摘要:

SUMMARYThe results of a follow‐up study at 11 years of 215 children in the National Child Development Study who were reported to show marked speech defects at 7 years are presented. Information regarding social welfare, health and scholastic attainments was available for 190 children (88%). Over a third of these had been formally ‘ascertained’ for special educational treatment. Of the 124 children remaining in ordinary schools, 56% still had residual speech problems while 44% were reported to have acquired satisfactory speech. The health and scholastic attainments of these two groups are described and discussed in relation to each other and to controls. A note regarding significant items in the original reports of 25 ‘missing’ children at 7 years is provided, indicating that the large proportion had serious additional handicaps at 7 years.The importance of effective identification, full paediatric and educational assessment and the provision of appropriate help at or preferably before school entry is

ISSN:0305-1862    

DOI:10.1111/j.1365-2214.1975.tb00008.x

出版商:Blackwell Publishing Ltd    

年代:1975

数据来源: WILEY

摘要:

SUMMARYThe evolution of two hospital units for mentally handicapped children is contrasted with two special boarding schools which each have radically different discharge procedures at adolescence. Two communities organized so as to obviate the need for adolescent transfer are discussed. Problems at adolescence highlight the interdependence of educational and social services for the handicapped. It is shown how isolated developments in residential provision may create as many problems as they are intended to solve. The difficulty of reconciling expediency with educational and humanitarian aims is discussed.

ISSN:0305-1862    

DOI:10.1111/j.1365-2214.1975.tb00009.x

出版商:Blackwell Publishing Ltd    

年代:1975

数据来源: WILEY

摘要:

SUMMARYThis paper is based on our experience in the Central Remedial Clinic over a number of years that physically handicapped children do not in general do well in ordinary schools. An attempt is made to delineate some of the problems that may confront a handicapped child of generally average intelligence who attends a normal school. These problems are associated with the following conditions: specific learning difficulties, emotional problems, poor school attendance, large classes, limitations in ordinary teacher training and lack of remedial teachers and other special staff. The need for early and continued psychological and educational assessments is emphasized, and it is suggested that most young physically handicapped children of average intelligence would benefit from starting in a special assessment unit, to ensure as far as possible, correct school placement. This view is not currently held by a number of educational authorities who generally advise that physically handicapped children should go to ordinary schools if possible. We feel that this advice is not always in the best interests of the child. There is need for continuing friendly and informal communications between parents and members of the special school team.

ISSN:0305-1862    

DOI:10.1111/j.1365-2214.1975.tb00010.x

出版商:Blackwell Publishing Ltd    

年代:1975

数据来源: WILEY

摘要:

SUMMARYThis article is not about specific conditions such as cerebral palsy, or deafness, or mental retardation, it is about every handicapped child; that is every child whose development and life fulfilment are restricted and who requires help to overcome or to reduce the effects of his handicaps. The picture and principles described below apply to all handicapped children whatever the nature of their basic disorder.

ISSN:0305-1862    

DOI:10.1111/j.1365-2214.1975.tb00011.x

出版商:Blackwell Publishing Ltd    

年代:1975

数据来源: WILEY

摘要:

SUMMARYThis short article is primarily concerned with, what the authors consider to be, two important considerations in any form of residential child care, particularly long‐term:1 The great need for a coherent overall philosophy, which is clearly understood by all members of staff. It is felt that, all too often, assumptions are made about general agreement, which are not necessarily borne out by observed practice.2 The need for the meticulous selection of primary caring staff, followed by relevant in‐service training rather than an overreliance upon, what are sometimes, quite arbitrary qualifications.The article attempts to present a broad profile of a unit which, although it does not claim to represent the ideal, is nonetheless beginning to assume a purposive and identifiable character. The point is made that clinicism, professionalism and academic discussion are important but they are not the only considerations. The children must remain the raison d'être for such a unit, not the justification.The authors hope to have conveyed their conviction that cooperation and communication between the members of a multidisciplinary team presents the most practical and the most productive approach to the care of profoundly and multiply handicapped chil

ISSN:0305-1862    

DOI:10.1111/j.1365-2214.1975.tb00012.x

出版商:Blackwell Publishing Ltd    

年代:1975

数据来源: WILEY

摘要:

SUMMARYToy libraries are now a well‐established component of the services available to the parents of handicapped children. Difficulties of varying kinds have inevitably arisen in the 5 years' history of the toy library movement, some of which could be resolved by linking developments of new libraries with existing institutions. The advantages of a toy library/institution link accrue to both elements of such a union and it is the purpose of this article to argue the case for an increase in the number of such development

ISSN:0305-1862    

DOI:10.1111/j.1365-2214.1975.tb00013.x

出版商:Blackwell Publishing Ltd    

年代:1975

数据来源: WILEY