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Practical Guide to Congenital Developmental Disorders and Learning Difficulties [Hardback]

  • Formāts: Hardback, 240 pages, height x width: 246x174 mm, weight: 600 g, 10 Tables, black and white
  • Izdošanas datums: 22-Apr-2014
  • Izdevniecība: Routledge
  • ISBN-10: 0415633788
  • ISBN-13: 9780415633789
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  • Cena: 119,73 €
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Practical Guide to Congenital Developmental Disorders and Learning DifficultiesPalielināt
  • Formāts: Hardback, 240 pages, height x width: 246x174 mm, weight: 600 g, 10 Tables, black and white
  • Izdošanas datums: 22-Apr-2014
  • Izdevniecība: Routledge
  • ISBN-10: 0415633788
  • ISBN-13: 9780415633789
Citas grāmatas par šo tēmu:
Permanent link: https://www.kriso.lv/db/9780415633789.html
Keywords:
"To give children with congenital developmental conditions that manifest special learning needs and specific disabilities their best chance to succeed, early identification and appropriate interventions and support, is necessary. This text highlights what to look for when there are concerns about a child's development. Practical and accessible, it is divided into three sections: - Part 1 looks at the theory and policy context, discussing the social model of disability, the responsibility of health, social care and education services to the child and family and the role of reviews and assessment in recognising developmental disorders. - Part 2 provides a reference guide to atypical developmental conditions and disorders. For each condition, aetiology, prominent theories and research, profile of features - including triggers and behaviours, diagnostic assessment procedures and appropriate interventions are given and links made to sources of further information and support. - Part 3 explores practical issues how to work sensitively and effectively with children and their families, looking at the psychological implications of diagnosis, and how to plan, promote, deliver and evaluate multi-agency support. Designed to support professionals working within a multi-modal, collaborative approach to assessment and intervention processes, it is suitable for health visitors, allied health therapists, nurses, teachers and social care practitioners. It is also a useful reference for students in these areas learning about child development and includes critical reading exercises; online searching tasks; self-assessment questions; reflective activities and document analysis prompts"--Provided by publisher.

To give children with congenital developmental conditions that manifest special learning needs and specific disabilities their best chance to succeed, early identification and appropriate interventions and support, is necessary.

This text highlights what to look for when there are concerns about a child’s development. Practical and accessible, it is divided into three sections:

  • Part 1 looks at the theory and policy context, discussing the social model of disability, the responsibility of health, social care and education services to the child and family and the role of reviews and assessment in recognising developmental disorders.

  • Part 2 provides a reference guide to atypical developmental conditions and disorders. For each condition, aetiology, prominent theories and research, profile of features – including triggers and behaviours, diagnostic assessment procedures and appropriate interventions are given and links made to sources of further information and support.

  • Part 3 explores practical issues how to work sensitively and effectively with children and their families, looking at the psychological implications of diagnosis, and how to plan, promote, deliver and evaluate multi-agency support.

Designed to support professionals working within a multi-modal, collaborative approach to assessment and intervention processes, it is suitable for health visitors, allied health therapists, nurses, teachers and social care practitioners. It is also a useful reference for students in these areas learning about child development and includes critical reading exercises; online searching tasks; self-assessment questions; reflective activities and document analysis prompts.

Recenzijas

"The book is an ambitious, extremely detailed and well-researched title set out in three broad and related sections... This book is a carefully structured contribution to multidisciplinary working with much to offer the education practitioner working in the SEND area." - John Perry, nasen Special

"This is a well-conceived and constructed book. The logically arranged content uses a solid educational process, designed to help the reader embed the issues discussed, throughout. It is designed to meet the needs of a new generation of health professionals in child assessment for learning difficulty related issues. This is particularly timely as new discoveries in neurology are accelerating understanding and earlier diagnosis. At the same time, Government policy is leading to an expanding workforce in public health, especially in the health visitors with most child and family contact. This increased workforce will be better placed to utilise the knowledge illuminated by a text of this kind." Dr Bill Whitehead, Assistant Subject Head, Nursing, Radiography and Healthcare Practice, University of Derby, UK

"This book is a veritable goldmine of practical information, useful as an everyday resource for specialists in the field and as an invaluable reference book for generalists, such as teachers, health visitors and school nurses. Anyone looking to advise service users about their rights will also find much food for thought in the amount of detail given, as the text traces the multiple changes in policy across the years. Whilst these mainly apply to England, much of the information is potentially useful as a general guide elsewhere. Above all, sound science and well considered underlying theory underpins the strongly ethical, human rights and social stance, which is threaded throughout the book." Emeritus Professor Dame Sarah Cowley, Florence Nightingale School of Nursing and Midwifery, Kings College London, UK.

List of tables
xi
List of activities
xii
Foreword xiii
Preface xiv
Acknowledgements xvii
How to use this book xviii
List of abbreviations
xix
PART 1 The dynamics of health, special education and disability in the UK
1(68)
1 Effecting social change
3(22)
Intended learning outcomes
3(1)
Introduction
4(1)
Historical perspectives -- twenty-first-century key legislation: an overview
4(4)
Terminology: special educational needs and models of disability
8(5)
Social modelling: ecological systems theory
13(5)
Safeguarding, child protection and ethical issues
18(2)
Strategies for accessing the 'voice of the child'
20(1)
Ethics
21(2)
Summary
23(1)
Recommended reading and further resources
24(1)
2 Child development, reviews and screening
25(26)
Intended learning outcomes
25(1)
Introduction
26(1)
Key concepts of Piaget's theory
27(2)
Key concepts in Vygotsky's development theory
29(1)
Attachment theory
30(4)
Adolescence and social learning theory
34(3)
Social learning theory: 'locus of control'
37(1)
A psychosocial 'lifelong cycle' model
37(3)
Social identity theories and self-categorization
40(1)
The developing brain: significant structures
40(4)
Reviews, screening, surveillance and assessment
44(1)
Definitions
44(2)
Pregnancy to five-years
46(1)
Genetic screening: science, rights and psychosocial issues
47(2)
Summary
49(1)
Recommended reading and further resources
50(1)
3 Syndromes, diagnoses and classification of disorders
51(18)
Intended learning outcomes
51(1)
Introduction
52(1)
Prevalence and incidence
52(1)
Assessment and diagnostic instruments
53(1)
Psychometric tests
54(1)
Neuropsychological tests
54(1)
General intelligence quotient (IQ) tests
55(1)
Problem-solving tests: non-verbal tests
56(1)
Standardized tests and raw scores
57(2)
The Diagnostic and Statistical Manual of Mental Disorders
59(3)
Diagnostic neuroscience and imaging techniques
62(2)
Reframing disability: an alternative view?
64(2)
Summary
66(1)
Recommended reading and further resources
67(2)
PART 2 Identifying and understanding disorders
69(54)
Intended learning outcomes
69(1)
Introduction
70(3)
4 Higher incidence developmental disorders
73(22)
Speech and language developmental disorders
74(10)
Sensory-motor, behaviour and attention disorders
84(9)
Summary
93(2)
5 Lower incidence developmental disorders
95(28)
Intended learning outcomes
95(1)
Introduction
96(1)
Neurological disorders
97(24)
Summary
121(2)
PART 3 Application to practice: working in partnerships, meeting all needs
123(63)
Overview
123(2)
6 Psychosocial implications of developmental disorders
125(16)
Intended learning outcomes
125(1)
Introduction
126(1)
The family
126(2)
The child
128(1)
Physical difference and disability
129(2)
Mental health and well-being
131(4)
Intervention and support
135(1)
Building a team around the child (TAC)
135(3)
Summary
138(1)
Signposts to further information and guidance
139(2)
7 Working with the child or young person
141(16)
Intended learning outcomes
141(1)
Introduction
142(1)
Exploring bidirectional influences through the 'systems' model
142(1)
Tensions around the child
143(2)
Change over time
145(1)
The child as a client: listening to and 'hearing' the child
146(2)
Listening to children
148(1)
Practical guidance for interviewing children and young people
148(4)
Meeting the cost: funding and resource allocation
152(2)
International funding allocation formulae
154(1)
Summary
155(2)
8 Development of multi-agency policy: supporting the parents
157(16)
Intended learning outcomes
157(1)
Introduction
158(1)
The Solihull Approach (SA): a case study
158(4)
Fad therapies, miracle cures and parent vulnerability: some general characteristics
162(1)
Neurophysiological patterning: Neural Organizational Technique (NOT)
163(1)
Sacro-craniopathy-mobilization therapy
164(1)
Chelation and autism spectrum disorders
164(1)
Cerebellar-vestibular dysfunction therapies
165(1)
Dietary modification: food additives
165(3)
Vulnerable parents: questions to ask about a treatment
168(2)
Parent advocacy and support
170(1)
Summary
171(2)
9 The way forward: promoting integrative practice
173(13)
Intended learning outcomes
173(1)
Introduction
174(1)
Changing the system
174(1)
Legislative restructuring
175(1)
The local offer
176(1)
The Education Healthcare Plan (EHCP)
177(2)
Appeals, mediation and dispute resolution
179(2)
Changing the practice
181(3)
Conclusion
184(2)
Appendix 186(2)
Responses to self-answer activities 188(9)
Glossary 197(1)
References 198(15)
Index 213
Judith P. Hudson, PhD, is a former teacher, assessor and lecturer in special education needs and specific learning disorders at the University of Gloucestershire, UK, and is currently an Honorary Research Associate at the University of Tasmania, Australia.