Search results for ‘Subject term:"physical disabilities"’ Sort:
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Self-determination across the life span: independence and choice for people with disabilities
- Editors:
- SANDS Deanna J., WEHMEYER Michael L.
- Publisher:
- Paul H. Brookes
- Publication year:
- 1996
- Pagination:
- 374p.,bibliogs.
- Place of publication:
- Baltimore, MD
Written by adults with disabilities, parents of children with disabilities, and professionals working in the field, this collection of papers offers a wide range of suggestions on promoting self determination for disabled people. Looks at how to: encourage the growth of self esteem; incorporate self determination skills into educational programmes; begin skill training in the home; promote self determination throughout the life span; and how to evaluate the progress of skill acquisition.
Physical disabilities: report of seminars held during 1993
- Author:
- SOUTH EAST INSTITUTE OF PUBLIC HEALTH
- Publisher:
- South East Institute of Public Health
- Publication year:
- 1993
- Pagination:
- 41p.
- Place of publication:
- Tunbridge Wells
Report from two seminars: the transition of adolescents with special needs from child to adult services; and enabling disabled people.
The CLAP Group: a group for children with cleft lip and palate
- Author:
- O'DRISCOLL Pádraig
- Journal article citation:
- Groupwork, 21(2), 2011, pp.22-34.
- Publisher:
- Whiting and Birch
This article describes the rationale and implementation of a closed group of pre-adolescent children with a cleft lip and palate facial disfigurement (CLAP). The aim of the group was to expose the children to other children with similar facial disfigurement and to create a forum of understanding and self-help. A solution-focused child-centred approach aimed to educate the children to handle issues of self-esteem and bullying. The article underlines the importance of meticulous preparation, going through various steps of planning for the group including need, purpose, composition, structure and context. Weekly sessions were led by 2 facilitators and incorporated games, art, role playing and drama. The article examines the implications for leadership and group facilitation in the context of values for empowering practice for children and facilitators. The potential limitations of the group are also discussed in detail.
What is a disability?: a guide for children
- Author:
- ARGENT Hedi
- Publisher:
- British Association for Adoption and Fostering
- Publication year:
- 2004
- Pagination:
- 22p.
- Place of publication:
- London
What does disabled mean? It means that someone is not able to do everything as well as other people can. But no one can do everything - everyone is disabled in some way. This guide for children explains what disabilities are, and what it can mean for children who might have them. It tells the stories of some children who are disabled and explains what they can and can't do. Many children who can't do one thing, because they may have a disability, are very good at doing something else and simple questions will encourage the reader to think about what having a disability may mean. This guide makes the point that whatever a child can or can't do, and however a child looks or acts, each child is special. Children with disabilities are just more special in a different way. The examples of famous people who have achieved despite their disability will offer encouragement and inspiration and the booklet also contains a list of common disabilities with simple definitions.
Participation for a change: disabled young people lead the way
- Author:
- BADHAM Bill
- Journal article citation:
- Children and Society, 18(2), April 2004, pp.143-154.
- Publisher:
- Wiley
Virtually every Government programme for children and every Government Department in the UK is expected to involve children and young people in its policy development and service delivery (Children and Young People's Unit, 2001). It is the new orthodoxy. Yet, hard questions are often avoided when reciting the mantra of participation. Why bother? What has changed as a result? This paper first seeks to explore the constraints and limitations of this drive in public policy in England. Secondly, by looking at one specific example, it considers elements of practice to enable participation to be effective as a catalyst for change. Third, it proposes a framework that sets out an agenda for social inclusion that is itself influenced by children and young people and not reliant on the changing and often clashing fashions in Government.
Bigger than the sky: disabled women on parenting
- Editors:
- WATES Michele, JADE Rowen
- Publisher:
- Women's Press
- Publication year:
- 1999
- Pagination:
- 202p.
- Place of publication:
- London
This anthology challenges rigid, limiting views of what it means to be a disabled woman, and of what a parent is and does. Disabled women describe having to fight for the right to become pregnant, the pleasure of teaching children the benefits of having a "different" mother; and the delight of involving themselves in a child's life. Whether it be a birth mother, an adoptive parent, a godparent, a friend, or a woman who has made a positive choice not to become a parent, these disabled women are asserting their right to explore the diversity of experience.
Empowerment of parents of children with disabilities: the effect of community and personal variables
- Authors:
- ITZHAKY Haya, SCHWARTZ Chaya
- Journal article citation:
- Journal of Family Social Work, 5(1), 2000, pp.21-36.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
This article explores empowerment among parents of children with disabilities. Specifically, it deals with how changes in parents' patterns of involvement and participation lead to empowerment. Parents of children with disabilities in Israel who are involved in voluntary organisations for the disabled were surveyed in relation to three components of empowerment: family; services; and community. Four community variables-patterns of activity in organisation, representation of the disabled and their families, participation in decision-making, and sense of belonging to the community-and two personal variables-self-esteem and mastery-were each found to affect at least one of the components of empowerment. The article includes some recommendations for social workers with regard to the empowerment of parents of disabled children.
Inclusive services for disabled children
- Author:
- BUSH Chris
- Journal article citation:
- Practice: Social Work in Action, 17(2), June 2005, pp.127-130.
- Publisher:
- Taylor and Francis
The article discusses the conception of the Disabled Children's Social Inclusion Service in Leicester. The aim of the service is to focus on the needs of disabled children within the content of their families. The intention of the service is to provide an inclusive service to this vulnerable and, arguably largely unprovided group. There are two basic approaches of the service (1) social activities for disabled children and (2) empowerment through information and support, to enable parents and carers to increase their capacity. This project provides the opportunity for parents and children to work not only together, but separately and in groups.
Information that informs rather than alienates families with disabled children developing a model of good practice
- Authors:
- MITCHELL Wendy, SLOPER Patricia
- Journal article citation:
- Health and Social Care in the Community, 10(2), March 2002, pp.74-81.
- Publisher:
- Wiley
The provision of information and the importance of keeping families informed is frequently viewed as a significant factor within both the concept of empowerment and the facilitation of enabling and participatory processes for service users and their families. This article looks at how parents would like to receive this information and also discusses the empowering potential of user-friendly information. The article draws on data collected from a focus group discussions with parents caring for children with a range of disabilities or chronic illness. In particular it examines the criteria by which parents judge the quality of information and their ideas as to what constitutes good practice, especially in terms of how information is presented, its content and the way it is delivered. Using these ideas and criteria, the paper begins to develop a model of good information practice that is both three-dimensional and personally interactive.
I want to tell you a story
- Author:
- BENN Melissa
- Journal article citation:
- Community Care, 3.6.99, 1999, p.14.
- Publisher:
- Reed Business Information
Argues that empowering people with learning difficulties is not about giving them what we think they need but about listening to what they have to say about their lives, feelings and experiences.