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Assistive technology assessment and planning for children with multiple disabilities in educational settings
- Authors:
- COPLEY Jodie, ZIVIANI Jenny
- Journal article citation:
- British Journal of Occupational Therapy, 68(12), December 2005, pp.559-566.
- Publisher:
- Sage
A number of critical elements have been identified in assistive technology assessment and planning to optimise its integration into the educational environments of children and hence address their functional goals. These elements are as follows: adopting a collaborative think-tank team approach to which all educational team members contribute equally and where technology experts are consulted once the need for specific technical support or training is identified; involving the family by establishing mutual expectations and using effective communication strategies; and conducting in-depth assessment that identifies clear goals, includes task analysis within daily environments, examines the child-device interaction closely and investigates the resources available to implement assistive technology use. With this backdrop, this paper reviews existing assessments and proposes that the Lifespace Access Profile (LAP) (Williams et al 1993) and Lifespace Access Profile (Upper Extension) (LAPUE) (Williams et al 1994) satisfy many of the criteria for effective assessment and planning advocated in the literature.
Snoezelen: its effects on concentration and responsiveness in people with profound multiple handicaps
- Authors:
- ASHBY Mark, et al
- Journal article citation:
- British Journal of Occupational Therapy, 58(7), July 1995, pp.303-307.
- Publisher:
- Sage
An initial investigation into the effects of Snoezelen on concentration and responsiveness in people who have profound and multiple handicaps. The results suggest that all the subjects except one, who failed to score, responded in some way with improvements in scores. The improvements in concentration were significant for two subjects, moderate for four and minimal for one.
Using a phone: people with additional needs; qualitative interviews with people with a range of disabilities
- Author:
- ADVISORY COMMITTEE ON TELECOMMUNICATIONS FOR DISABLED AND ELDERLY PEOPLE
- Publisher:
- Advisory Committee on Telecommunications for Disabled and Elderly People
- Publication year:
- 1995
- Pagination:
- 83p.
- Place of publication:
- London
Report on telephone use by disabled and older people, based on user views. Assesses telecommunications needs, overall satisfaction/dissatisfaction with current equipment and services and reasons for this, looks at the level of awareness of specialist services and equipment available, and identifies any aspirations people may have with regard to the telephone service in general and how these could be provided.
Using a phone: people with additional needs; promoting action
- Author:
- ADVISORY COMMITTEE ON TELECOMMUNICATIONS FOR DISABLED AND ELDERLY PEOPLE
- Publisher:
- Advisory Committee on Telecommunications for Disabled and Elderly People
- Publication year:
- 1995
- Pagination:
- 9p.
- Place of publication:
- London
Summarises points emerging from a qualitative project involving 40 in-depth interviews about the telephone needs of disabled and older people and sets out the action needed based on the study findings.
CREDO east: evaluation report
- Author:
- BYERS Richard
- Publisher:
- CREDO East
- Publication year:
- 2006
- Pagination:
- 22p., appendices
- Place of publication:
- Rugby
Based in the east of England, CREDO east is a charitable organisation that works with teenagers who have multiple impairments and who require high levels of support to live their lives as they wish. The author was commissioned by CREDO east to evaluate their work in order to inform future planning. The research centred on four young people, all of whom had Circles of Support initiated and facilitated by CREDO east. Most of them also participated in CREDO east’s community activities and events. Data were gathered through interviews with three of the young people, family members, and Circle members, some of whom were also involved professionals. Questionnaires were also sent to professionals to obtain their views more generally on the work of CREDO east and its impact. Responses were overwhelmingly positive. CREDO east was said to have given young people and families a voice, opened up a range of opportunities for young people and their families, and developed community support networks that are powerful, creative and sustainable. Young people and family members valued CREDO east’s independence very highly. Professionals were also very positive about CREDO east and its work although they reported that there were sometimes tensions between the work of CREDO east and budgetary and procedural constraints that they themselves experienced. The author concludes that in the future CREDO east should continue to develop personalised initiatives while also expanding their capacity to engage more significantly with services, professionals and larger numbers of service users.
Where do you think you're going: summary report of the John Grooms inquiry into the needs of young disabled people
- Author:
- ACKROYD Jane
- Publisher:
- John Grooms
- Publication year:
- 2003
- Pagination:
- 11p.
- Place of publication:
- London
The inquiry found that many disabled people have problems securing services as and when they need them. The care offered frequently limits their their opportunities for personal development and social integration. In particular: More than 8,000 young adults are living in care homes designed primarily for a different client group, usually elderly people. Nearly 80% of local authorities limit the cost of community care packages and 75% of them use the cost of alternative residential care as the ceiling. There are wide discrepancies between outcomes for disabled people with similarly high needs, depending on where they live and when their support packages were first set up. There is a shortage of services that provide emotional support, mentoring and advocacy. Young people are often not involved in planning for their future, particularly if they have communication and/or cognitive difficulties. Needs assessments often focus on the services available rather than individual support requirements, choices and aspirations. Services are poorly co-ordinated and inflexible. Rules governing assessment, provision, costs, and equipment supply and maintenance differ between departments and for age groups and this makes it difficult to obtain the right services at the right time or to secure continuity of care as needs change.
Where do you think you're going: report of the John Grooms inquiry into the needs of young disabled people
- Author:
- ACKROYD Jane
- Publisher:
- John Grooms
- Publication year:
- 2003
- Pagination:
- 109p.
- Place of publication:
- London
The inquiry found that many disabled people have problems securing services as and when they need them. The care offered frequently limits their their opportunities for personal development and social integration. In particular: More than 8,000 young adults are living in care homes designed primarily for a different client group, usually elderly people. Nearly 80% of local authorities limit the cost of community care packages and 75% of them use the cost of alternative residential care as the ceiling. There are wide discrepancies between outcomes for disabled people with similarly high needs, depending on where they live and when their support packages were first set up. There is a shortage of services that provide emotional support, mentoring and advocacy. Young people are often not involved in planning for their future, particularly if they have communication and/or cognitive difficulties. Needs assessments often focus on the services available rather than individual support requirements, choices and aspirations. Services are poorly co-ordinated and inflexible. Rules governing assessment, provision, costs, and equipment supply and maintenance differ between departments and for age groups and this makes it difficult to obtain the right services at the right time or to secure continuity of care as needs change.
The CREDO project
- Author:
- JAY Nadine
- Journal article citation:
- Focus, 32, April 2001, pp.15-21.
- Publisher:
- RNIB
Reports on the CREDO Project. A 2-year project aimed at supporting young people between the ages of 13 and 19 who are perceived as having profound and complex impairments. The National lottery Charities Board have funded Circles Network to run two projects, one in England and the other in Northern Ireland. Both projects focus particularly on the move form childhood, which is often a stressful time for young people and their parents.
Making sense together: practical approaches to supporting children who have multisensory impairments
- Author:
- WYMAN Rosalind
- Publisher:
- Souvenir Press
- Publication year:
- 2000
- Pagination:
- 278p.,illus.,list of orgs.
- Place of publication:
- London
Draws on the authors own experiences of working closely with parents to develop the abilities of children who have multisensory impairments. Working with children ranging from a few months to the teenage years, the author describes a holistic approach that will develop communication, self help skills and confidence in their ability to explore their world in a positive way.
Including students with severe and multiple disabilities in typical classrooms: practical strategies for teachers
- Author:
- DOWNING June E
- Publisher:
- Paul H. Brookes
- Publication year:
- 1996
- Pagination:
- 209p.,tables,bibliog.
- Place of publication:
- Baltimore, MD
Guide to including children with multiple disabilities in mainstream education. Combines up to date research from the United States with case studies. Describes how to perform accurate functional assessments, stresses the importance of teaching skills with everyday applications, offers alternatives to visual and auditory communication modes, provides ideas for enhancing socialisation, and explains how to involve all members of the school community. Looks at how learning needs change as children progress from pre-school to primary to secondary education.