Search results for ‘Subject term:"learning disabilities"’ Sort:
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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.
Building trust
- Author:
- COSH Jackie
- Journal article citation:
- Community Care, 23.9.10, 2010, p.20.
- Publisher:
- Reed Business Information
The students and residents of the Royal National Institute of Blind People (RNIB) Rushton School and Children's Home in Coventry have severe learning disabilities and complex needs. This article describes how staff worked with a construction company to ease the transition for children from the old school and home to a new purpose-built school next door.
My person-centred transition review: a resource guide for schools and services involved in transition
- Authors:
- KELLY Diana, BROOKS Sally
- Publisher:
- Partnership with Parents
- Publication year:
- 2010
- Pagination:
- loose leaf, CD ROM
- Place of publication:
- Redhill
This loose-leaf folder and CD-Rom aims to help schools working with children and young people learning disabilities or special educational needs who are involved transitional reviews. It is presented in a colourful, easy-to-use manner, with many illustrations and photographs demonstrating good practice. The guide has ten sections. These include: an introduction to person-centred transition reviews; before the transition review; setting the date and planning the review; creating the review invitation booklet with the young person; planning what to talk about; preparing the venue; and preparation for services and families, relatives and friends. Sections 6 and 7 detail how to run a person-centred transition review meeting, and sharing and recording the information gathered at the review. Two sections then detail after the review in terms of action plans, transition plans, feedback and evaluations. The final section contains useful references, listing contacts and websites, relevant legislation and government guidance. Examples of successful use of the resource by schools in Surrey, England are provided.
‘Keeping Safe’ - a community cohesion project linking health with education
- Authors:
- MEAD Lorian, MEAD Lloyd, WILLIAMS Lawrence
- Journal article citation:
- Journal of Assistive Technologies, 4(2), June 2010, pp.36-39.
- Publisher:
- Emerald
This paper describes a cross-agency project developed using ICT tools and digital film to create a DVD, called ‘Keeping Safe’, about personal safety for and by people with learning disabilities. The work described in this paper builds on the success of an earlier collaboration, called ‘Healthy Eating’, by the same team of participants. The participants were staff and students from NHS Kingston, The Holy Cross School, and Lambeth College. The DVD was commissioned by NHS Kingston for occupational therapists to use for training purposes. This paper describes the aims and objectives of the project, and the project development from the perspective of the 3 different groups of participants. The article concludes that this was a highly successful cross-agency collaboration between health and education groups, in which all 3 groups of participants achieved their objectives.