Author: Helen Atherton
Publisher: Elsevier Health Sciences
Release Date: 2011-05-19
Learning Disabilities: Toward Inclusion (formerly edited by Bob Gates) is one of the leading textbooks in this field. It offers real ways to improve quality of experience for people with learning disabilities in all areas of life. This new edition brings together a comprehensive and coherent collection of material from eminent authors with a wealth of professional backgrounds and roles. Its contemporary focus reflects practice developments including the impact of changing policy and legislation on the nature and configuration of services. The leading textbook for carers of people with learning disabilities A comprehensive overview of the field of learning disabilities care Well-written accessible content Activities, case studies, diagrams and further resources including useful web links the embedding of key themes across chapters to draw diverse material into an integrated whole. These are: person-centredness, values, the reality of practice, the range of ability, the range of services and national and international perspectives. chapters on advocacy, personal narratives and life story, inclusive research, risk, safeguarding, sensory awareness, epilepsy and end-of-life care online case studies and activities with critical-thinking questions and ‘hot links’ to web resources to extend knowledge and understanding thereby facilitating learning a fully searchable, customisable electronic version of the text to enable easy access and quick reference
Author: Bob Gates
Publisher: Elsevier Health Sciences
Release Date: 2007
This title is directed primarily towards health care professionals outside of the United States. It is the authoritative textbook for students of learning disabilities covering a wide variety of topics. It is relevant not only for nursing courses, but also for care workers, OTs, and other professional and non-professional carers. The new edition has been completely updated and includes the latest evidence for practice. There are new chapters which means the book provides comprehensive coverage of learning disablities throughout a person's life. There are also new contributors, including people with learning disabilities. Each chapter is supported by information on further reading and other resources.
Author: Steve Mee
Publisher: M&K Update Ltd
Release Date: 2012-01-01
Genre: Health & Fitness
Most health and social care service providers claim to OCyvalueOCO those with a learning disability. Yet there can sometimes be a huge gulf between stated intentions and what happens in everyday practice. In a few cases that have recently hit the headlines, there have even been allegations of systematic abuse. This timely book asks three vital questions: OCo What do we mean by valuing?OCo How does the process of valuing work?OCo What needs to happen to ensure that we value people with a learning disability?Too often, practitioners tend to say OCyitOCOs all right in theory but not in the real worldOCO. In thisbook, Dr Steve Mee draws on his experience as a practitioner and lecturer on a learning disability nursing course, in which he has successfully used stories to bridge the gap between academic theory and everyday practice. Each chapter introduces the reader to a particular area of theory and illustrates it with uniquely powerful, memorable stories from practice as well as examples from recent news and historic accounts. Reading the book will give practitioners new insight, empathy and sensitivity that will make a lasting difference to their practice. It invites practitioners to truly reflect on whether they can claim to value the people they support.REVIEWEROCOS COMMENT: OC I feel this is a very important piece of work in an area that is often misunderstood. From reading the authors work, I have questioned my own approach to OCyValuing PeopleOCO and found myself lacking in some areas, even though I was of the opinion that I did truly value people with a learning difficulty.OCO"
Annotation "The editors have brought together a range of eminent contributors who present a range of issues throughout the life cycle. The book asserts that it hopes to 'assist readers to anticipate change and discontinuity in people's lives and think about strategies to support them' through the many challenges that they may face in their lives. In my view this book certainly does that and the editors and contributors are to be congratulated on the production of a relevant and contemporary text that I have no hesitation in both endorsing and recommending to all involved in supporting and or caring for people with learning disabilities."Professor Bob Gates, Project Leader - Learning Disabilities Workforce Development, NHS Education South Central, UK"The editors have gathered an authoritative faculty to present and discuss a range of contemporary issues; both practical and ethical. The text is well grounded in the lived experience of people with disability and draws on the evidence-base of contemporary science. Each chapter includes thought provoking exercises. This is a seminal text for students and practitioners, researchers and policy makers."Associate Professor Keith R. McVilly, Deakin University, Australia"I currently own a copy of the first edition and it has proved an invaluable resource time and time again. There is not an essay I complete that does not make reference to the book and I can consistently use it to reflect back on my practice as a student nurse and social worker. Having read several extracts from the new edition it does appear to include very high quality content covering learning disabilities over the lifespan ... if I were to personally recommend any book for budding or current learning disability professionals then this would be it."James Grainger, Student Nurse/Social Worker, Sheffield Hallam University, UK"I like the way it has primary and secondary information from a range of sources. The exercises in the book also get you to think about the situation in question which helps us think about our values and anti-oppressive practice ... This book really does start with the basics and having a learning disability from birth and the effects, to in depth knowledge and literature ... This book would be very helpful to me as it brings in literature policies and models from both a health and social side, which is important for my course and collaborative working."Laura Jean Lowe, Student Nurse, Sheffield Hallam University, UK"It is written with a clearly conveyed in-depth knowledge and in a way that has professional lived experience within the context of the work. The authors have taken into account the emotional, client-centred approach to the modern practitioner's practice ... The book gives a true wealth of good practice scenarios that can only help practitioners be good at what they do and aspire to be."Lee Marshall, Student Nurse, Sheffield Hallam University, UKWith its spread of chapters covering key issues across the life cycle this text has established itself as the foundational primer for those studying the lived experiences of people with learning disabilities and their families, and outcomes achieved through services and support systems.Recognising learning disability as a lifelong disability, this accessible book is structured around the life cycle. The second edition is refreshed and expanded to include seven new chapters, covering:AetiologyBreaking news (about disability) and early interventionTransition to adulthoodThe sexual lives of womenEmploymentPersonalisationPeople with hidden identitiesWith contributions from respected figures from a range of disciplines, the book draws heavily upon multidisciplinary perspectives and is based on the latest research and evidence for practice. The text is informed by medical, social and legal models of learning disability, exploring how "learning disability" is produced, reproduced and understood.Extensive use is made of real-life case studies, designed to bring theory, values, policy and practice to life. Narrative chapters describe, in the words of people with learning disabilities themselves, their lives and aspirations. They helpfully show readers the kinds of roles played by families, advocates and services in supporting people with learning disabilities. New exercises and questions have been added to encourage discussion and reflection on practice.Learning Disabilityis core reading for students entering health and social care professions to work with people with learning disabilities. It is a compelling reference text for practitioners as it squarely addresses the challenges facing people with learning disability, their loved ones and the people supporting them.ContributorsDawn Adams, Kathryn Almack, Dorothy Atkinson, Nigel Beail, Christine Bigby, Alison Brammer, Jacqui Brewster, Hilary Brown, Jennifer Clegg, Lesley Cogher, Helen Combes, Clare Connors, Bronach Crawley, Eric Emerson, Margaret Flynn, Linda Gething, Dan Goodley, Peter Goward, Gordon Grant, Chris Hatton, Sheila Hollins, Jane Hubert, Kelley Johnson, Gwynnyth Llewellyn, Heather McAlister, Michelle McCarthy, Alex McClimens, Roy McConkey, David McConnell, Keith McKinstrie, Fiona Mackenzie, Ghazala Mir, Ada Montgomery, Lesley Montisci, Elizabeth Murphy, Chris Oliver, Richard Parrott, Paul Ramcharan, Malcolm Richardson, Bronwyn Roberts, Philippa Russell, Kirsten Stalker, Martin Stevens, John Taylor, Irene Tuffrey-Wijne, Sally Twist, Jan Walmsley, Kate Woodcock
Author: Bob Gates
Publisher: Oxford University Press, USA
Release Date: 2009
Intellectual disability nurses can be found working and supporting people in a variety of different care contexts. These include the healthcare system, social care and education, as well as the private sector (including voluntary and not for profit organizations). There are also many disciplines that support these areas where practitioners also work closely with people who have learning and intellectuial disabilities. The Oxford Handbook ofLearning and Intellectual Disability Nursing is a practical, easily accessible, informative and up-to-date quick reference guide for students and practitioners of intellectual disability nursing who require guidance on the specific nursing care needs of patients with a learning or intellectualdisability.
Author: Eric Broussine
Release Date: 2011-12-12
This reflective and evidence-based book will equip students as well as professionals who work with people with learning disabilities in primary, secondary and specialist healthcare settings, with the knowledge and skills they need to work effectively with people with learning disabilities. Chapters - written by leading academics and practitioners in the learning disabilities field - examine and discuss core issues, while a case-study approach ensures a solid grounding in practical skills. This practical element is further reinforced by the inclusion of service-user and practitioner 'voices', whose lived experiences make the book even more engaging, as well as a range of reflective exercises and regular opportunities for readers to self-audit their learning. Reflecting the multi-professional nature of services for people with learning disabilities, this book will help practitioners and students make a real difference to the lives of people with learning disabilities who access health and social care environments.
INCLUSIVE EARLY CHILDHOOD EDUCATION: DEVELOPMENT, RESOURCES, AND PRACTICE, Sixth Edition, is a comprehensive special education resource book that provides essential information on a variety of early childhood learning disabilities, as well as strategies for including children with these special needs in regular educational settings. The author provides students with a solid grounding in theory and research, as well as practical guidelines, real-world vignettes, and hands-on program planning assistance to prepare them to integrate children with learning disabilities into their classrooms. Updated throughout, this edition also introduces videos that are available for viewing at the Early Childhood Education Media Library, allowing students to see text concepts brought to life in real classroom settings. Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version.
Many practitioners within health and social care come into contact with people with intellectual disabilities and want to work in ways that are beneficial to them by making reasonable adjustments in order to meet clients’ needs and expectations. Yet the health and wellbeing of people with learning disabilities continues to be a neglected area, where unnecessary suffering and premature deaths continue to prevail. This text provides a comprehensive insight into intellectual disability healthcare. It is aimed at those who are training in the field of intellectual disability nursing and also untrained practitioners who work in both health and social care settings. Divided into five sections, it explores how a wide range of biological, health, psychological and social barriers impact upon people with learning disability, and includes: Six guiding principles used to adjust, plan and develop meaningful and accessible health and social services Assessment, screening and diagnosis of intellectual disability across the life course Addressing lifelong health needs Psychological and psychotherapeutic issues, including sexuality, behavioural and mental health needs, bereavement, and ethical concerns. The changing professional roles and models of meeting the needs of people with intellectual and learning disabilities. Intellectual Disability in Health and Social Care provides a wide-ranging overview of what learning disability professionals’ roles are and provides insight into what health and social care practitioners might do to assist someone with intellectual disabilities when specific needs arise.
Author: Bob Gates
Publisher: CRC Press
Release Date: 2014-12-12
Learning Disability Nursing: Modern Day Practice provides a solid foundation that allows health care practitioners to care for and/or support people with learning disabilities in a range of health and social care settings and scenarios. The book addresses learning disability nursing from various perspectives, including history and modern-day practice, role in promoting health and well-being, interventions with mental health, addressing profound disability and people with complex needs, care across the lifespan, forensic settings, and the future of learning disability nursing. The book also includes patient perspectives and narratives as well as clinically relevant information linked to NMC and An Bord Altranais competencies. This book is essential reading for anyone studying learning disabilities as part of a nursing, health, or social care course as well as a useful resource for the wider family of nurses and health and social care professionals at both the undergraduate and postgraduate levels. Those in practice will also benefit from this valuable resource.
This is the eBook of the printed book and may not include any media, website access codes, or print supplements that may come packaged with the bound book. For courses in Inclusion or Introduction to Special Education. Research-based classroom and content strategies for the inclusive classroom. The Inclusive Classroom: Strategies for Effective Differentiated Instruction , Sixth Edition captures the best of inclusion practices. Using a non-categorical approach, Mastropieri and Scruggs explain the fundamentals of inclusive teaching, the most effective general teaching practices, and ways to differentiate instruction for specific content areas. Targeted teaching strategies show ways to improve all students' memory, attention, motivation, study skills, and peer interaction. Research Highlights features validate strategies and demonstrate why particular techniques are best practice. Filled with classroom-ready tips and checklists, this revision includes an expanded chapter on Response to Intervention (RTI) and Multi-Tiered Systems of Support (MTSS), more coverage of the Common Core State Standards (CCSS) and Universal Design for Learning (UDL), and the latest strategies relating to academic success.
Author: Tom E. Smith
Release Date: 2015-01-16
0134571444 / 9780134571447 Teaching Students with Special Needs in Inclusive Settings with Enhanced Pearson eText, Loose-Leaf Version with Video Analysis Tool -- Access Card Package, 7/e Package consists of: 0133773779 / 9780133773774 Teaching Students with Special Needs in Inclusive Settings, Loose-Leaf Version 0134016068 / 9780134016061 Teaching Students with Special Needs in Inclusive Settings, Enhanced Pearson eText -- Access Card 0134550269 / 9780134550268 Video Analysis Tool for Introduction to Special Education/Inclusion in MediaShare -- ValuePack Access Card
Author: Cynthia G. Simpson
Publisher: Sourcebooks, Inc.
Release Date: 2013-09-15
Written in a very reader-friendly style with many examples and suggestions, Effective Inclusion Strategies for Elementary Teachers addresses some of the very important issues elementary school teachers face when working with students with disabilities. Topics include an overview of disability laws and definition of inclusion, followed by chapters on students with specific disabilities (autism spectrum disorders, ADHD, learning disabilities, emotional and behavioral disorders, speech and language impairments, hearing impairments, visual impairments, orthopedic impairments, and intellectual disabilities).The remaining chapters in this book discuss the very important topics of technology, collaborating with families, and Response to Intervention. This guide for elementary school teachers is a resource they can come back to over and over again!
Author: Bob Gates
Release Date: 2006-05-30
Care planning and delivery form an essential part of everyday practice for all intellectual disability nurses. Care Planning and Delivery in Intellectual Disability Nursing explores how nurses can enable people with intellectual disabilities to obtain good quality care, encouraging them to use the best possible guidance to plan their professional care and to reflect on their practice. The first section of Care Planning and Delivery in Intellectual Disability Nursing explores care planning, care pathways, person-centred care planning, life planning, legal and ethical implications of care planning and risk assessment. The second section explores care planning for people with profound and/or complex needs, care planning for good health, and care planning and delivery in more specialist settings including forensic, mental health, palliative care, community nursing and residential settings.
The success of this text is based on three key elements. First and foremost, Learning Disabilities uses a varied approach to provide a comprehensive overview of this complex subject. The text covers theoretical approaches within the field, procedures for assessing and evaluating students, skills in the art of clinical teaching, and teaching methods and strategies. Secondly, the text offers a balance between information on theory and teaching strategies with cases. Lastly, Learning Disabilities reflects Lerner's commitment to keeping her readership fully informed of the rapid changes and advances in this field. The result is comprehensive, as Learning Disabilities offers valuable strategies for teaching students to a wide range of professionals: classroom teachers, special education teachers, school psychologists, administrators, language pathologists, counsellors, and related professionals. Highlights of the new ninth edition include: - New! Chapter 7, Attention Deficit Disorder, combines all ADD/ADHD material into one chapter and adds new material to address the needs of an increasing number of students who are being diagnosed with attention deficit disorder - New!Material on Diversity in Chapters 2, 4, 6, and 11 that discuss the changing demographics of the children in our schools, and addresses the growing number of linguistically and culturally diverse students who also have learning disabilities - Updated and Expanded Coverage of Inclusion in Chapters 3, 4, 5, and 9 that contains current information about responsible inclusion practices and describes how special and general education teachers can join together to make inclusion work - Fully updated research, citations (more than 150), and terminology throughout the text related to current topics such as phonemic awareness and early literacy, adolescent/adult transition issues, collaborative teaching, IEPs, brain development, emotional intelligence, just to name a few - Unique Case Study of Rita G. in Chapters 3, 4, and 5 offers a detailed account of one student's experience from pre-referral to placement - New! Web Links within the text that give the reader access to resources on the Internet.
Author: Simona D’Alessio
Publisher: Springer Science & Business Media
Release Date: 2012-01-01
This book provides an innovative and thought-provoking analysis of the policy of integrazione scolastica from an inclusive perspective. Drawing on historical and empirical research methods the book arises out of an ethnographic study, which investigates the extent to which the policy of integrazione scolastica can be considered an inclusive policy. The author poses two fundamental questions: why are there episodes of micro-exclusion and discrimination against disabled pupils still taking place in regular schools after more than 30 years have passed since the enactment of such a progressive policy? Can the policy of integration lead to the development of inclusion in Italy? The research findings presented in the book indicate that exclusion and discrimination towards disabled pupils in education do not result from a lack of implementation of the policy at a school level, rather from the perpetuation of dominant discourses, which construct disability as an individual deficit. The book does not deny the progress made in the country following the application of this anti-discriminatory policy; rather it challenges the hegemonic abilist culture and the traditional perspectives of disability and schooling that undermine the development of inclusive education. After having investigated the theoretical premises of the policy of integration, the author argues that this progressive policy is still rooted in a special needs education paradigm and that what was once a liberating policy has been transformed into a hegemonic tool which still manages, controls and normalizes disability leaving school settings and teaching and learning routines unchanged. She finally argues for a human rights approach for the development of an inclusive school for the 21st century. The book is an essential reading for academics, policy makers, researchers and students involved in education as it links ideological pressures to practical analyses.