Search results for ‘Subject term:"learning disabilities"’ Sort:
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Who likes to be with whom in an integrated nursery?
- Authors:
- FARRELL Peter, SCALES Angela
- Journal article citation:
- British Journal of Learning Disabilities, 23(4), 1995, pp.256-159.
- Publisher:
- Wiley
This small scale study took place in an integrated nursery class in a SLD (Severe Learning Difficulties) school containing children with severe disabilities and children without disabilities. In order to assess the potential for social interaction between all the children, they were asked to select whom they would like to 'play with' and 'sit next to'. The results indicate that, overall, children with SLD choose equally between the two groups whereas the playgroup children tended to choose children from their own group.
The role of play in helping children with emotional and behavioural difficulties access the curriculum in a mainstream secondary school
- Author:
- HUGHES Cathy
- Journal article citation:
- Emotional and Behavioural Difficulties, 1(2), Summer 1996, pp.15-21.
- Publisher:
- Taylor and Francis
Explores the use of 'play' with pupils with perceived emotional and behavioural difficulties in mainstream secondary schools and to provides practical examples of how this could be achieved. This will involves references to viewpoints regarding the value of play for its own sake, for therapeutic purposes, within child development, and within Primary education, and then the linking of these with discussions regarding the needs of children with perceived emotional and behavioural difficulties. The part on practice focuses on the use of play, in the sense of the provision of practical and concrete materials, as a means of accessing the curriculum in a mainstream secondary classroom, rather than on its use for emotional or social development, although the three can be shown to be interchangeable. The discussion is meant to present considerations, prompted by and deriving from personal perspectives and experiences.