Search results for ‘Subject term:"physical disabilities"’ Sort:
Results 1 - 5 of 5
Systems of care: transition from the bio-psycho-social perspective of the International Classification of Functioning, Disability and Health
- Author:
- CAMARGO O. Kraus de
- Journal article citation:
- Child: Care, Health and Development, 37(6), November 2011, pp.792-799.
- Publisher:
- Wiley
The transition process of adolescents with complex health conditions occurs in all areas of their life. Systems of care are usually designed within certain aspects of life, as addressed by health, education and social welfare. Recent policies are trying to integrate these systems allowing for a more integrated transition process. This article illustrates how these developments are represented within the framework of the International Classification of Functioning, Disability and Health (ICF) and provides arguments that favour a greater integration of systems of care. Examples of systems of care from North America, Germany and the UK are described. In order to assist young people in transition, there is a consensus that the approach should be individualised. The overall goal of any intervention or service should be to achieve optimal functioning of the patients. In the framework of the ICF, this means that biomedical and contextual issues need to be taken into consideration. This requires an exchange of information between the different systems or the integration of those systems involved with the patient. The author concludes that close collaboration between agencies are useful in smoothing the transition process.
What influences participation in leisure activities of children and youth with physical disabilities? A systematic review
- Authors:
- BULT M. K., et al
- Journal article citation:
- Research in Developmental Disabilities, 32(5), September 2011, pp.1521-1529.
- Publisher:
- Elsevier
A range of variables associated with participation in leisure activities was identified and reported in the 17 studies included in this systematic review. The bulk of the evidence comes from studies of young people with cerebral palsy, although similar variables seem to apply to children with other physical disabilities. Age was found to be an important factor that influences participation, but there is no evidence on the variables associated with different age groups. The need for more studies in more diverse populations, and a clearer definition and standardised measure of participation is emphasised.
Students’ behavioural intentions towards peers with disability
- Authors:
- BROWN Hilary K., et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 24(4), July 2011, pp.322-332.
- Publisher:
- Wiley
Inclusive education is an important element of the current focus on social inclusion for individuals with disabilities. A barrier to the social inclusion of students with disabilities is the attitude of their non-disabled peers towards them. The aim of this study was to compare the behavioural intentions of high school students towards individuals with intellectual disabilities and individuals with physical disabilities, and to explore reasons for these behavioural intentions. A sample of 319 Grade 9 and Grade 12 students in Ontario, Canada completed a questionnaire regarding their behavioural intentions towards peers with intellectual or physical disabilities. They also responded to open-ended questions concerning their feelings about participating in a class task or social activity with these individuals. The findings showed that behavioural intentions towards students with intellectual disabilities were significantly more negative than were those towards students with physical disabilities. This difference was also reflected in responses to the open-ended questions. Common reasons for discomfort were perceived dissimilarities in interests or abilities. The findings demonstrate a need to provide interventions to support students with and without disabilities to find commonalities and to encourage reciprocity in their interactions.
En/countering disablement in school life in Australia: children talk about peer relations and living with illness and disability
- Author:
- MCMAUGH Anne
- Journal article citation:
- Disability and Society, 26(7), 2011, pp.853-866.
- Publisher:
- Taylor and Francis
This paper reports the experiential accounts of young people with physical disability or chronic illness as they made the transition to junior high school, with a particular focus on their social experiences with peers and friends. The participants were 24 young people, with a mean age of 12.4 years, with visible and physically limiting disabilities and health conditions including cerebral palsy, spina bifida, and cystic fibrosis. Their personal accounts were gathered in 3 interviews during the course of a year from late Year 6 to late Year 7. A total of 72 recorded conversations, amounting to more than 100 hours of communication, documented the transitional experiences of the participants. Children’s reports were examined in a reflexive, disability studies framework, in which commonalities and difference in experience were examined. The findings highlight a common experience of disability-related harassment and differential experiences of friendship, peer rejection and school culture. While children encounter and actively counter disablement in a variety of ways, it is clear that they are also cognisant of the stigma, prejudices and disabling expectations that are at the core of these experiences.
Safe and healthy: health and safety good practice guide for carers and workers providing home and community based short breaks to disabled children and young people
- Author:
- SHARED CARE NETWORK
- Publisher:
- Short Breaks Network
- Publication year:
- 2011
- Pagination:
- 57p.
- Place of publication:
- Bristol
- Edition:
- 2nd ed.
A practical book providing information and advice to short-break carers on keeping the disabled children in their care safe and healthy. Short chapters contents cover: risk assessments, home safety, fire safety, safety outside the home, safety in the care, personal care and hygiene, illnesses, accidents and care for children with pre-existing medical conditions, and pets. The contents will help to support carers in achieving the Children's Workforce Development standards for short-break carers. Also relevant for professionals supporting disabled children and young people including sitters, play scheme workers, befrienders and domiciliary care workers.