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Learning Difficulties (learning + difficulty)
Kinds of Learning Difficulties Selected AbstractsDonors' Learning Difficulties: Results, Relationships and ResponsibilitiesIDS BULLETIN, Issue 3 2005Rosalind Eyben First page of article [source] The Prevalence and Outcomes of Care Proceedings Involving Parents with Learning Difficulties in the Family CourtsJOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES, Issue 1 2005Tim Booth Background, Parents with learning difficulties are known to face a high risk of losing their children. This paper reports findings from a study designed to throw light on the numbers of parents with learning difficulties and their children coming before the Family Courts in Children Act proceedings and what happened to them as a result. Method, The paper presents descriptive information on the characteristics of the parents and children, the basis of professional concerns in these cases, and details of the final outcomes and placement decisions extracted from a documentary review of court files. Results, Parents with learning difficulties were found to be disproportionately represented in care proceedings and their children were significantly more likely to be freed for adoption than the children of any other group of parents. Conclusions, On the basis of the research evidence, parents with learning difficulties appear to be treated more harshly because of their disability, raising the question of the interface between disability discrimination legislation and the Children Act in such cases. [source] Subgroups of Attributional Profiles in Students with Learning Difficulties and Their Relation to Self-Concept and Academic GoalsLEARNING DISABILITIES RESEARCH & PRACTICE, Issue 2 2005José Carlos Núñez The aim of this article was fourfold: first, to determine whether there are significant differences between students with (N= 173) and without learning disabilities (LD; N= 172) in the dimensions of self-concept, causal attributions, and academic goals. Second, to determine whether students with LD present a uniform attributional profile or whether there are subgroups of attributional profiles among students with LD. Third, to explore differences between these profiles on the dimensions of self-concept, academic goals, perception of competence-incompetence, persistence when faced with failure, peer relationships, and academic achievement. Fourth, to determine whether there are significant differences in the dimensions of self-concept and academic goals between NLD students and the different LD subgroups. The results indicate the existence of two very distinct attributional profiles in students with LD (Helplessness Profile and Adaptive Profile). The implications of these data with regard to theory and research, as well as educational practice, are discussed. [source] The Long-term Stability of Sociometric Status Classification: A Longitudinal Study of Included Pupils Who Have Moderate Learning Difficulties and Their Mainstream PeersTHE JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY AND ALLIED DISCIPLINES, Issue 5 2001Norah L. Frederickson This study investigated the longitudinal stability of sociometric classification in two groups of children aged 8 to 10 years over a 2-year period. Two simple, but sensitive and valid forced-choice sociometric measures were completed by 41 children with moderate learning difficulties (MLD) and 375 mainstream children. On both occasions and on both measures (one using a "work with" and one a "play with" sociometric criterion) MLD pupils were significantly less likely to be classified as popular and more likely to be classified as rejected. Over the 2-year period just over half of the children, whether MLD or mainstream, were classified in the same sociometric category. However, the stability coefficients for the rejected and popular sociometric status groups were found to be higher in the included sample than in the mainstream sample. The results of this study are compared with previous longitudinal studies in the area that have focused on mainstream pupils, and implications for the use of sociometric measures in evaluating the outcomes of inclusion are discussed. [source] The Psychological Assessment of Children with Learning DifficultiesBRITISH JOURNAL OF SPECIAL EDUCATION, Issue 2 2000Julian G. Elliott First page of article [source] Contingency Learning and Reactivity in Preterm and Full-Term Infants at 3 MonthsINFANCY, Issue 6 2008David W. Haley Learning difficulties in preterm infants are thought to reflect impairment in arousal regulation. We examined relationships among gestational age, learning speed, and behavioral and physiological reactivity in 55 preterm and 49 full-term infants during baseline, contingency, and nonreinforcement phases of a conjugate mobile paradigm at 3 months corrected age. For all infants, negative affect, looking duration, and heart rate levels increased during contingency and nonreinforcement phases, whereas respiratory sinus arrhythmia (RSA, an index of parasympathetic activity) decreased and Cortisol did not change. Learners showed greater RSA suppression and less negative affect than nonleamers. This pattern was particularly evident in the preterm group. Overall, preterm infants showed less learning, spent less time looking at the mobile, and had lower Cortisol levels than full-term infants. Preterm infants also showed greater heart rate responses to contingency and dampened heart rate responses to nonreinforcement compared to full-term infants. Findings underscore differences in basal and reactivity measures in preterm compared to full-term infants and suggest that the capacity to regulate parasympathetic activity during a challenge enhances learning in preterm infants. [source] Learning difficulties as late sequel of neonatal insult (Case Presentation)ACTA PAEDIATRICA, Issue 9 2010Anna López Sala No abstract is available for this article. [source] Learning difficulties as late sequel of neonatal insult (Discussion and Diagnosis)ACTA PAEDIATRICA, Issue 9 2010Anna López Sala No abstract is available for this article. [source] The effects of seizures on the connectivity and circuitry of the developing brainDEVELOPMENTAL DISABILITIES RESEARCH REVIEW, Issue 2 2004John W. Swann Abstract Recurring seizures in infants and children are often associated with cognitive deficits, but the reason for the learning difficulties is unclear. Recent studies in several animal models suggest that seizures themselves may contribute in important ways to these deficits. Other studies in animals have shown that recurring seizures result in dendritic spine loss. This change, coupled with a down-regulation in NMDA receptor subunit expression, suggests that repetitive seizures may interrupt the normal development of glutamatergic synaptic transmission. We hypothesize that homeostatic, neuroprotective processes are induced by recurring early-life seizures. These processes, by diminishing glutamatergic synaptic transmission, are aimed at preventing the continuation of seizures. However, by preventing the normal development of glutamatergic synapses, and particularly NMDA receptor-mediated synaptic transmission, such homeostatic processes also reduce synaptic plasticity and diminish the ability of neuronal circuits to learn and store memories. MRDD Research Reviews 2004;10:96,100. © 2004 Wiley-Liss, Inc. [source] Neuropsychiatric movement disorders following streptococcal infectionDEVELOPMENTAL MEDICINE & CHILD NEUROLOGY, Issue 11 2005K G Walker MB BS The aim of this study was to describe post-streptococcal movement disorders that form part of the acute rheumatic fever complex. The clinical records of patients diagnosed with Sydenham's chorea were analyzed retrospectively to investigate epidemiology, the significance of socioeconomic deprivation, clinical manifestations, treatments, outcomes, long-term morbidity, and disease evolution. Forty-two patients (21 males, 21 females) were diagnosed with Sydenham's chorea. The median presentation age was 9 years 8 months (range 3y 5mo to 13y 2mo). Nineteen patients were of indigenous African ancestry; 23 were of mixed ancestry. All patients lived in poverty and had poor access to medical care. Twelve of the total group had disabling symptoms for longer than 2 years; six of these patients developed paediatric autoimmune neuropsychiatric disorder associated with Streptococcus (Paediatric autoimmune neuropsychiatric disorder associated with Streptococcus [PANDAS]), five Tourette syndrome (TS), and one learning difficulties. Poor outcome was significantly more prevalent in patients of mixed ancestry, in those with a positive family history, previous behavioural problems, or a failure to complete 10 days of penicillin and ,bed-rest'/hospitalization. Sydenham's chorea is one manifestation of post-streptococcal neuropsychiatric movement disorders. This study demonstrates that patients can present with one diagnosis and evolve other neuropsychiatric conditions such as TS and PANDAS. In the South African context, it is important to delineate neuropsychiatric movement disorders associated with streptococcal infections. The potential genetic susceptibility should be explored. [source] Cerebellar ataxia, anterior horn cell disease, learning difficulties, and dystonia: a new syndrome.DEVELOPMENTAL MEDICINE & CHILD NEUROLOGY, Issue 11 2000Jo M Wilmshurst MRCP SpR Paediatric Neurology The following case reports describe a new condition of cerebellar ataxia, anterior horn cell disease, dystonia, and learning difficulties. Four cases are described. The condition appears to be of autosomal recessive inheritance as the group is made up of two pairs of sisters. All cases were evident by 3 years of age. Anterior horn cell disease was of a type not previously described at this age in association with cerebellar ataxia. Further genetic studies suggest the condition is not allelic with spinal muscular atrophy having no evidence of deletion of the survival motor neurone gene. [source] Adaptive training leads to sustained enhancement of poor working memory in childrenDEVELOPMENTAL SCIENCE, Issue 4 2009Joni Holmes Working memory plays a crucial role in supporting learning, with poor progress in reading and mathematics characterizing children with low memory skills. This study investigated whether these problems can be overcome by a training program designed to boost working memory. Children with low working memory skills were assessed on measures of working memory, IQ and academic attainment before and after training on either adaptive or non-adaptive versions of the program. Adaptive training that taxed working memory to its limits was associated with substantial and sustained gains in working memory, with age-appropriate levels achieved by the majority of children. Mathematical ability also improved significantly 6 months following adaptive training. These findings indicate that common impairments in working memory and associated learning difficulties may be overcome with this behavioral treatment. [source] Identification, assessment and intervention,implications of an audit on dyslexia policy and practice in ScotlandDYSLEXIA, Issue 3 2005Gavin Reid Abstract This article reports on research commissioned by the Scottish Executive Education Department (SEED). It aimed to establish the range and extent of policy and provision in the area of specific learning difficulties (SpLD) and dyslexia throughout Scotland. The research was conducted between January and June 2004 by a team from the University of Edinburgh. The information was gathered from a questionnaire sent to all education authorities (100% response rate was achieved). Additional information was also obtained from supplementary interviews and additional materials provided by education authorities. The results indicated that nine education authorities in Scotland (out of 32) have explicit policies on dyslexia and eight authorities have policies on SpLD. It was noted however that most authorities catered for dyslexia and SpLD within a more generic policy framework covering aspects of Special Educational Needs or within documentation on ,effective learning'. In relation to identification thirty-six specific tests, or procedures, were mentioned. Classroom observation, as a procedure was rated high by most authorities. Eleven authorities operated a formal staged process combining identification and intervention. Generally, authorities supported a broader understanding of the role of identification and assessment and the use of standardized tests was only part of a wider assessment process. It was however noted that good practice in identification and intervention was not necessarily dependent on the existence of a dedicated policy on SpLD/dyslexia. Over fifty different intervention strategies/programmes were noted in the responses. Twenty-four authorities indicated that they had developed examples of good practice. The results have implications for teachers and parents as well as those involved in staff development. Pointers are provided for effective practice and the results reflect some of the issues on the current debate on dyslexia particularly relating to early identification. Copyright © 2005 John Wiley & Sons, Ltd. [source] Working memory: Its role in dyslexia and other specific learning difficultiesDYSLEXIA, Issue 3 2004Sharman Jeffries Abstract This paper reports a study contrasting dyslexic children against a control group of children without special educational needs (SEN) and a group with varied SENs. Children's abilities were compared on tasks assessing phonological processing, visuo-spatial/motor coordination and executive/inhibitory functioning; being targeted for assessment based on theoretical proposals related to the working memory model. Primary and secondary school level children were tested: 21 assessed as dyslexic with no comorbid difficulties, 26 children assessed with difficulties including dyspraxia, emotional/behavioural problems and attention deficits, 40 children with no known education-related deficits were controls. Results indicated both SEN groups performed worse than controls on working memory phonological loop measures. However, SEN groups could only be differentiated on phonological awareness measures: the dyslexics showing lower scores. Dyslexics performed as well as controls on working memory visuo-spatial scratch pad measures and one of two additional visual,motor coordination tasks, whereas the performance of the other SEN children was lowest on the majority of these measures. Central executive and interference measures engendered mixed performances, both SEN groups showing evidence of deficits in one or more of these areas of functioning, although, of the two SEN groups, the dyslexics seem to have performed the worse when digit name processing was required. Copyright © 2004 John Wiley & Sons, Ltd. [source] The Prevalence and Outcomes of Care Proceedings Involving Parents with Learning Difficulties in the Family CourtsJOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES, Issue 1 2005Tim Booth Background, Parents with learning difficulties are known to face a high risk of losing their children. This paper reports findings from a study designed to throw light on the numbers of parents with learning difficulties and their children coming before the Family Courts in Children Act proceedings and what happened to them as a result. Method, The paper presents descriptive information on the characteristics of the parents and children, the basis of professional concerns in these cases, and details of the final outcomes and placement decisions extracted from a documentary review of court files. Results, Parents with learning difficulties were found to be disproportionately represented in care proceedings and their children were significantly more likely to be freed for adoption than the children of any other group of parents. Conclusions, On the basis of the research evidence, parents with learning difficulties appear to be treated more harshly because of their disability, raising the question of the interface between disability discrimination legislation and the Children Act in such cases. [source] Self-evaluation and social comparison amongst adolescents with learning difficultiesJOURNAL OF COMMUNITY & APPLIED SOCIAL PSYCHOLOGY, Issue 5 2001Jason Crabtree Abstract Two studies are presented which examine self-evaluation in adolescents with learning difficulties and how these adolescents strategically protect their self-concept through the use of social comparison. Study one involved 145 adolescents with learning difficulties and the same number of non-disabled adolescents aged between 11 to 16 years. All adolescents completed Harter's ,Self Perception Profile for Children' (SPPC). No significant overall differences were found between the self-evaluations of the adolescents with learning difficulties and non-disabled adolescents. In addition, adolescents with learning difficulties strategically devalued less favourable comparison dimensions and valued more positive comparison attributes. Study two utilized a four condition between-groups design with a sample of 68 adolescents with learning difficulties. All participants completed the SPPC, but the availability of a social comparison group was systematically varied between conditions. The self-evaluations made by adolescents changed significantly when the social comparison group made available was altered. The findings are discussed with regard to their theoretical implications and in terms of inclusion policies for adolescents with learning difficulties. Copyright © 2001 John Wiley & Sons, Ltd. [source] Characteristics and experiences of children and young people with severe intellectual disabilities and challenging behaviour attending 52-week residential special schoolsJOURNAL OF INTELLECTUAL DISABILITY RESEARCH, Issue 3 2007N. Pilling Abstract Background This study sought to gather information about the characteristics and experiences of children and young people with severe intellectual disabilities and severe challenging behaviour attending 52-week residential special schools. Method Staff of nine schools completed postal questionnaires on the characteristics and experiences of 156 pupils. Results Those attending residential schools are predominantly male, teenagers and in long-term placements. Most have limited communication skills and autistic spectrum disorders. All display high numbers of challenging behaviours, many of them serious. Children have a greater range and complexity of needs than pupils at day severe learning difficulties (SLD) schools, albeit with some overlap. Conclusions Children at 52-week residential schools present needs that both families and local services struggle to meet. Residential placement may provide the intensity of educational input and social support that is required, but may increase the vulnerability of the children. Local alternatives to residential schools should be investigated. [source] Preservice teachers' pedagogical content knowledge of using particle models in teaching chemistryJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 8 2005Onno De Jong In this article, we describe the results of a study of the pedagogical content knowledge (PCK) of preservice chemistry teachers in the context of a postgraduate teacher education program. A group of preservice teachers (n,=,12) took part in an experimental introductory course module about the use of particle models to help secondary school students understand the relationship between phenomena (e.g., properties of substances, physical and chemical processes) and corpuscular entities (e.g., atoms, molecules, ions). The module emphasized learning from teaching by connecting authentic teaching experiences with institutional workshops. Research data were obtained from answers to written assignments, transcripts of workshop discussions, and reflective lesson reports, written by the participants. The outcomes of the study revealed that, initially, all participants were able to describe specific learning difficulties, such as problems secondary school students have in relating the properties of substances to characteristics of the constituent particles. Also, at this stage, all preservice teachers acknowledged the potential importance of using models of molecules and atoms to promote secondary school students' understanding of the relationship between phenomena and corpuscular entities. After teaching, all preservice teachers demonstrated a deeper understanding of their students' problems with the use of particle models. In addition, about half of the participants had become more aware of the possibilities and limitations of using particle models in specific teaching situations. Through learning from teaching, the preservice teachers further developed their PCK of using particle models, although this development varied among preservice teachers studied. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 947,964, 2005 [source] Effects of a Supplemental Vocabulary Intervention on the Word Knowledge of Kindergarten Students At Risk for Language and Literacy DifficultiesLEARNING DISABILITIES RESEARCH & PRACTICE, Issue 3 2010Susan M. Loftus The purpose of this study was to examine the effectiveness of a vocabulary intervention designed to supplement research-based classroom vocabulary instruction, implemented with students who may be at risk for language and learning difficulties. Participants included 43 kindergarten students who received research-based classroom vocabulary instruction. Students with the 20 lowest scores on the Peabody Picture Vocabulary Test-III administered at pretest received additional small-group supplemental vocabulary intervention. Results of within-subjects comparisons indicated that, overall, at-risk students made greater gains in word knowledge on target words that received the supplemental intervention as compared to words that received only classroom-based instruction. In addition, at-risk students who received the supplemental intervention demonstrated word-learning gains that approached those of their peers who received classroom instruction alone. Implications along with limitations of the current study and directions for future research are discussed. [source] Cognitive Arithmetic Differences in Learning Difficulty Groups and the Role of Behavioral InattentionLEARNING DISABILITIES RESEARCH & PRACTICE, Issue 1 2007Paul T. Cirino The objectives of this study were to (1) evaluate group differences in specific arithmetic competencies among students with various types of learning difficulties (LD) and (2) to examine the influence of attention behaviors on possible group differences. Participants were a community sample of 291 third- and fourth-grade students with reading difficulties (RD) and/or math difficulties (MD), or with no LD (51 MD, 66 RD, 89 MD + RD, and 85 No LD students). Students were administered computerized measures of cognitive addition, subtraction, and estimation (accuracy and response times), as well as other measures. Groups were compared with and without covariation for behavioral inattention and their interactions. Small sums addition, thought to reflect retrieval processes, estimation accuracy, and number knowledge, did not show differences between MD and MD + RD students, although both showed lower performance than the RD and No LD groups. Attention behavior had a variable impact, most typically making group differences larger, but did not alter the general pattern of group differences, except in the case of estimation. [source] Psychosocial Adjustment Over a Two,Year Period in Children Referred for Learning Problems: Risk, Resilience, and AdaptationLEARNING DISABILITIES RESEARCH & PRACTICE, Issue 1 2003Lisa G. Sorensen Children with learning difficulties have an increased prevalence of psychosocial adjustment problems. We hypothesized that within the context of a risk and resilience model contextual variables influence adjustment, over and above any effects of academic performance. The Behavior Assessment System for Children (BASC) was used to evaluate the relationship between psychosocial adjustment, changes in academic skills, and contextual factors longitudinally over a two,year period in 100 children (ages 7 to 11) referred for learning problems. Although there was little improvement in academic skills, contextual factors contributed to observed psychosocial outcome. Different factors were salient for parents, teachers, and children. Context,derived vulnerability and protective factors can be important determinants of adjustment in children with learning problems, even though the academic difficulties can remain chronic. [source] Parental attitude to participating in long-term follow-up studies of their children's health after in utero diagnosis of abnormalitiesPRENATAL DIAGNOSIS, Issue 3 2009Lauren Ramsay Abstract Objective To determine whether parents might be distressed if approached to take part in long-term follow-up of their children's health and development. Methods A short, closed format anonymous questionnaire seeking parental opinion on being asked about their child's health was offered to attendees for obstetric ultrasound and parents of children attending paediatric cardiology clinics. Results In total, 70% of the 266 respondents were attending for ultrasound and ,30% paediatric cardiology clinics. In total, 66 respondents had children with long-term health problems, 28 with learning difficulties and 61 had previously had an abnormal obstetric ultrasound scan. Greater than 90% of parents were happy to be contacted and asked questions about their children's health and development, regardless of their child's health or their experiences during prenatal ultrasonography. Conclusions Our results provide reassurance to future researchers and ethics committees that studies of children's later health after in utero diagnosis of anomalies are unlikely to prove unacceptable to many parents. Copyright © 2009 John Wiley & Sons, Ltd. [source] Vocational assessment of secondary students with disabilities and the school psychologistPSYCHOLOGY IN THE SCHOOLS, Issue 6 2008Christopher J. Fives Although much progress has been made in the identification and remediation of academic learning difficulties, less attention has been given to the career development of students with disabilities. Through their psychoeducational evaluations school psychologists are in an excellent position to provide useful information about the vocational functioning of these students. Some school practitioners may be hesitant to contribute fully to the vocational assessment process because they are unfamiliar with vocational behavior literature. In an effort to encourage greater involvement, the school psychologist's role as member of a career assessment team is discussed, and vocational theory and research concerning interest, ability, and personality characteristics are reviewed. Assessment and data integration strategies are offered. © 2008 Wiley Periodicals, Inc. [source] Practitioner Review: Short-term and working memory impairments in neurodevelopmental disorders: diagnosis and remedial supportTHE JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY AND ALLIED DISCIPLINES, Issue 1 2006Susan E. Gathercole Background:, This article provides an introduction to current models of working and short-term memory, their links with learning, and diagnosis of impairments. The memory impairments associated with a range of neurodevelopmental disorders (Down's syndrome, Williams syndrome, Specific Language Impairment, and attentional deficits) are discussed. Methods:, Methods of alleviating the adverse consequences of working and short-term memory impairments for learning are identified. Conclusion:, Impairments of short-term and working memory are associated with learning difficulties that can be substantial, and that can be minimised by appropriate methods of remedial support. [source] The Long-term Stability of Sociometric Status Classification: A Longitudinal Study of Included Pupils Who Have Moderate Learning Difficulties and Their Mainstream PeersTHE JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY AND ALLIED DISCIPLINES, Issue 5 2001Norah L. Frederickson This study investigated the longitudinal stability of sociometric classification in two groups of children aged 8 to 10 years over a 2-year period. Two simple, but sensitive and valid forced-choice sociometric measures were completed by 41 children with moderate learning difficulties (MLD) and 375 mainstream children. On both occasions and on both measures (one using a "work with" and one a "play with" sociometric criterion) MLD pupils were significantly less likely to be classified as popular and more likely to be classified as rejected. Over the 2-year period just over half of the children, whether MLD or mainstream, were classified in the same sociometric category. However, the stability coefficients for the rejected and popular sociometric status groups were found to be higher in the included sample than in the mainstream sample. The results of this study are compared with previous longitudinal studies in the area that have focused on mainstream pupils, and implications for the use of sociometric measures in evaluating the outcomes of inclusion are discussed. [source] Ring-X chromosomes: their cognitive and behavioural phenotypeANNALS OF HUMAN GENETICS, Issue 4 2000J. KUNTSI We tested the cognitive abilities and educational attainments of 47 patients with a ring X chromosome, to evaluate the extent to which these variables correlated with failure of r(X) inactivation and with mosaicism. We found possession of a r(X) chromosome was associated with an increased risk of significant learning difficulties, and with associated behavioural maladjustment, compared with 45,X Turner females. Nearly a third had been educated outside mainstream schools. The proportion of cells in peripheral blood containing an inactivated r(X) chromosome was negatively correlated with nonverbal IQ. The parental origin of the normal chromosome did not appear to affect adjustment or abilities. In a minority of r(X) cases associated with mental retardation, there had been a failure to inactivate the ring, due to loss of the XIST locus. However, failure of X-inactivation was not necessarily associated with a severe phenotype. The degree of impairment in IQ depended on the size of the active ring, and hence was proportionate to the number of (as yet unidentified) genes whose functional disomy affected brain development and functioning. [source] A comparison of working memory skills and learning in children with developmental coordination disorder and moderate learning difficultiesAPPLIED COGNITIVE PSYCHOLOGY, Issue 4 2007Tracy Packiam Alloway The present study compared 6,11 years old with developmental coordination disorder (DCD) and those with moderate learning difficulties (MLD) on measures of memory (verbal short-term and working memory, visuo-spatial short-term and working memory), literacy and numeracy, and IQ. The findings indicate that children with DCD appear to be impaired in all four areas of memory function; in particular they performed at significantly lower levels than children with MLD in measures of verbal short-term memory, visuo-spatial short-term and working memory. In contrast, performance of children with MLD in the memory measures was within age-expected levels, with deficits observed only in verbal working memory tasks. There were also differential links between memory and attainment between the two groups, and these were significant even after statistically accounting for the contribution of IQ. Reasons for why working memory contributes to learning in these two developmental groups are discussed. Copyright © 2006 John Wiley & Sons, Ltd. [source] Evaluating the use of multimedia authoring with dyslexic learners: a case studyBRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 3 2001Yota Dimitriadi This paper reports on the findings of a case study set up to explore the possible benefits that dyslexic learners might have when engaging in the creation of their own multimedia project. Two children with specific learning difficulties worked with the author to develop a multimedia presentation. The children developed authoring skills (such as planning and drafting, composition, revision and reflection, proof reading and presentation) and became active, motivated learners. It is believed that the open-ended character of a multimedia authoring package can encourage creative thinking and interest for content and style of presentation. [source] ,May we please have sex tonight?', people with learning difficulties pursuing privacy in residential group settingsBRITISH JOURNAL OF LEARNING DISABILITIES, Issue 2 2009Andrea Hollomotz Accessible summary ,,Everyone has the right to privacy and relationships. ,,Some people who live in group homes are not allowed to be private with their partner. ,,We will explain how this makes us feel. ,,We will say what should change. ,,Parts written in ,bold' font are in plain English. Read them to find out more. Summary Many residential group settings for people with learning difficulties do not provide individuals with the private space in which they can explore their sexual relationships in a safe and dignified manner. Lack of agreed private spaces seriously infringes the individual's human rights. Many people with learning difficulties who lack privacy have no other option but to escape to isolated public or semi-private spaces to be sexually active. This places individuals at risk. It is suggested that self-advocacy driven policy guidance must be developed which must require residential services to review their practice to ensure that they accommodate residents' need for privacy, whilst supporting them to lead safe sexual relationships. [source] Self-advocacy in historical perspectiveBRITISH JOURNAL OF LEARNING DISABILITIES, Issue 3 2006Ian Buchanan Accessible Summary ,This paper looks at the history of self advocacy in England. ,,Self advocacy has helped many people with learning difficulties to speak up and gain more confidence. ,,But now it is associated with Government policy. After Valuing People, people expect self advocacy organizations to speak up for everyone with learning difficulties. ,,This might mean there is less time and space to help new people learn about speaking up as individuals. ,,It is important to find ways to support self advocacy groups, especially those run by people themselves, to avoid this happening. [source] | ||||||||||||||||||||||