Study of a school-based emotional literacy programme (Zippy's Friends) for children with intellectual disabilities

2021 ◽  
Author(s):  
Biza Stenfert-Kroese
Keyword(s):  
Intellectual Disabilities ◽  
Literacy Programme ◽  
Emotional Literacy ◽  
School Based

Perceptions of a culturally responsive school-based oral language and early literacy programme

2020 ◽  
pp. 1-10
Author(s):  
Taneal Norman ◽  
Wendy M. Pearce ◽  
Fiona Eastley
Keyword(s):  
Rural Communities ◽  
Early Literacy ◽  
Oral Language ◽  
Literacy Development ◽  
Culturally Responsive ◽  
Language And Literacy ◽  
Educator Perceptions ◽  
Literacy Programme ◽  
Australian Aboriginal ◽  
School Based

Abstract ‘Sounds, Words, Aboriginal Language and Yarning’ (SWAY) is a school-based oral language and early literacy programme based on Australian Aboriginal stories, knowledge and culture. It was developed by a multidisciplinary team in collaboration with Australian Aboriginal community members. SWAY aims to strengthen and support the communication skills of educators to facilitate language and literacy development of children in the early school years, particularly Australian Aboriginal children, within rural communities in New South Wales. Key features of SWAY include capacity building of educators and small group speech-language pathology intervention sessions, delivered remotely via telehealth. This study explored educator perceptions of SWAY training, mentoring and implementation, using a mixed methods approach. Findings revealed: use of culturally responsive strategies; positive educator perceptions of the SWAY programme, training and mentoring and positive changes to the confidence and behaviours of educators both supporting language and early literacy development, and embedding Australian Aboriginal perspectives in the classroom. Positive findings support and encourage the ongoing provision of SWAY. Findings also have implications for the future collaborative development and implementation of culturally responsive language and literacy programmes.

scholarly journals Feasibility of the Go2Play Active Play intervention for increasing physical and social development in children with intellectual disabilities

2021 ◽  
Vol 7 (1) ◽  
Author(s):  
Arlene McGarty ◽  
Nathalie Jones ◽  
Katie Rutherford ◽  
Sophie Westrop ◽  
Lara Sutherland ◽  
...  
Keyword(s):  
Physical Activity ◽  
Intellectual Disabilities ◽  
Social Interactions ◽  
Motor Development ◽  
Post Intervention ◽  
Active Play ◽  
Play Intervention ◽  
Movement Skills ◽  
School Based ◽  
Fundamental Movement Skills

Abstract Introduction An active play is designed to increase children’s physical activity levels and fundamental movement skills through outdoor play and is well-suited to the needs of children with intellectual disabilities. However, no active play interventions have included children with intellectual disabilities. This study aims to investigate the feasibility of a school-based active play intervention for children with intellectual disabilities. Method Children aged 7–12 years who had intellectual disabilities and were independently ambulatory were eligible. This single-group 17-week intervention was implemented in two additional support needs schools. It consisted of a weekly 1-h active play session incorporating 30 min of structured games and 30 min of free play. Feasibility of recruitment/retention, adherence, and outcome measures were investigated. Outcome measures included school-based physical activity (ActiGraph GT3X+ accelerometer), fundamental movement skills (Test of Gross Motor Development-2), and social interactions (Playground Observation of Peer Engagement). Staff feedback was collected via open-ended questionnaire. Feasibility was investigated using descriptive statistics and questionnaire data analyzed using thematic analysis. Potential pre-post changes were investigated for school-based physical activity, fundamental movement skills, and social interactions using paired samples t tests. The progression criteria were (1) > 50% of eligible participants recruited, (2) > 50% of recruited participants retained, (3) > 50% of active play sessions spent in MVPA, and (4) > 50% of participants complete outcome measurements. Results All progression criteria were met. Recruitment and retention rates were 100% (n=21 participants). Intervention adherence was high, based on data from n=1 school, with 90% of participants attending all sessions. Measuring physical activity using accelerometry and fundamental movement skills using the Test of Gross Motor Development-2 were feasible. The Playground Observation of Peer Engagement tool to measure social interactions was not feasible. The only significant increase post-intervention was for social interactions during structured play (pre–post mean difference: –1.46, 95% CI −1.99, −0.93). Staff feedback was positive with the intervention well received by schools and potential benefits post-intervention identified by teachers. Conclusion The Go2Play Active Play intervention is feasible for children with intellectual disabilities. Future research should further investigate feasibility and implementation on a larger scale using a pilot cluster randomised controlled trial. Trial registration ISRCTN registry: ISRCTN10277566.

scholarly journals Sexual health concerns in women with intellectual disabilities: a systematic review in qualitative studies

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Behzad Karami Matin ◽  
Michelle Ballan ◽  
Fatemeh Darabi ◽  
Ali Kazemi Karyani ◽  
Moslem Soofi ◽  
...  
Keyword(s):  
Systematic Review ◽  
Sexual Health ◽  
Intellectual Disabilities ◽  
Sexual Behaviors ◽  
Sexuality Education ◽  
Sexual Experience ◽  
Unwanted Pregnancy ◽  
School Based ◽  
Level Of Understanding ◽  
The Right

Abstract Background Studies indicate that women with intellectual disabilities (ID) face various personal and socio-environmental barriers in their sexual lives. This study aimed to identify the concerns and sexual health needs experienced by women with ID. Method A systematic review of relevant qualitative articles was conducted in PubMed, Web of Science Scopus and PsycINFO databases from June 2018 to August 2018. We designed our search strategy according to two main foci: (1) sexuality; and (2) women with ID. In the study, searches were limited to articles published from January 2000 to December 2017. In this review, studies on women ages 16 and over were included. Results Within the four databases, the search found 274 unique articles. After three steps of screening (title, abstract and full text), 22 studies were included in the final review. The articles mentioned difficulties with lack of sexual experience, negative experiences with sexuality, negative attitudes towards sexuality by nondisabled individuals, limited cognitive capacities to understand sexual identity, difficulty with finding the right partner, lack of access to sexual health information, lack of school-based sexuality education, violence and sexual abuse, lack of support from families and caregivers about sexuality, fear of sexual acts and unwanted pregnancy, shyness in expressing sexual desires, and limited knowledge of sexual behaviors. Conclusion Our findings indicate that women with ID need to be provided with school-based sexuality education tailored to the level of understanding needed to attain the requisite knowledge to form relationships, understand sexual and romantic relationships, and practice safe sex when they choose this option. Families along with education and healthcare systems should provide opportunities for women with ID to talk about their sexual needs and make their own choices.

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