Working on Disability in Country Programmes

[Excerpt] The World Bank estimates that 20% of the world’s poorest people are disabled. This means that disabled people comprise one of the largest single groups of excluded and chronically poor people in the developing world. Challenging exclusion is central to reducing poverty and meeting the MDGs. So promoting the inclusion, rights and dignity of disabled people is central to poverty reduction and to achieving human rights

Preparing young people with complex needs and their families for transition to adult services

© RCN Publishing Company Limited 2018Improving survival rates for children and young people with complex health needs requires a robust system for transition to adult services. Effective planning is essential to ensure a smooth transition process that is in the best interests of the young person and their family. This article discusses the needs and requirements for planned and purposeful transition processes to support young people with complex healthcare needs and their families. It considers the preparation of adult services, the team, the young person and their parents in line with an integrated approach and the nurse’s role. Recommendations for practice include the necessity for an integrated approach to ensure optimum outcomes and ascertaining the potential value of a nurse-led service in delivering the transition process. A carefully tailored planning strategy should be developed to prepare and support young people with complex health needs through transition

Heavy Schistosomiasis Associated With Poor Short-Term Memory and Slower Reaction Times in Tanzania Schoolchildren

Cross-sectional studies of the relationship between helminth infection and cognitive function can be informative in ways that treatment studies cannot. However, interpretation of results of many previous studies has been complicated by the failure to control for many potentially confounding variables.We gave Tanzanian schoolchildren aged 9±14 a battery of 11 cognitive and three educational tests and\ud assessed their level of helminth infection. We also took measurements of an extensive range of potentially confounding or mediating factors such as socioeconomic and educational factors, anthropometric and other biomedical measures. A total of 272 children were moderately or heavily\ud infected with Schistosoma haematobium, hookworm or both helminth species and 117 were uninfected with either species. Multiple regression analyses, controlling for all confounding and mediating variables, revealed that children with a heavy S. haematobium infection had signi®cantly lower scores than uninfected children on two tests of verbal short-term memory and two reaction time tasks. In one of\ud these tests the effect was greatest for children with poor nutritional status. There was no association between infection and educational achievement, nor between moderate infection with either species of helminth and performance on the cognitive tests. We conclude that children with heavy worm burdens and poor nutritional status are most likely to suffer cognitive impairment, and the domains of verbal\ud short-term memory and speed of information processing are those most likely to be affected

The attitudes and behaviour of adolescent road users : an application of the theory of planned behaviour

The Theory of Planned Behaviour (TPB) was used as a framework to study the attitudes of adolescent road users towards four target behaviours: (1) cycle helmet use, (2) using nearby crossings, (3) crossing from between parked cars, and (4) challenging traffic. Four questionnaires, one for each of the behaviours, were designed based on pilot work. Each questionnaire contained items to measure the TPB variables, self-reported behaviour, and general exposure and demographic characteristics (e.g. age and gender). A total of 2,457 children aged 11-16 completed the questionnaires; 564 respondents completed the 'cycle helmet use' questionnaire; 657 respondents completed the 'using nearby crossings' questionnaire; 619 respondents completed the 'crossing from between parked cars' questionnaire; and 617 completed the 'challenging traffic' questionnaire. Multivariate analyses were conducted for each of the behaviours to explore how adolescents' attitudes, subjective norms, perceived control, behavioural intentions and self-reported behaviour differed as a function of demographic variables. Correlation and multiple regression analyses were then conducted to test the relationships in the TPB and to identify beliefs underpinning adolescents' attitudes that could be targeted in road safety interventions. This report describes all aspects of the study and discusses the theoretical and practical implications

The role of the Connexions service in supporting the transition from school to post-16 education, employment training and work for young people with a history of specific speech and language difficulties or learning difficulties

The transition from school to the world of post-compulsory education is a major landmark in the lives of young people with special educational needs (SEN). In England the Connexions service set up to support young people during transition was planned to provide both a universal service and one that provided special support to vulnerable young people, particularly those at risk of not being in education, employment or training (NEET). The present paper reports the findings of a study of 46 Connexions personal advisers (PAs) who were supporting young people with specific speech and language difficulties (SSLD) or general learning difficulties, as part of a longitudinal study of these young people's development. Interviews were held with the PAs to identify patterns of organisation, the nature of services delivered to these young people and the factors that influenced successful support. The findings highlight the diversity among Connexions services, the limited expertise with young people with SEN and the structural barriers that may limit effectiveness. In addition, the Assessment, Planning, Implementation and Review Framework was not consistently used. The Connexions service has the potential to provide important support to young people with SEN at this key transition point but our study indicates the need for modifications to its operation

Every Child Matters outcomes: What Do They Mean for Disabled Children and Young People?

To date, little attention has been paid to the appropriateness of the Every Child Matters (ECM) outcomes framework to disabled children. This article reports findings from a research project which sought the views of disabled children and their parents about their desired outcomes. Twenty-nine children and 90 parents were interviewed. The findings indicate that ECM outcomes are appropriate to disabled children but can have different meanings. In addition, the need to recognise the importance of maintaining outcomes, as well as progress, is highlighted

The availability of land for perennial energy crops in Great Britain

This paper defines the potentially available land for perennial energy crops across Great Britain as the first component of a broader appraisal undertaken by the ‘Spatial Modelling of Bioenergy in Great Britain to 2050’ project. Combining data on seven primary constraints in a GIS reduced the available area to just over 9 M ha (40% of GB). Adding other restrictions based on land cover naturalness scores to represent landscape considerations resulted in a final area of 8.5 M ha (37% of GB). This distribution was compared with the locations of Miscanthus and SRC willow established under the English Energy Crop Scheme during 2001–2011 and it was found that 83% of the planting fell within the defined available land. Such a correspondence provides confidence that the factors considered in the analysis were broadly consistent with previous planting decisions

The practitioner perspective on the modeling of pedagogy and practice

The promotion of e-learning in policies internationally has led to questions about how best to employ technology in support of learning. A range of models has since been developed that attempts to relate pedagogy to technology. However, research into the effectiveness of such models in changing teaching practice is sparse, and work that compares these models to practitioners’ own representations of their practice is absent. The study described here involved asking practitioners to model their own practice, and to compare these with a model developed by a government organisation. Practitioners were adept at using existing models and repurposing them to suit their own context. Our research provided evidence of broad acceptance of the existing model with practitioners, but indicated that practitioners would take this tool and remodel it for their own contexts of learning to make it meaningful, relevant and useful to them