Discussing Museum Learning Opportunities For Children With Disabilities

The chapter is part of a book uniting various fields in a multidisciplinary venture drawing on academics and clinicians from medicine, psychology and educational sciences. The interdisciplinary approach has assembled medical, educational and health specialists with scholarly contributions from many different countries and institutes. A plethora of scientific studies have shown that in order for children to maintain good health, both physically and psychologically, families, teachers, physicians and psychologists have to work closely together. Few scientific books address the wide spectrum of challenges required to resolve such developmental issues: for example, when families migrate to unfamiliar countries, the influence of grandparents in childrearing practises, impact of having a disabled children on family structures and social interactions, socioeconomic factors which impose limits on healthy growth, and families which have to cope with debilitating emotional crises whether originating from the parents or their offspring. This collection of essays is an attempt to bridge theoretical and research concepts and findings with clinical practise, adopting an interdisciplinary and cross-cultural perspective. It reveals determinants and other factors which are implicated in the effectiveness of health promotion and therapeutic interventions, as well as identifying reliable diagnostic and health programs and / or enhance learning and teaching programmes

Creative connections Working with teachers to use museums and galleries as a learning resource

Includes bibliographical references. Also available via the InternetAvailable from British Library Document Supply Centre- DSC:m03/19099 / BLDSC - British Library Document Supply CentreSIGLEGBUnited Kingdo