Search results for ‘Subject term:"learning disabilities"’ Sort:
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Employing people with disabilities: a preliminary assessment of a start-up Initiative
- Authors:
- YAMATANI Hide, TEIXEIRA Samantha, McDONOUGH Kathleen
- Journal article citation:
- Journal of Human Behavior in the Social Environment, 25(8), 2015, pp.830-842.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
A major city in Pennsylvania initiated the Career Transition Liaison Project, the first of its kind in the region. Based on a mixed method evaluation design, the pilot study findings show that employing youth with disabilities requires certain accommodations and an initial investment in training, but these investments pay off for the employer. (Publisher abstract)
Practice guide: supporting professionals to meet the needs of young people with learning disabilities who experience, or are at risk of, child sexual exploitation
- Authors:
- SMEATON Emilie, FRANKLIN Anita, RAWS Phil
- Publisher:
- Barnardo's
- Publication year:
- 2015
- Pagination:
- 69
- Place of publication:
- Ilford
The aim of this practice guide is to provide professionals with learning from an exploratory research study addressing the needs of children and young people with learning disabilities who experience, or are at risk of, child sexual exploitation (CSE). These include: ensuring long-term support; recognising the needs of individual young people with learning disabilities; meeting communication and learning needs; building good relationships based on trust; supporting disclosure of CSE; and planning sessions. In addition, the guide examines approaches to interventions designed to support young people and includes guidance on how to support parents and carers. As well as supporting direct practice, the guide includes prompts for reflection and action, which encourage professionals and services to consider what steps are, and can be, taken in the local area to meet the needs of children and young people. Where appropriate, additional information, other than that provided by the research, is presented. (Edited publisher abstract)
Learning on the land
- Author:
- MOURANT Andrew
- Journal article citation:
- Learning Disability Today, 15(6), November/December 2015, pp.14-15.
- Publisher:
- Pavilion
- Place of publication:
- Hove
This article describes how Fairfield Farm College in Wiltshire, England teaches 16-24 year-olds with learning disabilities basic farming skills which help them move onto independent living and paid employment. Students are referred by local authorities, some as residents, living in houses just off site, while others attend as day students. (Edited publisher abstract)
Valuing the place of young people with learning disabilities in the arts
- Author:
- GODDARD Jennifer
- Journal article citation:
- Child Care in Practice, 21(3), 2015, pp.238-255.
- Publisher:
- Taylor and Francis
This paper charts the course of a group of young people with learning disabilities using theatre to explore ways in which they can express the emotions and dilemmas they face in transitioning from young people 'participating' in their world to more actively engaging in arts leadership roles. A comparison is drawn with Swedish models of disability arts, which tend towards a relative or weaker social model of disability - more akin to the World Health Organisation’s International Classification of Functioning, Disability and Impairment than the model used to in the United Kingdom - which it is argued is more suited to inclusion of young people with learning disabilities. Questions of facilitation, co-creation and participation are examined in light of this comparison. (Edited publisher abstract)
The Sounds of Intent project: modelling musical development in children with learning difficulties
- Author:
- OCKELFORD Adam
- Journal article citation:
- Tizard Learning Disability Review, 20(4), 2015, pp.179-194.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to set out the current status of the Sounds of Intent project, and explains some of the theoretical thinking that has underpinned its development over a period of 12 years. Sounds of Intent maps the musical development of children and young people with learning difficulties. It currently exists as an online resource that offers practitioners a framework for assessment (with an online recording tool), information and downloadable resources. Design/methodology/approach: The approach to the development of Sounds of Intent has been through two main phases: first, exploratory, qualitative analysis was used to inform the development of a model setting out how musical abilities and engagement are thought to develop in children and young people with learning difficulties; and second, the framework’s efficacy has been evaluated through gathering data from a number of practitioners in the field that has been analysed principally through quantitative means. Findings: The principal findings of the Sounds of Intent project to date are that virtually all children (with the exception of those who are incapable of processing sound or vibration at all) are able to engage with music, whether reactively, proactively or interactively. The great majority have potential for musical development that can be realised over time, given an appropriately rich and engaging environment. Originality/value: Sounds of Intent is the first research project in the world to focus on the musical development of children and young people with learning difficulties, and makes the first attempt to set out how this may occur. Since its public launch in 2012, the Sounds of Intent web site has had over 4,000,000 unique hits, with over 500,000 downloads of resources, from people all over the world. (Publisher abstract)
Unprotected, overprotected: meeting the needs of young people with learning disabilities who experience, or are at risk of, sexual exploitation: Northern Ireland briefing
- Author:
- WEBB Mary Anne
- Publisher:
- Barnardo's
- Publication year:
- 2015
- Pagination:
- 8
- Place of publication:
- Ilford
One of four nation-specific briefings, this paper presents a summary of the key findings from a UK-wide study, the main aim of which was to increase understanding of how to meet the needs of young people with learning disabilities who experience, or are at risk of, CSE. These demonstrate the need for policy and practice change in Northern Ireland, as set out in the recommendations from the research that are detailed at the end of this briefing. Key findings include: young people with learning disabilities are vulnerable to CSE due to factors that include overprotection, social isolation and society refusing to view them as sexual beings; and lack of awareness among professionals also contributes to children’s vulnerability. The briefing contains a summary of recommendations for Northern Ireland calling for: the development, revision and implementation of legislation, policy and guidance; awareness raising activities; and ensuring that professionals, practitioners and volunteers in Northern Ireland are better equipped to respond to young people with learning disabilities who experience, or are at risk of, CSE. (Edited publisher abstract)
Unprotected, overprotected: meeting the needs of young people with learning disabilities who experience, or are at risk of, sexual exploitation
- Authors:
- FRANKLIN Anita, RAWS Phil, SMEATON Emilie
- Publisher:
- Barnardo's
- Publication year:
- 2015
- Pagination:
- 147
- Place of publication:
- Ilford
This exploratory research study aims to increase understanding of how to meet the needs of children and young people with learning disabilities who experience, or are at risk of, CSE. Specifically, the research undertook to: scope and detail current provision, including the scale of interventions for this group of children and young people; explore the views of practitioners, managers and local and national policymakers around practice, looking into both enablers of and barriers to good practice; understand the needs of this group of children and young people and gather their views on current practice; identify gaps in policy, provision, evidence and research; and generate evidence-based recommendations for future developments to meet these children and young people’s needs. The report reveals that significant numbers of children with learning disabilities are not being adequately protected from sexual exploitation because of the false perception that they do not need sex and relationships education or accessible information about how to keep safe online and in the community. The research also reveals that children with learning disabilities are not being adequately protected due to a worrying lack of specialist services and a failure to implement existing national and local policies. The report calls on the governments to ensure that accessible and relevant sex and relationship education is made available to children and young people with learning disabilities and highlights the need for more training for professionals and for services to work together to better prevent, identify and provide effective support for these children. Support for parents and raising awareness in the community is also crucial to making sure that children with learning disabilities are kept safe from sexual exploitation. (Edited publisher abstract)
Focus on participation for children and youth with disabilities: supporting therapy practice through a guided knowledge translation process
- Authors:
- ANABY Dana, et al
- Journal article citation:
- British Journal of Occupational Therapy, 78(7), 2015, pp.440-449.
- Publisher:
- Sage
Introduction Participation in community leisure occupations of children with disabilities is important, yet poorly integrated into practice. This knowledge translation strategy tested an intervention to increase clinicians' awareness and to bring about change in practice toward a focus on participation. Method During this qualitative study, 14 clinicians participated in six learning sessions facilitated by a knowledge broker. Three months post-intervention, clinicians were individually interviewed, by drawing on the Professional Evaluation and Reflection on Change Tool, to evaluate potential change in practice. Two researchers independently performed thematic data analysis. Results Impact on practice emerged in both the personal and professional levels (for example, empowerment, validation of clinical wisdom, change in thinking and behaviour). Clinicians suggested strategies for integrating participation in their day-to-day practice, illustrating a substantial intention for change, while describing barriers and facilitators for implementation (for example, organisational mandate). Two additional themes described the overall experience of the intervention: motivation to learn (for example, desire to link research to practice) and elements of the learning environment (for example, meeting informational needs). Conclusion This strategy was effective in redirecting clinicians' focus toward the notion of participation and establishing readiness for change. This shift can potentially facilitate new programmes in occupational therapy that are participation-based and community-focused. (Edited publisher abstract)
Achieving successful transitions for young people with disabilities: a practical guide
- Authors:
- HUGHES Jill, LACKENBY Natalie
- Publisher:
- Jessica Kingsley
- Publication year:
- 2015
- Pagination:
- 208
- Place of publication:
- London
This best practice guide provides a blueprint for managing seamless transitions between services for young people aged 16-25 with additional needs, including learning disabilities, physical disabilities, complex health needs and sensory impairments. The authors cover a wide range of transitions, including moving from children's to adult's services, from school to college, leaving education and gaining work experience and employment and supporting young people to live independently. They include key information on policy and legislation, the statutory duty of local authorities and health, housing and education agencies, and describe the impact of the new Education, Health and Care (EHC) Plans. With a wealth of practical, common sense guidance for navigating this complex area of work in a timely, efficient and cost-effective manner, the book will guide practitioners and students step-by-step through the process of managing transitions, highlighting best practice and providing evidence-based models to ensure the best possible outcomes for service users and their families. (Edited publisher abstract)
Research on funding for young people with special educational needs: research report
- Authors:
- PARISH Natalie, BRYANT Ben
- Publisher:
- Great Britain. Department for Education
- Publication year:
- 2015
- Pagination:
- 154
- Place of publication:
- London
A research study into funding arrangements and practices for young people with special educational needs, providing insights into the way funding is spent, the reasons for differences between spending patterns in different local authorities, and the options for changing the ways in which high-needs funding is distributed in future. Drawing on a review of the existing literature, fieldwork visits to 13 local education systems and analysis of options for a future funding system, the report focuses on the mechanics of funding in relation to national-to-local distribution, early years, mainstream schools, special schools, post-16 providers and top-up funding and identifies areas that are working well and what is proving more challenging. The report suggests that while there remain a number of areas in which the SEN funding system is not yet working as well as it could, the fundamental ideas that underpinned the 2013 funding reforms have undoubtedly moved the system forward in a positive way. The report sets out 17 proposals for the Department of Education to consider on how the SEN funding system might be improved. These fall into three different categories, as they are designed to: shine a light on effective practice and on how the current system is intended to work; improve the way in which funding is allocated to make it either fairer, more transparent or to ensure that it is better targeted at need; and enable better decision-making by frontline professionals. (Edited publisher abstract)