Suchergebnisse

Autistic children's voices are frequently overlooked, underestimated, and undermined in research and practice such that children are denied agency and their rights as capable knowers. Our digital storytelling work aims to challenge this status quo by co-creating 'I am' Digital Stories with and for autistic children and their families. 'I am' Digital Stories are short videos (c.3–5 minutes) that provide a strengths-based representation of a child or young person, incorporating their strengths, capabilities, likes, communication and interaction preferences, and how support can be provided. 'I am' Digital Stories enable children and young people to present their 'best selves' to people who may not know them, especially in transitions between education and other settings. This is Lil's 'I am' Digital Story. Lil was making the move from special school to her adult life which included the possibility of volunteering at a community-based organisation. We worked with Lil to create an 'I am' Digital Story that she could share with the organisation. Lil worked closely with her father and the research team to plan, film, and create her Digital Story, which she described as a 'cool project'. We think that anyone watching the video will get a strong sense of who Lil is, what she likes to do, her skills and interests, and happy personality. Lil is very proud of her Story and we are proud to be able to share her Story here.

AbstractBackgroundBeginning reading skills are often taught using phonics. Research has demonstrated the effectiveness of phonics with typically developing students, but less research has evaluated this method with students with intellectual disabilities.MethodThis paper evaluated the computerized phonics‐based intervention Headsprout Early Reading® with eight students aged 7–19 years with severe intellectual disability. Six children were verbal, two were non‐verbal. Four students completed Headsprout as it was designed for typically developing children, and four students accessed two adapted version of the intervention. Additional table‐top teaching was used to support the intervention for some participants.ResultsVerbal students improved in initial sound fluency, nonsense word reading, and word recognition, but did not show improvements in phonemic segmentation, regardless of whether or not they accessed the original or adapted intervention.ConclusionsThe findings suggest that Headsprout Early Reading can be used to support the development of reading skills for students with intellectual disability.

AbstractCare experienced children are at substantial risk for poor educational outcomes, so it is vital to understand where the challenges and opportunities may lie in providing improved support for them. Designated Teachers have statutory responsibilities within maintained schools in England to promote the educational achievement of care experienced children, but very little research has examined their views and experiences. Following purposive sampling, in‐depth, online, semi‐structured interviews were conducted with five Designated Teachers during the COVID‐19 pandemic to explore their experiences of the facilitators and barriers to supporting care experienced children. Four themes were developed through reflexive thematic analysis. Designated Teachers enacted change through both systemic working, and the provision of targeted support to address individual child needs. Various facilitators and barriers to role fulfilment were identified, including multi‐agency working and the impact of competing roles and responsibilities. Implications for professionals are discussed and suggestions for future research are made.

Severe, prolonged early deprivation is associated with later neurodevelopmental difficulties. Despite elevated levels of contact with service providers, these problems often persist into adult life and are associated with impairment in adulthood (e.g., unemployment, higher rates of depression and anxiety symptoms and poorer subjective wellbeing). Here, we aimed to explore the ongoing service needs and experiences of adoptees and their parents from the English and Romanian Adoptees (ERA) study, in those with a history of early deprivation and neurodevelopmental problems. Our descriptive thematic analysis highlighted difficulties with independent living, particularly financial management and problems with decision-making. Where specific forms of support had been accessed (e.g., medication for attention-deficit/hyperactivity disorder) they were often helpful, although there was some ambivalence towards taking medication due to side effects. However, the neurodevelopmental problems were not well understood and were often overlooked by service providers. There is a need for greater awareness among frontline service providers of the neurodevelopmental impact of early adversity. Participants also identified that their support needs were largely unmet and that their parents were having to fill this gap. Similarities and differences between the experiences highlighted here and those identified with idiopathic neurodevelopmental disorders are discussed, as are several recommendations for educational improvements for service providers.

It has been reported that adult adoptees with histories of maltreatment face particular challenges when they become parents. Here we explore this issue using a qualitative analysis of the views of 14 adoptee mothers, who suffered severe institutional deprivation in the Romanian orphanages of the late 1980s before being adopted into the UK, and their adoptive parents. Following a thematic analysis, we report several perceived benefits of becoming a parent, as well as co-occurring difficulties and challenges. Benefits included a sense of accomplishment and fulfilment, feeling more motivated personally and professionally and the positive experience of having a relationship with a biological relative. Challenges related, in particular, to some adoptee parents' abilities to appraise risk relating to their children and to difficulties in organising day-to-day activities. Practical and emotional support from adoptive grandparents was very often crucial for adoptee parents' success and wellbeing. Implications for research and practice are discussed, emphasising that deprivation-related difficulties expand into adulthood and for some can impact their ability to parent.