines the effectiveness of solutions-focused therapy with children in a school setting using AB single-case designs. The research team provided 5 to 10 sessions of solution-focused therapy services to seven children who were referred with learning disabilities and classroom behaviourial problems. Data from Conners Teacher Rating Scales were analyzed using visual analysis of the data in relationship to clinical change scores, effect sizes, and improved percentage scores. Results indicate that solution-focused therapy was followed by positive changes on a range of behaviourial problems. Concludes that solution-focused therapy shows promise for helping special education students with their academic difficulties and classroom behaviours.
Information needs of parents about learning disabilities
- Author:
- McCONKEY Roy
- Journal article citation:
- Journal of Learning Disabilities, 7(3), September 2003, pp.211-219.
- Publisher:
- Sage
A survey of over 400 parents and carers of children and adults with severe learning disabilities was undertaken in N. Ireland. The aim was to identify the persons approached by the parents, the information required and the means used. The data are relevant to the setting up of national information centres as proposed by the government. The most common informants were social workers, staff in schools and centres, and GPs, but little use was made of voluntary services. A similar pattern was found regarding future informants. The most common topics were available services, leisure and holidays, and benefits. Parents of children under 10 were more likely to want information on education and therapies. The preferred means of getting information was through face-to-face contacts in the home.
A solution-focused approach to mental health intervention in school settings
- Authors:
- GINGERICH Wallace J., WABEKE Todd
- Journal article citation:
- Children and Schools, 23(1), January 2001, pp.33-47.
- Publisher:
- Oxford University Press
This article describes the use of solution-focused brief therapy (SFBT) for working with children who present with mental health problems in the school setting. SFBT eschews a pathology-based model of mental health, focusing instead on the client's strengths and desire to change. The article describes the techniques and application of SFBT and discusses the prevalence of child mental health problems. Emphasis throughout is placed on empirical support for the effectiveness of SFBT.
Don't count me out: the exclusion of children with a learning disability from education because of health needs
- Author:
- ROYAL SOCIETY FOR MENTALLY HANDICAPPED CHILDREN AND ADULTS
- Publisher:
- Mencap
- Publication year:
- 1999
- Pagination:
- 24p.
- Place of publication:
- London
Based on a survey of families, this report discusses how the health needs of children with learning disabilities affects their access to schooling. Looks at how the current system fails and argues that this is due to the failure of health and education authorities to work together at local level. Discusses the impact of this failure on children and families. Describes the legal position on these issues. Examines the roles and responsibilities of the agencies concerned. Ends with recommendations for future practice.
Services for children with learning disability: international perspectives on residential child care
- Editor:
- BARLOW Gerald
- Publisher:
- University of Strathclyde. Centre for Residential Child Care
- Publication year:
- 1999
- Pagination:
- 50p.,bibliogs.
- Place of publication:
- Glasgow
Includes papers on: services for children with learning difficulties; between the ideal and the reality; exploring the relationship of the child educator; the Camphill Diploma Course in Curative Education; respite care in the Ottawa Rotary Home; a holistic approach at the Linn Moor Special Residential School; twenty two years of residential care for special needs children; education, care and therapy at the St. Margaret's School; the network family programme in Tasmania; and putting the concept of quality of care into operation.
The role of play in helping children with emotional and behavioural difficulties access the curriculum in a mainstream secondary school
- Author:
- HUGHES Cathy
- Journal article citation:
- Emotional and Behavioural Difficulties, 1(2), Summer 1996, pp.15-21.
- Publisher:
- Taylor and Francis
Explores the use of 'play' with pupils with perceived emotional and behavioural difficulties in mainstream secondary schools and to provides practical examples of how this could be achieved. This will involves references to viewpoints regarding the value of play for its own sake, for therapeutic purposes, within child development, and within Primary education, and then the linking of these with discussions regarding the needs of children with perceived emotional and behavioural difficulties. The part on practice focuses on the use of play, in the sense of the provision of practical and concrete materials, as a means of accessing the curriculum in a mainstream secondary classroom, rather than on its use for emotional or social development, although the three can be shown to be interchangeable. The discussion is meant to present considerations, prompted by and deriving from personal perspectives and experiences.