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  Subjects -> EDUCATION (Total: 1797 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (9 journals)
    - E-LEARNING (22 journals)
    - EDUCATION (1506 journals)
    - HIGHER EDUCATION (120 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (4 journals)
    - ONLINE EDUCATION (28 journals)
    - SCHOOL ORGANIZATION (13 journals)
    - SPECIAL EDUCATION AND REHABILITATION (34 journals)
    - TEACHING METHODS AND CURRICULUM (37 journals)

SPECIAL EDUCATION AND REHABILITATION (34 journals)

Showing 1 - 34 of 34 Journals sorted alphabetically
Autismo e disturbi dello sviluppo     Full-text available via subscription   (Followers: 1)
Bilingual Research Journal     Hybrid Journal   (Followers: 9)
Career Development and Transition for Exceptional Individuals     Hybrid Journal   (Followers: 7)
Clinical Psychology and Special Education     Open Access   (Followers: 3)
Dislessia. Giornale italiano di ricerca clinica e applicativa     Full-text available via subscription   (Followers: 1)
Disturbi di Attenzione e Iperattività     Full-text available via subscription   (Followers: 2)
Exceptional Children     Full-text available via subscription   (Followers: 8)
Exceptionality Education International     Full-text available via subscription  
Frühförderung interdisziplinär     Full-text available via subscription   (Followers: 1)
Gifted and Talented International     Hybrid Journal   (Followers: 1)
Gifted Child Today     Partially Free   (Followers: 6)
Gifted Children     Open Access   (Followers: 3)
Global Journal of Health and Physical Education Pedagogy     Full-text available via subscription   (Followers: 2)
Journal for the Education of the Gifted     Hybrid Journal   (Followers: 9)
Journal of Applied School Psychology     Hybrid Journal   (Followers: 15)
Journal of Correctional Education     Full-text available via subscription   (Followers: 2)
Journal of Early Hearing Detection and Intervention     Open Access   (Followers: 1)
Journal of Gifted Education Research     Open Access   (Followers: 7)
Journal of Language Teaching and Research     Open Access   (Followers: 30)
Journal of Nonformal Education     Open Access   (Followers: 1)
Journal of Special Education and Rehabilitation     Open Access   (Followers: 22)
Journal of Special Education Technology     Full-text available via subscription   (Followers: 1)
Journal of Teaching in Physical Education     Hybrid Journal   (Followers: 5)
Learning & Perception     Full-text available via subscription   (Followers: 5)
Learning Disabilities : A Multidisciplinary Journal     Full-text available via subscription   (Followers: 5)
Learning Disability Quarterly     Hybrid Journal   (Followers: 18)
Lernen und Lernstörungen     Hybrid Journal   (Followers: 1)
Multiple Voices for Ethnically Diverse Exceptional Learners     Full-text available via subscription   (Followers: 4)
New Zealand Physical Educator     Full-text available via subscription  
TEACHING Exceptional Children     Full-text available via subscription   (Followers: 3)
Tizard Learning Disability Review     Hybrid Journal   (Followers: 28)
unsere jugend     Full-text available via subscription   (Followers: 1)
Vierteljahresschrift für Heilpädagogik und ihre Nachbargebiete     Full-text available via subscription  
Zeitschrift für Psychodrama und Soziometrie     Hybrid Journal   (Followers: 1)
Journal Cover Tizard Learning Disability Review
  [SJR: 0.385]   [H-I: 5]   [28 followers]  Follow
    
   Hybrid Journal Hybrid journal (It can contain Open Access articles)
   ISSN (Print) 1359-5474 - ISSN (Online) 2042-8782
   Published by Emerald Homepage  [335 journals]
  • Change over 12 years in residential provision for adult persons with
           intellectual disabilities in Ireland
    • Pages: 1 - 7
      Abstract: Tizard Learning Disability Review, Volume 23, Issue 1, Page 1-7, January 2018.
      Purpose The purpose of this paper is to document the impact of major policy changes and reductions in government funding on residential provision for people with intellectual disabilities (ID) in Ireland. Design/methodology/approach Ireland is unique in having a national database of people in receipt of services from specialist ID providers. Information on persons in residential settings from 2005 to 2016 was examined in terms of changes in the types of provision over time and broken down by age groups. Findings From 2011 onwards, cuts in government funding coincided with a continuing reduction in the overall provision of residential accommodation for adults with ID. There was a parallel increase in the number of people living with family carers, especially persons aged 55 years and over. The greatest reduction was in residential centres which was in line with recent policy but this was not matched by an increase in alternative options, with fewer people aged 20-34 living in residential accommodation of any kind. Compared to Great Britain, Ireland has proportionately more residential places with fewer people living independently. Social implications More Irish families have to continue caring for their adult relatives into their old age. Likewise, those resident in group homes and living independently are growing older which means there is an increased likelihood they will require additional support. Originality/value This national data set is a valuable tool for monitoring changes in service provision over time and for determining the impact of government policy and funding decisions.
      Citation: Tizard Learning Disability Review
      PubDate: 2017-12-12T11:18:53Z
      DOI: 10.1108/TLDR-01-2017-0001
       
  • Quality of home life for adults with learning disabilities: the interplay
           of economic policy and professional practice
    • Pages: 8 - 11
      Abstract: Tizard Learning Disability Review, Volume 23, Issue 1, Page 8-11, January 2018.
      Purpose The purpose of this paper is to provide a commentary on the preceding article describing changing patterns in the provision and take-up of accommodation services for adults with learning disabilities in Ireland, in the context of the types of reductions in funding that have been apparent internationally for some time. Design/methodology/approach The commentary examines some of the implications and discusses some of the underlying quality of life issues implicit in the data presented. It also explores the tensions between owning one’s home and receiving specialist support and examines what supported living might enable services to achieve. Findings The paper concludes that the nature of economic policy and professional practice, alike, have implications for the quality of home life enjoyed by adults with learning disabilities; and that the interplay between them is more complex than is often allowed. Originality/value These issues are not new, but frustratingly enduring. Their fresh consideration might assist the urgent need to achieve a more coherent narrative capable of consistent application for present and future generations.
      Citation: Tizard Learning Disability Review
      PubDate: 2017-12-12T11:18:56Z
      DOI: 10.1108/TLDR-09-2017-0036
       
  • The use of anti-psychotic and other psychotropic medication in a
           specialist community service for adults with learning disabilities
    • Pages: 12 - 21
      Abstract: Tizard Learning Disability Review, Volume 23, Issue 1, Page 12-21, January 2018.
      Purpose The purpose of this paper is to examine the extent to which, in the five integrated community teams for adults with learning disabilities (CTLDs) in an English county-wide service, the use of psychotropic medication for service users was based on the presence of an appropriate mental health condition or epilepsy. Design/methodology/approach Adult participants were recruited following referral to one of the CTLDs for assessment, treatment and/or support of a possible mental health and/or behavioural need. Data were collected about participant characteristics and psychotropic medication 12 months after recruitment. Findings While a total of 42 (78 per cent) of the 54 participants were apparently prescribed regular or PRN (as required) psychotropic medication, only 24 (57 per cent) of these individuals had a recorded past or current mental health condition or epilepsy for which such medicine could be appropriate. Research limitations/implications There were several limitations: the sample size was small and its representativeness was uncertain; and data collection was compromised by barriers to explicit knowledge exchange within and across the learning disability service. Practical implications While recent guidance about the use of psychotropic medication is welcome, minimising inappropriate use requires more comprehensive person-centred interventions (including crisis management plans), underpinned by imaginative, but feasible, data collection methods and integrated formulations. Investment is needed in developments that support multi-disciplinary and inter-agency working to promote “good practice” by CTLDs in responding to referrals for possible mental health and/or behavioural needs. Originality/value Complementing recent large studies of primary care (General Practitioner) records, this is the first examination of the use of psychotropic medication by service users in English CTLDs.
      Citation: Tizard Learning Disability Review
      PubDate: 2017-12-12T11:19:09Z
      DOI: 10.1108/TLDR-02-2017-0009
       
  • Optimising psychotropic medication use
    • Pages: 22 - 26
      Abstract: Tizard Learning Disability Review, Volume 23, Issue 1, Page 22-26, January 2018.
      Purpose This commentary accompanies Clare et al.’s study investigating psychotropic drug prescribing for adults with intellectual disability who were referred to specialist community learning disability teams in the east of England. The purpose of this paper is to explore some of the background to psychotropic drug prescribing for people with intellectual disability, review important contextual factors that influence prescribing decisions, and consider how we might make the best use of psychotropic drugs in this group. Design/methodology/approach Narrative summary and opinion, supported by reference to recent research literature. Findings Psychotropic drug use for people with intellectual disability raises complex issues, not least because of the lack of research evidence that exists on the topic. Psychotropic drugs can be an important part of treatment for people with mental illness but further research is needed to support prescribing for challenging behaviour. Medication optimisation is a framework within which individual preferences and values are considered alongside the evidence base and clinical judgement in order to inform safe, effective, and collaborative management decisions. Practical implications Prescribing decisions should be individualised and reviewed regularly, incorporating evidence from patients and carers. Improving the use of psychotropic medication requires concerted action, adequate social support, and the provision of alternative, non-pharmacological interventions that are acceptable and effective. Originality/value This paper reviews some of the current concerns about the use of psychotropic drugs and opens up new avenues of discussion.
      Citation: Tizard Learning Disability Review
      PubDate: 2017-12-12T11:19:01Z
      DOI: 10.1108/TLDR-07-2017-0031
       
  • The bounds of liberty: lessons learnt from treating a man with alcohol use
           disorder, autism and learning disability
    • Pages: 27 - 34
      Abstract: Tizard Learning Disability Review, Volume 23, Issue 1, Page 27-34, January 2018.
      Purpose A man in his 40s with alcohol use disorder, learning disability and autism was referred to the learning disability team due to anxiety and low mood. He had been abstinent from alcohol for ten years prior to a recent relapse. The purpose of this paper is to describe his case. Design/methodology/approach Treatment was person centred, followed standard practice for clients with alcohol use disorder and targeted harm minimisation. Initially, alcohol consumption reduced; however, at month three, he relapsed. Thereafter, he was repeatedly admitted to inpatient settings, drank excessively and engaged in risky behaviours. Findings Conventional approaches to treating alcohol dependence may not be entirely appropriate for this client group. The client’s alcohol consumption was only curtailed with the use of restrictions to his liberty agreed by him and incorporated into his tenancy agreement. Originality/value To the best of the authors’ knowledge, this is the first paper to discuss issues pertaining to people with co-occurring learning disability, autism and alcohol dependence. The authors discuss the use of restrictions, reasonable adjustments and policy issues relevant to treating this complex client group.
      Citation: Tizard Learning Disability Review
      PubDate: 2017-12-12T11:19:05Z
      DOI: 10.1108/TLDR-01-2017-0007
       
  • Commentary on “The bounds of liberty: lessons learnt from treating a man
           with alcohol use disorder, autism and learning disability”
    • Pages: 35 - 41
      Abstract: Tizard Learning Disability Review, Volume 23, Issue 1, Page 35-41, January 2018.
      Purpose In commenting on the issues raised by Drake et al. the purpose of this paper is to discuss three areas of practice: assessing capacity in the presence of intransigence and/or rigid patterns of thinking and behaviour; understanding addiction in this context; and identifying “reasonable adjustments” in the way addiction and substance misuse services are provided to this client group. Design/methodology/approach As well as discussing the issues raised by Drake et al. the commentary refers to a serious case review exploring similar issues. Findings Both the case discussed by Drake et al. and the serious case review draw attention to the importance of identifying “reasonable adjustments” to current practice. Research limitations/implications While the implications of the cases discussed are very significant, further work quantifying the scope of the problems identified would be very useful. Practical implications The 1995 Disability Discrimination Act (UK) requires public services to make “reasonable adjustments” in order for people with a range of disabilities to access their services on an equitable basis. This paper identifies what some of those areas of difficulty might be. Originality/value This is a relatively new area of work and expertise in both mainstream addiction and specialist intellectual disability and mental health services needs to be developed in order for them to provide more coherent and accessible programmes to individuals.
      Citation: Tizard Learning Disability Review
      PubDate: 2017-12-12T11:18:50Z
      DOI: 10.1108/TLDR-09-2017-0035
       
  • Correlates for the risk of specialist ID hospital admission for people
           with intellectual disabilities: development of the LDNAT inpatient index
    • Pages: 42 - 50
      Abstract: Tizard Learning Disability Review, Volume 23, Issue 1, Page 42-50, January 2018.
      Purpose The purpose of this paper is to analyse ratings data from the recently developed Learning Disability Needs Assessment Tool (LDNAT) to identify factors associated with specialist intellectual disability (ID) hospital admissions. Design/methodology/approach Ratings from 1,692 individuals were analysed and the LDNAT items differing significantly between inpatients and non-inpatients were identified. Statistical analyses on total scores derived from these items were used to calculate an optimal cut-off. This LDNAT inpatient index score was also confirmed via an alternative statistical technique. Findings On average, 18 of the 23 LDNAT item ratings were significantly higher in people with ID assessed as inpatients compared to those rated in community settings. Using the total of these items, the resulting LDNAT inpatient index was analysed. A cut-off score of 22.5 was calculated to be the optimal balance between sensitivity (0.833) and specificity (0.750). This was confirmed by calculating the Youden index (j=0.583). At this level 68 per cent of inpatients and 81 per cent of non-inpatient cases were correctly identified. Practical implications Currently there is a national (UK) programme to radically reduce the amount of specialist inpatient care for people ID. This will necessitate early identification of individuals most at risk of admission together with investment in improved, proactive community services if admissions to a diminishing bed-base are to remain manageable. Originality/value This study confirms the associations between mental health difficulties, challenging behaviour and specialist hospital admissions for people with ID, extending existing research by translating these findings into a clinically usable risk index.
      Citation: Tizard Learning Disability Review
      PubDate: 2017-12-12T11:18:59Z
      DOI: 10.1108/TLDR-04-2017-0015
       
  • Transforming care: problems and possible solutions
    • Pages: 51 - 55
      Abstract: Tizard Learning Disability Review, Volume 23, Issue 1, Page 51-55, January 2018.
      Purpose The purpose of this paper is to raise issues about Transforming Care (TC) and discuss possible solutions. Design/methodology/approach Reflections and commentary on Transforming Care following Painter et al.’s article on correlates for the risk of admission to specialist hospitals. Findings Concerns are raised about the initial assumptions of TC, in particular the composition of the inpatient group and impact of the existing legal framework on reducing this population. The lack of cohesion between Care and Treatment Reviews and Care Programme Approach reviews is noted, and combining meetings is suggested. Originality/value The relevance of Wolfensberger’s social devaluation analysis is explored and O’Brien’s Personal Futures Planning is recommended as a potential way of drawing these currently disparate approaches together around the individual client.
      Citation: Tizard Learning Disability Review
      PubDate: 2017-12-12T11:19:10Z
      DOI: 10.1108/TLDR-10-2017-0040
       
  • CQC inspection reports for acute NHS trusts: are there relationships
           between the comments in inspection reports regarding people with learning
           disabilities and CQC hospital/trust ratings'
    • Pages: 56 - 62
      Abstract: Tizard Learning Disability Review, Volume 23, Issue 1, Page 56-62, January 2018.
      Purpose People with learning disabilities are at risk of poor health and premature death. Due to these inequalities, NHS trusts are required to make reasonable adjustments to their care, such as longer appointment times, with the legal duty on them being “anticipatory”. The paper aims to discuss these issues. Design/methodology/approach Secondary analysis of CQC acute hospital inspection reports asking the following research questions: Do CQC inspection reports mention people with learning disabilities' Where issues concerning people with learning disabilities are reported in CQC hospital inspection reports, what issues and reasonable adjustments are reported' Are there any relationships between comments made in the inspection reports and CQC ratings of the trusts' Findings In total, 29 of the 30 trust-wide inspection reports (97 per cent) and 58 of the 61 specific site reports (95 per cent) included at least one mention of people with learning disability/ies. Most comments about practices for people with learning disabilities were positive across all CQC inspection output types and across all CQC overall ratings, although the proportion of positive comments decreased and the proportion of negative comments increased as CQC ratings became less positive. Research limitations/implications Overall the authors found that CQC inspection reports routinely contained some information regarding how well the hospitals were working for people with learning disabilities. The depth of information in reports varied across trusts, with the potential for CQC reports to more consistently report information collected during inspections. Originality/value The report updates and extends a report published by the Public Health England Learning Disabilities Observatory in 2015.
      Citation: Tizard Learning Disability Review
      PubDate: 2017-12-12T11:18:57Z
      DOI: 10.1108/TLDR-10-2017-0039
       
 
 
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