Living in Sandwell: An Exploratory Study into the Key Issues and Challenges that Affect a Small Group of People with Mild Learning Disabilities

2008 ◽  
Vol 5 (2) ◽  
pp. 224-239 ◽  
Author(s):  
Liz Tilly
Keyword(s):  
Learning Disabilities ◽  
Small Group ◽  
Exploratory Study ◽  
Key Issues

scholarly journals Portrait of the ‘Absent’ Father: The Impact of Non-Residency on Developing and Maintaining a Fathering Role

2005 ◽  
Vol 14 (2) ◽  
pp. 134-154 ◽  
Author(s):  
Mary P. Corcoran
Keyword(s):  
Exploratory Study ◽  
Active Role ◽  
Absent Father ◽  
Key Factors ◽  
Social Barriers ◽  
Institutional Economic ◽  
Key Issues ◽  
The Impact

This paper reports on an exploratory study conducted with non-resident fathers, to elucidate the key issues affecting the development and maintenance of a fathering role after a relationship has ended. In particular, the paper focuses on the contingent nature of fatherhood for young marginalised men in Dublin. The extent to which fathers identify with a fathering role is explored and comparisons are drawn between the experiences of estranged, committed and activist fathers. Key factors that militate against fathers maintaining an active role in their children's lives are identified. The paper concludes that while the experiences of fatherhood vary across different categories of fathers, the majority of them aspire toward and value their fathering role. However, their capacity to adopt a positive fathering role is affected by a range of institutional, economic and social barriers.

Collaborating to remember collaborative design: An exploratory study

2016 ◽  
Vol 11 (2) ◽  
pp. 225-244 ◽  
Author(s):  
Lucas M Bietti ◽  
Michael J Baker
Keyword(s):  
Spatial Structure ◽  
Small Group ◽  
Collaborative Design ◽  
Exploratory Study ◽  
Knowledge Building ◽  
Joint Activity ◽  
Collaborative Task ◽  
House Design

We examine the ways in which members of a small group coordinate their memories, bodies and language in a functional and goal-oriented manner when they are co-designing their dream house and then collaborative remembering that previous interactive encounter. Our analyses show the following: (1) participants structured collaborative design and collaborative remembering sessions in different ways (e.g. linear and sequential vs iterative and hierarchically structured, respectively); (2) higher degrees of knowledge building were temporally synchronized with higher degrees of interactivity during both tasks; (3) collaborative remembering did not only follow the spatial structure of successive elements of the dream-house design session, but it was also proceeded by associations between semantic elements of the discourse; and (4) participants collaboratively remember better what initially generated most joint activity during collaborative design. This research thus contributes to understanding of collaborative remembering processes with respect to a knowledge-rich collaborative task.

Locating the Problem Within: Race, Learning Disabilities, and Science

2017 ◽  
Vol 119 (5) ◽  
pp. 1-28
Author(s):  
Justin Freedman ◽  
Beth A. Ferri
Keyword(s):  
Learning Disabilities ◽  
Research Design ◽  
Biological Markers ◽  
Social Problems ◽  
Historical Analysis ◽  
Modern Science ◽  
Demographic Variables ◽  
Analytical Tool ◽  
Key Issues ◽  
Background Context

Background/Context In this paper we draw on an intersectional critical framework to analyze and account for the simultaneous interworkings of race and dis/ability. Specifically, we draw on this framework to examine two aims of modern science: (a) to identify distinct biological markers of race and (b) to locate biological and neurological origins of Learning Disabilities (LD). These aims persist despite evidence that both race and LD are socially and politically constructed categories. Purpose/Objective By reviewing historical and contemporary attempts by researchers to locate race and LD as immutable features embodied by individuals, we reveal how the science behind these categories shares similar underlying systems of logic; both efforts attempt to locate social problems within bodies and illustrate what Samuels (2014) calls “fantasies of identification,” or culturally embedded desires to definitively identify and categorize bodies. Research Design This is a historical analysis Conclusions/Recommendations We assert the need to engage with intersectional analyses, not simply as demographic variables along the lines of identity categories, but as an analytical tool for uncovering underlying logics that undergird systems of oppression. Examining the shared scientific explanations of race and learning disabilities illuminates possibilities for rethinking key issues at the intersection of race and disability.

Small-Group Instruction for Students with Learning Disabilities: Observational and Incidental Learning

1992 ◽  
Vol 58 (4) ◽  
pp. 357-368 ◽  
Author(s):  
Marie C. Keel ◽  
David L. Gast
Keyword(s):  
Learning Disabilities ◽  
Time Delay ◽  
Small Group ◽  
Incidental Learning ◽  
Constant Time Delay ◽  
Constant Time ◽  
Probe Design ◽  
Group Instruction ◽  
Students With Learning Disabilities ◽  
Fifth Grade Students

This study evaluated the effectiveness and efficiency of constant time delay (a near errorless learning procedure) in a small-group instructional arrangement. Three fifth-grade students with learning disabilities were taught to recognize multisyllabic basal vocabulary words. A multiple-probe design across behaviors (word sets) was used to evaluate the procedure. Following instruction on each word set, students were assessed on their ability to recognize their own target words, recognize observational words, spell both target and observational words, and define both target and observational words. The results indicated that the constant time-delay procedure was reliably implemented and was effective in establishing criterion-level performance for all students with extremely low error percentages.

A review of the literature: interventions to maximize capacity to consent and reduce anxiety of women with learning disabilities preparing for a cervical smear test

2002 ◽  
Vol 15 (3) ◽  
pp. 173-185 ◽  
Author(s):  
Sallyanne Broughton
Keyword(s):  
Learning Disabilities ◽  
Learning Disability ◽  
Cervical Screening ◽  
Complex Nature ◽  
Relaxation Techniques ◽  
Cervical Smear ◽  
Capacity To Consent ◽  
Smear Test ◽  
Key Issues ◽  
Screening Services

Due to the complex nature of the cervical screening for women with learning disabilities, this literature review has several different strands. The aim of which is to give a general overview of the literature available about women with learning disabilities and cervical screening. Discussing key issues in relation to uptake, access and risk factors associated with cervical screening. The role of the learning disability nurse in supporting access to cervical screening services within primary care will be explored. The notion that anxiety and a woman's capacity to consent impacts on her accessing cervical screening services and ultimately undergoing a cervical smear test, will be examined. Relaxation techniques with regard to ascertaining which techniques are more effective when used with individuals with a learning disability will also be discussed.

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