Introduction: Disabled Children and Youth in the Nordic Countries

Author(s):  
Snæfrídur Thóra Egilson ◽  
Borgunn Ytterhus ◽  
Rannveig Traustadóttir ◽  
Berit Berg
1979 ◽  
Vol 2 (1) ◽  
pp. 53-59 ◽  
Author(s):  
Sara G. Tarver ◽  
Barbara R. Buss ◽  
Ronald P. Maggiore

Historically, most programming and research efforts in the field of learning disabilities have focused on the disabilities evidenced by LD children and youth. By representing an attempt to consider the positive attributes of LD individuals, the study of creativity in the learning disabled population takes on special significance. The results of this investigation support the relationship between selective attention and creativity in LD boys. However, it was found that the relationship changed as a function of age and the type of creativity measured. The issues raised by this line of inquiry should provide impetus for other investigations designed to explore such attributes as creativity in learning disabled children and youth.


2013 ◽  
Vol 4 ◽  
Author(s):  
Niklas Jakobsson ◽  
Andreas Kotsadam ◽  
Marta Szebehely

In an international comparison, the Nordic countries are generous care spenders and a relatively large proportion of the populations receive formal care services. However, in respect of service provision, the Nordic countries are less similar today than they were some decades ago. Using survey data from three Nordic countries, Denmark, Norway, and Sweden, we first document the differences in informal care between the countries, and then we assess its impact on the relationship between informal caregiving and formal employment. We find that informal care is most common in Denmark and least common in Sweden. However, those who provide care in Sweden provide care more often than people in both Norway and Denmark. There is a negative correlation between being a caregiver and the probability of being employed in Norway and Denmark, but not in Sweden. With specific regard to parental care, there is no general relation between the provision of parental care and employment, but those providing substantial care are clearly less likely to work than others. Caring for a disabled child is less common than caring for a parent, but the negative effects on employment are even stronger.


1978 ◽  
Vol 1 (2) ◽  
pp. 69-77 ◽  
Author(s):  
Phyllis L. Newcomer

A major role of any professional organization is to establish standards by which professionals and practices in the field can be evaluated. DCLD has taken a major step in this direction by developing a set of competencies for teachers of learning disabled children and youth. This article presents the rationale behind the development of these competencies as well as potential uses of the competency statements. The development of this set of competency statements underscores the Division's commitment to upgrading current practices. Readers are strongly encouraged to provide feedback to Dr. Newcomer's Committee on the scope, format, and content of the competency statements. Meaningful standards can best be derived from these statements through a broad base of input from professionals in the field.


1980 ◽  
Vol 3 (2) ◽  
pp. 29-34 ◽  
Author(s):  
James E. Leigh

This article discusses the DCLD Code of Ethics and Competencies for Teachers of Learning Disabled Children and Youth and reviews each of its stated purposes related to: teacher training programs, certification standards, employment criteria, and monitoring of ongoing professional practices. Recommendations are made for practical implementation of the competency statements. While some of the recommendations pertain to applications in the future, the discussion emphasizes the need to implement the DCLD competencies as soon as possible. Even though the philosophical and theoretical debates regarding learning disabilities will not be resolved by the DCLD document, implementation of the competency standards will lead to significant improvement of services to children with learning disabilities.


1981 ◽  
Vol 4 (2) ◽  
pp. 115-121 ◽  
Author(s):  
Timothy E. Heron ◽  
Michael E. Skinner

Members of placement teams expend considerable time and effort on determining least restrictive environments for learning disabled children and youth. Unfortunately, the placement team must use criteria which are vague and subject to interpretation. The purpose of this paper is to delineate three observable and measurable variables in the regular classroom—response opportunity, teacher-student interaction, and social acceptance—which the team can use to make the initial placement decision and to evaluate educational progress in the future.


1988 ◽  
Vol 11 (3) ◽  
pp. 167-175 ◽  
Author(s):  
Phyllis L. Newcomer

A major role of any professional organization is to establish standards by which professionals and practices in the field can be evaluated. DCLD has taken a major step in this direction by developing a set of competencies for teachers of learning disabled children and youth. This article presents the rationale behind the development of these competencies as well as potential uses of the competency statements. The development of this set of competency statements underscores the Division's commitment to upgrading current practices. Readers are strongly encouraged to provide feedback to Dr. Newcomer's Committee on the scope, format, and content of the competency statements. Meaningful standards can best be derived from these statements through a broad base of input from professionals in the field. - D.D.D.


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