Search results for ‘Subject term:"learning disabilities"’ Sort:
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Length of school week: pupils in special schools and units
- Author:
- SCOTLAND. Scottish Executive. Education Department
- Publisher:
- Scotland. Scottish Executive
- Publication year:
- 2002
- Pagination:
- 5p.
- Place of publication:
- Edinburgh
A botched investigation
- Author:
- -
- Journal article citation:
- Community Care, 10.10.02, 2002, pp.42-43.
- Publisher:
- Reed Business Information
Looks at a case study of a girl with learning difficulties who claims she was hit by a support teacher.
Real choices: a participatory action research project involving young people with learning difficulties who are about to leave school
- Author:
- SCOTTISH HUMAN SERVICES TRUST
- Publisher:
- Scottish Human Services Trust
- Publication year:
- 2002
- Pagination:
- 66p.
- Place of publication:
- Edinburgh
Real Choices was funded under the theme of education, and was a participatory action research project involving young people with learning difficulties who are about to leave school. The project was designed to enable the young people to be partners and active participants in the research process. Their participation led to the objectives being altered as the project progressed to ensure that all action undertaken was relevant to the young people.
Complex learning difficulties and EDB
- Authors:
- DICKINSON Janet, MILLER Mandy
- Journal article citation:
- Emotional and Behavioural Difficulties, 7(4), November 2002, pp.197-206.
- Publisher:
- Taylor and Francis
Describes how one residential school for children with emotional and behavioural difficulties has attempted to set up a class for children with complex needs within the school. The experience has found that pupils in the unit are benefiting in their social/emotional development and learning. The security of the small class gave pupils the courage to go out of school in a group on visits where they showed a high degree of maturity in their behaviour and reduced anxiety.
Classroom drama
- Author:
- DAY Pat
- Journal article citation:
- Young Minds Magazine, 61, November 2002, pp.22-23.
- Publisher:
- YoungMinds
Children's emotional understanding has direct impact on both their behaviour and adjustment in later life, while children with behaviour problems have been shown to have less developed emotional language than their peers. Good knowledge of emotional expression is also associated with higher levels of empathy, social behaviour and popularity. This article describes how an innovative project in seven Sheffield primary schools has been using drama and circle time techniques to broaden children's emotional language and boost their mental health.
Enabling young people with a learning disability to make choices at a time of transition
- Authors:
- CAMERON Lois, MURPHY Joan
- Journal article citation:
- British Journal of Learning Disabilities, 30(3), September 2002, pp.105-112.
- Publisher:
- Wiley
Transition times, such as leaving school and moving to and from college or day centre, are highly significant for young people with a learning disability. Describes a pilot study which examines whether Talking Mats, a light-technology augmentative framework, could be used successfully with young adults with a learning and communication disability. The participants were able to indicate their likes and dislikes, and to express views about the choices available to them. Some expressed opinions not previously known to their carers, and some raised sensitive topics, such as where they wanted to live and who they wished to spend time with. The 'mats' allowed differences of opinion to be explored and were used as a vehicle for further, deeper discussion. Talking Mats has proved to be a powerful tool in allowing young people with a learning disability to communicate their views.
Special educational needs: a mainstream issue
- Author:
- AUDIT COMMISSION
- Publisher:
- Audit Commission
- Publication year:
- 2002
- Pagination:
- 64p.,tables.
- Place of publication:
- London
One in five children in England and Wales are considered by their school to have special educational needs (SEN). Despite the significant numbers involved, they have remained low profile in education policymaking and public awareness. National targets and performance tables fail to reflect schools’ work with them and a lack of systematic monitoring by schools and local education authorities (LEAs) means that poor practice may go unchallenged. Schools have struggled to balance pressures to raise standards of attainment and become more inclusive. This has been reflected in a reluctance to admit and a readiness to exclude some children, particularly those with behavioural difficulties. The existence of separate structures and processes for children with SEN may have allowed their needs to be seen as somehow different even peripheral to the core concerns of our system of education.
Special educational needs: a mainstream issue
- Author:
- AUDIT COMMISSION
- Publisher:
- Audit Commission
- Publication year:
- 2002
- Pagination:
- 4p.
- Place of publication:
- London
One in five children in England and Wales are considered by their school to have special educational needs (SEN). Despite the significant numbers involved, they have remained low profile in education policymaking and public awareness. National targets and performance tables fail to reflect schools’ work with them and a lack of systematic monitoring by schools and local education authorities (LEAs) means that poor practice may go unchallenged. Schools have struggled to balance pressures to raise standards of attainment and become more inclusive. This has been reflected in a reluctance to admit and a readiness to exclude some children, particularly those with behavioural difficulties. The existence of separate structures and processes for children with SEN may have allowed their needs to be seen as somehow different even peripheral to the core concerns of our system of education.
Examining northern Namibian teachers' impressions of the effects of violence, gender, disability, and poverty on young children's development: school-based countermeasures
- Author:
- LEVERS Lisa Lopez
- Journal article citation:
- Journal of Children and Poverty, 8(2), September 2002, pp.101-140.
- Publisher:
- Routledge, part of the Taylor and Francis Group
A donor-funded basic education support project in Namibia equipped grade one teachers in the northern district, mostly Owambo- and Kavango-populated and widely affected by relatively recent warfare in the region, with teachers' guides, posters, and materials for lessons, while also training teachers and introducing them to the basic practices of continuous assessment. Evaluative research assessed the efficacy of training and surveyed teachers' experiences with using continuous assessment by means of classroom observations, teacher interviews, and focus groups. As an extension of the construct of continuous assessment of cognitive ability, preliminary qualitative interview probes inquired about teachers' awareness of and ability to assess the potential impact of gender and disability on classroom performance and also their ability to assess the psychosocial problems of learners whose classroom behaviors may be affected by exposure to trauma in the home, village, and/or extended environment.
Parent partnership services for special educational needs: celebrations and challenges
- Editor:
- WOLFENDALE Sheila
- Publisher:
- David Fulton
- Publication year:
- 2002
- Pagination:
- 148p.,bibliog.
- Place of publication:
- London
This book gives an understanding of the growth and operation of special educational needs parent partnership services (PPSs). The book provides information on the latest special needs and disability rights legislation, descriptions of good practice, case studies from practitioners, and guidance on giving and receiving training especially for independent parental supporters.