Search results for ‘Subject term:"physical disabilities"’ Sort:
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Young disabled people moving into adulthood in Scotland
- Author:
- JOSEPH ROWNTREE FOUNDATION
- Publisher:
- Joseph Rowntree Foundation
- Publication year:
- 2002
- Pagination:
- 8p.
- Place of publication:
- York
The experience of handicap
- Author:
- THOMAS David
- Publisher:
- Methuen
- Publication year:
- 1982
- Pagination:
- 218p.,bibliog.
- Place of publication:
- London
A checklist for inclusion
- Author:
- COOMBES Rebecca
- Journal article citation:
- Children Now, 29.9.04, 2004, pp.22-23.
- Publisher:
- Haymarket
Councils will have to make services more accessible for disabled people from October 1st under the Disability Discrimination Act. Looks at the approach of KID, a charity dedicated to helping children with disabilities and special needs, who has produced its own inclusion checklist for play workers and child carers to ensure children and families are included in service provision. The six points providing a basis to the checklist are: strong leadership; robust procedures; staff training; user centred focus; valuing the views of parents; developing participation and networks.
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.
SCIE research briefing 4: transition of young people with physical disabilities or chronic illnesses from children's to adults' services
- Author:
- SOCIAL CARE INSTITUTE FOR EXCELLENCE
- Publisher:
- Social Care Institute for Excellence
- Publication year:
- 2005
- Place of publication:
- London
- Edition:
- Rev. ed.
A web-based briefing providing a concise summary of the current knowledge base on transition of young people with physical disabilities or chronic illnesses from children's to adults' services. Coverage includes ethical considerations, views of service users and carers, innovative practice examples and implications for practice. Also highlights additional contacts and resources. The briefing was commissioned by the Social Care Institute for Excellence (SCIE). The latest edition of this Briefing was produced in April 2005 and the next updated is due in April 2006.
The meaning of leisure to children and young people with significant physical disabilities: implications for optimising participation
- Authors:
- POWRIE Benita, et al
- Journal article citation:
- British Journal of Occupational Therapy, 83(2), 2020, pp.67-77.
- Publisher:
- Sage
Introduction: The facilitation of meaningful leisure participation for children and young people requires an understanding of what leisure means to them. This study aimed to understand meaningful leisure from the perspective of children and young people with complex physical and communication disabilities. Method: A hermeneutic phenomenological research design was used. Data was gathered through multiple interviews with six young people supported by photo elicitation, Talking Mats and direct observation. Individual case studies were analysed, together with six autobiographies of people with similar disabilities. Data analysis was iterative and multi-directional, alternating between segments and the whole throughout interpretation. Results: Leisure experience meanings were uniquely constructed for each person, based on preferences, personality and circumstances. The tree of leisure emerged as a useful metaphor for three essential features (control, engrossing, enjoyment) and four key meanings (escape, exploration, exchange and expression) of leisure. Children and young people experienced five meaningful outcomes that lasted beyond the leisure activity (restoration, protection, construction, reflection and connection). Conclusion: For children and young people with disabilities, a balanced array of diverse leisure experiences provides a powerful and accessible route to wellbeing. Implications for practice include understanding the individual, focusing on the social environment, supporting self-advocacy and promoting opportunities for free movement. (Publisher abstract)
Children and young people’s perspectives and experiences of a community wheelchair basketball club and its impact on daily life
- Authors:
- MOSS Philippa, et al
- Journal article citation:
- British Journal of Occupational Therapy, 83(2), 2020, pp.118-128.
- Publisher:
- Sage
Introduction: Although the benefits of physical activity are widely recognised, levels of inactivity are considerably higher for children and young people with disabilities than those without. Young people with disabilities struggle to access inclusive opportunities and there is a lack of research surrounding users’ experiences of disability sport more generally. This research aimed to explore members’ experiences of a community-based wheelchair basketball club and its impact on daily life. Method: Semi-structured interviews were conducted with 11 disabled and able-bodied members of the club (aged 6–25 years) to gain an in-depth understanding of their experiences. Findings: Inductive thematic analysis identified an overarching theme of ‘wheelchair basketball elicits strong emotions’ and four main themes of ‘positive social interactions’, ‘benefitting health and independence’, ‘changing perceptions of disability’ and ‘a meaningful occupation that opens doors’. Participants reported positive experiences of wheelchair basketball, which improved their physical and mental health whilst increasing opportunities for socialisation and encouraging acceptance of disability. Conclusion: The findings have implications at individual, organisational and societal levels, and provide some justification for the role of occupational therapy in disability sport. The findings demonstrate the potential for inclusive community sports clubs to improve health and social outcomes for individuals, regardless of disability. (Publisher abstract)
Habilitation provision for children and young people with vision impairment in the United Kingdom: a lack of clarity leading to inconsistencies
- Author:
- HOGG Kat
- Journal article citation:
- British Journal of Visual Impairment, 35(1), 2017, pp.44-54.
- Publisher:
- Sage
The key to empowering and supporting children and young people (CYP) with vision impairment (VI) to achieve their potential lies in the delivery of habilitation training. Evidence has revealed that provision of habilitation services across the United Kingdom was inconsistent, with CYP with VI not receiving services in some areas. This research explored the accessibility and quality of habilitation provision for CYP with VI via two studies: (1) 12 qualitative case studies of habilitation practice and (2) surveys of habilitation training experiences, with CYP with VI (n = 43) and with parents of CYP with VI (n = 68). Five themes were identified highlighting inconsistencies and variability in the delivery of habilitation training in recent years, a lack of focus on independent living skills training, on social inclusion and emotional well-being, a lack of support for parents and a lack of clarity with regard to the definition of habilitation, and who is responsible for providing training. (Publisher abstract)
Rehabilitation service utilization in children and youth with cerebral palsy
- Authors:
- MAJNEMER Annette, et al
- Journal article citation:
- Child: Care, Health and Development, 40(2), 2014, pp.275-282.
- Publisher:
- Wiley
Aim: To describe the pattern of use of rehabilitation services in children and adolescents with cerebral palsy (CP), and to identify factors associated with use. Methods: In this study, parents of 91 school-age children and 167 adolescents with CP completed a questionnaire regarding educational and rehabilitation resources received within the last 6 months. Rehabilitation services included occupational therapy (OT), physical therapy (PT), speech language pathology (SLP), psychology and special education. Demographic characteristics were documented and developmental and functional status was assessed. Relationships between service utilisation and sociodemographic factors, functioning and school setting were determined. Results: Over half of children (53.2%) and adolescents (57.5%) were in regular schools; however, 41% of these required special education resources. The remainder (42.5–46.8%) was in special schools. The majority of children (84.6%) were receiving at least one rehabilitation service although this decreased (68.1%) in adolescence. PT and OT were most common and services were provided predominantly in the school setting. Services were primarily weekly direct interventions at school age, with weekly interventions or consultations most common for adolescents. Younger age was associated with service receipt at school age only. Children with greater motor limitations, lower IQ and greater activity limitations were more likely to receive OT, PT, SLP or special education. Children in segregated schools were significantly more likely to receive rehabilitation services, when compared with children in regular schools. Conclusions: The majority of children and youth received one or more services. Individuals with greater motor or cognitive challenges were more likely to receive a range of school-based services from rehabilitation specialists. When compared with children of school age, adolescents were less likely to receive services and when provided, services were more likely to be consultative. Services may need to be more optimally organised through childhood to enhance benefits to children with CP across activity limitation profiles. (Edited publisher abstract)
Developing an outcomes model for disabled children in Scotland
- Author:
- CHILDREN IN SCOTLAND
- Publisher:
- Scotland. Scottish Government Social Research
- Publication year:
- 2013
- Pagination:
- 67
- Place of publication:
- Edinburgh
Disabled children have broadly the same aspirations as non-disabled children and the outcomes they would like to achieve are therefore similar. However, for many disabled children and young people, there are fundamental outcomes that need to be achieved as a foundation for others, including and especially, communication. This project focused on better understanding ‘outcome models’ for all children and young people and for children and young people in the diverse and challenging context of disability. This research was commissioned by the Scottish Government’s Children’s Rights and Wellbeing Division to identify and develop an outcomes model based on Getting It Right for Every Child (GIRFEC), and the SHANARRI indicators of wellbeing (“Safe, Healthy, Achieving, Nurtured, Active, Respected, Responsible, Included”) for disabled children and young people in Scotland. It was to include both children with disabilities as defined by the Equality Act 2010 and those defined as having additional support needs in the context of the Education (Additional Support for Learning) (Scotland) Act 2004. The project was modified early on to focus on mapping outcomes work that is already in progress, and to identify the essential components of outcomes models. (Edited publisher abstract)