Search results for ‘Subject term:"physical disabilities"’ Sort:
Results 1 - 10 of 29
Children with a tracheostomy: experience of their carers in school
- Authors:
- SMITH J.C., WILLIAMS J., GIBBIN K.P.
- Journal article citation:
- Child: Care, Health and Development, 29(4), July 2003, pp.291-296.
- Publisher:
- Wiley
Aimed to identify children with a tracheostomy in Nottinghamshire schools and determine their supportt, given that tracheostomies are increasingly performed for chronic medical conditions and there are no published studies reporting school experience. Such information would be valuable in planning care and education. Used a questionnaire survey to families and school carers of 11 such children. All children of school age were in full-time education (5 mainstream, 5 special schools). One preschool child attended a family centre. Four had problems finding suitable carers, delaying return to school in 3. Four parents were dissatisfied with aspects of the child's experience at school: 2 felt teaching staff were unsupportive, one was unhappy with the care of the tracheostomy, and one had problems funding a carer. Ten out of 11 school carers were satisfied with their training; 10 would have liked regular update sessions. The amount of care required varied. Those with complex medical problems in a special school setting needed frequent care, and one had required admission to hospital from school. One child had time off school because of lack of carer availability. The severely disabled had less time off school for ill health after the tracheostomy than before. Concludes that children with tracheostomies can successfully and safely achieve full-time education in both mainstream and special schools. A dedicated multidisciplinary team, including parental input, is essential. Regular revision of skills and information sessions for teaching staff would be beneficial.
Variables that affect teachers’ attitudes towards disability and inclusive education in Mumbai, India
- Author:
- PARASURAM Kala
- Journal article citation:
- Disability and Society, 21(3), May 2006, pp.231-242.
- Publisher:
- Taylor and Francis
Teacher attitude is one of the most important variables in the education of children with disabilities. Attitudes of general educators in the city of Mumbai, India, toward disabilities and inclusion of students with disabilities into regular schools were studied through the usage of two attitude scales. The study investigated whether variable background characteristics such as age, gender, income level, education levels, years of teaching experience, acquaintance with a person with a disability, having a family member with a disability, frequency of contact and closeness to a person with disability affect the attitudes of teachers towards people with disabilities and towards inclusion of students with disabilities into regular schools. The analyses revealed that while some of the variables of interest did affect teachers’ attitudes towards disabilities, the only variable that affected teachers’ attitudes towards inclusion was prior acquaintance with a person with a disability.
Room at the academy?: people with learning difficulties and higher education
- Authors:
- BOXALL Kathy, CARSON Iain, DOCHERTY Daniel
- Journal article citation:
- Disability and Society, 19(2), March 2004, pp.99-112.
- Publisher:
- Taylor and Francis
This article considers the contributions of people with learning difficulties to an undergraduate degree programme in Learning Disability Studies at the University of Manchester. It begins with an evaluation of models of disability and their implications for the study and production of knowledge about learning disability. It then goes on to explore the role of people with learning difficulties--and the place of their experiences and knowledges--both on the Learning Disability Studies programme and within the academy. Drawing on the experience of the Learning Disability Studies programme, it argues for the inclusion of people with learning difficulties in learning, teaching and research.
Students with disabilities participating in mainstream schools: policies that promote and limit teacher and therapist cooperation
- Authors:
- HEMMINGSSON Helena, GUSTAVSSON Anders, TOWNSEND Elizabeth
- Journal article citation:
- Disability and Society, 22(4), June 2007, pp.383-398.
- Publisher:
- Taylor and Francis
This paper examines participatory arrangements for students with physical disabilities in mainstream education, cooperation between teachers and therapists to ensure that these arrangements are efficient and the organizational prerequisites for such cooperation. The study comprises data obtained from 14 'groups' in Sweden, with each group consisting of a student with physical disabilities aged 9-19 years, their main teacher and the relevant therapists from the local habilitation centre. Data were collected through semi-structured interviews, field observations and a review of relevant documents, including legislation. The results reveal a lack of cooperation between teacher and therapist which results in students with disabilities receiving suboptimal participatory arrangements in school. Differences in the perspectives of the teachers and therapists and in the way they act and perceive their responsibilities were anchored in institutional and societal documents and the distribution of resources. The implications for students with disabilities are discussed.
Helpful actions seen through the eyes of parents of children with disabilities
- Authors:
- PREZANT Fran Pollock, MARSHAK Laura
- Journal article citation:
- Disability and Society, 21(1), January 2006, pp.31-45.
- Publisher:
- Taylor and Francis
Parents of children with disabilities interact with a wide range of service providers in order to assure appropriate services for their children. While some actions performed by professionals are viewed as helpful, many are viewed as obstructive. Surveys completed by over 120 parents in the United States identified past actions perceived to be helpful and those thought to be unhelpful as well as identification of professionals associated with those actions. Using the critical incident technique, narrative responses were based on actual experiences that parents described. Parents were also asked to articulate specific actions they would like professionals to take in the future. Over half of the responses request desired relationships with professionals that focus on respect, collaboration, communication and information sharing. Implications for pre-professional training are discussed.
'Good faith and effort?’: perspectives on educational inclusion
- Author:
- COLE Barbara A.
- Journal article citation:
- Disability and Society, 20(3), May 2005, pp.331-344.
- Publisher:
- Taylor and Francis
This paper considers what might ‘count’ as educational inclusion from the perspectives of six women who are both mothers of and teachers of children with special educational needs (SEN) and/or disabilities. The mother-teachers draw on their own personal and professional experiences to consider meanings of inclusion in relation to ‘their’ children. Their voices suggest that it is the detail of daily interaction and the commitment to ‘good faith and effort’ on the part of both parents and educational professionals that matters. For the purposes of this paper I shall consider the discourses of SEN, learning difficulties and disability together, although I am aware of the danger of reductionism in doing so.
Balancing student mental health needs and discipline: a case study of the Implementation of the Individuals with Disabilities Education Act
- Author:
- PALLEY Elizabeth
- Journal article citation:
- Social Service Review, 78(20), June 2004, pp.243-266.
- Publisher:
- University of Chicago Press
This research uses a case study approach to assess the implementation of the disciplinary procedures in the Individuals with Disabilities Education Act (IDEA), a federal policy developed to ensure the inclusion of all children with disabilities in state public US education systems. The findings indicate that many factors influence the implementation of IDEA's disciplinary practices. Such factors include teacher and administrator knowledge of the law and policies, teacher and administrator discretion, school-based resources, and parental involvement. Many areas of noncompliance are apparent.
'They are not like us and neither should they be': issues of teacher identity for teachers of pupils with profound and multiple learning difficulties
- Author:
- JONES Phyllis
- Journal article citation:
- Disability and Society, 19(2), March 2004, pp.159-169.
- Publisher:
- Taylor and Francis
This article analyses notions of teacher identity for a group of teachers of pupils with profound and multiple learning difficulties. Teacher identity is analysed from the perspective of the role it plays in supporting the teachers' ideas of being separate and different from their teaching colleagues in mainstream education. For some of the teachers this is manifested in an identity to a cause, which is deep rooted and complex. It is argued that teacher educators need to be aware of the potential influence of teacher identity when planning and delivering initial teacher training and continued professional development. This is particularly pertinent in a context of supporting greater shared professional identity between teachers who work in segregated and mainstream contexts. It is also argued that the development of the discourses of inclusion needs to take account of the complexities of these issues. Whilst engaged in a doctoral research project exploring teachers' views of how pupils with profound and multiple learning disabilities learn, issues of teacher identity emerged as an important element in the teachers' discussions about their work. This article focuses upon these issues, particularly in relation to professional development and a changing school culture that explicitly expects greater inclusive practice. It appears that the discourse relating to identity is about continua, tensions and boundaries that continually interplay. In the author's developing understanding of issues of identity, she found the sociological paradigm helpful in offering an appreciation of identity that acknowledges the interplay between the individual and society. Notions of social identity, embracement and distancing offer a conceptual framework for appreciating the teachers' views in this study.
Participation in higher education for students with disabilities: an Irish perspective
- Authors:
- SHELVIN M., KENNY M., MCNEELA E.
- Journal article citation:
- Disability and Society, 19(1), January 2004, pp.15-30.
- Publisher:
- Taylor and Francis
This small scale study aimed to explore the quality of access and participation for students with disabilities within higher education. Students with disabilities reported variable access experiences within higher education and physical access remains a serious obstacle to full participation. Generally, there was a low level of awareness of student needs in relation to assistive provision and assessment. A positive and informed staff/college attitude proved crucial in ensuring access and equitable treatment. This research highlights the inherent limitations in the current piecemeal institutional response to provision for students with disabilities. A comprehensive access service is required that addresses the needs of all marginalized groups and becomes an integral part of the third level institution.
Changing student teachers' attitudes towards disability and inclusion
- Author:
- CUSKELLY Monica
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 28(4), December 2003, pp.369-379.
- Publisher:
- Taylor and Francis
A total of 274 preservice teacher education students were surveyed at the beginning and end of a one-semester unit on Human Development and Education which combined formal instruction with structured fieldwork experiences. The latter included interviewing community members regarding their knowledge of Down syndrome and opinions on inclusive education, and writing an associated report. At the end of semester, not only had student teachers acquired more accurate knowledge of Down syndrome, together with more positive attitudes towards the inclusive education of children with Down syndrome, but their attitudes towards disability in general had also changed, and they reported greater ease when interacting with people with disabilities. The study illustrated the value of combining information-based instruction with structured fieldwork experiences in changing attitudes towards disability and inclusion. It also demonstrated that raising awareness of one disability may lead to changes in attitudes towards disability in general.