Search results for ‘Subject term:"physical disabilities"’ Sort:
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Conductive education
- Authors:
- HARI Maria, AKOS Karoly
- Publisher:
- Routledge
- Publication year:
- 1988
- Pagination:
- 375p., tables, illus.
- Place of publication:
- London
Detailed information on the general principles and practice of conductive education which is developed and shaped for each individual with motor dysfunction.
Disability voice: towards an enabling education
- Author:
- LEICESTER Mal
- Publisher:
- Jessica Kingsley
- Publication year:
- 1999
- Pagination:
- 135p.,bibliog.
- Place of publication:
- London
Argues that people have been disabled by society, and that there is a need for educational change. Encourages equal opportunities for disabled people by promoting the practice of enabling education, a 'disability aware' education that caters for everyone's educational needs. Also includes interviews with disabled people, giving their own recommendations for educators and policy makers.
Fostering children with disabilities
- Author:
- NATIONAL FOSTER CARE ASSOCIATION
- Publisher:
- National Foster care Association
- Publication year:
- 1991
- Pagination:
- 62p.,lists of orgs.
- Place of publication:
- London
Written for foster carers. Includes information on all types of disability, and goes on to look at: people and agencies available for help and support; helping a child move to a foster home; communication; play; special education; life expectancy; sex education; and young people moving into adulthood.
Integrating special children: some ethical issues
- Editors:
- FAIRBAIRN Gavin, FAIRBAIRN Susan
- Publisher:
- Avebury
- Publication year:
- 1991
- Pagination:
- 175p.,bibliog.
- Place of publication:
- Aldershot
Looks at the arguments for and against integration. Includes chapters on: ethical issues; equality; psychological issues; the right to an education; equal opportunities; creating a desirable future for people with significant learning difficulties; and integration, values and society.
Disabled children: services transport and education
- Authors:
- MELTZER Howard, SMYTH Malcolm, ROBUS Nikki
- Publisher:
- HMSO
- Publication year:
- 1989
- Pagination:
- 162p., tables.
- Place of publication:
- London
The sixth and final report published following the OPCS survey of disability commission by the DHSS in 1984.
Special needs in ordinary classrooms: an approach to teacher support and pupil care in primary and secondary schools
- Author:
- HANKO Gerald
- Publisher:
- Blackwell
- Publication year:
- 1986
- Pagination:
- 166p., bibliog.
- Place of publication:
- Oxford
Methods of dealing with children's emotional and behavioural difficulties through the curriculum, increased contact with each other, and parental involvement.
Safeguarding disabled children in residential special schools
- Authors:
- PAUL Alina, CAWSON Pat, PATON Joni
- Publisher:
- National Society for the Prevention of Cruelty to Children
- Publication year:
- 2004
- Pagination:
- 140p., bibliog.
- Place of publication:
- London
This is a research initiative to promote the care and protection of disabled children living away from home. The project worked with residential special schools for children with severe and multiple physical and learning disabilities, to examine child protection policies and practice. It aimed at identifying and describing good practice models for child welfare and protection. These will be incorporated into practice guidelines to be available for management, staff training and practice development. Findings will also be used to prepare a guide to inform parents on standards of child protection safeguards they should be able to expect while their children are at residential school. Disabled children are among those most likely to spend time in residential institutions. The single largest category of disabled children living away from home - and therefore the primary focus of the proposed work - is children with a variety of complex physical and learning disabilities attending residential special schools. The issue of the protection from abuse of disabled children living in residential settings has received much less attention than the protection of children 'looked after' by local authorities. The paucity of research in this field reflects the low priority often given to the needs of disabled children, and the myth that disabled children are unlikely to be abused. Yet there is evidence, from accounts by disabled adults of their childhood, and from research and practice experience, to suggest that disabled children are at increased risk of abuse.
Disabled children and education policy in Northern Ireland
- Authors:
- MONTEITH M., et al
- Publisher:
- Barnardo's
- Publication year:
- 2002
- Pagination:
- 5p.
- Place of publication:
- Belfast
The education provision for children with disabilities in Northern Ireland was the subject of considerable controversy throughout the 1990s. The debate is often unhelpfully posed as being about a choice between the segregation of disabled children in special schools or their inclusion in mainstream schools. Neither form of provision is without its problems and limitations. Segregated provision has too often been characterised by a culture of low expectations while inclusion, if insufficiently supported, can entail neglect of the child’s educational and social needs. The negative experience of being bullied can and does occur across both settings. Perhaps the worst long-term educational placement is that of education at home. While this may achieve certain educational goals, the absence of social skills development and experience means such a provision should only ever be a short-term measure.
Each belongs: integrated education in Canada
- Author:
- SHAW Linda
- Publisher:
- Centre for Studies on Integration in Education
- Publication year:
- 1990
- Pagination:
- 20p.
- Place of publication:
- London
The goal of the Hamilton and Waterloo Catholic School Boards in Ontario, Canada, is to meet the needs of all children in age-appropriate classes in neighbourhood schools. There are no special schools. This report describes local school board policy and practice, covers integration strategies, including some detailed case studies, and investigates the parents’ perspective. It captures the spirit of these inclusive school communities in a series of integration strategies including some case studies and investigates the parents’ perspectives.
Why it's worth it: inclusive education in Scotland; a parents' perspective
- Author:
- MOLLARD Ceri
- Publisher:
- Scottish Human Services Trust
- Publication year:
- 2004
- Pagination:
- 156p.
- Place of publication:
- Edinburgh
This book was written after speaking with 15 parents of children with special educational needs throughout Scotland about their child’s experiences of inclusive education in mainstream school. The families interviewed included children and young people at all stages of education from nursery right through to 18 year olds just about to leave school, and a range of experiences of education and inclusion from very positive to very negative. The experiences that are recounted in this book are real life illustrations of what it is like for families to include their children in mainstream schools in Scotland today. These accounts provide practical examples of what works and what doesn’t work to make pupils and their families feel like an included part of their chosen mainstream school. The book explores all aspects of school inclusion including the policy context, access to information, planning and support of inclusive placements, legal exclusions from mainstream school and the benefits of inclusion for everyone.