Engagement and inclusion of individuals with a dual sensory loss and learning disability in the assessment process-staff perspectives

Tanner, Liz; McGlade, Anne; Irwin, Mark

doi:10.1080/09503153.2019.1695110

Cited by 2 publications

(1 citation statement)

References 18 publications

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“…It is also critical to consider which type of representation the learner perceives and is able to draw meaning from (Hartmann, 2016). Furthermore, the coactive handling of objects, including object representations, may be important to building a relationship between the adult and learner, as suggested in a study by Tanner et al (2021).…”

Section: Discussionmentioning

confidence: 99%

Instructional strategies to support shared reading with learners who are deafblind

Brum

Bruce

2022

British Journal of Visual Impairment

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The field of deafblindness has developed evidence-based practices in communication development and intervention, but very little research has been published on literacy. This study examined the survey responses of 84 participants from 25 states, and 10 follow-up interviews to learn more about emerging instructional ideas specific to shared story reading, also known as interactive reading. The thematic analysis resulted in eight themes and associated instructional strategies. Attentional and engagement strategies included unique considerations due to the impact of deafblindness on accessibility and meaning-making. Teachers, interveners, and parents used practices grounded in both the child-guided approach and systematic instructional approach. They shared vocabulary acquisition strategies, pointing to the link between vocabulary and comprehension. Drawing and writing strategies were used to create text and in extension activities. Touch and tactile strategies were used in preparing materials and during shared reading sessions. Participants applied a variety of comprehension strategies including repetition, prediction, and questioning. Across the survey and interview responses, it was evident that participants understood the role of integrating individually appropriate receptive and expressive communication modes/forms in shared reading activities.

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Section: Discussionmentioning

confidence: 99%

Instructional strategies to support shared reading with learners who are deafblind

Brum

Bruce

2022

British Journal of Visual Impairment

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Rehabilitation for adults with an intellectual disability and mental health and behavioural complexities: A scoping review

Williams,

Shahzad,

Manandhar‐Richardson

et al. 2024

Brit J Learn Disabil

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BackgroundThere has been significant focus in the past decade on reducing admissions to assessment and treatment units for people with intellectual disabilities experiencing mental health or behavioural concerns. This has included the development of intensive support functions of National Health Service Learning Disability services to bolster community support and treatment for people at risk of admission. However, in recent years, there has been increased consideration of service development to include rehabilitation functions which would aim to proactively provide medium‐term additional input to individuals with a complexity of need. This input would aim to improve future trajectories and support the individuals to remain living a good life in their own community. This review focuses on community and in‐patient approaches to meeting a complexity of need.MethodA scoping review was carried out according to established best practice guidelines. Papers returned from the search were screened by the following inclusion criteria (a) Models or Outcomes of Rehabilitation; (b) Intellectual Disability Population; (c) Sample being 18 or above and (d) longer than short‐term stay/treatment, defined as 6 months or longer; and (e) Mental health and/or behaviour complexities. The search was conducted in electronic databases CINAHL, PsycInfo, Medline, Embase and Social Policy & Practice. Here, 3790 articles were initially identified and 27 were ultimately included in the review.FindingsThere are few studies evaluating rehabilitation for people with intellectual disabilities and mental health or behavioural concerns. There was some evidence that accessing assessment and treatment inpatient provision resulted in clinical improvements. Some studies demonstrated initial evidence that longer term rehabilitation was beneficial as a step‐down from inpatient care. Some key principles were identified in terms of rehabilitation approaches: the need for person‐centred creative approaches, suitable staff training, focus on building skills, and a focus on increasing quality of life.ConclusionThere are some indicators of what good rehabilitation services might comprise for people with an intellectual disability, who have rehabilitation needs. However, far more research and guidance are required in this area. In particular, it is unclear whether rehabilitation is best provided within an inpatient or community model, and further detail is required about optimal components of such rehabilitation.

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Engagement and inclusion of individuals with a dual sensory loss and learning disability in the assessment process-staff perspectives

Cited by 2 publications

References 18 publications

Instructional strategies to support shared reading with learners who are deafblind

Instructional strategies to support shared reading with learners who are deafblind

Rehabilitation for adults with an intellectual disability and mental health and behavioural complexities: A scoping review

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