Disability: social aspects Books

Book SynopsisLosing a loved one and coping with the subsequent adjustments that follow are a difficult fact of life, but people with learning disabilities face specific difficulties in processing and managing these changes. Adopting an integrative approach, this book acknowledges the importance of helping relationships in supporting this vulnerable group through periods of loss and bereavement.The author explains how to engage the person with a learning disability in talking therapy by creating an open dialogue. Common signs of stress, factors to consider in assessing risk and advice on how best to approach difficult subjects are presented. The role of supervision in counselling and issues surrounding terminal illness are also discussed, and practical solutions offered.Professionals working in the field of learning disabilities, such as counsellors, therapists, carers and health and social care students will find this informed guide beneficial in communicating and supporting people with learning disabilities.Trade ReviewThe book provides in depth information on the impact of loss and how this affects all aspects of an individual's life... The case studies provide practical examples and the key points at the end of each chapter assist with emphasising the main messages... There is practical advice for professionals and carers on how to discuss the impact of loss and bereavement with individuals with learning disabilities, including ways to communicate and the use of simple, clear and unambiguous language. The book also addresses the impact of loss for adults with autism and those who have additional communication needs which is particularly useful... The book would be a practical resource for occupational therapists, support staff and students. -- College of Occupational Therapists Section for Learning DisabilityThere are so few books on this very important subject, so it is wonderful to see anew publication. Robin Grey is a new voice amid the small group of practitioners and researchers who have been working in recent years to highlight and address some of the complexities of supporting people with learning disabilities through bereavement.The book is written by an experienced practitioner who has firsthand experience of this issue. It is accessible and welcoming to readers who may be put off by more academic texts. Its aim is very clearly to guide others supporting bereaved people with learning disabilities. -- Bereavement Care, Noelle Blackman, Deputy chief executive, RespondRobin Grey's book is rooted in his practical experience working in day and residential services for people with learning disabilities... While I am very familiar with these ideas, Grey writes about them in a straightforward, helpful and concise manner. -- Community LivingTable of Contents1. Introduction and overview. 2. How bereavement and loss can be different in learning disabilities. 3. Stages of loss. 4. Assessment. 5. Developing understanding around bereavement and loss. 6. Therapeutic tasks. 7. Working with families. 8. The carer's role in bereavement. 9. Working with clients who have additional communication needs. 10. Role of supervision. 11. Working with terminal illness. 12. Remembering and anniversaries. Useful organisations and resources. Further reading. Index.

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Book SynopsisActive Support is a proven model of care that enables and empowers people with intellectual disabilities to participate fully in all aspects of their lives. This evidence-based approach is particularly effective for working with people with more severe disabilities, and is of growing interest to those responsible for providing support and services. The authors provide a comprehensive overview of Active Support and how it can be used in practice, based on the theory and research underpinning the methods involved. They describe how to engage people with intellectual disabilities in meaningful activity as active participants, and look at the communication style needed to foster positive relationships between carers and the people they are supporting. Highlighting the main issues for those trying to put Active Support into practice, they explain what is needed on a day-to-day basis to support the implementation, improvement and maintenance of the approach, along with possible solutions for the difficulties they may encounter. Finally, they look at how to integrate Active Support with other person-centred approaches, drawing on examples from various organisations and individual case studies. The definitive text on Active Support, this book will be essential reading for anyone professionally concerned with the quality of life of people with intellectual disabilities, including psychologists, behaviour specialists, social workers, care managers, occupational therapists and inspectors and regulators of services, as well as families.Trade ReviewMansell and Beadle-Brown have created a thorough handbook of AS and how to implement it successfully. Readers of this book will also obtain different perspectives of challenges faced with AS, and how to resolve these. The book is a stimulating read, with a strong evidence base referenced to research and government papers. The authors explain their material clearly, and offer ideas for future research. This is a book to buy for any student or practitioner in a relevant field. -- British Journal of Occupational Therapyexcellent and accessible book... It provides a concise explanation of active support - meaningful, engaging and fulfilling daily activities by carers providing intensive support - and how to set about providing this. -- Nursing StandardThe book is comprehensive and essentially provides a value base and structure to support service users positively. It will be useful for families, care providers and health and social care practitioners who work or care for people with intellectual disabilities. -- International Journal of Developmental DisabilitiesThis book is drawn from international sources and sits within social policy and social work values of social inclusion, choice, participation, respect and dignity. Its great value is that by drawing on research as to what works in practice then it is both a key source of evidence and a call of action to effect change at different levels... Each chapter manages to discuss and analyse issues and challenges with which we are all familiar. The evidence is used to highlight what works and to recommend best practice at different levels. This is an important book that deserves to be read by students, social workers, team leaders, senior managers, policy makers and inspectorate staff and its recommendations acted upon. -- RostrumThis landmark book is an authoritative text on the organisation of support and methods of direct practice with people with severe intellectual disability. Written by two outstanding academic leaders, it draws together the significant body of research that forms the evidence base for person centred active support. Its unique contribution and thus immense value is the clarity with which this knowledge is translated into a comprehensive guide to every day practice for staff, front line leaders and senior managers. This book is a key source of theory and evidence for students, researchers and policy makers, as well providing practitioners and organisations with a blueprint for action. -- Professor Christine Bigby, LaTrobe University, AustraliaMansell and Beadle-Brown have pulled together, in one place, a readable, practical yet research-based guide to improving supports for people with significant intellectual disabilities. I recommend this concise volume for any service provider or policymaker who supports this population. It is well worth the read. -- Steven M. Eidelman, H. Rodney Sharp Professor of Human Services Policy and Leadership, University of DelawareThis is a really helpful book for anyone wishing not only to understand the place of person centred active support in enabling people with complex support needs to exercise control over their own lives, but to implement it effectively. It is meticulously researched and distils experience gained from implementation really well. -- Bob Tindall, Managing Director, United Response and former Chair and current board member of the Association of Supported Living (ASL)In my 35 years of working with people with a disability I have not come across anything as important as Person-Centred Active Support. It is now at the core of almost all the work that I do. -- Gary Radler, Clinical Psychologist, Positive Behaviour Support Services, AustraliaPerson Centred Active Support has been an essential core element of what we do for more than 10 years; it takes energy and tenacity to implement and maintain but the difference it makes in people's lives makes it very worthwhile. -- Ian McLean, CEO, Golden City Support Services (GCSS), AustraliaTable of ContentsAcknowledgements. Preface. Introduction. 1. Engagement in Meaningful Activity and Relationships. 2. The Enabling Relationship. 3. Organising Staff Support. 4. Practice Leadership. 5. The Organisational Context. 6. Integrating Active Support with Other Person-centred Approaches. Conclusion. Appendix I: Summary of the Levels of Engagement Reported in Available Studies and Additional Analysis of Available Data, with Adaptive Behaviour Scale Part 1 (ABS) Score Where Available. Appendix II: Summary of Data on Engagement and Support from Staff Following Implementation of Active Support. References. Index.

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Book SynopsisLeaving home and moving to college or university can be a daunting experience. In this easy-to-use book, Rosemary Martin provides guidance and invaluable advice for students on the autism spectrum as they plan for and settle into college life.Packed with straightforward methods for coping and succeeding away from home, this book focuses on the particular needs of people with Asperger Syndrome, and covers every aspect of student life - from how to get up on time for lectures, to the art of living with other people and attending to the basics of personal health care. Rosemary Martin's helpful hints encourage everyone to make the most of student life in a style that suits them and reassure the reader that going to college is a big deal for every student, regardless of whether or not they are on the autism spectrum.This cheerful and pragmatic guide is an absolute must for any student on the spectrum about to embark on a university or college education.Trade ReviewAs I am mother of a son soon to leave the nest, I found it very encouraging. -- ASTeensWhile highlighting useful information and basic practical tips, the author writes with gentle humor and insight. Top Tips for Asperger Students: How to Get the Most Out of University and College, would be beneficial for every new student. -- Penny Hastings - Foreword ReviewsTable of ContentsAbout the Authors. Acknowledgements. Foreword. 1. Introduction. 2. The Daily Routine. 3.Managing Your Time. 4. Socializing. 5. The First Week at University. 6. Feeling Good About Yourself: The Physical Stuff. 7. Feeling Good About Yourself: The Mental Stuff 8. Money Matters. 9. Getting a Job while at University. 10. All About Food and Drink. 11. Managing Your Stuff. 12. Cleanliness is next to Godliness. 13. Living accommodation. 14. Getting about. 15. Studying. 16. Getting the most out of university. 17. Expanding Your Horizons. 18. The End (but it is just the beginning). Checklist: What to Take with You to University. Budget Planner. Useful Websites. References. Index.

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Book SynopsisAdopting a predominantly psychological approach, this book provides carers with up-to-date information and resources to provide appropriately individualised care to people with learning disabilities who self-injure. Understanding and Working with People with Learning Disabilities who Self-Injure synthesises traditional (behavioural) and newer (psychological) approaches to understanding self-injury, drawing on psychoanalytic and social theory to provide practical guidelines for more sustained and effective support. It suggests that motivations for self-injury may be similar for people with and without learning disabilities, and draws on case work examples to suggest person-centred techniques that encourage communication – particularly important with people who do not use verbal communication - and recovery. The book covers a range of specific needs, including people with autism who self-injure, and emphasises the views of people with learning disabilities themselves and their families about what has worked best, and why. At the end of each chapter, a variety of practical implications for the provision of support are given.This book is for those supporting people with learning disabilities who self-injure and will be a useful resource for social workers, psychologists, counsellors, learning support workers, nurses and social and health care students.Trade ReviewThis welcome book on self-injury has been put together by some of the best practitioners working with people with learning disabilities in the UK today. They have succeeded in bringing together social, psychological and service-user perspectives to inform our understanding and develop our skills. I am delighted to recommend it. -- Baroness Sheila Hollins, Executive Chair, Books Beyond Words and crossbench life peerTable of ContentsAcknowledgements. 1. Introduction. Andrew Lovell, University of Chester, UK and Pauline Heslop, University of Bristol, UK. Part 1. 2. Dimensions of Self-injury. Andrew Lovell and Pauline Heslop. 3. Social Approaches to Understanding Self-injury. Pauline Heslop. 4. Psychoanalytic Approaches to Understanding Self-injury. Pauline Heslop and Richard Curen, Respond, UK. 5. The Voice of Experience: People with Learning Disabilities and their Families Talking About How They Understand Self-injury. Pauline Heslop and Fiona Macauley, Bristol Crisis Service for Women, Bristol, UK. Part 2. 6. Minimising Harm. Helen Duperouzel and Rebecca Fish, Calderstones NHS Trust, UK. 7. What People with Learning Disabilities Say Helps Them. Pauline Heslop and Fiona Macaulay. 8. Family Voices. Andrew Lovell. 9. Psychoanalytical Approaches in Practice I. Valerie Sinason, Clinic for Dissociative Studies, UK. 10. Psychoanalytical Approaches in Practice II. Noelle Blackman, Respond, UK and Richard Curen. 11. Self-injury and Loss of Sense of Self. Phoebe Caldwell, Intensive Interaction practitioner. 12. A Relational Approach to Understanding Our Responses to Self-injury. Gloria Babiker, University of Bath, UK. 13. Conclusion. Pauline Heslop and Andrew Lovell. References. Contributors. Index.

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Book SynopsisDrawing extensively on personal experiences, this important volume looks at sexuality and relationships in the lives of people with intellectual disabilities, painting a genuine picture of the range of sexualities and relationships people want. Honest and reflective, it shows how sexuality has been managed and controlled in different countries. It explores a range of issues such as rights, resilience, protection, sexual oppression and the lack of privacy for those living in care institutions. Co-edited and with contributions by people with intellectual disabilities and allies, this unique book offers an authentic account of the challenges people face and what society needs to do to respect people's rights.Providing insight into a morally, ethically and legally complex area, this book will be essential reading for people with intellectual disabilities, their advocates, families and supporters; social care managers, social workers, and other professionals working in the field as well as academic researchers and students.Trade ReviewThis important book brings together contributors from across the world to remind us of the desires of, and the restrictions placed upon, the sexual lives of people with the label of intellectual disabilities. Combining an accessible writing style, with shared contributions from activists and academics, this text centralises sex and sexuality at the heart of a politics of intellectual disability. -- Dan Goodley, Professor of Disability Studies and Education, the University of Sheffield, England(The authors) use people's stories and experiences, researching into the thoughts and memories of people who use services as well as the staff who worked with them. This gives us a useful and very readable historical perspective... They repeatedly highlight the issue of protection and safety verses rights to a sex life and how difficult it is to enshrine both in any law...the issues of equality and diversity are naturally included... People's stories from around the world also remind us of the role religion has to play in this, from influencing laws and policy to restrictions in sex education. -- Andrew Holeman, Director of Inspired Services Publishing Ltd * Community Living *Table of ContentsIntroduction: Rohhss Chapman, Louise Townson, Sue Ledger and Daniel Docherty. Ch2: Stories from Around the Globe. Sue Ledger, Rohhss Chapman, Louise Townson. Ch3: Intimacy and Oppression: a Historical Perspective, Lee-Ann Monk, La Trobe University, Australia. Ch4: The Story of Ebba and Jonni: This is Our Story, Eyglo Ebba Hreinsdottir and Sigurjon Jonni Gretarsson with Guorun V.Stefansdottir. Ch5: I Would Have Broken the Law Several Times: Clare Inclusive Research Group, Ger Minogue, Martin Corry, Marie Deely, Patrick Kearney, Joe McGrath, Kathleen O'Leary and Pauline Skehan with Rob Hopkins and Kelley Johnson. Ch6: "Once in Six Weeks? That's Not a Relationship!", Our New Future Group with Toon Maillard. Ch7:The Paradox of Intimacy in Japan: Shifting Objects of Affection. Eiji Tsuda, University of Kobe, Japan and Takako Ueto. Ch8: The Maltese Odyssey, Claire Azzopardi-Lane with an introduction by Louise Townson. Ch9: 'Molly is Just Like Me': Peer Education and Life Stories in Sexuality Programs in Australia. Ch10: Emergent Themes from Part one, Sue Ledger, Rohhss Chapman and Louise Townson. Ch11: Law, Policy and Diversity: Exploring the Gap Between Rhetoric and Real Life, Sue Ledger, Rohhss Chapman and Louise Townson. Ch12: Promoting Sexualalities and Protecting from Abuse, Rachel Fyson with an introduction by Louise Townson. Ch13: Far more people were able to have sex lives: managing sex relationships and reproductive control. Jan Walmsley, Jan Walmsley Associates, UK and Nigel Ingham, Community Service Volunteers (CSV), UK. CH14: This is my Time, My Life, the Way I Am', Alice. Gay Women might need a Rainbow Fairy Group. Clare Miller, Adam Koronka, Lindy Shufflebotham with Sue Ledger. Ch16: Good as You Too(GAY2), Craig Blyth with Daniel Docherty. Ch17: 'I Have Been Blessed to Have a Very Good Support Worker': Experiences Related to Ethnicity and Diversity, Jakie Downer with Linnette Farquarson. CH18: The Final Frontier: Young People with Learning Difficulties and Sex Education, Ruth Garbutt with an introduction by Lyndon Strickland. Ch19: Women Like Soaps and Men Like Football': The Men's Room, Bill, Peter and Alan with Niall McNulty. Ch20: Intellectually Disabled People who Sell or are Sold for Sex in the UK: An Exploration, Craig Blyth and Rohhss Chapman. Ch21: Working in Partnership:The Editor's Stories, Rohhss Chapman, Louise Townson and Sue Ledger. Ch22: Emerging Themes from Part two, Rohhss Chapman, Sue Ledger and Louise Townson. Ch23: Re-Visiting the Research Questions and Future Recommendations, Rohhss Chapman, Sue Ledger and Louise Townson.

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Book SynopsisParties and celebrations can be highly challenging for children and teens on the autism spectrum and they can often feel reluctant to participate. This book shows that if parties embrace the differences intrinsic to autism, and are planned carefully, they can be inclusive events enjoyed by all.Drawing on personal experience with her son, the author highlights aspects of conventional parties that can heighten the anxieties of those on the spectrum and outlines practical solutions to these issues. The book covers considerations for party invitations, prizes, food and venues and includes chapters suggesting activities for age groups 2-8, 9-12 and teenagers. This book will empower parents and caregivers to plan stress-free parties with ease, enabling those on the autism spectrum to develop social skills and self-confidence – and most importantly, have fun!Trade ReviewThis book is about how to get the best "party" deal for your autistic child/children and the best "party" future. The author recognises that social events like parties can often expose an autistic child in a cruel and harmful way, and her aim is to mitigate any damage in this respect... Reynolds understands from a 'in your shoes' perspective, which is a position which gains much respect in the autism community... she shares her best tips and practice. -- Action for Asperger'sReynolds book has good flow and structure throughout'A former nurse and counselor, a mother of an autistic child, Reynolds knows first-hand the difficulties of attending social engagements with a youngster who is on the spectrum. Here she offers a concise and practical guide to important considerations for hosting or attending parties.... Not only will parents of autistic children find helpful suggestions for parties, but any family hosting a child with autism would do well to review Reynolds's work and see how they can best make appropriate accommodations. Recommended for all libraries.' -- Library JournalI really liked the fact that the book was broken down from children to teens and higher and low functioning, giving different ideas for both, from simpler formats with not many activities, to more complex ones. -- Netbuddy.co.ukIt's great to have a "checklist" style guide to planning and attending parties for kids on the autism spectrum. As a mom who, without much forethought, invited a whole class full of autistic kids over for a fun afternoon, I can say that a little pre-planning can go a long way. Especially helpful are the specific recommendations for menus, activities and pre-planning. Bounce houses, trampolines, swimming pools and soft play centres are all ideal for non-competitive, low-stress venues for kids who enjoy sensory experiences but may have a tough time with organized games or social activities. -- Lisa Jo Rudy, author of Get out, Explore, and Have Fun! How Families of Children with Autism or Asperger Syndrome Can Get the Most out of Community Activities and writer for www.autismafter16.com and www.authenticinclusion.orgGiving or attending parties with a child on the autistic spectrum can be immensely challenging, and what should be fun for both of you can end up in distress and chaos. This practical book is full of sensible and useful advice for anticipating every problem and negotiating the way around it, written by one who knows exactly what she's talking about - a mum, of course. -- Jane Asher, President of the National Autistic SocietyTable of ContentsAcknowledgements. Introduction. 1. Difficult Aspects of Conventional Parties. 2. Home Versus Public Venues. 3. Using Party Invitations as Visual Aids. 4. Examples of Party Plans. 5. Considering Sensory Issues and Developmental Level at Parties. 6 Challenging Aspects of Party Food. 7. Party Bags, Favours and Prizes. 8. Party Activities for 2-8 Year Old Children with ASD. 9. Party Activities for 9-12 Year Old Children with ASD. 10. Parties for Teenagers with ASD. 11. What to do When Things Go Wrong. 12. Conclusions, Further Advice and Support. Appendix 1. Diagnosis of Autism Spectrum Disorders. Appendix 2. The Picture Exchange Communication System (PECS). Appendix 3. Makaton. Appendix 4. Visual Cues. Appendix 5. Social Stories. References.

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Book SynopsisThis book offers unique and flexible guidelines that can be used by practitioners to ease the process of breaking bad news to people with intellectual disabilities. The guidelines, which are adaptable to individual communication ability and level of understanding, address the many complex needs of people with intellectual disabilities who can find understanding and accepting news that has a negative impact on their life a very difficult task. In the book, Irene Tuffrey-Wijne covers a range of different types of bad news, from bereavement and illness to more minor issues such as a change of accommodation, and offers highly practical and effective tips that will help carers and practitioners ensure that bad news is relayed as sensitively and successfully as possible.An easy-to-use and comprehensive guide, this book will be an invaluable resource of information for carers, health professionals such as doctors and nurses as well as families of people with intellectual disabilities.Trade ReviewThis is an excellent book. It is thought provoking, and well-structured. It enables the reader to develop better insights into the impact of receiving bad news, not just for people with learning disabilities, but also in mainstream life. It deserves a place on everyone's bookshelf. -- Bereavement CareIrene Tuffrey-Wijne has written a thoroughly researched and clinically sound primer on how to break important, life-changing news to people with intellectual disabilities...This is a wise book deeply embedded in scholarly research and direct patient care and I commend it to everyone concerned about someone with intellectual disability and their future. -- Baroness Sheila Hollins, Professor of the Psychiatry of Learning Disability at St George's, University of London, and a crossbench life peer in the House of LordsI found this book a pleasurable read, despite the delicate subject matter. It is clearly written and is full of examples that are instantly recognisable in my daily practice. The book highlights the importance of helping clients understand bad news situations regardless of their level of intellectual disability, and proves how including a client's support network in the process can be crucial in ensuring that bad news is successfully relayed. Practical and easily accessible, this book finally provides us with a set of solid guidelines to support our practice! -- Marja Oud, palliative care lead and unit manager in a residential facility for people with intellectual disabilities, NetherlandsAs a parent, I wish I had been able to use this book by Dr Irene Tuffrey-Wijne when my daughter was slowly dying. Her guidelines are realistic, reassuring and rooted in a deep understanding of the highly individual needs of people with intellectual disabilities. It makes total sense to me that breaking bad news is a process, not an event. It demonstrates that it is possible to support someone with intellectual disabilities to come to terms with painful issues. -- Jan Sunman, parent carer and participant in Dr Irene Tuffrey -Wijne's researchTable of ContentsForeword by Professor Baroness Sheila Hollins. Section 1: Background. 1. Introduction. 2. Intellectual Disabilities. 3. What Is Bad News? 4. Breaking Bad News: Knowledge, Skill and Guidelines So Far. 5. Why We Need New Guidelines for Breaking Bad News. Section 2: Guidelines for Breaking Bad News. 6. Overview of the Guidelines. 7. Component 1: Building a Foundation of Knowledge. 8. Component 2: Understanding. 9. Component 3: People. 10. Component 4: Support. Section 3: Using the Guidelines. 11. How Can We Break the Knowledge Down into Chunks? 12. When Can We Start Building Knowledge? 13. Who Can Give Chunks of Knowledge? 14. Who Should Be Told? 15. How Much Can Someone with Intellectual Disabilities Understand? 16. Communicating with People with Intellectual Disabilities. 17. Can Someone Be Harmed By Receiving Too Much Information? 18. Sudden Bad News. 19. What If People Disagree about Breaking Bad News? 20. Some Further Advice. Section 4: Examples of the Model in Practice. 21. Introduction to the Examples. 22. Example A: Jeremy and Christine have cancer. 23. Example B: Ahmed and Carol have to move. 24. Example C: Moira, Ben and Isabel's friend has dementia. Section 5: Appendices. Appendix 1: Flow Chart: A One-Page Overview. Appendix 2: Ten Guiding Questions. Appendix 3: The Mental Capacity Act. Appendix 4: Resources. References.

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Book SynopsisBringing up a child with developmental disabilities, especially autism, presents many challenges for parents, and the focus of attention is almost invariably on the child. This practical and compassionate book looks at a range of issues from the parents' point of view - from whether their child really loves them, to challenging received wisdom on matters such as sensory integration and boarding school. The author's many decades of experience of working with families provide the basis for this practical support and help in thinking about and approaching some of the most difficult and intractable issues.One, often unvoiced, concern for parents is whether their children love or care about them. The first section of the book consists of three letters from young people to their parents, showing clearly that though they may never have been able to say so directly, they do love and appreciate their parents, and what they have done for them - a strong message for all parents in a similar situation. Clements goes on to look at how the parenting agenda changes over time, how to see beyond the diagnoses and the constant need to deal with immediate problems, to see the real people who make up the family, the impact on siblings, how to manage the system and the multiple professional agencies over long periods of time, and how to think about the offer of medication to control behaviour. An important section addresses some of the most distressing behavioural challenges: physical aggression, verbal abuse, long-term severe self-injury, property damage, and obsessions. Finally, Clements offers objective and open-minded reflections on received wisdom about two other unchallenged topics - sensory integration, and the usefulness or otherwise of boarding schools. The book is practical, compassionate, and above all, useful. It will be of ongoing use to parents, and equally useful to professionals working with families encountering the issues covered.Trade ReviewEmpowering, hard-hitting, honest. Letters to the Home Front offers parents bringing up children with developmental/intellectual disabilities invaluable insights, practical strategies- a wealth of information and wisdom. The author John Clements also puts forward a down to earth and realistic view of the situations many families and individuals find themselves in and with regard to accessing and receiving services from multi-disciplinary providers. Truly a book to reflect on from a multi-dimensional perspective. -- Sue Telkamp, mother of a young man diagnosed with ASDJohn Clements has been a very popular and successful professional who has helped parents and caregivers over the past four decades to better understand and remediate behavioral challenges in children with ASD. This book presents a helpful, interesting and easy to read summary of this work. The format involving a series of letters between him and various constituents makes for fascinating reading and adds a note of reality. This is a pragmatic book that parents and professionals will enjoy reading and greatly appreciate because it fills many of the gaps in our understanding of ASD and how to work more successfully with these individuals on day-to-day concerns in the home, the classroom, and the community. -- Dr Gary Mesibov, Professor Emeritus of Psychology, Departments of Psychiatry and Psychology, University of North CarolinaIn this extremely accessible book, John Clements draws on his extensive knowledge of the problems that families of children with autism and other conditions may face, to offer much needed advice. In “user-friendly” letters, he neither preaches nor judges, but discusses in un-sensationalist terms just what those problems may involve and some of the ways that they may be tackled. His compassion and empathy are clearly evident in his approach, and, although he makes it clear that there are no magic answers, I feel sure that many families will find his words very comforting and of immense practical help. -- Jane Asher, President of the National Autistic SocietyTable of ContentsAcknowledgements. Introduction. Preview. Letters Home: 1. Letters to My Family. Three young people on the autistic spectrum reflect on their growing up. A. Dean's Letter. B. Hannah's Thoughts. C. Alex's Letter. Letters Home: 2. Dear All. Considering some general topics and decisions that come up in the parenting process. A. The Road Ahead. Looking at how the parenting agenda changes over time. B. Who are you? Reflecting on how to see real people in the midst of significant and widespread differences in abilities and the diagnostic labels that often accompany these differences. C. Brothers and Sisters. Considering the impact on siblings of growing up with a brother or sister who has significant developmental disabilities. D. Managing the System. Thoughts about dealing with the challenges that arise for parents having to deal with multiple professional agencies over long periods of time. E. Got Behaviour – Get Drugs? A guide to help parents think through the issues that arise when they are offered medication to help control their son or daughter's behaviour. Letters Home: 3. Thinking About Some of the Behavioural Challenges Presented by Children and Young People on the Autistic Spectrum. A. Charlene. 'Obsessions'. B. Marcus. Physical aggression. C. Tyrone. Verbal abuse, physical aggression, property damage. D. Charlie…conversations that you never want to have. A danger to himself and others. E. Rudy…the long haul. Long term severe self-injury and physical aggression. Section Comments. Letters Home: 4. Idol Speculations. An attempt to show how to challenge in a constructive way 'received wisdom' that is passed to parents as statements of fact. A. Sensory Integration – brain changer or licence to twiddle? B. Boarding schools – a solution for difficult problems or a British disease? A Few Last Thoughts. Appendix 1: Constructive Behavioural Support – Service Evaluation Guide. Index.

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Book SynopsisExploring contemporary theory and practice surrounding loss and bereavement for people with intellectual disabilities (ID), this book brings together international contributors with a range of academic, professional and personal experience.This authoritative edited book looks at diverse experiences of loss across this population whether it be loss due to transition, the loss or death of others, or facing their own impending death. The book begins by offering theoretical perspectives on loss and compassion, bereavement, disenfranchised grief, spirituality, and psychological support. It then addresses contemporary practice issues in health and social care contexts and explores loss for specific communities with ID including children, individuals with autism, those in forensic environments, and those at the end of life.Identifying inherent challenges that arise when supporting individuals with ID experiencing loss, and providing evidence and case studies to support best practice approaches, this book will be valuable reading for students, academics and professionals in the fields of disability, health and social care.Trade ReviewPersonally and professionally loss and bereavement present us with challenges not least acknowledging our common human responses whilst at the same time recognising individual experiences. In presenting theory and exploring its application to individualised support this book responds to this challenge making a timely and helpful contribution to supporting people with intellectual disabilities in an often neglected area of practice. -- Ruth Northway, Professor of Learning Disability Nursing, University of South WalesI commend the authors on the insights and practical suggestions, underpinned by theoretical explanations and the use of evidence-based research. This book should be a valuable resource to practitioners and students in services that seek to compassionately support people with intellectual disabilities to continue to grow and have fulfilling lives after experiences of loss. -- From the Foreword by Professor Owen Barr, Head of School of Nursing, University of UlsterLoss and death are inescapable parts of life's rich tapestry; and it is a sad reality that people with intellectual disabilities are often excluded from exploring sensitive issues that surround loss and death. This is why, for me, this book is so valuable, for we are slowly but surely moving to a new era as to how this group of people make sense of loss and death and how we can support them. Through a series of well-constructed chapters that consolidate issues surrounding loss for people with intellectual disabilities, the book moves on to provide a unique evidence-based text that will be of considerable value to all those who work with people with intellectual disabilities, so that they might be helped to better understand loss and death as inescapable parts of life; in much the same ways as other citizens. The editor has successfully brought together a range of eminent and authoritative contributors who present a range of issues from the broad based nature of loss, particularly in relation to this population, and the contextual nature of appropriate care and support. I believe that this ground breaking and unique book will be of considerable value as a resource to practitioners and students alike who seek to support people with intellectual disabilities with compassion through their experiences of loss. ...[T]he editor and contributors are to be congratulated on the production of a highly relevant and contemporary text that I have no hesitation in both endorsing and recommending to all involved in supporting and, or, caring for people with intellectual disabilities through the experience of loss and death. -- Bob Gates, Professor of Learning Disabilities, University of West London, Institute for Practice, Interdisciplinary Research and Enterprise (INSPIRE) and Editor of the British Journal of Learning DisabilitiesThis work, edited by Professor Read, does not shrink from addressing challenging topics including a person's sense of being deprived of rights and journeying through life's transitions. Some journeys are planned while others are unexpected or unwelcome, but all need to be sensitively addressed. Every health, social and educational professional/carer should read this text so as to be able to effectively support people with intellectual disabilities through life defining and shaping times. -- Jim Blair, Consultant Nurse Intellectual Disabilities, Great Ormond Street Hospital, Associate Professor Kingston and St. George’s Universities, and BILD Health AdvisorEditor Sue Read has assembled a strong international team of authors from the UK, Ireland, USA and Australia that includes researchers, clinicians, a parent and a woman with an intellectual disability, so providing multiple perspectives on key issues. The primary focus is on people with intellectual disabilities, but importantly several chapters focus on the needs and experiences of caregivers (both family members and disability service staff). The book is characterised by empathy and compassion, with a consistent emphasis on similarities not differences. Issues are contextualized through analysis of theories about death and bereavement, as well as through emphasising the spectrum of responses to death and dying. This is a practical book with information about assessment and instruments, as well as practice tips. Most chapters include an individual story or detailed case study. Without exception these are very sensitively told and of immense assistance in understanding and responding to the issues in human terms. Those providing personal or professional support to a person with an intellectual disability who has experienced loss will find this book a rich and rewarding source of information, practical ideas and inspiration. -- Roger Stancliffe, Professor of Intellectual Disability Centre for Disability Research and Policy, The University of Sydney, AustraliaTable of ContentsAcknowledgements. Foreword by Owen Barr, Head of School of Nursing, University of Ulster, UK. Contributors. Introduction. Sue Read, Professor of Learning Disability Nursing, Keele University, UK. Part I: Theoretical Perspectives. 1. Loss in the Caring Context. Sue Read. 2. Living with Loss. Sue Read and Mary Davies, a woman with intellectual disabilities and member of Reach, UK. 3. Grief and Mourning. Sue Read. 4. Complicated Grief. Philip Dodd, Director of Psychiatry, St. Michael's House, Clinical Senior Lecturer, Trinity College Dublin and Senior Lecturer, Centre for Disability Studies, University College Dublin, Ireland, and Noelle Blackman, CEO of Respond and Research Fellow, University Hertfordshire, UK. 5. Spirituality. William Gaventa, Director of Community and Congregational Supports, Elizabeth M. Boggs Center on Developmental Disabilities and Associate Professor, UMDNJ-Robert Wood Johnson Medical School, Georgia, US. 6. Psychological Support in Health Care. Helena Priest, Senior Lecturer, Keele University and Research Director, Doctorate in Clinical Psychology, Staffordshire University, UK. Part II: Contemporary Practice Issues. 7. Loss and Resilience. Linda Machin, Honorary Research Fellow, Keele University, UK. 8. Working Creatively to Facilitate Loss. Sue Read. 9. Caring Fatigue. Ted Bowman, Adjunct Professor, University of Minnesota (Family Education) and University of Saint Thomas (Social Work), Minnesota, US. 10. Supporting Professional Carers. Michele Wiese, Research Associate, University of Sydney, Australia. 11. Advocacy, Empowerment and Communication. Patsy Corcoran, REACH Coordinator, Asist Advocacy Services, UK. Part III: Specialist Contexts and Considerations. 12. Loss, the Family and Caring. Mike Gibbs, Lecturer in Learning Disability Nursing, Keele University, UK. 13. Loss and People with Autism. Rachel Forrester-Jones, Reader in Health, Community and Social Care, Tizard Centre, UK. 14. Loss in Forensic Environments. Ben Hobson, Clinical Psychologist, National High Secure Learning Disability Service, Rampton Hospital, UK, Sue Read and Helena Priest. 15. Supporting Children and Young People with an Intellectual Disability and Life-Limiting Conditions. Erica Brown, Senior Lecturer in Early Childhood, Institute of Education, University of Worcester, UK. 16. Loss and End of Life Care. Karen Ryan, Consultant in Palliative Medicine, St Francis Hospice and Mater Hospital and Senior Investigator, All Ireland Institute of Hospice and Palliative Care, Suzanne Guerin, Centre for Disability Studies, University College Dublin and All Ireland Institute of Hospice & Palliative Care and Phil Larkin, School of Nursing and Midwifery, University College Dublin and All Ireland Institute of Hospice & Palliative Care, Ireland. 17. Living with Shattered Dreams – A Parent's Perspective. Mandy Parks, parent of a daughter with severe disabilities, UK. 18. Research, Inclusivity and Marginalised Groups. Sue Read. Conclusion. Sue Read. References. Index.

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Book SynopsisMany health and social care professionals today feel untrained, fearful and ill-equipped to support their disabled patients, clients and service users in their sexual lives. The result is that disabled people can be left feeling frustrated and afraid that their sexual needs will be forever unrecognised and unmet. This is a straight-talking guide to supporting disabled people with their sexual lives. It covers the range of difficulties disabled people experience, from physical limitations to problems such as lack of acceptance, knowledge and skills. The real difficulties professionals experience are also covered with positive suggestions, and a chapter on communication discusses how to discuss sex. Sections follow on the sexual services available to help, and the wide range of sexual diversities which disabled people can and do enjoy. A chapter by Claire de Than covers the law.This clear, down-to-earth guide will be essential reading for all those working with or supporting disabled people, from care home workers and managers to social workers, medical staff and therapists.Trade ReviewPeople with disabilities have, too often, been denied sexual happiness and expression. Although attitudes are slowly changing, there is a long way to go. Tuppy's helpful anecdotes and lack of jargon make for an inspiring read which will give practitioners the confidence to discuss sex with their disabled clients. -- Helen Dunham, PSHE SEN Teacher and Shada MemberTuppy deserves national recognition for decades of challenging our collective neglect of the emotional, social and sexual needs of people with impairments. In the face of media, fashion and beauty industry promotion of perfect bodies, which cruelly makes disabled people 'outsiders', Tuppy has tirelessly campaigned and developed resources for the hundreds of thousands of UK people whose needs for friendship, affection and sex we marginalize and ignore. -- Andy Beckingham, FFPH, Consultant in Public HealthOur sex lives have been censored, ignored and unsupported, and Tuppy suggests many simple, respectful and clever ways in which this can be turned around. I hope her insightful book can contribute to improve the sex lives of many previously isolated or sexually frustrated disabled people. -- Mat FraserThis book is relevant to a broad range of professionals coming into contact with a broad range of disabled people. Whether physically, visually or hearing impaired, or with learning difficulties, deaf-blind or those with ME, social anxiety or Asperger's syndrome. This remarkable book will support all. -- Maria Oshodi, VI Artistic Director and CEO of ExtantTable of ContentsPreface. 1. Disabled People's Sexual Needs. 2. Difficulties Disabled People Face. 3. Difficulties Health and Social Care Professionals Face. 4. The Law. 5. Supporting Young Disabled People and their Parents. 6. Communication. 7. Specific Professions and the Allied Therapies. 8. Sexual Services. 9. Sexual Diversity. Postscript. Index.

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Book SynopsisThis book demonstrates very clearly how the personalisation of support and services works in practice. The authors describe how Jennie, a young person with autism and learning difficulties, was supported through the transition from school to living independently using simple, evidence-based person-centred planning tools. Jennie's story illustrates the importance of quality person-centred reviews, dispels the many myths surrounding Individual Service Funds and personal budgets and demonstrates how families, schools and other agencies can work collaboratively to help young people with disabilities move into adulthood with more choice and control over their lives, and with better life prospects. Practical pointers for readers to apply to their own circumstances are included, and the book contains helpful examples of the key person-centred thinking tools. Anyone involved in supporting children and young people with disabilities as they approach adulthood, including parents and carers, SENCOs, teachers, social workers and service providers, will find this to be essential reading. More generally, it will be an informative resource for those seeking a better understanding of how personalisation and person-centred planning work in practice.Trade ReviewThis book is intended for anyone involved in supporting young people with disabilities as they approach adulthood. -- Autism eyeThis is a much-needed resource for families and professionals and is especially helpful at a time when people are considering the implications and opportunities relating to the new SEND (Special Educational Needs and Disability) system set out in the Children and Families Bill... One of the top ten Preparing for Adulthood messages is that local areas should "raise aspirations for a fulfilling life, by sharing clear information about what has already worked for others". Thank you Jennie, Suzie, Helen and Jennie's circle for sharing your experiences. This book will help local areas achieve this and ensure other young people and families have positive experiences of moving into adulthood and better life chances. -- from the foreword by Nicola Gitsham, Programme Manager, Preparing for AdulthoodAs President of The Association of Directors of Children's Services (ADCS) for the year 2013/14, I have been privileged to work closely with a number of key people in central government departments, with colleagues across the voluntary and independent sectors and with other local authorities. There is enormous commitment across the country, at all levels, to bring about a culture change in the way we identify strengths and needs, and provide support to children with additional needs and their families. Suzie's story reinforces my view that significant change should and can happen, and we must make it happen. -- from the afterword by Andrew Webb, President of The Association of Directors of Children's Services Ltd (ADCS) and Corporate Director, Services for People, Stockport CouncilThis is clearly going to be a useful - and inspiring - resource for anyone wishing to support a person they care for to live the life they choose. What I like about it is that it goes beyond the rhetoric of personalisation to make it a reality by showing how those who know the person best can come up with creative and innovative solutions to overcome some of the barriers traditional thinking might put in the way of progress. The 'Circle of Support' is a particularly powerful idea. -- Mark Lever, Chief Executive, National Autistic SocietyAs a mother of two sons with autism, I feel gratitude to Suzie Franklin for setting out so clearly the path she and her daughter Jennie have taken... This book shows how Jennie's team, headed by Suzie, have achieved an excellent outcomes through "Jennie-centred" planning... given the right kind of living environment, with all their priorities and idiosyncrasies taken into consideration, they can lead rich, fulfilling, interactive lives.Personallisation in Practice explains the process step by step, while at the same time painting a vivid picture of Jennie's vibrant, life-enhancing personality. This is an immensely useful book for parents and professionals -- Charlotte Moore, author of George And Sam- Autism in the Family * Children and Young People Now *This book provides essential information for families and professionals to help them support young disabled people to make the most of the personalisation agenda, and gain more choice and control over their lives. Person-centred planning is a key part of this process... this book is refreshing... packed with references to more in-depth information... this book is a great resource, demonstrating good practice and useful tips and tools to make personalisation a reality for many more people. -- Maria Chambers, executive principal, Scope * Children & Young People Now *This book deals with the first author's personal experiences of personalisation. It tells the story of her daughter,Jenny, from the diagnosis of autism through to independent adulthood, focusing on how personalised services can be set up for the transition from school to adulthood. The second author has been heavily involved in the government personalisation agenda... It is valuable that the challenges the author faced, both practical and emotional, are also included, as this offers the reader ideas about how to overcome similar challenges... The book is easy to read, well structured, and divided into logical chapters that are easy to access. It could be readcover-to-cover very quickly, which is ideal for busy parents and professionals.It would be of use for professionalsworking in transition services or, perhaps even more so, parents looking ahead to supporting their child in thetransition to adulthood. -- Kirsty Gilmour, Occupational Therapist, The Evelina London Childrens' Community OT Service * British Journal of Occupational Therapy *Table of ContentsForeword by Nicola Gitsham. Introduction. 1. Early Years. 2. Transition and Person-Centred Reviews. 3. Jennie's 'Circle of Support'. 4. Thinking About a Personal Budget and Developing Jennie's Support Plan. 5. Finding Jennie a Place to Live. 6. Finding the Provider. 7. Getting the Right Staff for Jennie. 8. Training and Supporting Staff to be 'Jennie Experts'. 9. Making it all Happen - Person-Centred Reviews and Change. 10. Two Years On - A New Path. 11. Our Advice for Families, Providers and Local Authorities. Afterword by Andrew Webb. Appendix: Person-Centred Planning Tools. Index.

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Book SynopsisThis best practice guide provides a blueprint for managing seamless transitions between services for young people aged 16-25 with additional needs, including learning disabilities, physical disabilities, complex health needs and sensory impairments. The authors cover a wide range of transitions, including moving from children's to adult's services, from school to college, leaving education and gaining work experience and employment and supporting young people to live independently. They include key information on policy and legislation, the statutory duty of local authorities and health, housing and education agencies, and describe the impact of the new Education, Health and Care (EHC) Plans. With a wealth of practical, common sense guidance for navigating this complex area of work in a timely, efficient and cost-effective manner, the book will guide practitioners and students step-by-step through the process of managing transitions, highlighting best practice and providing evidence-based models to ensure the best possible outcomes for service users and their families. An essential resource for all those involved in supporting young people with additional needs through transitions, including social workers and social work students, occupational therapists, speech and language therapists, health professionals and special education teachers.Trade ReviewOf great value not only because of its comprehensive coverage and detailed illustrations of timely issues in welfare and social service provision for young persons with disabilities... but also because of its step-by-step guidance for service delivery. This is particularly informative and helpful to the helping professionals in China, especially those working on the frontline in service planning for young persons with special needs. -- China Journal of Social WorkTransitions are notoriously difficult times for young people, their families - and especially so for those with disabilities. All too often the heavy case load pressures on staff mean that key legal requirements are overlooked and valuable relationships are lost when key professionals 'move on' during the perpetual reorganisations that occur in health and social care.A book spelling out the key good practice, policy and legal requirements during the transition process is long overdue and most welcome. It is all the more important given the major legal and policy changes that flow from the enactment of both the Children and Families Act 2014 which creates new and detailed obligations on social services authorities in relation to disabled children, their carers and young carers negotiating the transition process. -- Luke Clements, Cerebra Professor of Law, Cardiff Law SchoolTable of ContentsAcknowledgements. 1. Why is Achieving Successful Transitions for Young People with Disabilities so Important? Jonathan Monk, Young Adults Team, Worcestershire County Council, UK. 2. Transitions and Special Educational Needs. 3. Transitions and Children's Services. 4. Transitions and Personalisation. 5. Transitions and Employment. 6. Transitions and Housing. 7. Transitions and Health. 8. Transitions and Decision Making. 9. Transitions and Carers. Conclusion. Appendix 1: Benefits Table. Appendix 2: Sample One Page Profile.

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Book SynopsisChild Protection and Parents with a Learning Disability provides the practical knowledge that professionals need in order to understand common intellectual disabilities and how they might affect parenting capability. It presents clear guidance on how to carry out effective assessments and explains how interventions might differ when working with parents who have a learning disability. It covers a broad spectrum of disabilities, including borderline conditions and Autism Spectrum Disorder. The book also explores a number of emotional and mental health issues that can occur alongside learning disabilities, such as ADHD, anxiety, depression, and attachment disorders, to show how they should be understood in the context of cognitive abilities and the parenting role. Empowering practitioners to make informed decisions about children's welfare, this is a must-have guide for all professionals working with families where a parent is affected by a learning disability.Trade ReviewPenny Morgan's book provides a detailed insight into the lives of parents with learning disabilities, borderline learning disabilities, mental health support needs and autism. It clearly describes these groups of parents' vulnerability, individuality and the complexity of their situations, while also providing workers with an understanding of the types of issues that these parents may well face. A wide range of strategies that workers can use to make their practice more effective and enabling are provided. This book should be read by the wide range of practitioners, including frontline parenting support workers and health professionals as well as child protection professionals, who work with parents so that services are able to respond to the needs of these vulnerable groups of parents. -- Beth Tarleton, Norah Fry Research CentreAn invaluable guide for social workers working with learning disabled parents in the child protection context, providing an in depth analysis as to how learning disability can affect parenting and how best to engage with and find the right support for the client. The book is full of practical tips on how to make learning a positive and non-threatening experience, and how to plan and deliver an appropriate assessment. It also provides a very useful reference tool for the family lawyer tasked with considering whether their client has been assessed fairly and sensitively and given an opportunity to change within an informed and 'managed' framework. -- Abigail Bond, Barrister at St John’s Chambers and Author of 'Care Proceedings and Learning Disabled Parents'Table of ContentsChapter 1: Introduction. Chapter 2: Mild learning disability and how it affects parenting. Chapter 3: Borderline learning disability and parenting. Chapter 4: Mental health and learning disabilities. Chapter 5: Autistic spectrum disorder. Chapter 6: Parenting, emotions and attachment. Chapter 7: The assessment process. Chapter 8: Working with families. Chapter 9: Conclusions.

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Book SynopsisBringing together international academics and professionals who are actively researching and working in the field, this pioneering scholarly volume covers the issues faced by individuals with Autism Spectrum Disorder(ASD) in mid and later life.Including a range of personal, academic and clinical perspectives, the book considers historical and contemporary perspectives on autism, including diagnosis, developmental outcomes and life course issues. Attention is given to medical, care and psychological issues that arise as people with ASD age, such as declining cognitive function and speech and communication issues. Family, community support, housing, advocacy, and socio-cultural considerations for older adults with ASD are also given careful consideration, and there are chapters on relationship and sexuality issues and on environmental design.Trade ReviewThis new textbook provides an important introduction to the broad range of issues faced by mid- and later-life adults with an autism spectrum disorder. It links the personal experiences of affected individuals and their families with the perspectives of researchers from genetics and psychology through policy. Many of the chapters acknowledge that, unfortunately, we are only at the start of research efforts to understand the challenges faced by this aging population. Nevertheless Scott Wright has produced the first comprehensive textbook on this topic and it will undoubtedly frame this critical conversation going forward. -- Joseph Piven M.D., Thomas E. Castelloe Distinguished Professor of Psychiatry, Pediatrics and Psychology, Director, Carolina Institute for Developmental Disabilities, University of North Carolina at Chapel HillThere is a significant lack of knowledge about adults, particularly older adults, with autism. This book, on the challenges and promises of autism in later life, sets out to redress this situation, with contributions from individuals with autism, parents, clinicians and researchers from many disciplines. It focuses not just on the difficulties of growing older, but also on positive ways in which the future for older individuals with autism can be improved. It should be essential reading for anyone involved with adults with autism, and for those seeking to improve the transition from childhood to adult life. -- Patricia Howlin, Emeritus Professor of Clinical Child Psychology, King’s College, London; Professor of Developmental Disorders, University of SydneyThis is an important book on an essential topic... Scott Wright has managed to gather together a wonderful array of perspectives: cultural as well as biological; self-advocacy alongside clinical and research voices; family, community and societal viewpoints... This volume is a vital first step towards a better future for people with ASD growing old. -- from the foreword by Professor Francesca HappéTable of ContentsIntroduction. Scott D. Wright and Amy Maida Wadsworth, University of Utah, United States. Part I: Overview. 1. Adults with Autism Spectrum Disorders: Past, Present, and Future. William McMahon, Department of Psychiatry, University of Utah School of Medicine, United States, Kristina Cottle, University of Utah, United States, and Megan Farley, Waisman Center, University of Wisconsin-Madison, United States. Part II: Biosystem. 2. Genetic, Epigenetic, and Environmental Issues. Hilary Coon, Department of Psychiatry, University of Utah School of Medicine, United States, Christopher Gregg, University of Utah School of Medicine, United States, and Amanda Bakian, Department of Psychiatry, University of Utah School of Medicine, United States. Part III: Chronosystem - Historical, Contemporary, and Personal Perspectives on Aging with Autism Spectrum Disorder. 3. Ability Improves with Age. Temple Grandin, Colorado State University, United States. 4. Laying the Groundwork: How to Honor Autistic Essence Toward the Betterment of Society. Judy Endow, Common Threads Family Resource Center, United States. 5. Ageing with Autism: Improving Health, Improving Rights. Michael Baron, National Autistic Society, United Kingdom, and Saskia Baron, United Kingdom. 6. Aging and Autism Spectrum Disorders: Experiential and Social Perspectives. Digby Tantam, Fellow of the Royal College of Psychiatrists, United Kingdom. Part IV: The Person - Aging and the Aging Individual. 7. Ageing in People with ASD: Liaison Old Age Psychiatry Perspective. Elizabeta Mukaetova-Ladinska, Institute of Neuroscience, Newcastle University, United Kingdom, and Mick Coppock, Tyne and Wear NHS Foundation Trust, United Kingdom. 8. Challenges for Speech-Language Pathologists Working with Older Adults with Autism. Pamela A. Smith, Bloomsburg University, United States. 9. Autism and Age-related Cognitive Decline. Hilde Geurts, d'Arc (Dutch Autism & ADHD research center), University of Amsterdam, the Netherlands. 10. Diagnosis and Assessment of Autism in Later Life. Bas van Alphen, Free University of Brussels, Belgium, R. C. Oude Voshaar, University Medical Center Groningen, the Netherlands, and Sylvia Heijnen, Mondriaan Mental Hospital, Department of Old Age Psychiatry, Heerlen-Maastricht, the Netherlands. 11. Clear Sailing: Aging Optimally on the Autism Spectrum. Bruce Parsons, Clinical Psychologist, United States. 12. Psychotherapy with Older Adults on the Autism Spectrum. Valerie Gaus,Private Practice, United States. 13. Ageing and Psychological Functioning in Autism Spectrum Disorder. Amanda Roestorf, Department of Psychology, City University London, United Kingdom, and Dermot Bowler, City University London, United Kingdom. Part V: Microsystem - Aging and Dyadic and Family Issues. 14. The Pursuit of Happiness: Older Parents' Views on Inclusion for their Adult Son or Daughter with Autism. Monique Hines, University of Sydney, Australia, and Susan Balandin, Deakin University, Australia. 15. It Takes a Village: Communication and Management in Caretaking for Adults with Autism. Ben DiCicco-Bloom, Department of Sociology, Hamilton College, United States. 16. Sexual Wellbeing and Relationships in Adults with Autism Spectrum Disorder. Shana Nichols, ASPIRE Center for Learning and Development, United States, and Sandra Byers, Department of Psychology, University of New Brunswick, Canada. Part VI: The Mesosystem - Community Issues. 17. Aging Out and Aging Forward into the Community: Looking Ahead into the Journey of Growing Older with Autism. Denise D. Resnik, Southwest Autism Research & Resource Center, United States. 18. Design Empathy for Autism in Adulthood and Aging. A.J. Paron-Wildes, American Society of Interior Designers (ASID), United States. 19. How Can We Learn More About the Lives of Aging Adults on the Autism Spectrum and their Relatives? Jeremy Parr, Newcastle University, United Kingdom. 20. Housing is the Hub of the Wheel. Gregory and JaLynn Prince, Madison House Autism Foundation, United States. 21. Community Support Needs of Adults with Autism. Valerie D'Astous, Karen Glaser, and Karen Lowton, Institute of Gerontology, King's College London, United Kingdom. 22. Psychosocial Interventions and Community-Based Services for Adults with Autism in the United States: Understanding What We Know Now and Charting a Course for the Future. Lauren Bishop Fitzpatrick, University of Wisconsin-Madison, United States. Part VII: The Macrosystem - The Aging Experience and Social Policy-Advocacy. 23. Autism and Aging: Epidemiology and Demographics. Terry Brugha, Department of Health Sciences, University of Leicester, United Kingdom. 24. Listen to the Experts: Autistic Adults Tell us What They Need. Carol Povey, Centre for Autism, National Autistic Society, United Kingdom,and Cos Michael, Autism Age, United Kingdom. 25. Through the Glass Wall: A Voice for Autism Advocacy and Social Policy. Robert MacBean, National Autistic Society Scotland, United Kingdom, and Stella Macdonald, Fife Council, United Kingdom. Part VIII: The Chronosystem Revisited - Future Directions. 26. Aging and ASD: Future Directions. Peter Gerhardt and Angela Rodriguez, The EPIC School, United States. 27. Current and Future Perspectives: How Do We Measure Up? Valerie Paradiz, Autistic Global Initiative, United States, and Xenia Grant, Global Regional Asperger Syndrome Partnership (GRASP), United States. 28. Quality of Life Outcomes of Aging Adults with Autism and their Families. Elizabeth A. Perkins, Florida Center for Inclusive Communities, University of South Florida, United States. Summary. List of Contributors. Index.

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Book SynopsisYoung people with autism spectrum disorders (ASD) often feel uncomfortable and anxious in social situations, but socializing with classmates and colleagues can be made easier - and more enjoyable - with Guiding Toward Growth group sessions.John Merges' simple yet effective program for teaching social enjoyment skills is based on the concept that there are ten hurdles that make it challenging for people with ASD to enjoy social interaction. This book guides the reader through planning, running, and assessing group sessions that have been designed to help participants overcome these hurdles, interact with confidence, and ultimately enjoy more independent and fulfilling lives. As social interaction is a vital element of any work environment, this book also teaches young adults with ASD an important employment skill.This adaptable book can be used with a wide range of ages and communicative abilities, and will be an invaluable resource for all professionals working with groups of children and young people with ASD.Trade ReviewReaders can refer to the final section of the book for vivid descriptions of the fun activities and even templates for parental permission letters and game boards... He offers novice practitioners helpful tips and ways of conceptualizing working with groups on the spectrum. -- Journal of Autism Developmental DisordersThis book is structured well and easily accessible. The refreshing focus throughout is on supporting young people with autism spectrum disorders to develop the skills needed to enjoy interaction. There is also an emphasis on supporting young people to develop skills that will allow them to function better within the workplace.The information provided would allow an experienced practitioner to set up and run the groups described.This book would be very useful for speech and language therapists working with children with autism spectrum disorders within educational and community settings. -- Speech & Language Therapy in PracticeJohn's work aids people in understanding the barriers that interfere with social interaction and gives people clear, profound ways to improve social functioning. He keeps the 'fun' in functional. -- Janet L. Oliver, M.A., Neurodevelopmental SpecialistJohn Merges has a wealth of knowledge in working with and advocating for individuals with Autism Spectrum Disorders Students who have attended reported their enjoyment in the social interactions and the friendships that they have developed during the group. Elements of John's strategies can be readily applied and duplicated in the school setting. -- Lynn Peal, Autism Resource Specialist, Mounds View School District, MinnesotaJohn has developed a key for teachers and students to have FUN while learning how to read the map of our complex social world. Bravo! -- Kathy Stuhler, MEd, Autism Specialist and Special Education TeacherThe best thing I have ever done for [my children]... I hope to continue to have them involved for a long time. -- Parent of two Funjoyment group participantsTable of ContentsAcknowledgments. Part I Introduction and Guiding Principles. 1. Beginnings. 2. Enjoyment - A Skill. 3. The Band of Regulation. Part II The Hurdles. 4. Introduction to the Hurdles. 5. Keeping Things the Same. 6. Attention Challenges. 7. Emotional Regulation Problems. 8. Organization Deficits. 9. Language Processing Issues. 10. Associative Thinking. 11. Sensory Sensitivities. 12. "Unlearning" Rituals. 13. Stereotyping by Neurotypical Individuals. 14. Motivational Deficits. Part III FunJoyment Groups. 15. Introduction to FunJoyment Groups. 16. Concepts Important in All Groups. 17. School-Based Groups for Five-, Six-, and Seven-Year-Old Youngsters. 18. School-Based Groups for Seven- through Eleven-Year-Old Youngsters. 19. School-Based Groups for Junior High and High School Students. 20. Notes About Community-Based Groups. 21. Community-Based Groups for Ten- and Eleven-Year-Old Youngsters. 22. Community-Based Groups for Junior High and Senior High Students. 23. Community-Based Groups for Older High Students and Young Adults. Part IV Materials and Activities. 24. Sample Permission Letters. 25. Scoreboard. 26. Activities for Five-, Six- and Seven-Year-Olds. Big Dice. Ask to Play. Charades. Ask for Help. Ask to Share. Interrupting an Adult. Bean Bag Toss. Activities for All Other Groups. A Through Z Game. Apples to Apples. Bean Bag Toss. Bocce Ball. Dominion. First/Last Game. Frisbee. Golf. Imaginiff. In a Pickle. Introductory Questions. Killer Bunnies. Kinder Bunnies. Loaded Questions. Mr. M's Minefield. Mr. M's Uno. Moose in the House. Password. Perudo. Pick It. Pit. Question Cards. Smart Ass. Sort it Out. Tsuro. Turnabout. Twenty Questions. Up the River.

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Book SynopsisDuring adolescence social development and social status among peers is of crucial importance. For teenagers with Autism Spectrum Disorders (ASD) social interaction does not come naturally and often needs to be carefully learned. This workbook provides guided strategies to help those with ASD engage and connect with other people at home, school, work, at social gatherings and in the community.Using a restaurant menu as a template, The Social and Life Skills MeNu guides readers through each step of a conversation with starter statements to initiate conversation, main course topics to convey the purpose of the interaction, and treats that bring the exchange to a close. Packed with questionnaires, discussion logs and hypothetical social scenarios, this workbook encourages students to think through their responses and consider the consequences of what they say and how others might react. By practicing these easy techniques students can improve self-awareness, increase self-confidence and build on their daily life skills.This book will be a life-changing tool for all teenagers and young adults with social cognitive disorders, as well as their parents and the teachers and other professionals who work with them.Trade ReviewIt is a large text format with A4 size paper making it very easy to read and assimilate... Overall this is a useful addition to the other workbooks already available in this area... So for those parents wishing to take the plunge and to start their own small group, this book is worth adding to your collection at the research phase. It is also to be recommended for any therapists and schools who educate and support those on the spectrum. -- AS TeensThis is an excellent practical workbook using an ingenious, informative and entertaining format. -- Tony Attwood, author of Asperger's Syndrome and The Complete Guide to Asperger's SyndromeAn informative and well-designed workbook for teens with Asperger's Syndrome. By combining her personal experience and knowledge of Asperger's, Karra has developed practical and innovative strategies for ASD adolescents to enhance social interactions, while practicing daily life skills. The Social and Life Skills MeNu is an excellent resource. A must-have for parents and professionals. -- Joey Travolta, Creative Director of Inclusion Films, film-making workshops for adults with developmental disabilities, CaliforniaTable of ContentsAuthor's note. What's Inside this Workbook. 1. Menu Scenarios. Prepare to communicate socially. Prepare to communicate socially. Problem-solving social situations. Food for thought. Good social communication details. Lacking social communication details. Appropriately persistent. Overly persistent. Socially aware. Socially unaware. Accepting responsibility in a social setting. Not accepting responsibility. Create your own social scenario dialogue. Chapter 1 summary. 2. Starter MeNu Topics. Project your thoughts, feelings, and ideas appropriately. Project your thoughts, feelings, and ideas appropriately. Topic planning MeNu principles. Practice using the social MeNu. Social scenario setting. Personality test activity. Activity 1: Practice using social MeNu templates. Social situation activity. Social situations. Difficult social situations. Topic planning discussion questions. Chapter 2 summary. 3. MeNu Practicing Topics. Practice your social exchanges with others frequently. Practice your social exchanges with others frequently. Social scenario discussion questions. Chapter 3 summary. 4. Favourites and Special MeNu Topics. Produce an effective level of communication. Produce an effective level of communication. Social conflict discussion questions. Chapter 4 summary. 5. Adding Combinations, Sides, and Specials to Your . Conversation MeNu. Prepare, project, practice, produce. Tips and tricks for social conversations. Movie topic. Sports topic. Computer gaming topic. Chomping at the tidbits. Adding combinations, sides, and specials discussion questions. Chapter 5 summary. 6. MeNu Options. Using social skills with life skills. Using social skills with life skills. Applying social skills to life skills. Doctor's appointment. Dental appointment. Getting ready for school. Haircut. Text messaging and email. Yellow Pages as a resource. Calendar scheduling. Complete and turn homework in on time. Bank transaction. Monthly budget. Market shopping. Preparing dip. Contact local gas and electric company. Laundromat. Wash vehicle. Change smoke detector batteries. Public transportation ticket purchase. Library book return. Restaurant reservation. Restaurant dining conversation. MeNu options discussion questions. Chapter 6 summary. MeNu Templates. Resources.

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Book SynopsisThis book redefines the issue of disability as a social rather than an individual problem and considers the implications of this view for the provision of services and for social work practice. It looks at the experience of people with disabilities in society, and the influence that their organisations have had on service provision. The authors discuss the implications of this in a variety of different settings and across the life cycle.The contributors to this book include disabled people, practitioners, professionals and academics.Trade ReviewEeminently readable. This book should be read by anyone involved in strategic planning in health or the personal social services, as well as fieldwork staff. -- TherapyRedefines the issue of disability as a social rather than an individual problem and considers the implications of this view for the provision of services and for social work practice. -- Disability NewsAn excellent introduction to the culture of social services departments, and how this shapes the provision they make for disabled people. -- British Journal of Learning DisabilitiesOliver's book is an important one for social work practitioners, academics and activists in the disability movement. -- Australian Social WorkRaises a number of pertinent issues and questions for social workers and other professionals working with people with disabilities. -- Special Education PerspectivesTable of ContentsForeword, Tom Clarke. Editorial, Mike Oliver. 1. The social context of disability, Vic Finkelstein. 2. The changing context of social work practice, Bob Sapey and Nadja Hewitt. 3. Disability and new technology, Paul Cornes. 4. Social work practice in traditional settings, Patrick Phelan and Simon Cole. 5. Social work in an organisation of disabled people, Etienne d'Aboville. 6. Housing and independent living, Bernie Fiedler. 7. Social work with disabled children and their families, Philippa Russell. 8. Disabled young people, Michael Hirst, Gillian Parker and Andrew Cozens. 9. Disability in adulthood - the OPCS reports, Paul Abberley. 10. Ageing with a disability, Gerry Zarb.

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Book SynopsisThis book is an excellent guide for human resource personnel who can tap unto pool of dedicated workers. Overall this is a good book for persons diagnosed with Asperger Syndrome and high functioning autism to better understand themselves. It is also an educational guide for vocational counselors and human resource personnel as it provides in-dept guidance about these potential dedicated employees.'- OAARSN Book Reviews'This practice manual will enable people diagnosed with Asperger's Syndrome and high functioning autism to deepen their self understanding and appreciate their value as working individuals. The workbook contains practical exercises with clear explanations and examples of how to use them... A personal wish list.'- Contact'The text is written in an accessible, non-academic style and provides useful background information on Asperger syndrome and the problems individuals may encounter. It contains a useful bibliography and Internet resource section. Although it is concerned with people with Asperger syndrome, there is much that is relevant to others with cognitive impairments.This text would be a useful purchase for those working in supported employment and for university libraries.'- British Journal of Occupational TherapyThis practical manual will enable people diagnosed with Asperger Syndrome and high functioning autism to deepen their self-understanding and appreciate their value as working individuals. Through step-by-step self-assessment, the reader is encouraged to engage actively in a self-paced exploration of their employment history, and ultimately to identify the work best suited to their personal needs, talents and strengths. The workbook contains practical exercises, with clear explanations and examples of how to use them. It leads the reader to identify and explore:* three jobs they have held in different life periods* their interests, skills and talents, and their application to work* their style of learning and style of work* the social skills required by specific jobs, as identified by other people than the autobiographer* the AS characteristics which further and impede work performance* successful and unsuccessful survival strategies* issues around diagnosis and disclosure which affect life at work and outside it* creative problem solving for the present and the future - a personal wish list.Asperger Syndrome Employment Workbook will also be an essential guide for professionals, career advisors and vocational counsellors as it provides in-depth guidance and research on fulfilling employment for adults and adolescents with Asperger Syndrome and high functioning autism.Table of ContentsForeword, by Tony Attwood. Introduction. PART ONE: THE ISSUES INVOLVED. 1. Three Jobs. 2. Diagnosis, Disclosure and Self Advocacy. 3. Social Skills. 4. Learning and Work Styles. 5. Interests, Skills and Talents. 6. My Work and Asperger Syndrome. 7. Personal Tools and Strategies. 8. My Wish List. PART TWO: WORKBOOK INSTRUCTIONS. Introduction to this Workbook. 1. Three Jobs. 2. Social Skills. 3. Learning and Work Styles. 4. Interests, Skills and Talents. 5. My Work and Asperger Syndrome. 6. Personal Tools and Strategies. 7. Diagnosis, Disclosure and Self-Advocacy. 8. My Wish List. PART THREE: THE WORKBOOK. 1. Three Jobs. 2. Social Skills. 3. Learning and Work Styles. 4. Interests, Skills and Talents. 5. My Work and Asperger Syndrome. 6. Personal Tools and Strategies. 7. Diagnosis, Disclosure and Self-Advocacy. 8. My Wish List. Appendix 1: Asperger Syndrome Characteristics. Appendix 2: Internet Resources. Bibliography. Index.

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Book SynopsisIndividuals with developmental disorders are seven times more likely than other people to come into contact with police and their responses to encounters with the law may not always be socially appropriate. How can the needs and responses of people with autism spectrum disorders be reconciled with the duties of the police to serve and protect the community? In this book, private investigator and autism advocate Dennis Debbaudt provides essential information for both groups. He explains how typical manifestations of autism spectrum disorders, such as running away, unsteadiness, impulsive behavior or failure to respond, may be misunderstood by law enforcement professionals, with serious consequences. For individuals with ASDs, he offers advice on how to behave in encounters with police and other law enforcement professionals. Aimed at raising awareness and facilitating communication between people with autism and law enforcement professionals, this much-needed book will be a valuable resource for both communities.Trade ReviewThe book highlights some important issues that UK police forces will do well to learn from -- The Journal of Adult ProtectionIn this book Dennis Debbaudt provides essential information for both groups. I highly recommend this book specially for the police and mall security people although it is quite useful for the caregivers too. -- OAARSN Book ReviewsTable of ContentsSection 1: The Law Enforcement Perspective. 1. Introduction. 2. Autism Recognition and Response. 3. Interview and Interrogation of Persons with Autism. 4. Victims with Autism 5. Law Enforcement Training Programs. 6. Conclusion. Section 2: The Citizen's Perspective. 7. Introduction. 8. Safety at Home and in the Community. 9. Victim and Law Enforcement Awareness for Persons with Autism and Advocates. 10. Advocacy for Offenders with Autism Spectrum Disorders. 11. Collaborative Autism Awareness Campaigns. 12. Conclusion. References. Index.

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Book SynopsisPeople with developmental disabilities sometimes behave in ways that others, or they themselves, regard as problematic. This original book is about what practitioners can do to make sense of behaviors, in order to support clients more effectively.The author offers practical strategies for gathering and analysing information about behaviors, in partnership with the individual concerned, in order to gain a useful understanding of why a particular behavior occurs. The inclusion of case histories, with corresponding behavior plans, clearly demonstrates the real-life application of assessment methods.With its strong emphasis on the importance of establishing equitable, respectful relationships between professionals and people with learning disabilities, this is a book that professionals involved in the lives of people with developmental disabilities will find invaluable.Table of ContentsPreface. 1. Establishing the assessment agenda. 2. Relationships in assessment: The empathy mode. 3. Relationships in assessment: The analytic mode. 4. The tool box, John Clements and Neil Martin. 5. Extracting meaning from the information gathered. 6. The Behavioural Explorer Assessment System, John Clements and Neil Martin. 7. The stories we can tell. 8. Organizing the practice. 9. Last words. Appendix 1: Behaviour recording charts. Appendix 2: Clements Rapid Assessment Protocol. Resources. Index

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Book SynopsisProvides an account of the social cognitive development of children with learning disabilities and discusses ways in which this might be related to their social adjustment. The book provides an overview of research in this area and, with the use of various models, examines aspects of social functioning. Applications of research to educational and other more general settings are discussed, as are implications for the design of intervention strategies.Trade Review'... The book is well disciplined in its structure and is able to separate subjects for the purpose of focused explication without losing sight of the interconnections with the subjects tackled elsewhere. The information provided is of interest to anyone who comes into contact with children with learning difficulties. Students, as well as professionals such as teachers, social workers, therapists and researchers will find the research described here, and Nabuzoka's discussion of it a source of useful information and an instrument for change.' Rosemary Wright, Curriculum Leader, Entry Level Provision, Macclesfield College, Cheshire, UK. Table of Contents1. Social functioning and adjustment. 2. The school as a context for social development. 3. Social perception: recognition of person and contextual cues. 4. Social cognitive functioning. 5. Behavioural dynamics associated with social adjustment. 6. Social cognition, behaviour and adjustment. 7. Theory, applied research and intervention strategies.

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Book SynopsisFor too long, disabled people in Britain have been denied access to employment. Now paid work is being presented as the only route out of poverty and dependence on the state. What is the reality? Working for a living? asks: Does paid work bring disabled people the benefits they are led to expect, or does it have hidden disadvantages? Can disabled people who are not able to work expect to enjoy a good standard of living? The author compares the welfare states of Sweden, Germany and Britain on the basis of social policy provision for disabled people of working age, particularly in the area of income maintenance and employment policy, and uses survey data to analyse the living standards of disabled people both in and out of work. Working for a living? shows that both employment and welfare policies have a vital role to play in securing a good standard of living. The report brings together policy and outcomes in all three countries, and examines the implications for policy in Britain.Table of ContentsDisability policies and the citizenship rights of disabled people; Disability and welfare state regimes; Employment and working life; Benefits, personal assistance and living standards; Conclusion and policy implications.

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Book SynopsisThis book reports on the first substantial UK study of parenting, disability and mental health. It examines the views of parents and children in 75 families. Covering a broad spectrum of issues facing disabled parents and their families, Parenting and disability: provides a comprehensive review of relevant policy issues; explores the barriers to full participation in parenting that disabled parents face; examines the complex ways in which broader social divisions, including gender and socioeconomic status, interact with disability; advocates measures to support disabled parents and their families by promoting and supporting relationships within the family. The book is aimed at a wide audience, including students and academics in social policy, social work, disability studies, sociology, education, and nursing, people working in the voluntary sector, disabled activists and their supporters, as well as policy makers and practitioners in a range of statutory agencies.Trade Review"... fundamental reading for social workers, healthcare and childhood studies students as well as being an important contribution to disability literature." Journal of Social Policy"Traditionally, the literature has ignored the parental roles of disabled people, or it has constructed such roles as problematic. Parenting and Disability is an important book because it breaks from this tradition and highlights the importance of providing adequate support to disabled parents in order to facilitate effective parenting." British Journal of Social Work"... a timely and well-researched text that covers an increasingly important area of enquiry within Disability Studies. Parenting and disability makes an original and important contribution to the field." Colin Barnes, Department of Sociology and Social Policy, University of LeedsTable of ContentsContents: Introduction; Invisibility and exclusion; Demographic characteristics of the final sample; Access to support; Children's involvement in domestic and 'caring' work: new insights; The life course: dimensions of change in parenting and disability; Individuals, families and relationships; Conclusion.

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Book SynopsisBased on the findings of a two and half year research programme undertaken by the Norah Fry Research Centre, this timely report examines the strategic changes that are occurring within learning disability services as a result of the 2001 Valuing People White Paper. It offers evidence-based examples of good practice for all those involved in planning strategic changes to, or implementing change within, services for people with learning disabilities. The report is essential reading for managers and commissioners of learning disability services and all those involved in Learning Disability Partnership Boards. It will also be valuable to anyone with an interest in services for people with learning disabilities.Trade Review"... a stimulating and authoritative guide that is full of practical information and useful checklists. Should be welcomed as a valuable document for all those involved in improving services for people with learning disabilities." Health and Social Care in the Community"... excellent." Disability & Society"Simply written and therefore easy to understand, I would recommend this report to any service." Journal of Applied Research in Intellectual DisabilitiesTable of ContentsContents: Executive summary; Introduction; Strategic planning in learning disability services; Working together for strategic change: Learning Disability Partnership Boards; Commissioning and managing for strategic change; Changing support, enabling choice and independence; What happens next?

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Book SynopsisWorking futures? looks at the current effectiveness and future scope for enabling policy in the field of disability and employment. By addressing the current strengths and weaknesses of disability and employment policy, the book asks Is the dichotomy of 'work for those who can and support for those who cannot' appropriate to the lives of disabled people? Does current and recent policy reduce or reinforce barriers to paid employment? What lessons from other welfare regimes can we draw on to further disabled people's working futures? The book is original in bringing together a wide range of policy insights to bear on the question of disabled people's working futures. It includes analyses of recent policy initiatives as diverse as the Disability Discrimination Act 1995, Draft Disability Bill, the benefits system, New Deal for Disabled People, job retention policy, comparative disability policy, the role of the voluntary sector and 'new policies for a new workplace'. Contributions from academics, NGOs, the OECD and the disabled peoples' movement bring multiple theoretical, professional and user perspectives to the debates at the heart of the book.Trade Review"This collection of academic research, review and policy papers maps out attitudes of governments and employers towards disabled people, and puts these in both a historical and global context ... Alongside the critiques, there are positive suggestions as to how to redefine disability, impairment and the notion of work itself, alongside ideas for restructuring disabled people's involvement in decision-making and in society at large. ... This is essential for anyone involved in disability policy-making, human resources, supported employment or day services." Community Care"The book includes an impressive range of authors... who provide a stimulating critique of the trends and issues underlying employment policies... It is delivered in short chapter-length chunks, and so will be a very useful text for researchers, students and policy-makers in the field of Disability Studies." Social Policy, Volume 36/3 - 2007 - Reviewer: Val Williams, Norah Fry Research Centre, Bristol University (Cambridge Journals)Table of ContentsIntroduction; Part One: Work, welfare and social inclusion: challenges, concepts and questions: The challenges of a work-first agenda for disabled people ~ Alan Roulstone and Colin Barnes; The missing million: the challenges of employing more disabled people ~ Kate Stanley; Part Two: The current policy environment: New Deal for Disabled People: what's new about New Deal? ~ Bruce Stafford; Disabled people, employment and the Work preparation programme ~ Sheila Riddell and Pauline Banks; Legislating for equality: evaluating the Disability Discrimination Act 1995 ~ Nigel Meager and Jennifer Hurtsfield; Disability frameworks and monitoring disability in local authorities: a challenge for the proposed Draft Disability Discrimination Bill ~ Ardha Danieli and Carol Woodhams; Job retention: a new policy priority for disabled people ~ Geof Mercer; Benefits and tax credits: enabling systems or constraints? ~ Anne Corden; Challenging the disability benefit trap across the OECD ~ Mark Pearson and Christopher Prinz; Jobcentre Plus: can specialised personal advisors be justified? ~ Patricia Thornton; Disability and employment: global and national policy influences in New Zealand, Canada and Australia ~ Neil Lunt; Disabled people and 'employment' in the majority world: policies and realities ~ Peter Coleridge; Part Three: Towards inclusive policy futures: Employment policy and practice: a perspective from the disabled peoples' movement ~ David Gibbs; Changing minds: opening up employment options for people with mental health problems ~ Jennifer Secker and Bob Grove; Enabling futures for people with learning difficulties? Exploring the employment realities behind the policy rhetoric? ~ Danny Goodley and Ghashem Norouzi; Barriers to labour market participation: the experience of Deaf and hard of hearing people ~ Jennifer Harris and Patricia Thornton; Work matters: visual impairment, disabling barriers and employment options ~ Phillipa Simkiss; Disabled people and employment: the potential impact of European policy ~ Hannah Morgan; Missing pieces: the voluntary sector and community sector's potential for inclusive employment ~ Lorraine Gradwell; Professional barriers and facilitators: policy issues for an enabled salariat ~ Bob Sapey and Jeannine Hughes; Disabled people, the state and employment: historical lessons and welfare policy ~ Jon Warren; 'Work' is a four-letter word: disability, work and welfare ~ Colin Barnes and Alan Roulstone; Conclusions.

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Book SynopsisRecent years have seen a revolution in the field of working with people who have learning difficulties - both professional understanding and user expectations about services and the ways they are provided have been completely transformed. This book offers up-to-date case studies, examples from practice and points for further reflection.Trade Review"This book will be an invaluable support for social work and social care professionals seeking to develop their role in ways which promote inclusive and valued lives for people who need to rely on services." Professor Jan Walmsley, Assistant Director, The Health FoundationCreating better lives with people with learning difficulties, where they are socially included and connected and have opportunities to exercise real choice and control, lies at the heart of this engaging and accessible book. Those studying social work and social care at undergraduate and postgraduate levels will find a wealth of critical debate, illustrative examples, challenging questions for reflection, and pointers to helpful resources, to enable them to better implement key policy and practice ideas of the 21st Century. Its contents should also be of interest to experienced practitioners wanting to review and reflect on their practice. Julie Ridley, Reader in Applied Social Sciences at the School of Social Work, Care and Community, University of Central Lancashire, UKTable of Contents1. Introduction:; Part 1: Context; 2. Key Ideas; 3. Historical and Contemporary Policy Context; 4. Underlying Conceptual Frameworks; Part 2: Transitional points; 5. Transition to Adulthood; 6. Setting Up A Home; 7. Getting a job: from occupation to employment; 8. Founding families and having children; 9. Growing older; 10. Capacity, Risk and Protection; 11. Supporting people with complex needs; 12. Challenges for Social Work Practitioners; Part 3: Conclusion; 13. Conclusion.

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Book SynopsisRecent years have seen a revolution in the field of working with people who have learning difficulties - both professional understanding and user expectations about services and the ways they are provided have been completely transformed. This book offers up-to-date case studies, examples from practice and points for further reflection.Trade Review"This book will be an invaluable support for social work and social care professionals seeking to develop their role in ways which promote inclusive and valued lives for people who need to rely on services." Professor Jan Walmsley, Assistant Director, The Health FoundationCreating better lives with people with learning difficulties, where they are socially included and connected and have opportunities to exercise real choice and control, lies at the heart of this engaging and accessible book. Those studying social work and social care at undergraduate and postgraduate levels will find a wealth of critical debate, illustrative examples, challenging questions for reflection, and pointers to helpful resources, to enable them to better implement key policy and practice ideas of the 21st Century. Its contents should also be of interest to experienced practitioners wanting to review and reflect on their practice. Julie Ridley, Reader in Applied Social Sciences at the School of Social Work, Care and Community, University of Central Lancashire, UKTable of Contents1. Introduction:; Part 1: Context; 2. Key Ideas; 3. Historical and Contemporary Policy Context; 4. Underlying Conceptual Frameworks; Part 2: Transitional points; 5. Transition to Adulthood; 6. Setting Up A Home; 7. Getting a job: from occupation to employment; 8. Founding families and having children; 9. Growing older; 10. Capacity, Risk and Protection; 11. Supporting people with complex needs; 12. Challenges for Social Work Practitioners; Part 3: Conclusion; 13. Conclusion.

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Book SynopsisHearing loss now strikes one in seven people but how to study the impact of hearing loss on relationships has continually baffled researchers. The authors' personal experience with profound hearing loss and her roles as wife, mother, social worker and counsellor, suggest that the complexities involved might be fruitfully explored by using an intensive and repetitive interviewing technique. This book explores and analyses 150 in-depth interviews with hearing impaired people, including eleven couples in committed relationships where one partner is hearing and the other is hearing impaired. Detailed information was obtained about the way each couple managed conflict, decision making, household chores, communication, and perceived the hearing impairment within their relationship. Five major strands emerge: intimate family relationships, social support networks, communication strategies, the nature of care and recommendations for social policy. By drawing from the fields of family therapy, marital therapy, counselling, family sociology, social policy, psychology, social psychology and linguistics as well as disability and deafness, a new broader and more positive picture emerges. This ground-breaking book is aimed at professionals who would like to work more effectively with deaf and hearing impaired people. Although not a 'How to Cope' book, it will also interest hearing impaired people themselves because of the enormous number of insights offered.Table of ContentsPart I: Introduction. The nature of the study. Part II: Ways of looking at hearing loss and relationships. Hearing loss. Relationships. Part III: Hearing loss and families. Hearing loss and initiating serious relationships. Hearing loss and established couples: attachment/caregiving. Hearing loss and established couples: mutuality. Hearing loss and children. Part IV: Hearing loss and social networks. Hearing loss and kinship networks. Hearing loss and wider networks. Hearing loss and bereavement. Part V: Social policy issues and conclusions. Provisions for people with acquired hearing loss: how adequate? An overview. Conclusions

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Book SynopsisThe work of professionals with children with disabilities affects the children's family, while events at home affect what professionals can achieve with the children. This text describes how professionals can form collaborative relationships with the parents of the children in their care, to optimise the children's development and to enable both family members and professionals to work in the children's interests. It describes experiences of families who have a child with a disability and takes a new look at old assumptions that disability necessarily has a negative effect on families or that families themselves are in need of therapy simply by virtue of having a child with additional needs. This text offers practical insights and guidelines for action by teachers, occupational therapists, physiotherapists, speech pathologists and psychologists. It is a practical text that enables practitioners to offer a high-quality service to children while supporting the family in its role of nurturing their child with special needs.Table of ContentsThe collaborative outlook. The modern family. Development in the family whose child has a disability. Parents' responses to their child's disability. The responses of siblings and grandparents. Families' service needs. Collaboration with parents. Communication skills. Resolving ethical dilemmas in family-centred work.

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Book SynopsisThe Dyslexic Adult in a non-dyslexic world is aimed at teachers, employers, careers advisers, counsellors and any others who work with, support or live with dyslexic adults. Using case studies and adult "voices" to illustrate and elaborate their points, the authors explore a range of issues affecting dyslexic adults. The book approaches the understanding of dyslexia through the perspective of the dyslexic adult and through examining the dyslexic "cognitive style" and its impact on how this affects dyslexic adults in their personal, academic and work lives. The Dyslexic Adult explores the importance of diagnosis and discusses many of the contentious issues surrounding the assessment of dyslexic adults. It suggests strategies and creative solutions for dyslexic difficulties as well as ways of exploiting dyslexic strengths. Finally, it takes a look into the future, suggesting that changes in the 21st century may alter perceptions of dyslexia and the opportunities for roles which dyslexic adults play in society, and encourages the non-dyslexic world to value the contributions which dyslexic adults can make.Table of ContentsPart 1. Starting Points. The Dyslexic Cognitive Style. Diagnosis. Definitions and Being "dyslexic". Part 2. Living in The Non-dyslexic World - personal, Family, Work and Study Life. Formative Influences. Self-esteem and patterns of Behaviour. Dyslexia in The Family. Choosing a job or Career. Experiences and Creative Solutions in The Workplace. The Dyslexic Adult and The learning Context. Supporting Dyslexic Learners -remediation or Remedy? From basic Literacy Classes to a University Degree and Beyond - a Longitudinal Case study. Part 3. Turning Points. Dyslexia in The 21st Century.

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Book SynopsisThis practically oriented book has been predominantly targeted at undergraduate speech and language therapy students, speech and language therapists who have recently started work in this field and other professionals working with people with learning disabilities. All the authors have had practical experience and/or conducted research in this field. The presentation of the chapters follow a ‘need to know’ order, starting with an exploration of a range of ‘Service Delivery’ issues, continuing with theoretical and practical issues related to ‘Appraisal and Assessment of Communication Needs’ and quickly moving on to management issues starting with ‘Management Models’ which is followed by a chapter on ‘Early Intervention’, work on ‘Pre-symbolic and Pre-linguistic’ development, and transition from ‘Word to Phrase’. For those requiring to extend their knowledge in more specialised areas, a number of chapters deal with subjects such as the use of ‘Augmentative and Alternative Communication’, and working with ‘Parents and Members of Related Professions’. The last two chapters address topics which have more recently attracted attention, these being the management of the communication needs of service users with ‘Challenging Behaviour’ and those with ‘Dual Diagnosis’ (learning disability and mental illness combined). Most chapters include case studies to illustrate a number of practice issues. Whereas the main focus is on children with learning disability, where appropriate discussion relevant to adults with learning disability is included.Table of ContentsIssues of Service Delivery and Auditing. Assessment of Communication needs. Speech and Language Therapy Management Models. Early Intervention. Development of Pre-symbolic and Pre-linguistic Skills. From First Words to phrase and From Phrase to Sentence. Augmentative and Alternative Communication. Working With Parents, Carers and Related Professions. The Management of challenging Beaviour Within a Communication Framework. Dual diagnosis.

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Book SynopsisThis book promotes a positive message for people with Down syndrome across the world. Living with Down Syndrome is a positive experience for the majority of children and adults with Down syndrome, and for their families. Of course there are difficulties to be faced, but quality of life, from infancy to old age, is determined more by the quality of healthcare, education and social inclusion offered to individuals, than by the developmental difficulties that are associated with Down syndrome. The aim of this book is to bring the latest information on research and good practice to families, practitioners and policy makers in order improve the services available to individuals with Down syndrome in all countries.Table of ContentsPart One: Setting the Scene. 1 - The aspirations of adults with Down syndrome. 2 - Beyond the myths - representing people with Down syndrome. 3 - Supporting families. 4 - Positive families - appreciating adult children with Down syndrome. 5 - Mum, Dad, and Kids- family life. Part Two: Perspectives for services. 6 - Early intervention and support. 7 - Healthcare. 8 - Genetic aspects. 9 - Creating positive lifestyles for people with Down syndrome in developing countries. Part Three: Development and Education. 10 - Learning in young children. 11 - Making inclusion work. 12 - Speech, language and memory development. 13 - Developing number and money skills. 14 - Developing literacy across all ages. 15 - Verbal-motor behaviour. 16 - Self-regulation in young adults. Part Four: Adolescence and adult life. 17 - Adolescence and inclusion. 18 - Health and ageing. 19 - Life after school. 20 - Adult lives, living and working in the community. 21 - Ageing with confidence and competence.

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Book SynopsisThe marked increase in life-expectancy in Down syndrome since the 1990s, although a very good sign in itself, raises important questions regarding the health issues, cognitive involution and social and professional inclusion of people with the condition. In this text, a large group of leading specialists have supplied a series of papers on many aspects of this issue, ranging from epidemiology, genetics, medical issues, Alzheimer's disease, cognition and language, to sexual behaviour and contraception, family issues, professional orientation and work experiences. This book should be of interest to physicians, psychologists, social workers and educators working in the field who wish to provide evidence-based interventions for persons with Down syndrome advancing in age.Table of ContentsEpidemiology, Genetic, Biological, Medical and Pharmacological issues. Cognition and Language Aspects. Psychosocial. Educational and professional Aspects.

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Book SynopsisDeafness in Mind presents the varying theoretical approaches to the psychology of deafness: systemic, Cognitive behavioural, psychodynamic, wellness and cognitive neuropsychological models. Uniquely, clinical theory and practice are linked to provide a comprehensive understanding of the deaf mental health field. For the first time, the controversial subject of cochlear implants is discussed in the same book as the mental health of culturally Deaf people. Similarly, prevention is considered alongside prevalence, and the book appraises the various political views where other books have taken a single political view. Deafness in Mind has drawn contributing authors from those with the authority of years of clinical experience as well as those with new ideas. Current services and new directions in the field are brought together to provide a definitative text in the psychology of mental health and deafness.Trade Review"I recommend Deafness in Mind, not just for health and social care professionals working with Deaf people, but for all in order to benefit from a deeper understanding and appreciation of the issues and added complexities that can and do arise for Deaf people in relation to mental and other illnesses. I can guarantee, like me, you'll find yourself again and again thinking, ‘I never thought of that'." (Central & North West London NHS Foundation, 2012) "...this is a book well worth dipping into by BACDA members - some chapters are fascinating, some are excellent and applicable..." (British Association of Community Doctors in Audiology Newsletter, April 2005) "...I strongly recommend it as an addition to...reading lists and the clinician's book shelf." (Bulletin, July 2005)Table of ContentsContributors. Preface. Introduction. Part 1: Introducting Deafness. Chapter 1 Controversy in deafness: Animal Farm meets Brave New World - Sally Austen and Emma Coleman. Chapter 2 Newborn hearing screening: The screening debate - Sally Hind. Chapter 3 Medical and Physiological Aspects of deafness - John Graham. Chapter 4 Tip-toeing through technology - Twanette Acker and Susan Crocker. Part 2: Psychological Models Applied to Deafness. Chapter 5 Pschodynamic considerations in working with people who are deaf - Hanet Fernando. Chapter 6 Working systemically with deaf people and their families - Susan Crocker. Chapter 7 Cognitive behavioural models in deafness and audiology - Sally Austen. Chapter 8 Deaf wellness explored - Mary Griggs. Chapter 9 Neuropsychological development of hearing-impaired children - Lindsey Edwards. Part 3: Deafness and Mental Health. Chapter 10 Mental health services for Deaf people - Nick Kitson and Sally Austen. Chapter 11 The dynamic roles of interpreters and therapists - Jemina Napier and Sally Austen Chapter 12 Substance use disorders and developing substance use services for Deaf people - Bruce Davidson, Helen Miller and Sylvia Kenneth. Chapter 13 Cochlear implants in adults: the role of the psychologist - Sally Austen. Chapter 14 The causes of schizophrenia and its implications for Deaf people - Alison Gray and Margaret du Feu. Chapter 15 At-risk deaf parents and their children - Elizabeth Stone Charlson. Chapter 16 Paediatric cochlear implantation - Emma Sands and Susan Crocker. Chapter 17 Deafness and additional difficulties - Susan Crocker and Lindsey Edwards. Part 4: New Developments in Psychology and Deafness. Chapter 18 Suggestibility and related concepts: implications for clinical and forensic practice with Deaf people - Sue O'Rourke and Nigel Beail. Chapter 19 Stroke in users of BSL: investigating sign language impairments - Jane Marshall, Joanna Atkinson, Alice Thacker and Bencie Woll. Chapter 20 Non-organic hearing loss: detection, diagnosis and mangement - Catherine Lynch and Sally Austen. Chapter 21 Training deaf professionals - Jim Cromwell. Chapter 22 Older adults who use sign language - Sally Austen. Chapter 23 Working with survivors of sexual abuse who are Deaf - Sue O'Rourke and Nigel Beail. Index.

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Book SynopsisThis book addresses the impact of genetic deafness/hearing impairment on people' s lives and those around them. It includes the perspectives of those who are deaf or hard of hearing as well as those working in the field. Professional topics include genetic counselling, social science, psychology, social work and - within medicine - audiological and ENT medical and audiological paediatrics. These practitioners are both hearing and hearing impaired. The impact of deafness on children, those of working age and elderly people is discussed highlighting the specific effect of genetic factors. In particular there are chapters on deafblindness and otosclerosis and NF2 (a potentially lethal condition). The Who definitions and ICF are used as a framework for considering the effect on people' s lives of impairment and their participation in society. This provides a bridge between the medical and social models of disability. Contributors write from both their professional and personal experience in order to try and address some of the issues raised by the real impact of genetic deafness on everyday life and how these can best be tackled by those working in the field.Trade Review"...this thought-provoking book provides a comprehensive review of the literature..." (Bulletin, December 2005)Table of ContentsList of contributors. Preface. Acknowledgements. Chapter 1 Future perfect: social aspects of genetics and deafness - Lesley Jones. Chapter 2Parents' attitudes towards genetic testing and the impact of deafness in the family - Anna Middleton. Chapter 3 The International Classification of Functioning, Disability and Health as a conceptural framework for the impact of genetic hearing impairment - Dafydd Stephens and Berth Danermark. Chapter 4 A common methodology for reviewing the impact of hearing impairment - Berth Danermark, Sophia Kramer and Dafydd Stephens. Chapter 5 The impact of hearing impairment in children - Dafydd Stephens. Chapter 6 A review of the psychosocial effects of hearing impairment in the working-age population - Berth Danermark. Chapter 7 The psychosocial impact of hearing loss among elderly people: a review - Sophia Kramer. Chapter 8 The impact of combined vision and hearing impairment and of deafblindness - Kerstin Moller. Chapter 9 The effects of otosclerosis - Nele Lemkens. Chapter 10 Psychosocial aspects of neurofibromatosis type 2 - Wanda Neary, Richard Ramsden, Gareth Evans and Michael Baser. Chapter 11 Moving forward: a life of changes - Pathricia Lago-Avery. Chapter 12 My genetic deafness - Jill Jones. Glossary. Index.

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Book SynopsisThis publication will help all service providers to ensure that disabled children and young people with additional support needs can access services and lead a life as part of their local community, focusing on children who have behaviour that challenges as a result of either a severe learning disability and/or autism.Drawing on and including examples of good practice from across the country, Making it work for children with behaviour that challenges illustrates the ways in which all agencies can work together to develop local policies and procedures to ensure that the needs of this group of children are met in a coordinated and child-centred way.Making it work for children with behaviour that challenges is one of two companion publications detailing good practice in both inclusive and specialist settings across education, health, social care and leisure.

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Book SynopsisPaul W. Ogden has dedicated his life to educating young deaf and hard of hearing people and raising awareness of what it means to be deaf in a hearing world. He has taught and mentored a generation of teachers, and his classic volume, The Silent Garden, has served as a guide for parents and educators for over thirty years. Now he tells his personal story of challenges faced and lessons learned, revealing that the critical, guiding factors for him have always been language and successful communication. Born in a time when many deaf children had no access to language, Paul learned spoken and written language skills at a young age through the painstaking efforts of his mother. His tight-knit family, which included one deaf and two hearing older brothers, facilitated open and constant communication using a variety of methods. His father was a pastor who was involved in the civil rights movement. Despite the family's closeness, his father struggled with depression, an illness that would take the life of one of Paul's brothers. As a student at a residential deaf school where the use of American Sign Language (ASL) was suppressed, Paul continued to build on the speech and lipreading skills he had learned at home. He returned home for high school and graduated as co-valedictorian unaware of the standing ovation he received as he walked to the podium. Following a rewarding experience as an undergraduate at Antioch College, Paul went on to earn a PhD from the University of Illinois, a rare accomplishment for a deaf person at that time. During his graduate studies, he finally had the opportunity to learn ASL. As an award-winning professor of Deaf Studies at California State University, Fresno, he successfully petitioned for the university to recognize ASL as a language, and he established the Silent Garden program, which has grown into a flourishing provider of training and resources to support the Deaf community. In My Life of Language, Paul offers eloquent reflections on both the joyful and difficult periods of his life as he navigated relationships, faced discrimination, questioned his faith, and found great happiness in his marriage.

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