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Article
Publication date: 1 March 2009

J. Talbot

No One Knows is concerned about people with learning disabilities and difficulties who get into trouble with the police and who enter the criminal justice system. The…

Abstract

No One Knows is concerned about people with learning disabilities and difficulties who get into trouble with the police and who enter the criminal justice system. The terms ‘learning difficulties’ and ‘learning difficulties’ are often used interchangeably to describe people with an intellectual disability, excluding those who, for example, have dyslexia or Asperger syndrome. No One Knows, however, has adopted a more inclusive approach and has included in its remit offenders with learning disabilities as defined by the World Health Organization as well as those with a broader range of learning difficulties. Although there is some discrepancy on prevalence, it is clear that high numbers of people with learning disabilities and difficulties are caught up in the criminal justice system. Once in the criminal justice system it is unlikely that an individual with learning disabilities or difficulties will be identified or that their support needs will be met. This causes difficulties for the individual concerned and for the staff who work with them, who receive little or no training for working with this group of people. The question of whether people with learning disabilities (meaning intellectual disabilities) should be diverted from the criminal justice system is considered.

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International Journal of Prisoner Health, vol. 5 no. 3
Type: Research Article
ISSN: 1744-9200

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Article
Publication date: 16 November 2015

Diana Lancheros-Cuesta, Angela Carrillo-Ramos and Jaime A. Pavlich-Mariscal

The purpose of this paper is to propose Kamachiy-Mayistru (KM), an adaptive module to support teaching to people with learning difficulties. In Colombia, learning

Abstract

Purpose

The purpose of this paper is to propose Kamachiy-Mayistru (KM), an adaptive module to support teaching to people with learning difficulties. In Colombia, learning disabilities and difficulties are frequent in the integration classroom. Proper learning can be achieved as long as teaching strategies and didactic tools are the most adequate to the specific student characteristics and follow the suggestions given by experts for each learning difficulty. This module assists the teacher to prepare a course taking into account the disability profile, the student profile and pedagogical model suggestions. In this way, the student can learn utilizing the format and didactic tools more appropriate to their specific necessities.

Design/methodology/approach

The design and implementation of the KM comprises the following phases: identify the most important student, teacher, difficulties and course parameters to take into account in the adaptation process; design the data model that supports activity adaptation, based on student characteristics and difficulties; implement the platform; and validate the approach through a case study of teachers and their students with difficulties.

Findings

The application of KM in the case study indicated the effectiveness of KM to assist teachers in organizing course activities for students with and without disabilities or difficulties.

Research limitations/implications

KM addresses specific student difficulties: attention, memory and languages. KM does not address severe cognitive disabilities. Regarding the validation, it is recommended to pursue new case studies to further demonstrate the effectiveness of the approach in a broader population.

Practical implications

The main approach in KM is to suggest activities or pedagogical strategies to teachers to best support learning in students with difficulties or disabilities. The core of KM is an algorithm, called “Adapt Course”, that takes as input student and disability profiles, the course contents and the pedagogical model and creates course structures that are specially tailored to each student.

Social implications

This model recommends teachers different activities, based on the specific student difficulties, to create personalized courses. It is able to address specific educational issues that are associated with learning difficulties and disabilities, such as educational integration, through content organization and personalized information display, which are based on the inherent characteristics of each student in the classroom.

Originality/value

It is based on a conceptual model that provides the essential architecture to design and implement virtual learning environments for students with learning difficulties or disabilities.

Details

International Journal of Web Information Systems, vol. 11 no. 4
Type: Research Article
ISSN: 1744-0084

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Article
Publication date: 1 February 2009

Jenny Talbot

There is a lack of clarity about the prevalence of offenders with learning disabilities and learning difficulties. However, it is clear is that, regardless of actual…

Abstract

There is a lack of clarity about the prevalence of offenders with learning disabilities and learning difficulties. However, it is clear is that, regardless of actual numbers, many offenders have learning disabilities and learning difficulties that interfere with their ability to cope within the criminal justice system. No One Knows is a UK‐wide programme led by the Prison Reform Trust that aims to effect change by exploring and publicising the experiences of people with learning disabilities and learning difficulties who come into contact with the criminal justice system. The article highlights the aims of the No One Knows programme and considers recent research on prevalence, drawing attention to some of the reasons for the different findings.

Details

Tizard Learning Disability Review, vol. 14 no. 1
Type: Research Article
ISSN: 1359-5474

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Article
Publication date: 2 May 2017

Danny Soetanto

Many scholars analyse networks and learning to understand how individuals successfully create and manage new ventures. Based on the assumption that entrepreneurs learn

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Abstract

Purpose

Many scholars analyse networks and learning to understand how individuals successfully create and manage new ventures. Based on the assumption that entrepreneurs learn from networks, the purpose of this paper is to examine which types of difficulties encourage entrepreneurs to use networks to facilitate learning, whether entrepreneurs change networks to deal with such difficulties, and which network characteristics facilitate learning.

Design/methodology/approach

Networks are considered a potential source of learning, namely, the cognitive process of acquiring and structuring knowledge, creating meaning from experience and generating new solutions from existing knowledge. Through networks, entrepreneur share information and discuss opportunities and problems. Using an innovative approach combining story telling and network mapping, this study analyses how entrepreneurs use networks in learning. The data collected from six entrepreneurs working in knowledge-intensive sectors enables examining the learning process ensuing from the interactions between entrepreneurs and their contacts.

Findings

The findings show that entrepreneurs construct different types of networks in response to their difficulties, not in relation to products or technologies, but to learn to overcome self-crises, external threats, management and organisational issues. The findings reveal that entrepreneurs develop networks dominated by strong ties for exploitative learning and networks dominated by weak ties for explorative learning.

Originality/value

This study contributes to literature on networks and entrepreneurial learning. More specifically, the study provides evidence of learning in the context of networks, which is a relatively overlooked area in entrepreneurship literature, identifying the role of difficulties in determining the type of learning through networks and the related mechanisms.

Details

International Journal of Entrepreneurial Behavior & Research, vol. 23 no. 3
Type: Research Article
ISSN: 1355-2554

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Article
Publication date: 29 January 2010

Celia Harding and Julie Wright

This review explores some of the key issues relevant to children and adults who have dysphagia, or eating, drinking and swallowing difficulties, and a learning disability…

Abstract

This review explores some of the key issues relevant to children and adults who have dysphagia, or eating, drinking and swallowing difficulties, and a learning disability. It explores the methods for attempting to identify this area of difficulty effectively, and reflects on some of the other issues that may affect management, such as carer support and training and use of appropriate communication strategies to support and enable participation from the client with learning disability.

Details

Tizard Learning Disability Review, vol. 15 no. 1
Type: Research Article
ISSN: 1359-5474

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Article
Publication date: 1 January 2003

Donald Macaskill

This paper presents part of the debate and developments which have taken place in relation to lifelong learning and its relationship to adults with learning difficulties

Abstract

This paper presents part of the debate and developments which have taken place in relation to lifelong learning and its relationship to adults with learning difficulties. It relates the work of the Common Knowledge programme in Glasgow, and in particular the programme's emphasis on partnership, participation, mainstreaming and e‐learning. As well as offering a methodological overview, the paper also suggests some indicators for future work and development.

Details

Tizard Learning Disability Review, vol. 8 no. 1
Type: Research Article
ISSN: 1359-5474

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Article
Publication date: 16 August 2010

Jenny Talbot

No One Knows (Prison Reform Trust, 2008) is concerned with people with learning disabilities and difficulties who come into contact with the police and who enter the…

Abstract

No One Knows (Prison Reform Trust, 2008) is concerned with people with learning disabilities and difficulties who come into contact with the police and who enter the criminal justice system. The terms ‘learning disabilities’ and ‘learning difficulties’ are often used interchangeably to describe people with an intellectual disability, excluding those who, for example, have dyslexia. No One Knows, however, has adopted a more inclusive approach, and has included in its remit offenders with learning disabilities as defined by the World Health Organisation as well as those with a broader range of learning difficulties. Although there is some disagreement on prevalence, it is clear that a large number of people with learning disabilities and difficulties are caught up in the criminal justice system. Once in the criminal justice system, people with learning disabilities and difficulties, because of their impairments, struggle to cope. At worst this can affect their right to a fair hearing in court and, if they are sentenced to custody, may mean longer in prison. UK criminal justice agencies do not recognise, let alone meet, the particular needs of people who have learning disabilities or difficulties.

Details

Tizard Learning Disability Review, vol. 15 no. 3
Type: Research Article
ISSN: 1359-5474

Keywords

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Article
Publication date: 1 March 2008

Gregory O'Brien

No One Knows is a major initiative by the UK Prison Reform Trust which highlights the plight and predicament of prisoners with learning disabilities and of those with less…

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138

Abstract

No One Knows is a major initiative by the UK Prison Reform Trust which highlights the plight and predicament of prisoners with learning disabilities and of those with less severe degrees of learning difficulties. This major initiative has been sponsored by the Diana, Princess of Wales Memorial Fund and has yielded a number of pivotal recommendations which are already being explored actively by the Department of Health (England) and the Prison Health Service.

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Advances in Mental Health and Learning Disabilities, vol. 2 no. 1
Type: Research Article
ISSN: 1753-0180

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Article
Publication date: 1 December 1994

Bryan Smith and Grahame Morphey

Management is as much about tackling tough challenges as it is aboutcreating success. However, there has been no major focus on learningfrom tough challenges and the…

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288

Abstract

Management is as much about tackling tough challenges as it is about creating success. However, there has been no major focus on learning from tough challenges and the difficulties people experience as a consequence. Describes the first phase of a survey in this area, based on interviews with 55 managers plus 50 responses to questionnaires. Concludes there is a gap in the capacity of organizations to adapt and learn. Specifically, organizations seemed to be lacking in skill areas and systems that would help managers learn from the experience of their tough challenges. This could hold organizations back in the ability to develop competitiveness.

Details

Journal of Management Development, vol. 13 no. 9
Type: Research Article
ISSN: 0262-1711

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Article
Publication date: 1 April 1996

The following paper has been put together by women with learning difficulties and some non‐disabled women who support them. In their own words they speak about sexual…

Abstract

The following paper has been put together by women with learning difficulties and some non‐disabled women who support them. In their own words they speak about sexual abuse and describe the response by Powerhouse and Beverley Lewis House, which they have contributed to and benefited from.

Details

Tizard Learning Disability Review, vol. 1 no. 4
Type: Research Article
ISSN: 1359-5474

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