Introduction: Learning disabilities, art therapy and the common themes

2012 ◽  
pp. 23-37
Keyword(s):  
Learning Disabilities ◽  
Art Therapy ◽  
The Common

Art Therapy and Learning Disabilities: “Don't Guess My Happiness”

Art Therapy ◽  
2014 ◽  
Vol 31 (1) ◽  
pp. 46-47
Author(s):  
Rachel L. Albert
Keyword(s):  
Learning Disabilities ◽  
Art Therapy

Handle with care: providing pre-trial therapy for adults with learning disabilities

2014 ◽  
Vol 16 (4) ◽  
pp. 232-243
Author(s):  
Clare Le Roux ◽  
Mandy Leach
Keyword(s):  
Learning Disabilities ◽  
Clinical Practice ◽  
Emotional Support ◽  
Subject Area ◽  
Emotional Needs ◽  
Content Type ◽  
Written Information ◽  
Adults With Learning Disabilities ◽  
The Common ◽  
Vulnerable Adults

Purpose – The purpose of this paper is to highlight the provision of therapy for witnesses who have a learning disability prior to and following a criminal trial. Authors will reflect on clinical practice whilst stressing that this area of work is in its infancy and both continue to learn through continued reflection and each new experience. Design/methodology/approach – The paper broadly describes the nature of pre-trial therapy followed by reflection by a Counsellor and Supervisor on their clinical practice. Findings – Authors describe some of the common themes that arise whilst providing pre-trial therapy. Social implications – The authors hope that the paper will encourage professionals involved in Safeguarding cases to fully consider the emotional needs of victims and to seek timely therapeutic support where the need presents. They also hope that it will encourage practitioners from various professions to consider providing this specialist and delicate type of therapy whilst highlighting the need for good supervision. Originality/value – There is a paucity of written information about this specific subject area. Although safeguarding of vulnerable adults has grown considerably over the last decade and investigations are now more likely to lead to legal action, the availability of emotional support for victims who have learning disabilities needs to be addressed.

Students With Learning Disabilities and Computer-Based High-Stakes Testing

2016 ◽  
Vol 53 (5) ◽  
pp. 308-312 ◽  
Author(s):  
Wendy R. Gelbart
Keyword(s):  
Learning Disabilities ◽  
Best Practices ◽  
High Stakes Testing ◽  
State Standards ◽  
Students With Learning Disabilities ◽  
High Stakes ◽  
New Era ◽  
High Stakes Tests ◽  
Computer Based ◽  
The Common

As schools move into a new era of technology, assessment is evolving as well. With the introduction of high-stakes tests based on the Common Core State Standards, annual assessments are increasingly delivered via computer-based systems. This method of delivery could have a significant effect on students with learning disabilities. This column explores benefits and challenges of testing students with learning disabilities via computer-based systems. It examines accessing accommodations via computer-based systems, best practices in preparing students for computer-based tests, teacher training, and educators and test designers partnering in creating test platforms.

The mosaic art?: cross-examination and the vulnerable witness

Legal Studies ◽  
2001 ◽  
Vol 21 (3) ◽  
pp. 353-375 ◽  
Author(s):  
Louise Ellison
Keyword(s):  
Learning Disabilities ◽  
Common Law ◽  
Criminal Trial ◽  
Structural Barriers ◽  
Adversarial System ◽  
The Common

Cross-examination is lauded within the common law tradition as the definitive forensic device for exposing testimonial infirmity. Victimological study of criminal trial proceedings has, however, revealed the extent to which cross-examination is used as a tool to humiliate, intimidate and confuse opposing witnesses. Particular difficulties confront children and those with learning disabilities as little reference is made during cross-examination to their special communicative needs. This paper reviews the tactics and techniques employed by cross-examiners to systematically destroy the credibility of those with limited language capability. The main aim of the paper is, however, to demonstrate the significant limitations of what may be termed an accommodation approach to the problems facing vulnerable witnesses, whereby ‘solutions’ are sought and crafted within the established trial framework. Such an approach ignores the very nature of adversary advacacy and the potent structural barriers to effective regulation of courtroom questioning within an adversarial system of trial.

scholarly journals Sleep disorders in children and adolescents

1999 ◽  
Vol 5 (1) ◽  
pp. 19-29 ◽  
Author(s):  
Gregory Stores
Keyword(s):  
Learning Disabilities ◽  
Sleep Disturbance ◽  
Children And Adolescents ◽  
Sleep Disorders ◽  
Biological Knowledge ◽  
The Public ◽  
Wide Range ◽  
Physical Disorders ◽  
The Common ◽  
Made In

The scientific study of sleep and its disorders is essentially just a few decades old, but during that time impressive advances have been made in the biological knowledge of sleep. There has been recognition and treatment of a wide range of sleep disorders from which many people in all sections of the population suffer. The common adverse consequences of persistent sleep disturbance (at personal, educational, social and occupational levels) for members of the public at large have become clear (Dement & Mitler, 1993), as have the special risks of such problems to which certain groups are exposed – notably people with chronic psychiatric or physical disorders or learning disabilities.

scholarly journals Getting psychiatric patients to the polls in the 1992 General Election

1993 ◽  
Vol 17 (1) ◽  
pp. 18-19 ◽  
Author(s):  
Martin Humphreys ◽  
Derek Chiswick
Keyword(s):  
Learning Disabilities ◽  
Mental Hospital ◽  
Psychiatric Patients ◽  
Common Law ◽  
General Election ◽  
Mentally Disordered ◽  
People With Mental Illness ◽  
The People ◽  
Universal Suffrage ◽  
The Common

Universal suffrage has been a cornerstone of democracy in Britain since 1948. However, by application of the common law, the vote is denied to people deemed “insane” or “idiots”. In practice mentally disordered people have been, until recently, disenfranchised by section 4(3) of the Representation of the People Act 1949 which prevented recognition of a mental hospital as a place of residence for the purpose of electoral registration. Significant change was introduced by section 7 of the Representation of the People Act 1983 which applies to both England and Wales, and Scotland. This enables informal patients in mental hospitals to register for the vote provided they can complete a patient's declaration. We examined the implementation of these provisions in the 1992 general election at two hospitals in Edinburgh for people with mental illness and learning disabilities respectively.

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