Search results for ‘Subject term:"learning disabilities"’ Sort:
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Help to move on - but to what? Young people with learning difficulties moving on from out-of-area residential schools or colleges
- Authors:
- HESLOP Pauline, ABBOTT David
- Journal article citation:
- British Journal of Learning Disabilities, 37(1), March 2009, pp.12-20.
- Publisher:
- Wiley
This article describes research undertaken between 2004 and 2006 about the issues faced by 15 young people with a wide range of learning difficulties in out-of-area residential schools and colleges at transition. The process of transition planning was hampered by the distance between the school/college and the 'home authority' of the young person; there was a wide variation in who took the lead on co-ordinating planning for transition; and involvement in decision-making by the young people was often a passive, rather than active process. Four of the fifteen young people left their school/college without knowing where they were going to move on to. None moved into any accommodation other than the family home or residential accommodation. Half moved on to attend a mainstream FE college, with little or no sense of future progression into work for most. The key messages of the article relate to the importance of continuity to young people, the need for more creativity in minimising the effects of distance, and how vital good forward planning is to help young people 'move on'.
The “learning disabilities to juvenile detention” pipeline: a case study
- Author:
- MALLETT Christopher A.
- Journal article citation:
- Children and Schools, 36(3), 2014, pp.147-154.
- Publisher:
- Oxford University Press
Adolescents becoming formally involved with a juvenile court because of school-related behaviour and discipline problems is a phenomenon known as the school-to-prison pipeline. Adolescents with learning disabilities are disproportionately represented within this pipeline. A study was conducted to review the outcomes for a population of youthful offenders (n = 433) in two juvenile courts in the Midwest, and it was found that youthful offenders with learning disabilities, when compared with nondisabled youthful offenders, were more likely to be suspended from school, were adjudicated delinquent at younger ages, and were more frequently held in detention centres. These outcomes are all risk factors for ongoing delinquent behaviours and, for some, eventual adult criminal court involvement. It is recommended that the juvenile courts continue to shift toward a rehabilitative paradigm in working with this more vulnerable offender population, including increased use of social workers. (Edited publisher abstract)
Centre of the world
- Author:
- VALIOS Natalie
- Journal article citation:
- Learning Disability Today, 10(10), December 2010, pp.20-22.
- Publisher:
- Pavilion
- Place of publication:
- Hove
This article describes the use of person-centred reviews as part of the transition process for children and young people with learning disabilities. Person-centred reviews are designed to replace other review processes. They meet all statutory requirements but aim to be a more comfortable and engaging process for the young person, their families, and supporters. As well as having professionals attending for statutory requirements, the young person can invite who they want, such as friends and family. The review is held in an environment which uses colour, hospitality and music in order to make the young person feel as comfortable as possible. The article describes a pilot project in the Friars School and Sports College in Northamptonshire to develop person-centred reviews. The pilot group consisted of 8 pupils in year 11 aged 15 and 16, 2 sixth formers at a crucial transitional time in their lives, and 1 visually impaired and physically disabled child in year 10. This pilot has had positive feedback from teachers, parents, grandparents, and pupils.
A pilot of interventions to improve health care in adolescents with intellectual disability
- Authors:
- LENNOX Nicholas G., REY-CONDE Therese F., FAINT Sonya
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 21(5), September 2008, pp.484-489.
- Publisher:
- Wiley
People with intellectual disability often have poor health which may be improved through better health advocacy and enhanced communication with their general practitioner. To this end, this study examined the use of the Comprehensive Health Assessment Program (CHAP) and the Ask health diary previously developed for adults with intellectual disability and trialled their use in adolescents attending a Special School in Australia. A CHAP health review completed by both carers and General Practitioners was used to collect information about adolescents' health. An Ask health diary was used in school to learn health advocacy and communication skills. Thirty students, their parents and their eight teachers participated in the trial. The CHAP health review resulted in a mean of 5.2 health conditions being found, and 1.4 planned actions by the general practitioner per adolescent. The Ask health diary was highly accepted by the students and teachers. There did not appear to be any increase in communication skills of the students after using the diary in the school for one term. The CHAP health review and Ask health diary have the potential to improve the health of adolescents with intellectual disability.
Adolescents with intellectual disabilities as victims of abuse
- Authors:
- REITER Shunit, BRYEN Diane N., SHACHAR Ifat
- Journal article citation:
- Journal of Intellectual Disabilities, 11(4), December 2007, pp.371-387.
- Publisher:
- Sage
- Place of publication:
- London
Abuse of persons with disabilities continues to remain largely invisible, in spite of estimates suggesting that it is perpetrated against them more frequently than against those without disabilities. The aim of this study was to conduct an exploratory investigation regarding the frequency and type of abuse of a selected group of students with intellectual disabilities in one high school in Israel and compare the findings with the frequency and type of abuse reported by non-disabled youth from a similar socioeconomic background. A total of 100 students answered the `Ending the Silence' questionnaire, 50 of them with intellectual and other disabilities. The main findings indicate that students with intellectual and other disabilities suffered from abuse more frequently than their peers; most of the instances of abuse occurred within the close social environment of the victim and were repeated over time.
Dancing across the divide
- Author:
- NEUSTATTER Angela
- Journal article citation:
- Young Minds Magazine, 87, March 2007, p.22.
- Publisher:
- YoungMinds
This article looks at the work of Dance United Northern Ireland which is helping to bring young people together. Their Building Bridges dance programme is specifically designed to work with children of secondary school age who find themselves on the edge of society. The programmes focus is on children who are excluded, in special schools or who have learning disabilities.
Good intentions, good enough? A review of the experiences and outcomes of children and young people in residential special schools and colleges
- Authors:
- LENEHAN Christine, GERAGHTY Mark
- Publisher:
- Great Britain. Department for Education
- Publication year:
- 2017
- Pagination:
- 46
- Place of publication:
- Manchester
An examination of the current offer of residential special schools and colleges, in the state, non-maintained and independent sectors. Around 6,000 children and young people with education, health and care plans are educated in 334 residential special schools and colleges. This review, drawing on responses to a call for evidence, including responses from parents and carers, visits to 30 schools and colleges and over 20 local authorities across all regions of the country and interviews with stakeholders and national bodies, consider the current state of the local offer for children and young people with SEND and their experiences in mainstream provision; current practices around placement, including residential placements, and planning; and quality, accountability and outcomes in residential special schools and colleges. The report argues that many of the children and young people currently in residential special schools and colleges could be educated in their local communities if better support was available. Where appropriate, LAs should consider residential placements, and parents shouldn’t feel they have to fight to access these. The experiences of children and young people in residential placements are generally very good, reflecting the focus from providers on wellbeing and therapeutic support. However, some seem to focus on this at the expense of educational progress, when both should be the aim, and some young people can be held back by a lack of ambition for what they can achieve. The report sets out a vision for embedding and spread good practice by: ensuring children and young people with SEND get the services and support they need in their local community (in mainstream or special provision); ensuring that local areas have planned and commissioned provision of residential placement strategically, so that it is available when required; ensuring the accountability and school improvement systems enable children and young people to achieve the best possible outcomes. (Edited publisher abstract)
With a little help from my friends: ‘circle of friends’: supporting children and young people with additional support in Scotland’s mainstream schools
- Author:
- BRENNAN Raymond
- Publisher:
- Institute for Research and Innovation in Social Services
- Publication year:
- 2015
- Pagination:
- 29
- Place of publication:
- Glasgow
Reports on the findings of research which aimed to better understand difficulties children with learning disabilities face around friendships and relationships. The project focuses on the knowledge and experience that parents and their children have of ‘The Circle of Friends’ approach, and explores its potential to improve the experiences that children have when they are at risk of being excluded from mainstream settings, in particular school settings. The aim of this approach is to build a ‘team’ around the child or young person by inviting their peers to become part of the circle. The research gathered feedback using parent questionnaires, a total of 35 responses were received. A case study outlining the experience of one family with exerience of 'The Circle of Friends' approach is also included in the report. The findings support the promotion of a Circle of Friends approach in schools and the data suggest that the approach is consistent with the Scottish government’s SHANNARI wellbeing outcomes framework and GIRFEC (Getting it Right for Every Child). The paper was produced as part of the PROP2 (Practitioner Research: Outcomes and Partnership) programme, a partnership between the Centre for Research on Families and Relationships (CRFR) at the University of Edinburgh and IRISS covering health and social care in Scotland. (Edited publisher abstract)
Transitions to adult services by disabled young people leaving out of authority residential schools
- Authors:
- BERESFORD Bryony, CAVET Judith
- Publisher:
- University of York. Social Policy Research Unit
- Publication year:
- 2009
- Pagination:
- 4p.
- Place of publication:
- York
This is a summary of a report on a study that sought to identify: differences in planning for disabled young people in residential schools outside local authority boundaries compared to young people attending their local special schools; the factors which impact on transition planning and transition outcomes for these young people; key areas for future research and the feasibility of such work. The evidence confirmed that additional barriers to transition planning and increased risks to poor transition outcome exist for disabled young people in out of authority residential schools. The report concludes by proposing a number of implications for practice and recommendations for further research in this area. The appendix includes the Recruitment Materials.
The project: sex and relationships
- Author:
- GARBUTT Ruth
- Journal article citation:
- Learning Disability Today, 9(4), June 2009, pp.30-32.
- Publisher:
- Pavilion
- Place of publication:
- Hove
This article reports on a project to improve sex and relationship education for people with learning disabilities. The project was run by CHANGE, a national organisation that fights for the rights of people with learning disabilities, in association with Leeds University. Research tasks included: interviews with parents of young people with learning disabilities; focus groups with teachers and governors; a national survey of special schools; weekly drama sessions with young people over a two year period. Key findings were that there is a lack of accessible information for young people with learning disabilities. Parents had not been provided with information to support them in tackling the issue. Schools and parents are not working well together on sex education. Teachers do not know where to get relevant resources and many lack confidence in the issue. The article concludes with a number of recommendations for young people, parents and professionals.