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Interconnections Worldwide Working internationally to share information, help build knowledge and support teamwork around babies, children and young people who are disabled, marginalised or vulnerable The home of Team Around the Child (TAC) and the Multiagency Keyworker |
Changing Faces are conducting a survey to collect the views of people who have a condition, injury etc that affects their appearance, specifically around support that is available/helpful. The links to the survey are now up on our website.
We need the views of as many people as possible who have personal experience of visible difference; who care for a child that has a visible difference; or who work with patients that have a visible difference.
Researchers from three UK universities studied the way schools approach teaching literacy to children with severe learning difficulties.
By Penny Lacey
This essay focuses on pupils with profound learning disabilities in a study of how schools approach teaching literacy to children with severe learning difficulties. The researchers invite us to expand our understanding of the word literacy beyond the conventional and to use the concept of inclusive literacy to include a wide range of activities – many of which use no text.
To read the essay click JOURNAL in the green banner above, click on Issue Number 12 and then scroll down.
Natalie Duffy
An incredible 14% of Guatemalans have a disability and yet Guatemala could be the worst place in the world to live with a disability.
I have chosen listening for the letter L in this alphabet to suggest that it is an important activity for all of us in the field of childhood disability.
By Peter Limbrick
Looking in the Chambers Dictionary, I see that listen means, 'To attempt to hear something or pay attention (to what is being said or to the person saying it); to follow advice.' As I see it, our task as listeners to people whom we are trying to support is a much broader activity in which we use our eyes, empathy and intuition as well as our ears – in which we hear what is not being said alongside what is being said. In this broader interpretation, a deaf person can be an effective listener.
I have chosen listening for the letter L in this alphabet to suggest that it is an important activity for all of us in the field of childhood disability and to share some observations about its value when supporting new parents of babies and young children with disabilities and special needs. In this early intervention context, it is interesting to explore why we need to listen – what listening is for.
This essay is in the TAC Journal in the section, An Alphabet of Helpful Hints.
To read the essay, click on JOURNAL in the gree banner above, click on Issue Number 12, and then scroll down.
Cartoon © Martina Jirankova-Limbrick 2011