scholarly journals Abuse of people with learning disabilities and other vulnerable adults

1998 ◽  
Vol 4 (2) ◽  
pp. 119-125 ◽  
Author(s):  
Leila B. Cooke ◽  
Valerie Sinason
Keyword(s):  
Sexual Abuse ◽  
Learning Disabilities ◽  
Learning Disability ◽  
Residential Care ◽  
Learning Disabled ◽  
British Society ◽  
Disabled Children ◽  
Adults And Children ◽  
Vulnerable Adults ◽  
Voluntary Organisations

Workers in the field of learning disability drew attention to the problem of sexual abuse and learning-disabled children and adults only a decade ago (Sinason, 1986; Cooke, 1989), at the same time that British society first tolerated the knowledge that non-disabled children were being abused. Although guidelines have been produced and voluntary organisations such as the National Association for the Protection from Sexual Abuse of Adults and Children with Learning Disabilies (NAPSAC), the Association for Residential Care (ARC) and Voice UK have made vital contributions, psychiatric involvement and provision is uneven (ARC & NAPSAC, 1993).

Ordinary lives means ordinary schools: towards a unitary 0-99 years policy for adults and children with learning disabilities

2020 ◽  
Vol 25 (1) ◽  
pp. 40-46
Author(s):  
Christopher Goodey
Keyword(s):  
Learning Disabilities ◽  
Learning Disability ◽  
Design Methodology ◽  
Adult Life ◽  
Learning Disabled ◽  
General Sense ◽  
Content Type ◽  
Adults With Learning Disabilities ◽  
Adults And Children ◽  
Adult Lives

Purpose This paper aims to look forward to the next generation of policymaking on learning disability and recommends a unitary strategy covering all phases of life including childhood. Design/methodology/approach In this paper, the author addresses the policy gap between inclusion in ordinary (“mainstream”) schools and inclusion in ordinary adult life. The author asks why what has been accepted, at least in principle, for the adult two-thirds of the learning disabled population is still contested for the other, younger third. In the following sections, the author summarises the present discrepancy, compares the rights of children in general with those of people with learning disabilities and outlines the rationale for a 0-99 years focus in research and practice on learning disability, and for future government strategy to establish a 0-99 policy. Findings It is in the broad context of a unitary 0-99 years approach that policymaking must in future be addressed. The education of children is key to the success of their adult lives, and makes the policy of educating them together in ordinary schools (i.e. giving them from the start the “ordinary lives” that are the main goal of adult policy) an imperative. Originality/value The need to consider children’s rights in a general sense has not previously been applied to the field of policymaking for adults with learning disabilities.

EMG—Induced Muscle Relaxation as a Treatment for Learning Disability: Efficacy yet to be Proven

1985 ◽  
Vol 2 (1) ◽  
pp. 43-51
Author(s):  
Christopher F. Sharpley ◽  
H. Jane Rogers
Keyword(s):  
Learning Disability ◽  
Stress Reduction ◽  
Muscle Relaxation ◽  
Learning Disabled ◽  
Emg Biofeedback ◽  
Future Research ◽  
Disabled Children ◽  
Adults And Children ◽  
Indirect Treatment ◽  
Specific Learning

Biofeedback procedures for stress reduction have been widely used in a variety of settings. While there are many reports of the successful application of EMG procedures for general tension-reduction with adults and children, little has been done concerning these procedures with children who suffer from a specific learning disability. The present paper reviews the use of EMG biofeedback with learning-disabled children and, after examining those studies performed to date concludes that the supportive conclusions drawn by previous authors can be criticised on methodological grounds, and that the issue of indirect treatment of learning disability via EMG biofeedback is open to discussion. Directions for future research are described.

How much reading?

PEDIATRICS ◽  
1975 ◽  
Vol 55 (3) ◽  
pp. 306-308
Author(s):  
Russell D. Snyder
Keyword(s):  
Learning Disabilities ◽  
Physical Education ◽  
Reading Disability ◽  
Learning Disability ◽  
Cognitive Deficit ◽  
Learning Disabled ◽  
School Failure ◽  
Reference Source ◽  
Disabled Children ◽  
Timely Review

Many therapies have been recommended for remediation of learning disabilities. Elsewhere in this issue of Pediatrics, Silver1 presents a timely review of current methods of remediation with comments on their effectiveness which provides a valuable reference source for the physician dealing with learning-disabled children. A learning disability is an unexpected school failure in a circumscribed area of performance. The child must have relatively normal intelligence and willingness to learn. A cognitive deficit is presumed. If the child's problem involves reading, a selective reading disability exists. Selective disabilities occur in other areas such as arithmetic, art, and physical education, although these disabilities are seldom brought to clinical attention.

Referential Communication Abilities of Learning Disabled Children

1980 ◽  
Vol 3 (3) ◽  
pp. 70-75 ◽  
Author(s):  
Margaret M. Noel
Keyword(s):  
Learning Disabilities ◽  
Communication Competence ◽  
Learning Disabled ◽  
Spoken Language ◽  
Referential Communication ◽  
Communication Effectiveness ◽  
Language Function ◽  
Disabled Children ◽  
Communication Ability ◽  
General Communication

Disorders of spoken language have long been associated with learning disabilities. Recent research has focused less on linguistic characteristics and more on general communication effectiveness. This study investigated the referential communication ability of LD and non-LD elementary students. Developmental research has indicated that this language function tends to be well developed by early childhood and is a major precursor of later communication competence. Results of the present study indicated that LD students were less effective in providing descriptive information about objects than non-LD peers. Further analysis of LD communication revealed that such a lack of effectiveness was due to the LD students' limited use of labeling in their verbal descriptions.

Learning Disability Research: How Far Have We Progressed?

1981 ◽  
Vol 4 (4) ◽  
pp. 372-381 ◽  
Author(s):  
Jean R. Harber
Keyword(s):  
Learning Disabilities ◽  
Learning Disability ◽  
Learning Disabled ◽  
Control Groups ◽  
Wide Range ◽  
Experimental Learning ◽  
Quasi Experimental ◽  
And Control ◽  
Disability Research

This article presents an analysis of the 229 research reports which have appeared in two major learning disability journals since 1978. Findings indicate that (1) the vast majority of these studies are quasi-experimental in nature; (2) control of extraneous variables (e.g., intelligence) was not appropriately demonstrated in many studies; (3) comparability between experimental and control groups was not adequately established in numerous reports; (4) fewer than half of the studies utilized subjects classified as learning disabled; (5) in more than two-fifths of the studies involving learning disabled subjects, the criteria for such classification were not provided; (6) studies which did operationally define learning disabilities utilized a wide range of criteria. The ethical limitations of conducting experimental learning disability research are discussed and suggestions for enhancing such research are offered. Finally, the importance of focusing research efforts on homogeneous populations (e.g., the severely learning disabled) is illustrated.

Learning Disabilities and the Professional Educator

1978 ◽  
Vol 1 (1) ◽  
pp. 5-12 ◽  
Author(s):  
Stephen Larsen
Keyword(s):  
Learning Disabilities ◽  
Civil Rights ◽  
Learning Disability ◽  
Educational Practice ◽  
Learning Disabled ◽  
Educational Needs ◽  
Professional Standards ◽  
Ethical Practice ◽  
Disabled Students ◽  
Professional Educator

Dr. Stephen Larsen, President of D.C.L.D., has identified four central issues in the learning disability field as they relate to the educator: 1) determining the true parameters of the learning disabilities field; 2) monitoring the proliferation of tests and materials presumed relevant to educational practice; 3) insuring that learning disabled students are provided instructional opportunities in accordance with their educational needs and civil rights; and 4) determining professional standards that are necessary for competent and ethical practice. The professional educator is seen as the central person in the resolution of these issues as well as the central professional in planning, conducting, and/or coordinating the overall diagnostic and remedial efforts used with the learning disabled individual.

The Relationship between Creativity and Selective Attention in LD Boys

1979 ◽  
Vol 2 (1) ◽  
pp. 53-59 ◽  
Author(s):  
Sara G. Tarver ◽  
Barbara R. Buss ◽  
Ronald P. Maggiore
Keyword(s):  
Learning Disabilities ◽  
Selective Attention ◽  
Learning Disabled ◽  
Children And Youth ◽  
Disabled Children ◽  
Special Significance ◽  
The Relationship

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.

Strategy Training: A Need for Clarification

1987 ◽  
Vol 54 (1) ◽  
pp. 24-30 ◽  
Author(s):  
Laurie U. deBettencourt
Keyword(s):  
Learning Disabilities ◽  
Learning Disabled ◽  
Training Needs ◽  
Strategy Training ◽  
Disabled Children ◽  
Disabled Students ◽  
Training Interventions ◽  
Precise Understanding

On the basis of research in the field of learning disabilities it has been concluded that many learning disabled students can be characterized as strategy-deficient, inactive learners. However, a precise understanding of strategy training procedures is frequently obscured by researchers. The term “strategy training” needs to be defined more clearly so that the approaches are understood more universally. In this article I discuss the rationale for strategy training interventions with learning disabled children, describe three approaches that are currently being studied in the field, and discuss the issues that arise.

Reliability of Standardized Assessment Instruments When Used with Learning Disabled Children

1978 ◽  
Vol 1 (3) ◽  
pp. 23-31 ◽  
Author(s):  
Monte D. Smith ◽  
Carl M. Rogers
Keyword(s):  
Learning Disability ◽  
Basic Assumption ◽  
Field Work ◽  
Learning Disabled ◽  
Standardized Assessment ◽  
Assessment Instruments ◽  
Disabled Children ◽  
Disabled Students ◽  
Normative Population ◽  
Affective Assessment

Many practitioners and researchers in the learning disability field work under the basic assumption that the various assessment instruments commonly used with learning disabled populations exhibit the same reliability when used with learning disabled students as when used with a more normative population. The purpose of this study was to test this assumption by examining the reliabilities of several tests of intellectual, academic, and affective assessment when administered to learning disabled students.

Managing health changes for people with a learning disability in a residential care home setting

2020 ◽  
Vol 22 (2) ◽  
pp. 74-82
Author(s):  
Sharon Scott ◽  
Lilette Denton ◽  
Frances Conway ◽  
Julie Kinley
Keyword(s):  
Learning Disabilities ◽  
Learning Disability ◽  
Residential Care ◽  
Care Home ◽  
Health Needs ◽  
Home Setting ◽  
Health Changes ◽  
Residential Care Home ◽  
Insight Into

People with learning disabilities frequently have complex comorbidities, and the identification, assessment and management of these conditions in a care home setting is important but is often challenging. Researchers from St Christopher's Hospice offer insight into their specially developed programme for managing residents' health needs and any sudden declines

Sign in / Sign up

Export Citation Format

Share Document