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Journal 06/12
   

 
Autism and Visual Impairment: individual educational needs and the school practice in England
Antonios Christou,
School of Psychology, University of Birmingham, U.K. Dr.Spyridon-Georgios Soulis
Department of Primary Education, University of Ioannina, Greece

 
The aim of this study is to investigate the current considerations regarding the educational practices for children with joint autism and visual impairment (ASDVI) across different settings. For this study, was examined the practice in three specialized residential schools in England. Each of these settings have different specializations, such as autism, VI, or Severe Learning Difficulties (SLD). This report seeks to clarify the complexities of different practices surrounding the support of children with ASDVI across different settings and also seeks to inform about the extent to which areas of agreement and disagreement between and among professionals are able to inspire future improvement of the provision available. The outcomes of the present study suggesting that core discrepancies inherent within this area of work consist on each school’s ethos and professionals’ training, as well as on the availability of funding, which limits the capacity to apply interventions tailored to each child’s individual needs.
PDF  Fichier Langue Taille
 pdf Autism_and_Visual_Impairment English 118 KO
Sexo-Pedagogy: Education for people with intellectual disability and family quality of life
B. Pavan Kumar,
Department of Psychology, Andhra University

 
In recent years, in India, important changes in public policies and attitudes have resulted in improved opportunities for people with physical and mental disabilities.

Now, people living with disabilities assume their rightful place in society as the equals of non-disabled people.

Unfortunately, societal attitudes have changed less in regard to sexuality and disability. Even today, many people refuse to acknowledge that all people have sexual feelings, needs, and desires, regardless of their physical and/or mental abilities.

As a result, many young people who live with disabilities do not receive sex education, either in school or at home.

This paper focuses on different studies and articles related to the topic and on the link between families and sexual education..
PDF  Fichier Langue Taille
 pdf SEXO-PEDAGOGY_for_PEOPLE_ with_ID English 131 KO
Autism Self-Injurious Behaviour (SIB) in the school environment: a research report from a specialized school in England
Efthalia Karakatsani M.Ed, University of Birmingham, School of Psychology.
Dr. Spiridon-Georgios Soulis, University of Ioannina, Department of Primary Education, Greece
Background: Self-injurious behaviour consist major behavioural problem for children with neurodevelopmental disabilities such as Autism Spectrum Disorders (ASD) and other clinical populations. This report seeks to clarify the association between self-injurious behaviour and environmental - biological contingencies in children with ASD and the strategies that Teachers apply to handle these behaviours.

Methods: For this study have used semi-structured interviews with professionals working on a daily basis with children who exhibit SIB, observations of children who exhibit challenging and self-injurious behaviour, as well as documents such as school individual’s records of their progress.

Results: The outcomes of this study report that there are specific personal and environmental characteristics such as Autism, Impulsivity/overactivity, stereotyped/restricted behaviours, additional needs and the level of intellectual disability which might considered as important risk markers for the SIB manifestation.

Conclusion: The investigation of the clinical and environmental characteristics of children who are engaged in SIB provide us the putative causes of SIB and through the functional analysis of those behaviours professionals could apply the most suitable intervention adapted to individuals needs.
 
PDF  Fichier Langue Taille
 pdf Study_ASD_and_SIB English 106 KO
Vécu d’une transition dans un groupe thérapeutique:
Expérience d’un thérapeute et d’une co-thérapeute
E. Rivera
Consultation UPDM,
Unité de Psychiatrie du Développement mental,
Département de Psychiatrie,
HUG - Hôpitaux Universitaires de Genève

This article discusses the announcement of a transition, due to the departure of a therapist, in a group therapy with adults’ patients diagnosed with mental disability and psychopathology. It is a semi-open group of free flowing discussion. The subject of the paper is related to the elaboration and the personal experience of a separation within a group. The approach is qualitative. The subjective point of view is the one of the author, also co-therapist in the group. The departing therapist's experience is related trough a personal interview with the author. This reflection shows that the announcement of the departure of a therapist and the ensuing separation affects the group as a whole: patients, therapist and co-therapist. This situation, described in the group, may reflect other moments in life that involve separations. It thus describes a real case, in a therapeutic setting, of an experience of separation, loss, mourning and the development of these steps.
PDF  Fichier Langue Taille
 pdf Vecu_transition_dans_un_groupe_therapeutique French 102 KO
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