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Sideridis, Georgios D. "Social, motivational, and emotional aspects of learning disabilities." International Journal of Educational Research 43, no. 4-5 (January 2005): 209–14. http://dx.doi.org/10.1016/j.ijer.2006.06.002.
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Wood, Mildred H. "Learning Disabilities and Human Sexuality." Academic Therapy 20, no. 5 (May 1985): 543–47. http://dx.doi.org/10.1177/105345128502000505.
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Abbeduto, Leonard, and Stephen J. Ceci. "Handbook of Cognitive, Social, and Neuropsychological Aspects of Learning Disabilities." American Journal of Psychology 101, no. 3 (1988): 442. http://dx.doi.org/10.2307/1423091.
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Margalit, Malka. "Second-Generation Research on Resilience: Social-Emotional Aspects of Children with Learning Disabilities." Learning Disabilities Research and Practice 19, no. 1 (February 2004): 45–48. http://dx.doi.org/10.1111/j.1540-5826.2004.00088.x.
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No authorship indicated. "Review of Handbook of Cognitive, Social, and Neuropsychological Aspects of Learning Disabilities, Vol. 1." Contemporary Psychology: A Journal of Reviews 33, no. 9 (September 1988): 833. http://dx.doi.org/10.1037/026056.
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Margalit, Malka, and Ilana Ben-Dov. "Learning Disabilities and Social Environments: Kibbutz versus City Comparisons of Loneliness and Social Competence." International Journal of Behavioral Development 18, no. 3 (September 1995): 519–36. http://dx.doi.org/10.1177/016502549501800308.
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In order to explore aspects of loneliness and social competence of learning disabled students in relation to specific environmental contexts, this study focused on children in two different social systems: a kibbutz and a city. The aim of the study was to investigate the social skills and loneliness patterns among 122 students with learning disabilities (LD) in self-contained special classes within regular school systems (66 kibbutz students; 56 city students) and among 120 nondisabled (nonLD) students within these same environmental conditions (69 kibbutz students; 51 city students). A four-way MANCOVA (LD/nonLD X kibbutz/city X male/female X lower/higher grades, with age as covariate) was performed for self-reported loneliness and empathy, peer-rated sociometric measures, teacher-rated social skills, and classroom adjustment as the dependent measures. LD youngsters were found to be less socially competent and more lonely than their nonLD peers in all social competence areas, and as assessed by three sources of information. When compared with LD city students, LD kibbutz students were evaluated by their teachers as demonstrating fewer maladaptive externalising behaviours, and by their peers as having more friends. Social contexts did not differentiate between the two LD groups' feeling of loneliness or rates of peer acceptance, and it can be concluded that students with LD were found to experience loneliness regardless of gender or environmental conditions.
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Williams, Peter. "Facebook use by people with learning disabilities: The case for facilitated, guided autonomy." New Trends and Issues Proceedings on Humanities and Social Sciences 6, no. 5 (September 30, 2019): 99–108. http://dx.doi.org/10.18844/prosoc.v6i5.4379.
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Facebook is a worldwide phenomenon. However, for people with learning disabilities, the platform presents many challenges. These relate to social skills, self-expression and avoiding exploitation or other hurtful experiences. This study explores factors relating to Facebook use or abstinence by this cohort; how these may be influenced by their learning disabilities, and how supporters can help mitigate any difficulties or barriers. In-depth interviews (n = 115) and observations of usage were conducted. The findings revealed that themes elicited centred around passive consumption of content, supporter controls, virtual connectivity, vicarious enjoyment and aspects concerning the projection of self. Factors related to non-use included a lack of knowledge or access to the platform. A case is made for supporters practicing ‘facilitated, guided autonomy’ by working with those whom they support to help evaluate ‘friend’ requests, compose posts and generally, emphasising their subservience to those whom they support, act as ‘Facebook assistants’.
Keywords: Social media, Facebook, learning disabilities, inclusion, autonomy.
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Solvoll, Betty-Ann, Elisabeth OC Hall, and Berit Støre Brinchmann. "Ethical challenges in everyday work with adults with learning disabilities." Nursing Ethics 22, no. 4 (August 4, 2014): 417–27. http://dx.doi.org/10.1177/0969733014538887.
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Background: Healthcare providers caring for learning-disabled individuals in institutions face challenges of what is right or wrong in their daily work. Serving this group, it is of utmost importance for the healthcare staff to raise awareness and to understand how ethical values are at stake. Research question: What ethical challenges are discussed among healthcare providers working with adults with learning disabilities? Research design: The study had a qualitative and investigative design. Participants and research context: The study was conducted in a community institution for adults with learning disabilities. Participants were healthcare providers joining regular focused group discussions. Two groups participated and each group consisted of six participants. The conversations were taped and transcribed. Ethical considerations: The study was reported to Norwegian Social Science Data Services and was approved by the regional ethics committee. Findings: Findings are presented in four themes: (a) feeling squeezed between conflicting actions, (b) being the client’s spokesman, (c) searching shared responsibility, and (d) expecting immediate and fixed solutions. The healthcare providers wanted to be the clients’ advocates. They felt obliged to speak up for the clients, however, seeking for someone with whom to share the heavily experienced responsibility. Data likewise revealed that the group discussions created expectations among the healthcare providers; they expected smart and final solutions to the problems they discussed. Discussion: The discussion focuses on everyday ethical challenges, the meaning of being in-between and share responsibility, and the meaning of ethical sensitivity. Conclusion: Ethical challenges can be demanding for the staff; they might feel squeezed in-between contradictory attitudes or feel alone in decision-making. Frequent conversations about ethical challenges do not solve the ethical problems here-and-now, but they do visualize them. This also visualizes the staff’s need for support.
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McGill, Peter, Jill Bradshaw, Genevieve Smyth, Maria Hurman, and Ashok Roy. "Capable environments." Tizard Learning Disability Review 25, no. 3 (November 30, 2020): 109–16. http://dx.doi.org/10.1108/tldr-05-2020-0007.
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Purpose The purpose of this paper is to outline the role played by different aspects of the social, physical and organisational environments in preventing behaviour described as challenging in people with learning disabilities. Design/methodology/approach Conceptual elaboration drawing on research and practice literature. Findings Community placements for people with learning disabilities should develop the characteristics of capable environments. Such characteristics are associated with prevention of challenging behaviour and improved quality of life outcomes. Originality/value The notion of the capable environment may help to shift the focus from the individual who displays behaviour described as challenging to the characteristics of the social, physical and organisational supports that they receive.
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Vaughn, Sharon, and Diane Haager. "Social Competence as a Multifaceted Construct: How do Students with Learning Disabilities Fare?" Learning Disability Quarterly 17, no. 4 (November 1994): 253–66. http://dx.doi.org/10.2307/1511123.
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This article summarizes and extends the findings from a prospective, longitudinal study that examined the social competence of students with learning disabilities (LD) from kindergarten through fifth grade. Four components that represent a model of social competence were measured: peer relations, social cognition, behavior problems, and social skills. Findings revealed that over time youngsters with LD demonstrated the same trends on all aspects of social competence as nonLD students. Students with LD did not differ significantly from low-achieving (LA) nonLD students on any of the measures of social competence; however, they were significantly different from average/high-achieving (AHA) nonLD students on social skills and behavior problems, but not peer acceptance or self-concept. The discussion addresses the social competence of students with LD from a developmental perspective as well as how they contrast with other achievement groups (LA and AHA). Issues and suggestions for future directions for research on the social-emotional development of youngsters with LD are presented.
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Lee, Gloria K., Michael Infranco, Abiola Dipeolu, Catherine Cook-Cottone, James P. Donnelly, Timothy P. Janikowski, Amy Reynolds, and Tim Boling. "Concept Mapping Analysis of Social Skills Camp Experience for Children with Disabilities." Children Australia 41, no. 1 (October 19, 2015): 16–28. http://dx.doi.org/10.1017/cha.2015.41.
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The present study aimed to identify themes emerging from an inclusive therapeutic recreational camp experience for children with disabilities who attended a 10-day summer camp. Concept mapping was used to analyse the experience of 42 participants. Results emerged with seven themes: Personal Growth; Nurturing Relationships; Non-judgmental Environment and Attitude; Traditional/Classic Camp Fun; Beneficial and Unique Opportunities; Learning/Thinking with Structures and Rules; and Independence and Recognition. Results suggested that children with disabilities experienced positive personal growth and learned new skills from an integrated, therapeutic camp. These children benefited from the social and psychological aspects of the camp experience, as well as the learned skillset and behaviours. Clinical implications and future research directions are also discussed.
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Novitayanti, Lili, and Luh Ayu Tirtayani. "Teachers-Students’ Interaction in Early Childhood Inclusion Program." Journal of Education Research and Evaluation 3, no. 2 (August 18, 2019): 96. http://dx.doi.org/10.23887/jere.v3i2.18766.
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UNESCO has defined inclusive education as a chance for children with disabilities to learn in the same class with their non-disable peers. It becomes the most equitable chance for those school age students with disabilities to get their right. The implementation of early childhood inclusion programs in Bali is relatively new. Thus, an analysis on its implementation is needed in order to know in extend the program is effective. This study aims to describe the effectiveness of the teachers-students social interaction in early childhood inclusion program. It is an evaluative research by focusing on the learning process, including aspects of plan, implementation, and assessment. There are 119 respondents, who are headmasters and teachers of Kindergarten, involved in this study. Data are collected through questionnaire that have been tested for being validated. The result shows that social interaction of teachers and students are: (1) positive from the aspect of planning with F + = 53.781% and F─ = 46.218%, (2) not effective in the aspect of implementation with F + = 47.058% and F─ = 52.941%, and (3) not effective social in the aspect of evaluation with F + = 42.857% and F─ = 57.142%. It can be concluded that the social interaction of teachers and students in inclusion early childhood education program in is less effective (+ ─ ─). The teacher-students‘ social interaction as pivotal aspect of learning process, especially for special need students, needs to improve.
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Kearns, Devin M., Natasha J. Feinberg, and Leslie J. Anderson. "Implementation of Data-Based Decision-Making: Linking Research From the Special Series to Practice." Journal of Learning Disabilities 54, no. 5 (August 10, 2021): 365–72. http://dx.doi.org/10.1177/00222194211032403.
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The papers in the special series describe the role of data-based decision-making (DBDM) in improving the outcomes of students with learning disabilities based on research across Germany, the Netherlands, and the United States. The articles address multiple aspects of a model of DBDM that includes the role of teacher knowledge, skills, beliefs, and sources of professional learning and the role of systems-level factors in improving student achievement. In this article, the conclusions of each paper are described in terms of that model. The papers illustrate that DBDM can improve achievement for students with learning disabilities through a DBDM process called data-based individualization (DBI)—especially if teachers have innovative supports (e.g., new technologies). For teachers, DBDM professional development (PD) can improve DBDM knowledge and implementation, but PD may not be adequate in all cases, with practical experience playing a central role. In addition, classroom-level DBDM may not translate to success for students with learning disabilities. Finally, the articles reveal a need to focus more on systems-level factors in successful DBDM systems like DBI—especially when implemented outside the experimental context. These findings provide a contemporary lens on DBDM as it related to students with learning disabilities and establish foci for future research.
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Jorgensen, Mary, Jillian Budd, Catherine S. Fichten, Mai N. Nguyen, and Alice Havel. "Graduation Prospects of College Students with Specific Learning Disorder and Students with Mental Health Related Disabilities." International Journal of Higher Education 7, no. 1 (January 9, 2018): 19. http://dx.doi.org/10.5430/ijhe.v7n1p19.
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This study’s goal was to compare aspects related to academic persistence of two groups of college students with non-visible disabilities: 110 Canadian two and four-year college students - 55 with mental health related disabilities and 55 with Specific Learning Disorder (LD). Results show that students with mental health related disabilities were less likely to intend to graduate than students with LD. Students with mental health disabilities were also older, more likely to be female, to have worse personal circumstances and to feel more socially isolated on campus. They were also less likely to be enrolled in their first choice program or to be registered for campus disability related services than students with LD. Different variables predicted intention to graduate for the two groups. This is a key finding in helping students in these two groups successfully graduate, as they may have different academic, social, personal and accommodation needs. Recommendations are made about how to intervene to improve the academic persistence of students with mental health related disabilities. These include minimizing the fear of stigmatization and adopting a model where accommodations are based on students’ unique needs rather than their diagnoses.
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Nugraheni, Permata Primadhita, Abdul Salim, and M. Furqon Hidayatullah. "Teachers’ Knowledge and Understanding Toward Learning-Friendly Education for Children with Disabilities in Inclusive School." International Journal of Multicultural and Multireligious Understanding 6, no. 1 (February 1, 2019): 60. http://dx.doi.org/10.18415/ijmmu.v6i1.490.
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Children with disabilities are commonly defined by a child that requires special needs in their everyday life aspects. They may have extensive needs in education, social, healthcare, and psychological health. Children with disabilities have the rights to be educated in various placements, from special school to inclusive school alongside their normal peers. An inclusive school being called learning-friendly when all of the elements of Learning-Friendly school environment that are already been established are addressed. Every member of inclusive school should acknowledge those elements, including the teacher. The aim of this research is to evaluate the teachers’ knowledge and understanding about learning-friendly education among inclusive school under the purview of The Indonesian Ministry of Religious Affair. This study was using a quantitative research method. The data collection technique used is a rating scale with 18-item questions. The result of this research found that most of the teachers (89%) showed a moderate to low level of knowledge and understanding about learning-friendly inclusive education for children with disabilities. While another 11% of teachers had a good knowledge about the concept of friendly education for children with disabilities. Overall, teacher’s knowledge and understanding are in moderate to low level. Furthermore, there is a need to improve teachers’ knowledge and understanding about friendly-education for children with disabilities in inclusive school.
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White, Emily, and Rosemary Barnitt. "Empowered or Discouraged? A Study of People with Learning Disabilities and their Experience of Engaging in Intimate Relationships." British Journal of Occupational Therapy 63, no. 6 (June 2000): 270–76. http://dx.doi.org/10.1177/030802260006300605.
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Vulnerable people constitute the majority of referrals to occupational therapy services, due to age and social, psychological and economic circumstances. People with learning disabilities may fit all these categories. An argument has been put that vulnerable people should not be subjects in research (de Raeve 1994) and that there may be unacceptable risks in being a subject in a socially sensitive research project (Barnitt and Partridge 1999). However, avoiding research with people with learning disabilities would mean that the voice of these clients would not be heard and it is known that they have expressed the wish to be consulted and involved in research (Atkinson 1989). A collaborative study was carried out with eight adults with learning disabilities who lived in a community residential home. Interviews were completed which dealt with aspects of intimate relationships. Three themes emerged from the interviews: the experience of intimate relationships, the future of a current relationship and the involvement of others in relationships. The findings showed that the people interviewed had a generally positive experience of such relationships. However, while the attitudes of staff and family towards intimate relationships were mostly empowering, some negative views still existed. The results have implications for occupational therapists working with people with learning disabilities.
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Macías, Eleticia Isabel Pinargote, Hernán Andrés Cedeño Cedeño, and Gabriela Monserrate Romero Chávez. "Importance of Improving Resilience in Teaching-Learning Process of Students with Disabilities." International Research Journal of Management, IT & Social Sciences 5, no. 2 (February 13, 2018): 120. http://dx.doi.org/10.21744/irjmis.v5i2.626.
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The objective of the work focuses on determining the importance of resilience in the teaching-learning process of students with disabilities at the Technical University of Manabí, for this purpose an exploration is carried out to verify the criterion on this concept students group. The work deals with contemporary contextual aspects that may favor a psychosocial approach to resilience. The article is based on qualitative research based on the qualitative interpretative-hermeneutic paradigm. The theoretical referents were consigned from the bibliographic review, with the purpose of confronting them with the empirical phase that allowed to unravel the individual representations of the interviewees about the resilience. The results of the research show that resilience is widely known, although an important bias is maintained in its representation related to a more individual than the social view, which could limit its influence as a pedagogical factor.
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MYASNIKOV, Ilya Rubenovich, Elena Mikhaylovna STAROBINA, and Lyudmila Alekseevna KARASAEVA. "AN INTEGRATED APPROACH TO THE ORGANIZATION OF ACCESSIBLE EDUCATIONAL ENVIRONMENT FOR PEOPLE WITH DISABILITIES." Tambov University Review. Series: Humanities, no. 176 (2018): 29–38. http://dx.doi.org/10.20310/1810-0201-2018-23-176-29-38.
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We describe the main components that form an accessible educational environment for people with disabilities. Based on the analysis of the regulatory legal framework of education, social protection and rehabilitation of people with disabilities, as well as theoretical, procedural and medical-expert bases of disability, the characteristics of the interrelated elements of accessibility in the system of vocational education of people with disabilities is given. The main legal acts of the Russian Federation, as well as international acts regulating the provision of accessible education and employment for the disabled are considered. We reveal that vocational education of people with disabilities is at the same time an integral part of the system of vocational rehabilitation of disabled people. We also emphasize that the independent way of life of people with disabilities should be ensured through the accessibility of the physical, social, economic and cultural environment. The importance of the rehabilitation component of the accessible educational environment for the people with disabilities is highlighted. This component includes the provision of assistance to the disabled person in the development of professional educational programs, the solution of related learning problems, formation of professional, social and psychological maturity of the disabled person. The importance of technical means of rehabilitation and architectural and planning aspects in creating an accessible educational environment for the disabled is noted. Taking into account all the necessary components will allow to create a system of affordable and quality vocational education for people with disabilities.
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Flogie, Andrej, Boris Aberšek, Metka Kordigel Aberšek, Cecilia Sik Lanyi, and Igor Pesek. "Development and Evaluation of Intelligent Serious Games for Children With Learning Difficulties: Observational Study." JMIR Serious Games 8, no. 2 (April 16, 2020): e13190. http://dx.doi.org/10.2196/13190.
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Background Positive results can be obtained through game-based learning, but children with physical disabilities have fewer opportunities to participate in enjoyable physical activity. Because intelligent serious games can provide personalized learning opportunities, motivate the learner, teach 21st-century skills, and provide an environment for authentic and relevant assessment, they may be used to help children and adolescents with different kinds of learning disabilities to develop social and cognitive competences. Objective The aim of the study was to produce and evaluate a suite of intelligent serious games based on accessible learning objectives for improving key skills, personal development, and work sustainability among children with learning difficulties. Methods We conducted this research between 2016 and 2018, with pupils aged 11 to 12 years with learning disabilities who were integrated into the mainstream educational system. We used a 4-step methodology to develop learner creativity and social competences: (1) needs analysis, (2) development of learning content, (3) development of intelligent serious games, and (4) a usability evaluation focusing on the research questions and hypothesis. This was based on an initial teachers’ evaluation, using a survey, of students using 2 of the games, where the main goal was to determine user motivation and initiative and to improve the games and the evaluation process. The initial evaluation was followed by a pilot evaluation, which was performed for all proposed games, in all partner countries. Results In an initial evaluation with 51 participants from Slovenia consisting of a pretest, followed by intelligent serious game intervention and concluding with a posttest, we observed statistically significant improvement in social and cognitive competences measured by tests. Based on these findings and observations, we improved the games and evaluation process. In the pilot test, conducted in all participating countries on a sample of 93 participants, the mean score on the teachers’ observation form on the pretest (before students began using the intelligent serious games) was 3.9. In the posttest, after students had used intelligent serious games, the mean score was 4.1. Conclusions We focused on developing and evaluating intelligent serious games for persons with learning disabilities, particularly for students with disabilities who are integrated into the mainstream educational system. Such games provide an opportunity for personalized learning and should be tailored to ensure that every learner can achieve the highest standard possible. However, we recommend that the games be adapted based on the students’ needs and capabilities and a specially developed curriculum. The collected feedback showed that (1) children with learning disabilities need appropriately developed intelligent serious games, and (2) intelligent serious games, and the pertaining didactic methodology, should be based on an interoperable curriculum, so that teachers and trainers can use them. The student survey confirmed improvements in all aspects.
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ALBdour, Noor Talal, Mohammad A. Beirat, and Murad A. Al-Bustanji. "Problems of Parents of Students with Learning Disabilities and Ordinary Students: A Comparative Study." International Journal of Education 11, no. 1 (March 20, 2019): 81. http://dx.doi.org/10.5296/ije.v11i1.14378.
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The study aimed at comparing the problems of parents with learning disabilities to the problems of parents of ordinary students, as well as studying the differences in the level of problems of parents of students with learning disabilities according to the variables of; student class, type of school, nature of the parents' relationship with the student, academic level of parent, monthly family income, number of family members. The study sample consisted of (140) parents of students with learning disabilities and (140) parents of ordinary students. Results indicated that the problems of the parents of students with learning disabilities are more statistically significant than the problems of parents of ordinary students in all dimensions and problems as a whole. The results also revealed that the problems related to the social aspect and the problems related to the school system and the problems as a whole among the parents of students with learning disabilities whose children study in public schools are statistically higher than the problems of parents who study in private schools. The results also indicate that the problems of parents of students with learning disabilities with lower monthly family income are statistically higher than the problems of parents with the highest monthly income within all dimensions and problems as a whole. Finally, the results showed that the problems related to the school system among the parents of students with learning disabilities with the largest family members were significantly higher than among parents with fewer family members.
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Nunes, Clarisse, Guilhermina Lobato Miranda, and Isabel Amaral. "Social Network to Support Parents and Teachers of Students with Multiple Disabilities." Journal of International Special Needs Education 20, no. 1 (January 1, 2017): 14–24. http://dx.doi.org/10.9782/jisne-d-15-00023.1.
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Abstract This study aimed to analyze how the Social Software tools could respond to the needs of parents and teachers of students with multiple disabilities in improving their practices, as well as provide information and resources related to the topic of multiple disabilities. The study was implemented in Portugal and involved 45 participants: 25 special education teachers, 5 regular education teachers, and 15 parents of children with multiple disabilities. Using the NING platform, we built a social network, which we set in motion by creating online spaces to share experiences and thoughts. These spaces sought to respond to the needs and difficulties reported by the participants. We adopted a Design-Based Research methodology and used several data collection methods and analysis techniques. The results showed that several dimensions were crucial to create this Social Network, such as the tools, the moderation and the management of the social network and the participation of the teachers and parents involved. It also confirmed that the flexibility of the tools used led to the development of a stimulating environment that allowed sharing experiences and knowledge about multiple disabilities. The teachers' participation revealed progress over time. The most active participants assumed attitudes of creator and critic, whereas the roles of collector, spectator and inactive were taken on by those with a more passive attitude. The teachers exhibited more active attitudes than parents. The teachers' assessment of the social network was positive for all the aspects under study and they felt that their participation had a significant impact on teaching practices. Results indicate that parents did not actively get involved in the social network, which shows that virtual contacts may not properly serve their needs. We infer that parents need a different approach, more focused on supporting and less on learning. Overall, the study indicated that the Social Software allowed co-created knowledge among teachers, sharing of experiences, thoughts and resources, along with supporting better connections and cooperative learning. Nevertheless, such co-creation can only be achieved if participants take an active role in the use of the Social Network.
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Hock, Michael F., Janis A. Bulgren, and Irma F. Brasseur-Hock. "The Strategic Instruction Model: The Less Addressed Aspects of Effective Instruction for High School Students with Learning Disabilities." Learning Disabilities Research & Practice 32, no. 3 (July 5, 2017): 166–79. http://dx.doi.org/10.1111/ldrp.12139.
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Ariela, Jessica. "A LITERATURE REVIEW: FACILITATING SPIRITUALITY IN CHILDREN WITH INTELLECTUAL DISABILITIES." Nursing Current Jurnal Keperawatan 6, no. 1 (June 1, 2018): 1. http://dx.doi.org/10.19166/nc.v6i1.1398.
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<p>Children with intellectual disabilities are often treated as having less value. Increased awareness of holistic personhood, however, brought questions to the need to facilitate spirituality in these children, besides facilitating the development of other aspects. Previous studies argued that children with intellectual disabilities have potentials to develop spiritually despite the very few studies addressing the spirituality in children with intellectual disabilities. This literature review, then, aims to explore methods and interventions to facilitate spirituality in children with intellectual disabilities, through a comprehensive analysis and synthesis of the themes drawn from existing literatures and research studies. After the analysis and synthesis process, four themes emerged for intervention methods to facilitate spiritual development in intellectually challenged children, which are: narratives (from Scripture and personal narratives); symbols, liturgies, and rituals; arts and kinesthetic learning; and community, group, and social support. Further research studies, especially using quantitative methods, are encouraged to be conducted in the future in order to assess the efficacy of each method of interventions.</p>
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Chase, Jennifer, and Peter McGill. "The sibling’s perspective: experiences of having a sibling with a learning disability and behaviour described as challenging." Tizard Learning Disability Review 24, no. 3 (June 20, 2019): 138–46. http://dx.doi.org/10.1108/tldr-11-2018-0032.
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Purpose Siblings of individuals with disabilities provide the most long-term care for an individual with disabilities, yet research on their experiences is limited. A majority of previous research focuses on young siblings from a parent’s viewpoint. The purpose of this paper is to investigate the effects of having a sibling with a disability and behaviour described as challenging from adult siblings’ perspectives. Design/methodology/approach Six adult siblings of individuals with intellectual disabilities and behaviour described as challenging were interviewed about their responsibilities pertaining to their sibling, family relationships and the support that had been provided. The study used semi-structured interview methodology based on interview questions from previous research. Findings Siblings described a multifaceted impact on their lives. They attributed aspects of their career choices, personal characteristics and family dynamics to having a sibling with a disability and behaviour that challenges. Siblings stressed the inadequate support that they have received throughout their lives. They are, in a sense, the invisible carers for their sibling but they are perceived by society as just a sibling. Siblings described an optimistic perspective on their lives, even though they expressed the difficulties that they have faced. Research limitations/implications Due to the recruitment process and limited demographic of the participants, the findings may not be generalisable to the general population of siblings of individuals with disabilities. Further research should focus on a broader population. Practical implications This study reinforces the need for more support for siblings of individuals with disabilities in childhood and in adulthood. Originality/value This paper provides perspectives of individuals that have not been fully represented in previous research.
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Chetverikova, T. Y., O. S. Kuzmina, and O. Yu Sinevich. "Technology of social and emotional learning as a tool for preparing students for inclusive education." SHS Web of Conferences 87 (2020): 00069. http://dx.doi.org/10.1051/shsconf/20208700069.
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The article presents a study devoted to the use of technology social-emotional learning in the preparation of graduate students for professional activity in the system of inclusive education. The review of scientific achievements in the development of social skills and emotional intelligence in students of different age groups is carried out. The specifics of the formation of social and emotional skills in students who master the phenomenology of inclusive education in theoretical and practical aspects are determined. The article describes the mechanisms for implementing the technology of social and emotional learning in preparing future teachers to work in an inclusive environment, including living in a social and educational situation, evaluating and managing their own feelings, and understanding the feelings of other people. The expected result of using the proposed technology is recorded in the form of the ability of future specialists to solve professional problems in the field of inclusive education, as well as their possession of a value attitude to inclusive culture and its subjects, including people with disabilities.
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Stevens, Renée. "Social Augmented Reality." Frameless 1, no. 1 (December 15, 2019): 45–46. http://dx.doi.org/10.14448/frameless.01.012.
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My creative research looks at how Augmented Reality (AR) can help overcome Learning Disabilities. This focus has directed me to develop a number of ideas and concepts that seek to understand how the addition of information in an augmented view could help tackle some of the challenges different Learning Disabilities present while, at the same time, appealing to a larger audience. This concept was the foundation for creating the immersive mobile application tagAR™, which adds a digital name tag into your augmented view, replacing the traditional “Hello, my name is” sticker version. It allows you to see the names of people around you hovering above their heads at all times. Currently, the app is reliant on the user holding up a mobile device to use the camera so that the application can add the name tags to the view on your screen. As mainstream technology continues to advance, this app will work for wearable devices, eliminating the need to hold up your phone, which is a bit socially awkward. The target audience of the app is those who have trouble remembering people’s names, those who will benefit from having a visual of the names of people around them and for those who want to network and meet new people at social and educational events such as conferences or workshops. Through the design and development of this app, I have been exploring how the social aspect can be extended beyond just the name display and user search features to include a customizable tags that can be searchable, so users can connect, find people with similar interests, share contact information as well as connect with others on multiple social media platforms. I will discuss the research, design and developmental processes that influenced the concept and functionality of this social app using AR.
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Dunn, Michael C., Isabel C. H. Clare, and Anthony J. Holland. "Substitute Decision-Making for Adults with Intellectual Disabilities Living in Residential Care: Learning Through Experience." Health Care Analysis 16, no. 1 (June 30, 2007): 52–64. http://dx.doi.org/10.1007/s10728-007-0053-9.
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Hingley-Jones, Helen. "Emotion and relatedness as aspects of the identities of adolescents with severe learning disabilities: contributions from ‘practice-near’ social work research." Child & Family Social Work 18, no. 4 (April 30, 2012): 458–66. http://dx.doi.org/10.1111/j.1365-2206.2012.00865.x.
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Margolis, A. A., V. V. Rubtsov, and O. A. Serebryannikova. "Promoting the Quality and Accessibility of Higher Education for People with Disabilities in the Russian Federation." Психологическая наука и образование 22, no. 1 (2017): 10–17. http://dx.doi.org/10.17759/pse.2017220103.
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The paper focuses on the main aspects of working towards making quality higher education accessible for persons with disabilities. The paper reveals specific educational conditions necessary for teaching and supporting students with disabilities, such as: developing and implementing career guidance programmes, adapted educational programmes, programmes for social psychological support, programmes for employment assistance and post-graduate support of students. Adaptation of educational programmes implies not only establishing a set of common requirements for adjusting the educational process to teaching individuals with disabilities depending on the specifics of their disability, but it also implies developing universal approaches and requirements for providing special settings in which their learning takes place. It is important that physical (architectural), informational, academic services and facilities be available for students with different disabilities and that members of the staff of an education organization have special competencies for working with the disabled persons. The paper also stresses the necessity of developing and implementing an effective model of extending the successful experience that a number of universities have in teaching students with disabilities to the system of higher education in general. This major goal could be achieved through the establishment of a network of resource and training centers in the regions of Russia.
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Filipchuk, N., and Z. Udych. "SOCIAL ASPECT OF MUSEUM-EDUCATIONAL INTERACTION." Aesthetics and Ethics of Pedagogical Action, no. 23 (August 4, 2021): 27–42. http://dx.doi.org/10.33989/2226-4051.2021.23.238221.
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The review article describes the social aspect of museum-educational interaction. It turns out that a museum is a unique place where an essential social model of ‘lifelong learning’ can be successfully implemented. It has been found that since the modern understanding of education as a process throughout life is associated with a person’s continuous personal development; the introduction of this concept in the museum space of culture is an obvious and natural phenomenon. In the museum, through studying and learning experience, the adaptation of the individual to the social and natural environment occurs using knowledge of past and present human existence. It has been found that museum pedagogy, as well as the learning process itself, should be considered in the context of its purpose, to apply its inherent methods, tools, technologies to all age groups, differing in education, social status, motivational interests, and more. It is substantiated that the use of the potential of museum institutions is expedient in the conditions of inclusion.
The authors prove that it is necessary to start implementing inclusion in the museum with special training of employees, which provides for the formation of values, sustainable and positive motivation to interact with people with disabilities, inclusive competence to interact with people with different communicative, intellectual, physical, sensory opportunities and persons accompanying them (assistants, parents, sign language
interpreters, etc.). Such training can be provided by inclusive education support centers, inclusive resource centers, advanced training centers, specialists working in inclusive education, etc. Excursion as a form of guided museum visit in an inclusive museum corresponds to the principle of accessibility, which involves not only providing verbal information but also involving all other senses of the visitor: tactile in combination with auditory, providing the ability to feel the vibration of the object, texture, material, etc.
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Farrell, Robin J., Peter R. E. Crocker, Meghan H. McDonough, and Whitney A. Sedgwick. "The Driving Force: Motivation in Special Olympians." Adapted Physical Activity Quarterly 21, no. 2 (April 2004): 153–66. http://dx.doi.org/10.1123/apaq.21.2.153.
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Special Olympics programs provide competitive sport opportunities for athletes with intellectual disabilities. This study investigated athletes’ perceptions of motivation in Special Olympics. Using Self-Determination Theory (SDT) as a guiding framework to explore athletes’ experiences, 38 Special Olympians (21 males and 17 females) from British Columbia, Canada were interviewed. The data suggested that factors that enhanced autonomy, competence, and relatedness were linked to the participants’ motivation in Special Olympics programs. These factors included positive feedback, choice, learning skills, demonstrating ability, friendships, social approval, and fun. Social support from significant others was a key factor related to participation motivation. There was also evidence for the motivating aspects of extrinsic rewards. Motivation was undermined primarily by conflicts with coaches and teammates.
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Okolo, Cynthia M., and Ralph P. Ferretti. "Knowledge Acquisition and Technology-Supported Projects in the Social Studies for Students with Learning Disabilities." Journal of Special Education Technology 13, no. 2 (September 1996): 91–103. http://dx.doi.org/10.1177/016264349601300204.
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All citizens are expected to participate in the processes of democratic decision making in the postschool years, and the goals of social studies education have long included the preparation of an informed citizenry. However, surveys show that social studies instruction is often not provided for students with disabilities, and those that receive instruction do poorly compared to their nondisabled peers. Students' poor performance is exacerbated by the reliance on “inconsiderate” textbooks that are often poorly organized, lacking in content, and devoid of important background information. Project-based instruction is an alternative to the exclusive reliance on textbook-based instruction in the social studies. Students investigate a problem or question and develop artifacts based on these investigations. In this study, students with learning disabilities, working under two different conditions, developed projects about factors that precipitated the American Revolutionary War. Students in both conditions worked cooperatively to learn about some aspect of the Revolutionary War, and they then contributed to the construction and presentation of a group report about the topic. However, students in one group had access to word processing tools, and the other had access to word processing and multimedia presentation tools in developing their projects. Analyses of students' knowledge revealed a substantial improvement in both conditions after the completion of the projects.
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Donnelly, Michael, Sinead McGilloway, Nicholas Mays, Martin Knapp, Shane Kavanagh, Jennifer Beecham, and Andrew Fenyo. "One and Two Year Outcomes for Adults with Learning Disabilities Discharged to the Community." British Journal of Psychiatry 168, no. 5 (May 1996): 598–606. http://dx.doi.org/10.1192/bjp.168.5.598.
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BackgroundLong-stay patients with learning disabilities (n=214) were assessed in hospital and 12 and 24 months after discharge in order to examine the effects of relocation.MethodEach resident acted as his/her own control in a prospective repeated-measures design. Skills and behavioural problems were assessed by keyworkers. Self-perceived quality of life was obtained during interviews with researchers who also completed an environmental checklist of the residents' accommodation.ResultsThere was little or no change in peoples low pre-discharge skill levels. Certain aspects of problem behaviour improved after 12 months, although socially unacceptable behaviour increased slightly. People were less depressed (P ⩽ 0.01) 12 months after discharge (n=119) and were more satisfied (P ⩽ 0.05) with their new ‘homes’ (n=108). There were few changes in the pattern of activities or the social networks of people 12 months later. Little or no further change in outcomes was reported 24 months after discharge.ConclusionsThe implementation of the deinstitutionalisation policy in Northern Ireland has been limited by the predominance of residential and nursing homes and the lack of ‘ordinary’ accommodation. There is a need for purchasers and providers to give more attention to ways in which the principles of normalisation could be incorporated in the process of contracting and delivering services.
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Stokes, Alison, Anthony D. Feig, Christopher L. Atchison, and Brett Gilley. "Making geoscience fieldwork inclusive and accessible for students with disabilities." Geosphere 15, no. 6 (November 8, 2019): 1809–25. http://dx.doi.org/10.1130/ges02006.1.
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Abstract Fieldwork is a fundamental characteristic of geoscience. However, the requirement to participate in fieldwork can present significant barriers to students with disabilities engaging with geoscience as an academic discipline and subsequently progressing on to a career as a geoscience professional. A qualitative investigation into the lived experiences of 15 students with disabilities participating in a one-day field workshop during the 2014 Geological Society of America Annual Meeting provides critical insights into the aspects of fieldwork design and delivery that contribute to an accessible and inclusive field experience. Qualitative analysis of pre- and post-fieldwork focus groups and direct observations of participants reveal that multisensory engagement, consideration for pace and timing, flexibility of access and delivery, and a focus on shared tasks are essential to effective pedagogic design. Further, fieldwork can support the social processes necessary for students with disabilities to become fully integrated into learning communities, while also promoting self-advocacy by providing an opportunity to develop and practice self-advocacy skills. Our findings show that students with sensory, cognitive, and physical disabilities can achieve full participation in field activities but also highlight the need for a change in perceptions among geoscience faculty and professionals, if students with disabilities are to be motivated to progress through the geoscience academic pipeline and achieve professional employment.
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Crescenza, Giorgio, Massimiliano Fiorucci, Maria Concetta Rossiello, and Lisa Stillo. "Education and the Pandemic: Distance Learning and the School-Family Relationship." Research in Education and Learning Innovation Archives, no. 26 (January 20, 2021): 73. http://dx.doi.org/10.7203/realia.26.18078.
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In this paper we present the preliminary results of a survey administered to Italian stu- dents, teachers and families to detect the conditions prevailing in the education sector in the time of Covid-19. The aims of the study were to analyze teachers’ new citizenship skills and families’ relationship skills in order to create a new school-family agreement that is suitable not only for face-to-face lessons but also for distance learning and that incorporates new participation compe- tences from all those involved. Responses to the questionnaires, created in semi-structured format, were received from 2,000 teachers, families and students from all over Italy. This explorative phase highlighted the profound distance-learning revolution that has been adopted by over 90% of edu- cation systems but that has also created enormous difficulties from the emotional and relational perspectives. Aspects such as personalization and individuality in the learning process have been deferred, especially for those with disabilities. The conclusions intend to open to feasible social- pedagogical projects that respond to educational, digital and social needs drawn from this research, heralding that the pandemic has brought us into a new age of education.
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Klaimon-Lekh, Urshula. "Internet as a place of social activity for people with disabilities and their families." Osvitolohiya, no. 6 (2017): 92–97. http://dx.doi.org/10.28925/2226-3012.2017.6.9297.
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For families of people with disabilities Internet is a place of communication, information about treatment and therapy. The Internet is also a space for social support. In this article I present online groups bringing together parents of children with disabilities. I believe the activities of such groups are a form of support and kind of education for people with disabilities and their families. An important aspect of teaching is both a learning process associated with a disabled child and their surrounding environment and educating tolerance to people with disabilities among the general public. The aspect is especially important regarding children with Down syndrome (such children are often determined on the basis of external features, typical of people with the syndrome). There have been more than 21 successful attempts to promote the idea of a so-called open th society for people with Down syndrome through publications, leaflets, lectures etc. so far today. Blogs created by people with disabilities or their families are becoming a more common form of social activity in the community. Analyzing the motivation of such form of communication reveals two main reasons that should be noted. The first one is connected with the need to raise funds for treatment. Whilesharingan online diary on the Internet, there is a chance to reach a larger number of people reading the blog who are concerned withfinding asolution to the problems of people with disabilities and, therefore, who can help them with financial support. Almost every blog has a request for such support (bank account entry, list of procedures to be funded, etc.). The second most common reason is the need to share personal experiences with the others, the request for externalization of, as a rule, very painful experience in front of the individual who is met face-to-face. The media, allowing transcendence of culture, certainly play an important function in the process.
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Mutia, Fitri, and Indah Rachma Cahyani. "Assistive Technology to Enhance Access to Information for Student with Disabilities: A Case Study in Surabaya." Khizanah al-Hikmah : Jurnal Ilmu Perpustakaan, Informasi, dan Kearsipan 9, no. 1 (June 1, 2021): 16. http://dx.doi.org/10.24252/v9i1a3.
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Access to information becomes an important means of achieving success in various aspects of life. Thus, it is considered the rights of every citizen without being impeded by physical or mental limitations. This study aims to analyze access to information that supports students with visual impairments (blind) in conducting learning activities at the university. This research was conducted at the Social and Political Sciences Faculty of Universitas Airlangga (Unair) Surabaya, involving 11 informants, three of whom are visually impaired students (blind) in the faculty. The results of this study indicate that according to three of the visually impaired informants the assistive technologies they used to support their learning processes, such as mobile phones, laptops, scanners, and recording devices, were provided independently. The technology is very helpful for them to obtain information validly and quickly, as well as to understand the contents of the information more easily and assist them to share the information with other colleagues. The supporting informants are 3 lecturers from the Faculty of Social and Political Sciences of Universitas Airlangga who teach visually impaired students, 3 friends of the main informant, 1 university representative, and 1 faculty representative. This paper uses an interpretive paradigm, which aims to analyze a social reality and how that reality is formed. This research uses a qualitative type that seeks to understand social or human problems, based on the creation of a complete holistic picture that is formed with words, reports the views of informants in detail, and arranged in a natural setting.
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Miles, Susie, Jo Westbrook, and Alison Croft. "Inclusions and Exclusions in Rural Tanzanian Primary Schools: Material Barriers, Teacher Agency and Disability Equality." Social Inclusion 6, no. 1 (March 26, 2018): 73–81. http://dx.doi.org/10.17645/si.v6i1.1203.
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This article begins with the assumption that the argument for the inclusion of children with disabilities in mainstream schools, championed by Sustainable Development Goal 4 and Article 24 of the UN Convention on the Rights of Persons with Disabilities, has largely been accepted nationally and internationally by policy makers, and is increasingly being accepted by teachers. In interrogating the complex craft of developing inclusive and equal learning environments for children with disabilities, this article draws upon Kershner’s ‘core aspects of teachers’ knowledge and knowing’, and in particular, ‘the school as a site for the development of teaching expertise and the creation of knowledge’. Data is presented from in-depth interviews following videoed lesson observations with experienced teachers in 15 rural, urban and coastal primary schools in four districts in Tanzania. Findings indicate that the teachers’ practice is moving unevenly towards disability equality, and involves processes of inclusions and exclusions. This involves teacher autonomy, agency and reflective practice in the context of material, attitudinal, structural, pedagogic and curricular barriers. The teachers’ expertise has potential to inform national and international policy developments, and so reduce the evident rhetoric-reality gap. In conclusion, it is argued that inclusive education needs to grapple with disability as a social construct, and lessons are drawn for the further fulfilment of the rights of children with disabilities to equal participation in education.
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Wallin-Ruschman, Jennifer, and Mazna Patka. "Learning from critical collective spaces: Reflections on the community-diversity dialectic in safe spaces." Journal of Social and Political Psychology 4, no. 1 (May 24, 2016): 318–31. http://dx.doi.org/10.5964/jspp.v4i1.530.
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Safe spaces have the potential to become prefigurative groups that aim to create social change. The idea of a safe space as a place separate and sheltered from dominant culture to mobilize for social change has gained traction in a number of academic and practical areas. However, safe spaces have the ability to be both progressive and regressive. To guide our discussion we utilize the concept of community-diversity dialectic to address the tension between these forces within two settings. First we discuss research in an upper level college course rooted in feminist praxis. Then we discuss a faith community’s use of adaptive liturgy with parishioners with intellectual disabilities. Following this discussion, we offer a new term, “critical collective spaces”, to better capture the work done in these spaces. We offer this alternative label to move popular and academic discourse away from debating about how “safe” these spaces are (or are not) and toward a more nuanced discussion of the community-diversity dialectic and other tensions within these spaces. Our overall intention is to generate dialogue on the regressive and progressive aspects of these locations and to inform the activism and community building process within prefigurative politics more broadly.
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Nonye Sango, Precious, and Rachel Forrester-Jones. "Spirituality and learning disability: a review of UK Government guidance." Tizard Learning Disability Review 19, no. 4 (September 30, 2014): 170–77. http://dx.doi.org/10.1108/tldr-01-2014-0005.
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Purpose – Despite spirituality being a key aspect of quality of life, it appears to remain a low-priority area for social and health care government policy. The purpose of this paper is to identify and describe what, if at all, UK policy says about spirituality in relation to the care of people with learning disabilities (LD). Design/methodology/approach – A systematic policy review using three government databases: legislation.gov.uk; Department of Health and Directgov (now known as gov.uk) was carried out. Findings – The review identified policy gaps and a general lack of government directives in relation to the spiritual care of people with LD. Whilst research in this area is gathering momentum, practical implementation which makes a real difference to the spiritual experiences of people with LD appears to be sparse. Originality/value – To the authors’ knowledge, this is the first systematic policy review on this subject area, highlighting the need for spirituality to become a more supported aspect of social care within LD services.
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Watthananon, Julaluk, and Pollawat Chintanaporn. "Analyzing and Developing Competency-Based Assessment of Persons with Disabilities in Thailand." ECTI Transactions on Computer and Information Technology (ECTI-CIT) 12, no. 1 (May 7, 2018): 34–41. http://dx.doi.org/10.37936/ecti-cit.2018121.96755.
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The objectives of this research were to analyze and develop a competency-based assessment application for use with persons with disabilities in Thailand. A competency-based system is strategy of human resource development in the organization helping disabled people to improve their competency this will cause a paradigm shift of the labor market in Thailand. The target group for the study consisted of individuals with physical, visual, hearing, mental health, intellectual and learning impairments at the Universal Foundation for Persons with Disabilities (Thailand). Subjects were selected by purposive sampling. The experimental tools were: (i) a competency-based system for use by persons with disabilities; and (ii) a questionnaire administered to psychologists and social workers. The results were that: (i) the sample group reacted positively to the program and rated each aspect at a statistically significant ’good’ level; and (ii) after development, the program was able to identify people with disabilities who were ready for work within an organization.
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Наталія Коляда, Оксана Кравченко, and Назар Салата. "SOCIAL AND PSYCHOLOGICAL REHABILITATION OF CHILDREN AND YOUNG PEOPLE WITH SPECIAL EDUCATIONAL NEEDS IN UKRAINE." Social work and social education, no. 5 (December 23, 2020): 13–25. http://dx.doi.org/10.31499/2618-0715.5.2020.220765.
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The article analyzes the international (UN Convention on the Rights of Persons with Disabilities, UN Standard Rules on the Equalization of Opportunities for Persons with Disabilities, UN Declaration of the Rights of the Child, Salamanca Declaration and Program of Actions for the Education of Persons with Special Needs, International Consultations on Early Learning for Children with Special Educational Needs) and domestic (ZU «On Education», «On the Protection of Childhood», «On Rehabilitation of Disabled Persons of Ukraine», «On Social Services») regulatory legal acts on social protection, education of people with disabilities.It is determined that social and psychological rehabilitation of children and young people with OOP is a complex, multilevel and dynamic system of measures aimed at restoring, developing and affirming the social status of a person, his psychological functions, qualities, properties; protection of mental health and social well-being; social involvement in full-fledged vitality and capacity, involvement in social relationships through the elimination of life-limiting constraints and the creation of an accessible environment.The types of social and psychological rehabilitation were investigated: elementary, everyday, pedagogical / social-pedagogical, educational, family, recreational (leisure), psychological.Socio-psychological rehabilitation permeates, in essence, all aspects of work aimed at restoring the individual-personal status of a person, on the restoration, development and formation of abilities and qualities that allow her to successfully perform various social roles (family, spouse, parental, social, political) etc.) to be able to be really involved in various spheres of social relations.It is advisable to consider social rehabilitation as a sound result of rehabilitation activity, which can be achieved only as a result of a set of actions within all the above-mentioned areas of rehabilitation since only in the course of their joint realization is possible a true and complete restoration of the disabled person's capacity for social functioning.
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Sánchez-Miguel, Emilio, and Jesús-Nicasio García-Sánchez. "The Decade 1989–1998 in Spanish Psychology: An Analysis of Research in Development and Educational Psychology." Spanish Journal of Psychology 4, no. 2 (November 2001): 182–202. http://dx.doi.org/10.1017/s1138741600005746.
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In this study, we identified 67 research trends that meet the criteria of this special issue. In the following pages, all the research trends will be reviewed, grouped into five categories: personal and social development, cognitive and linguistic development, developmental and educational contexts, cognition and instruction, and development and learning disabilities. A general overview of the area is obtained by dividing each category into subcategories, thus arranging the identified research trends in a four-level hierarchical structure. Taking into account this analysis, in our Conclusions section, we note the regularities with regard to the issues that have been studied the most, the predominant type of works, and, more important, the most noteworthy imbalances. We reached six conclusions: (1) Research on educational changes predominates over the study of developmental changes; (2) the study of formal education is predominant over informal education; (3) cognitive-linguistic aspects predominate over personal and social aspects; (4) application of knowledge predominates over the generation of new knowledge; (5) new educational-practice proposals predominate over the study of these educational practices; and (6) the study of change is not related to the proposals that promote change.
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Rolls, Douglas, Kwesi Atta Sakyi, and Geoffrey K. Mweshi. "Learning Disabilities of Legal Trainees- Pre-Admission Tests and Students’ Performance- Case Study of ZCAS University." International Journal of Human Resource Studies 11, no. 2 (April 7, 2021): 84. http://dx.doi.org/10.5296/ijhrs.v11i2.18502.
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Even though students with eidetic or photographic memories are naturally found in universities, it is not necessary that all the students be of the same super endowment. However, in the university setting, we need students who have stability in all faculties so that the learning process is maximised through constructive and interactive instruction. Issues in education can neither be divorced from the fact-value dichotomy nor from the nature-nurture imperatives that affect and determine educational outcomes. In this regard, neither can some issues escape some element of subjectivity nor others be strictly measured and assessed by scientific strictures. The objective of this paper is to examine some of the learning disabilities among our law students at ZCAS University, and how these affect their academic performance. We settled on this topic after noting that some of our students do not perform well because of many learning disabilities which could be hidden from our view and which should have been diagnosed during the pre-admission period; and also diagnosed through pre-admission tests. Our objective was to establish some of the underlying causes of their poor performance during tests and final year examinations. In this paper, we theoretically explore learning disabilities related to mental, physical, social, emotional, and spiritual aspects of the well-being of our students. The research took the form of administering questionnaires to the relevant students through purposive sampling. With regard to the methodological approach, we adopted an exploratory approach by using descriptive, quantitative and analytical qualitative methods such as content and thematic analysis. We found out that some students came to the university not because they had academic strength and aptitude in the field of law but because they could afford to pay for the programme. We also found out that some of the students admitted to the university had poor learning styles and habits such as spending too much time online with friends. Furthermore, it came to light that some lecturers did not deliver lectures to suit the learning styles and preferences of students. Our findings were not conclusive enough as similar tests have to be carried out in future in different places to validate and corroborate our findings.
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Rocha, Maíra Gomes de Souza da, and Márcia Denise Pletsch. "DEFICIÊNCIA MÚLTIPLA: disputas conceituais e políticas educacionais no Brasil." Cadernos de Pesquisa 22, no. 1 (April 29, 2015): 112. http://dx.doi.org/10.18764/2178-2229.v22.n1.p.112-125.
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O artigo discute as abordagens conceituais sobre a deficiência múltipla e expõe as características e especificidades apresentadas no desenvolvimento individual e social de sujeitos que tenham esta deficiência. Com base em pesquisa bibliográfica e documental, salienta-se, entre outros aspectos, a multiplicidade de fatores que podem contribuir para a ocorrência da deficiência múltipla, bem como a diversidade de condições que pode apresentar. Evidenciou-se a falta de consenso entre os teóricos da área educacional sobre o conceito adequado a ser empregado para descrever a deficiência múltipla e suas características. Igualmente, o estudo mostrou a escassez de pesquisas empíricas na literatura nacional e internacional sobre os processos de ensino e aprendizagem desses sujeitos. Por fim, ilustra a invisibilidade e a falta de propostas pedagógicas nas políticas públicas em educação no Brasil.Palavras-chave: Deficiência múltipla. Políticas educacionais. Educação Especial. MULTIPLE DISABILITIES: conceptual disputes and educational policies in BrazilAbstract: The article discusses the conceptual approaches to multiple disabilities and exposes the features and specificities presented in individual and social development of individuals who have this deficiency. Based on literature and documents researches, it was found, among other aspects, the multiplicity of factors that may contribute to the occurrence of multiple disabilities, as well as the diversity of conditions that may present. The search result revealed a lack of consensus among educational theorists about the concept used to describe multiple disabilities and their characteristics. Also, the study showed the lack of empirical research on national and international literature about the processes of teaching and learning of these individuals. Finally, illustrates the invisibility and lack of pedagogical proposals in public policy in education in Brazil.Keywords: Multiple disabilities. Educational policies. Special Education. DISCAPACIDADES MÚLTIPLES: conflictos conceptuales y políticas educativas en Brasil Resumen: El artículo analiza los enfoques conceptuales de la discapacidad múltiple y expone las características y especificidades que se presentan en el desarrollo individual y social de las personas que tienen esta deficiencia. Basado en la investigación bibliográfica y documental, sobresale, entre otras cosas, la multiplicidad de factores que pueden contribuir a la aparición de discapacidades múltiples, así como la variedad de condiciones que pueden presentar. Revelada la falta de consenso entre los teóricos de la área educativa a respecto del concepto adecuado para ser utilizado para describir múltiples discapacidades y sus características. Además, el estudio mostró que la falta de investigación empírica en la literatura nacional y internacional sobre los procesos de enseñanza y aprendizaje de estas asignaturas. Por último, ilustra la invisibilidad y la falta de propuestas pedagógicas sobre las políticas públicas en educación en Brasil.Palabras clave: Discapacidades múltiples. Políticas educativas. Educación Especial.
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HERISSONE-KELLY, PETER. "Capacity and Consent in England and Wales: The Mental Capacity Act under Scrutiny." Cambridge Quarterly of Healthcare Ethics 19, no. 3 (May 28, 2010): 344–52. http://dx.doi.org/10.1017/s0963180110000125.
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The Mental Capacity Act 2005 came into force in England and Wales in 2007. Its primary purpose is to provide “a statutory framework to empower and protect people who may lack capacity to make some decisions for themselves.” Examples of such people are those with dementia, learning disabilities, mental health problems, and so on. The Act also gives those who currently have capacity a legal framework within which they can make arrangements for a time when they may come to lack it. Toward this end, it allows for them to make advance decisions (in effect, refusals of consent to certain forms of treatment) or to appoint proxy decision makers with lasting powers of attorney.
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Clare, Isabel C. H., Kelly A. Wade, Nadine Ranke, Sarah Whitson, Alison Lillywhite, Elizabeth Jones, SallyAnne Broughton, Adam Wagner, and Anthony J. Holland. "Specialist community teams for adults with learning disabilities: referrals to a countywide service in England." Tizard Learning Disability Review 24, no. 2 (April 1, 2019): 41–49. http://dx.doi.org/10.1108/tldr-05-2018-0015.
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Purpose While “generic” community teams for adults with learning disabilities (CTs) are well-established in the UK, very little recent evidence is available about any aspect of their work. As part of a larger project about the role, structure and functioning of CTs, the purpose of this paper is to provide data about referrals. Design/methodology/approach Over three months, the authors obtained data about 270 consecutive new referrals to five CTs in a countywide integrated health (NHS) and care management (local authority) service. Findings The 270 referrals related to 255 individuals, mainly already service users, with almost a third (30 per cent, n=204) described as people with severe or profound disabilities. Consistent with the reported living arrangements (residential accommodation or with one or more family members (87 per cent, n=270)), referrals were most often made by social care staff, General Practitioners or carers. The referrals related to a wide range of issues including mental health and/or behavioural needs, physical health and skills, and independence. The major group, however, were requests about a person’s entitlement to specialist learning disability services and/or reviews of an existing social care package. Research limitations/implications The focus on new referrals and the exclusion of intra-team referrals mean that the data are not representative of a CT’s caseload and cannot be used as a basis for resourcing. Nevertheless, the findings emphasise the heterogeneity of the population, and the long-term and varied nature of their needs, meaning that CTs require access to a range of expertise and, often, an inter-agency approach. The implications for service design are considered. Originality/value This is the first empirical study of referrals to specialist integrated (health and care management) community learning disabilities teams in England.
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Nurul Indah Asri, Galuh, and Firdaus Adrianto Adrianto. "FACTORS AFFECTING BLIND STUDENTS’ ENGAGEMENT IN LEARNING ENGLISH." Education of English as Foreign Language 4, no. 2 (July 1, 2021): 58–65. http://dx.doi.org/10.21776/ub.educafl.2021.004.02.01.
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Universitas Brawijaya (UB) with the assistance of Pusat Studi dan Layanan Disabilitas (PSLD) have implemented an inclusive education environment, as the need for equal education chance for different abilities Indonesians. There is an assumption that engagement from a combination of language learning or learning language’s cognitive, social, and affective aspects can affect the learning process and academic achievement of a special need student. To reach the research objective, interview sessions and classroom observations session were aimed at measuring the students' language learning engagement based on three-domains; cognitive, affective and social, in students’ perspective and ongoing activities. This research shows fluctuate results based on the interviews and observations data of two blind students. The main engaged factors found are positive teaching approaches and attitudes, also both students’ learning autonomy.
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Barkauskienė, Rasa. "MOTINOS LŪKESČIŲ, JAUSMŲ IR PARAMOS VAIKUI SĄRYŠIS SU TURINČIŲ MOKYMOSI NEGALĘ VAIKŲ ELGESIO BEI EMOCINIAIS SUNKUMAIS." Psichologija 31 (January 1, 2005): 39–53. http://dx.doi.org/10.15388/psichol.2005..4339.
Full textAbstract:
Straipsnyje nagrinėjama veiksnių, susijusių su turinčių mokymosi negalę vaikų elgesio bei emociniais sunkumais, problema. Tyrimas buvo skirtas įvertinti vaikų, turinčių mokymosi negalę, elgesio bei emocinių problemų ypatumus, vaiko atitikimo motinos lūkesčius laipsnį, motinos jausmų, įsitraukimo į vaiko mokymosi veiklą pobūdį ir šių kintamųjų tarpusavio sąryšį. Eksperimentinę grupę sudarė turinčių mokymosi negalę, kontrolinę – vidutiniškai besimokančių vaikų šeimos. Tyrimo duomenys rodo, kad turintys mokymosi negalę vaikai pasižymi didesne nei jų bendraamžiai emocinio pobūdžio sunkumų rizika bei aukštesniu bendru elgesio ir emocinių problemų lygiu. Eksperimentinėje grupėje motinos ir vaiko tarpusavio santykiams būdingas prastesnis vaiko atitikimas motinos lūkesčius, stipresni motinų neigiami jausmai vaikui ir nepasitenkinimas savimi, didesnis įsitraukimo į vaiko mokymosi veiklą laipsnis, tačiau teigiami motinų jausmai vaikui tiriamųjų grupėse nesiskyrė. Didesni turinčių mokymosi negalę vaikų elgesio ir emociniai sunkumai susiję su mažesniu atitikimo motinos lūkesčius laipsniu, stipresniais jos neigiamais jausmais vaikui, didesne negatyvia namų darbų atlikimo kontrole bei retesniais motinos ir vaiko pokalbiais apie mokymąsi ir mokyklą.
LINKING MOTHERS’ EXPECTATIONS, FEELINGS AND SUPPORT TO EMOTIONAL AND BEHAVIORAL PROBLEMS IN CHILDREN WITH LEARNING DISABILITIESRasa Barkauskienė
SummaryThough psychological studies reveal that children with learning disabilities are at greater risk for behavioral and emotional disturbances than other children are little is known about factors related to behavioral and emotional difficulties in these children. It has been claimed that the psychological difficulties faced by children with learning problems are not necessarily simple linear correlates of their academic deficits, social information processing or organic dysfunctions. Recently a need to explore a role of family on behavioral – emotional problems in learning disabled children has been stressed. Maternal expectations and child’s goodness of fit within these expectations, mother’s involvement with child’s learning as well as mother’s disappointment and other emotional reactions toward a child have been hypothesized as contributing to the level of emotional and behavioral problems in children with learning disabilities.The aim of this study was to explore the interplay between behavioral and emotional problems and mother – child interactions, as measured by child’s goodness of fit level with maternal expectations, mother’s positive feelings, negative feelings toward child and feelings of dissatisfaction, involvement with child’s learning (support for homework, negative control of homework, encouragement of child, mother – child discussions about school and learning activities) in children with learning disabilities. The experimental group consisted of 102 children with learning disabilities. Subjects in the control group were average chieving children selected from the same classes that contained learning disabled children. Child Behavior Checklist (CBCL 4/18; Achenbach, 1991) was used to collect data on children’s emotional and behavioral problems. Child’s goodness of fit within maternal expectations was assessed via Goodness of Fit Questionnaire (Feagans et al., 1991). Measures on mother’s feelings toward child and involvement with child’s learning were obtained via Scale of Parents’ Feelings toward child and Involvement with Child Learning Questionnaire, respectively.Comparative analysis of behavioral – emotional problems in the groups revealed that children with learning disabilities scored significantly higher on internalizing problems and total problems score but not on externalizing problems. As it was expected groups differed on mother – child interaction aspects: children with learning disabilities had lower goodness of fit level with maternal expectations, their mothers reported higher levels of negative feelings and more intensive dissatisfaction with themselves. In contrary, positive feelings did not differ between groups. Mothers of learning disabled children were more involved with their children learning: they provided more support, encouragement and negative control. Mother – child interactions variables had significant associations with problem behaviors in children with learning disabilities. Child’s level of goodness of fit with maternal expectations was significantly related to all CBCL 4/18 scores indicating that children with poorer fit had more behavioral – emotional problems. Mother’s negative feelings were the second consistent correlate of behavioral – emotional problems in both groups. As it was predicted, measures of mother’s involvement also correlated with problem behaviors in children with learning disabilities. Specifically, negative control was related to total problem scores on CBCL 4/18, and higher scores on mother – child discussions subscale were associated with lower scores on internalizing problems, externalizing problems and total problems.
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McDowell, James. "A Black Swan in a Sea of White Noise: Using Technology-Enhanced Learning to Afford Educational Inclusivity for Learners with Asperger’s Syndrome." Social Inclusion 3, no. 6 (December 28, 2015): 7–15. http://dx.doi.org/10.17645/si.v3i6.428.
Full textAbstract:
Against a backdrop of increasingly vocation-focussed course provision within higher education, of widening participation initiatives intended to promote greater inclusion for learners affected by learning difficulties, and of moves towards greater use of social and collaborative forms of learning, this paper discusses the case of an undergraduate Computing student affected by Asperger’s Syndrome (AS).While there is recognition in the literature of problems associated with face-to-face dialogue for persons affected by AS, there is a paucity of research both into the experience of students in higher education, and around the issue of participation in group-work activities increasingly found in creative aspects of computing. This paper highlights a tension between moves towards collaborative learning and UK disabilities legislation in relation to learners with AS. Employing a qualitative case-study methodology, the investigation revealed how a technology-enhanced learning intervention afforded an AS-diagnosed learner greater opportunities to participate in group-work in a higher education context. The findings suggest that not only can computer-mediated communications afford AS-diagnosed learners opportunities to participate meaningfully in group-work, but also that the learner demonstrated higher levels of collective-inclusive versus individual-exclusive phraseology than neurotypical peers, thereby challenging assumptions around participation in collaborative learning activities and assimilation of peer-feedback.