Search results for ‘Subject term:"learning disabilities"’ Sort:
Results 1 - 10 of 16
Fundamental movement skills in children and adolescents with intellectual disabilities: a systematic review
- Authors:
- MAIANO Christophe, HUE Olivier, APRIL Johanne
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 32(5), 2019, pp.1018-1033.
- Publisher:
- Wiley
Background: This systematic review is a synthesis of studies concerning: (a) mastery, deficits, and/or delays in fundamental movement skills (FMS) among children and adolescents with intellectual disabilities; (b) comparisons of FMS between children and adolescents with intellectual disabilities and those with typical development (TD); and (c) correlates of FMS. Method: A systematic electronic search was performed in 12 databases. Seventeen studies, published between 1951 and 2017, met the inclusion criteria. Results: Children with intellectual disabilities exhibited a lack of mastery and deficits/developmental delays in FMS. They tended to have significantly lower FMS performance than children with TD. Adolescents with intellectual disabilities had developmental delays in balance skills, but were not compared with adolescents with TD. Mastery or deficits in FMS were not explored. Several variables were significantly correlated with FMS among children and adolescents with intellectual disabilities. Conclusion: In future studies, FMS should be examined as an important outcome among children and adolescents with intellectual disabilities. (Edited publisher abstract)
Developing an outcomes model for disabled children in Scotland
- Author:
- CHILDREN IN SCOTLAND
- Publisher:
- Scotland. Scottish Government Social Research
- Publication year:
- 2013
- Pagination:
- 67
- Place of publication:
- Edinburgh
Disabled children have broadly the same aspirations as non-disabled children and the outcomes they would like to achieve are therefore similar. However, for many disabled children and young people, there are fundamental outcomes that need to be achieved as a foundation for others, including and especially, communication. This project focused on better understanding ‘outcome models’ for all children and young people and for children and young people in the diverse and challenging context of disability. This research was commissioned by the Scottish Government’s Children’s Rights and Wellbeing Division to identify and develop an outcomes model based on Getting It Right for Every Child (GIRFEC), and the SHANARRI indicators of wellbeing (“Safe, Healthy, Achieving, Nurtured, Active, Respected, Responsible, Included”) for disabled children and young people in Scotland. It was to include both children with disabilities as defined by the Equality Act 2010 and those defined as having additional support needs in the context of the Education (Additional Support for Learning) (Scotland) Act 2004. The project was modified early on to focus on mapping outcomes work that is already in progress, and to identify the essential components of outcomes models. (Edited publisher abstract)
Developing an outcomes model for disabled children in Scotland
- Author:
- CHILDREN IN SCOTLAND
- Publisher:
- Scotland. Scottish Government Social Research
- Publication year:
- 2013
- Pagination:
- 3
- Place of publication:
- Edinburgh
This research was commissioned by the Scottish Government’s Children’s Rights and Wellbeing Division to identify and develop an outcomes model based on Getting It Right for Every Child (GIRFEC), and the SHANARRI indicators of wellbeing, for disabled children and young people in Scotland. It was to include both children with disabilities as defined by the Equality Act 2010 and those defined as having additional support needs in the context of the Education (Additional Support for Learning) (Scotland) Act 2004. The project was modified early on to focus on mapping outcomes work that is already in progress, and to identify the essential components of outcomes models. These research findings summarises the main report's findings. (Edited publisher abstract)
Transitional outcomes, employment and human rights: ESSS Outline
- Author:
- BOCIOAGA Andreea
- Publisher:
- IRISS
- Publication year:
- 2021
- Pagination:
- 27
- Place of publication:
- Glasgow
This evidence summary explores the evidence on how employment outcomes for young people with additional support needs can be considered from a human rights perspective. The summary refers to young people with additional support needs which include: disability or health; learning environment; family circumstances; social and emotional factors. Young people can experience a succession of transitions in a short time span, such as further education and training, employment, and other options that lead to independence. The transition process is generally experienced as stressful, uncertain, and problematic, particularly in terms of the bureaucratic aspects. Moreover, studies report that young people with intellectual disabilities experience transitions as usually accompanied by several challenges including difficulty finding employment due to high unemployment levels, restricted community participation, continued living with parents and dependence on the family. Key areas where young people experience difficulties associated with transitions are often identified as: independence; transition planning; daytime activity; community participation. The review focuses specifically on employment and young people with ASN; and approaches which integrate human rights principles into employment transitions. (Edited publisher abstract)
Differential vocational rehabilitation service patterns and outcomes for transition‐age youth with autism
- Authors:
- KAYA Cahit, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 31(5), 2018, pp.862-872.
- Publisher:
- Wiley
Background: It is important to investigate receipt of vocational rehabilitation (VR) services, service patterns and outcomes for youth with autism, so that limited public resources can be used more efficiently. Method: This study used chi‐squared automatic interaction detector, and multivariate logistic regression analysis to investigate relationships between demographic variables, receipt of VR services and employment outcomes for transition‐age youth (TAY) with Autism. Results: The results indicate that gender, education level and cash benefits are significant predictors of employment outcomes. After controlling for the effect of demographic variables, several VR services (i.e., job placement, on‐the‐job support, on‐the‐job training, maintenance, other services, information referral, and diagnostic and treatment services) were significantly associated with competitive employment. Conclusions: Overall, the results indicate that job‐related services were significantly related to employment outcomes for TAY with Autism; therefore, it is important these youths are provided with more targeted job placements and supported employment services (Wehman et al., 2014). (Edited publisher abstract)
Seeking to prevent residential care for young people with intellectual disabilities and challenging behaviour: examples and early outcomes from the Ealing ITSBS
- Authors:
- REID Caroline, SHOLL Catherine, GORE Nick
- Journal article citation:
- Tizard Learning Disability Review, 18(4), 2013, pp.171-178.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to present early outcomes and case examples from the Ealing Intensive Therapeutic and Short Break Service. Design/methodology/approach: The service was piloted over a period of 3.5 years during which clinical data were collected for young people at risk of a move to residential care. Findings: here were positive outcomes for young people with intellectual disabilities and challenging behaviour who were seen through the service with residential placements prevented in the vast majority of cases. Originality/value: These early outcomes highlight the importance of providing intensive therapeutic intervention with short breaks in order to prevent family placement breakdown. (Publisher abstract)
A pilot study of social competence group training for adolescents with borderline intellectual functioning and emotional and behavioural problems (SCT-ABI)
- Authors:
- NESTLER J., GOLDBECK L.
- Journal article citation:
- Journal of Intellectual Disability Research, 55(2), February 2011, pp.231-241.
- Publisher:
- Wiley
Borderline intelligence is one of the most frequent reasons for impaired development during adolescence and is associated with the risk of persistent social and vocational maladaptation and failure to integrate. Emotional and behavioural problems as well as a lack of social competence are common in these young people. Group interventions specifically developed for this target group are scarce and have not been evaluated in a controlled fashion. A cognitive–behavioural group training (Social Competence Training for Adolescents with Borderline Intelligence) was developed and its effectiveness examined in students attending two special vocational schools in Germany. A total of 77 adolescents were randomised either to the intervention (n = 40) or to the control group (n = 37). Outcome measures at post-treatment and at a 6-month follow-up comprised self-reports, caregiver reports and behavioural observations. The adolescents in the intervention group showed temporally stable improvement in their social competence, especially in social problem solving and attainment of individual behavioural goals in everyday life. Effects of the intervention on other outcomes such as problem-solving competence and skills performed in standardised role plays were weak or absent. The authors conclude that the intervention is a promising treatment for adolescents with borderline intellectual functioning and associated emotional/behavioural symptoms.
Learning self-determination: lessons from the literature for work with children and youth with emotional and behavioral difficulties
- Author:
- ACKERMAN Beth
- Journal article citation:
- Child and Youth Care Forum, 35(4), August 2006, pp.327-337.
- Publisher:
- Springer
Children and youth with disabilities perform more poorly in transitional outcomes than their non-disabled peers. Programs are facing many changes because of these outcomes. Definitions are being revised, and new categories of exceptionalities are being recognized. Accountability measures are being put in place for people with disabilities. However, there is an important, current issue identified by researchers and individuals with disabilities - the issue of self-determination. This article explores how self-determination can and should be taught to children and youth with disabilities.
Facing adulthood alone: the long-term impact of family break-up and infant institutions a longitudinal study
- Authors:
- WEINER Anita, KUPERMINTZ Haggai
- Journal article citation:
- British Journal of Social Work, 31(2), April 2001, pp.213-234.
- Publisher:
- Oxford University Press
This is the summary of a long-term follow-up study of 268 young people who were infants living in Northern Israel's three pre-school institutions in 1973. In this third, and final, stage of the research it was found that, considering the extent of pathology in their families of origin, the cycle of intergenerational transmission of pathology has been quite limited, and the large majority are functioning adequately or well as young adults. They are, between them, now parenting 115 children, none of whom are in institutional care. Without the backing of a supportive family, life is difficult, and they tend to be sadder, less energetic and less educated than a more advantaged comparison group. Fully two-thirds have had pervasive learning problems, which continue to impact on their vocational options as young adults. However, the intervention of social work counselling has been helpful, and neither pre-school, nor long-term institutional care was found to be harmful in terms of normative living.
A fair and supportive society: summary report
- Authors:
- RICKARD Wendy, DONKIN Angela
- Publisher:
- University College London. Institute of Health Equity
- Publication year:
- 2018
- Pagination:
- 46
- Place of publication:
- London
This practice resource considers the value of applying a social determinants approach to improve the lives and outcomes of people with learning disabilities. It highlights that factors other than health care provision, can impact on health, wellbeing and premature mortality for people with learning disabilities. Based on a review of reports and research findings, the report identifies key issues for people with learning disabilities and effective interventions which could improve outcomes. It focuses on the following areas: the early years; children, young people and transition to adulthood; work and income; discrimination; and social participation and social inclusion. The report finds that, compared to the general population, people with learning disabilities are: more likely to live in poverty, less likely to be in work, more likely to be bullied or discriminated against and more likely to be socially isolated. The report concludes that that best practice should be rolled out more widely to achieve: early years, better services for children and young people, a reduction in poverty, an increase in the percentage of people in work, a reduction in discrimination, and improved social integration and social inclusion. It makes recommendations to improve lives and health outcomes people with learning disabilities throughout their lives. (Edited publisher abstract)