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At least 343 records · Page 19Linked to original sources
PubMed2000

Reactions of nurses and therapists in mainstream health services to contact with people who have learning disabilities.

Government policy in the United Kingdom is to make the National Health Service accessible to all citizens, including those who hitherto may have relied on specialist services. It is recognized that the attitudes of health professionals can be a major influence in making this happen. To date there has been a paucity of research studies involving nurses and therapists, two of the largest groupings of health care workers. The present study contrasted the reactions of nurses and therapists to their contact with people who have learning disabilities, with those of staff working in specialist services for this client group, and with students who are not involved in health services. Over 1000 respondents - mainly university students on undergraduate or post-graduate courses - completed a written questionnaire. Although nurses and therapists had significantly less contact with people who had learning disabilities during their work than did staff in specialist services, there were no differences in terms of contact in personal life. In both instances their contacts were higher than those reported for non-healthcare students. However both nurses and therapists were significantly less confident in working with a patient who had learning disabilities as opposed to one with physical disabilities. By contrast, willingness for social contacts did not vary across the four groups although respondents with previous personal contact were significantly more willing for this than those with no prior contact. The results confirm that the form of contact is a more salient variable on staff attitudes than contact per se. Hence, changed reactions are more likely to come about from successful contacts in a work rather than social environment. The implications are discussed for initial and post-qualifying training courses, especially for suitable placement experiences. Suggestions are made for future research that focuses on increasing the expertise and confidence of nurses and therapists in working with patients who have learning disabilities.

Adolescent↗
PubMed2006

Personal assistance, adaptations and participation in students with cerebral palsy mainstreamed in elementary schools.

PURPOSE: The aims of this study were to examine differences in level of participation of students with CP in full inclusion (FI group) as compared to self-contained classes (SC group), differences in the task supports provided for these two groups, the interrelationships between assistance and adaptation provided and the differential impact of physical task supports vs. cognitive/behavioural task supports on participation. METHOD: 148 elementary school students were divided into two groups: 100 fully included (FI) students with CP, and 48 students with CP in self-contained classes (SC). The School Function Assessment (SFA) was used as the main measurement for assessing the levels of participation and functional performance profiles. RESULTS: Statistically significant differences (p < 0.0001) were found between the two groups on all scales (physical and cognitive/behavioural assistance and adaptations). Supports provided to the SC group were significantly greater than to the FI group and physical task supports provided to both groups were significantly greater than cognitive/behavioural supports. Pearson correlations and Smallest Space Analyses (SSA) revealed significant (p < 0.01) moderate to strong correlations (0.57 > r < 0.77) between all four task supports, and between provided task supports and participation (0.66 > r < 0.82). CONCLUSIONS: This study's focus enhances our understanding of the impact of task supports to the various factors contributing to the dimensions of the ICF, as well as their interrelationship with participation. Devises and cognitive and behavioural adaptations are required in a wider manner in addition or alternative to physical assistance by adults if we are to increase the chance of students with severe CP to become participatory for academic and social tasks required in school.

Adaptation, Physiological↗
PubMed1992

Application of the Attention/Distraction: Inhibition/Excitation Scale to a group of mainstream children.

The Attention: Distraction/Inhibition Excitation Scale (ADIECAS) is a measure of individual differences hitherto used with children with special needs. The present study shows that the ADIECAS retains adequate factor structure and internal consistency with children who do not have special needs. Factor analysis yielded three dimensions: Attention-Distraction, Excitation-Inhibition and Responsiveness to Consequences. These factors predicted reading age, the discrepancy between chronological and reading ages and whether or not the child had been referred for statementing.

Aptitude↗
PubMed1990

Restructuring of mainstream sociometry with learning disabled and nonhandicapped students.

Sociometric ratings assigned by and to 50 elementary school students with learning disabilities and 50 nonhandicapped elementary school students (in matched pairs) were compared in this study. In addition, traditional sociometric status applied to social impact and social preference was also examined. Results showed that the matched pairs did not differ significantly in assigned status to their peers, but differed significantly in acceptance and rejection received from their shared classmates. Students with learning disabilities and nonhandicapped students differed significantly in social preference, but not in social impact.

Child↗
PubMed1992

Teacher interactions in mainstream social studies and science classes.

This investigation was designed to change teacher-student interactions in middle school social studies and science classes. Eighteen of 35 teacher volunteers received a six-session inservice emphasizing teacher effectiveness variables. Results indicated significant differences between experimental and control teachers on a pre-post contrast, as well as on a follow-up (maintenance) contrast. Differential effects on the science and social studies teachers were seen. Similarities and differences related to student type, independent of the intervention, were obtained.

Child↗
PubMed1989

Teaching social studies to high school students with academic handicaps in a mainstreamed setting: effects of a computerized study guide.

This research investigated the effectiveness of a computerized study guide, in comparison to a notetaking condition, as a method to increase textbook comprehension among students with learning disabilities and remedial education pupils enrolled in a ninth-grade world geography class. Results indicated that the computerized study guide produced significantly higher performance than notetaking for both groups of students. There was no significant difference in the performance of the two groups within treatments. Several practical issues concerning the implementation of computerized study guides in secondary programs serving students with academic handicaps are discussed.

Adolescent↗
PubMed1996

Some characteristics of mainstreamed hard of hearing students in Swedish Universities.

A group of 26 hard of hearing university students answered a questionnaire about their socioeconomic status, health, social support, well-being, and educational experiences. Results indicated that hard of hearing university students in Sweden are from families of higher socioeconomic status than their hearing peers, have a greater number of minor medical complaints, report more frequent feelings of loneliness and mild depression, are more pessimistic about the future, experience greater anxiety, and have slightly weaker social networks and support systems. However, variables related to their educational settings indicated stronger commitment, greater academic and classroom integration, and a less stressful academic experience than their hearing peers.

Anxiety↗
PubMed1989

Collaborative consultation: a method for improving educational services for mainstreamed students who are hearing impaired.

As a result of well-known recent federal mandates for appropriate special education to all disabled students, the majority of children who are hearing impaired currently are educated in public school settings, along with hearing students. Consequently, teachers of students who are hearing impaired have expanded their role to include the provision of ongoing support to regular classroom teachers, speech-language pathologists, paraprofessionals and administrators. One model for delivery of these services is that of collaborative consultation. The purpose of this paper is to provide an overview of collaborative consultation, and to delineate some principles that merit consideration by regular and special educators who are involved in the education of students who are hearing impaired.

Correction of Hearing Impairment↗
PubMed1998

Collaborative working with specific speech & language disorder in mainstream education.

Children with specific speech and language disorders are part of a special needs population whose educational and therapeutic needs have been provided for in a variety of settings over the last fifty years. Changes have been implemented in response to a range of legislation. This has also had implications for the delivery and type of provision of the children's education and therapy. The National Health Service and local education authorities (LEAs) have had to respond to legislation and continue to provide for the full range of specific speech and language disorders. This paper will outline how therapeutic input has had to adapt to the changing educational context. Changes in delivery have necessitated a redefinement of roles and adjustments in collaborative working.

Child↗