Search results for ‘Subject term:"physical disabilities"’ Sort:
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Developmental differences in understanding the causes, controllability and chronicity of disabilities
- Authors:
- SMITH L. A., WILLIAMS J. M.
- Journal article citation:
- Child: Care, Health and Development, 31(4), July 2005, pp.479-488.
- Publisher:
- Wiley
The present study explored typically developing children's (n = 77) understanding of the causes, controllability and chronicity of disabilities. Children in each of four age groups (45 years, 67 years, 910 years and 1112 years) were interviewed to explore their ideas about children with physical disabilities (minor: missing thumb; major: wheel-chair bound), sensory disabilities (blindness and hearing loss), learning disabilities (non-specific and Down syndrome) and emotional/behavioural difficulties (attention deficit hyperactivity disorder and lack of social skills). Significant age differences were found in children's understandings of the causes, controllability and chronicity of disabilities. Furthermore, children showed a greater understanding of salient disabilities. Findings are discussed in terms of developmental changes and the role of experience in shaping children's understanding of disabilities.
Early institutional provision in Scotland for disabled children
- Author:
- HUTCHISON Iain
- Journal article citation:
- Scottish Journal of Residential Child Care, 3(1), February 2004, pp.31-43.
- Publisher:
- Department of Social Work. University of Strathclyde.
Reviews the early history of disabled children's institutional provision in Scotland, noting the industrialising and urbanising context and the fragmented development, each kind of disability being regarded separately. Examines the aims of institutions and their variety of objectives - education and training, medical intervention, custodial confinement. Discusses supporters' and administrators' objectives and includes first hand testimony. Development was uneven. Sensory, mental and physical impairments were not identified as distinct; particular conditions were seen as separate and attracted attention at different times, resulting in different responses. Disability was identified as a 'problem'. Children were removed from family life, stigmatised, and had their aspirations and expectations stifled. Institutions projected a caring image, but children were in fact often traumatised by strict discipline and loss of family contact and basic freedoms.
Children's experiences of disability: a positive outlook
- Author:
- SCOTLAND. Scottish Executive Education Department
- Publisher:
- Scotland. Scottish Executive
- Publication year:
- 2002
- Pagination:
- 16p.
Babies with anomalies: a Scottish overview
- Author:
- SCOTLAND. Scottish Programme for Clinical Effectiveness in Reproductive Health
- Publisher:
- ISD Publications
- Publication year:
- 2001
- Pagination:
- 30p.
- Place of publication:
- Edinburgh
This report aims to provide an overview, based on a range of data sources, of the prevalence of, and mortality due to, all forms of congenital anomoly. In addition, three specific categories of anomoly have been chosen for more detailed study. The selected anomoly are: congenital heart disease, cleft lip and palate and neural tube defects.
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)
From child to adult: an exploration of shifting family roles and responsibilities in managing physiotherapy for cystic fibrosis
- Authors:
- WILLIAMS Brian, et al
- Journal article citation:
- Social Science and Medicine, 65(10), November 2007, pp.2135-2146.
- Publisher:
- Elsevier
Although chest physiotherapy is central to the management of cystic fibrosis many report problems with adherence. Research in other long-term conditions suggests that non-adherence may be exacerbated as the child grows older and self-care responsibilities are transferred to the young person. The authors explored the nature and variation in roles of family members, how responsibility was transferred from the parent/family to the child, and what factors aided or hindered this process The authors conducted in-depth interviews with 32 children with a diagnosis of cystic fibrosis aged 7–17 years, and with 31 parents attending cystic fibrosis clinics in two Scottish regions. Family responsibilities were primarily focused on mothers. The level and nature of involvement varied along a continuum that separated into six parental and five child roles and changed over time. However, this movement was frequently reversed during periods of illness or mistrust. The day to day experience of such a transfer was not straightforward, linear or unproblematic for any of the family members. Three factors were identified as assisting the transfer of responsibility: parents’ perceptions of the benefits of transferring responsibility, children's perceptions of the benefits, and the available physical, social and psychological resources to support such a transfer. The principles and lessons from “concordance” (a therapeutic alliance based on a negotiation between equals and which may lead to agreement on management or agreement to differ) may provide a foundation for newly developing relationships between parents and their children emerging into adulthood. Further research is required to develop more specifically the content and structure of required support, its effectiveness in achieving more concordant relationships, and the resulting impact on adherence, perceived health and well-being from the perspective of the young person and parent.
Vulnerable and intimidated witnesses: review of provisions in other jurisdictions
- Author:
- REID-HOWIE ASSOCIATES
- Publisher:
- Scotland. Scotland Executive Central Research Unit
- Publication year:
- 2002
- Pagination:
- 151p.
- Place of publication:
- Edinburgh
Vulnerable and intimidated witnesses: review of provisions in other jurisdictions
- Author:
- REID-HOWIE ASSOCIATES
- Publisher:
- Scotland. Scotland Executive Central Research Unit
- Publication year:
- 2002
- Pagination:
- 6p.
- Place of publication:
- Edinburgh
Seeing the invisible children and young people affected by disability
- Authors:
- BANKS Pauline, et al
- Journal article citation:
- Disability and Society, 16(6), October 2001, pp.797-814.
- Publisher:
- Taylor and Francis
Presents a brief review of literature relating to children in families with a disabled member, including the 'young carers' and disability studies literature, and relevant works from the social psychology and sociology of childhood. Key themes identified in the literature are then illustrated by findings from two exploratory research studies that sought to explore the experiences and service needs of children in families with a disabled member, within two Scottish areas. The authors suggest that, although young people affected by disability in the family, including young carers, face significant problems, particularly in socially disadvantaged areas, there are other issues that need to be addressed. Alternative conceptual frameworks are proposed, which challenge the dominance of the young carers research paradigm.
The right help at the right time in the right place: strategic review of learning provision for children and young people with complex additional support needs
- Author:
- SCOTLAND. Scottish Government
- Publisher:
- Scotland. Scottish Government
- Publication year:
- 2012
- Pagination:
- 108p.
- Place of publication:
- Edinburgh
This report sets out the strategic vision for learning provision for children and young people with complex additional support needs in Scotland. The review process was undertaken in 2 phases, and included working groups, a call for evidence, parental engagement events, a literature review, and in-depth interviews with children and young people in a range of educational settings. The report sets out the findings and recommendations for provision across 4 themed areas: culture, complex additional support needs and expertise; policy choice and learning experiences; interagency working, planning and review; and national and local provision and the role of the Scottish Government. A total of 21 recommendations are made across these 4 areas. Three case studies of excellent practice are presented which demonstrate that getting the right help at the right time in the right place does make a real difference to the lives of children and young people with complex additional support needs and their families.