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  • Students talk about their Roles in Transition Planning

    How can a student with a disability be supported to have real input into planning their future when preparing to leave high schoool? This article expresses the thoughts, fears and desires of students and offers suggestions as to how teachers, parents and other advocates can assist students in the transition...

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  • Why Workshops should be closed and Why People should work in the Community

    Based on her experiences both in sheltered employment and in the regular workforce, Liz Obermayer argues passionately that people with disabilities should have the opportunity to work in real jobs in the community based on their abilities and interests rather than being segregated in workshops which stifle personal growth.

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  • A Guideline on Protecting the Health & Lives of Patients in Hospitals especially if the patient is a member of a societally devalued class

    This timely book recognises the fact that people with disability of all ages - and other societally devalued groups - are vulnerable when hospitalised and need to be protected while there (in some cases they may need round-the-clock coverage).

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  • Special Needs Children and how to meet their educational needs

    This is a practical and simply laid-out illustrated guide on how to identify and teach children with special education needs. It introduces the 6 steps of 'precision teaching' and presents a school-based model for meeting those needs. Also included is a section 'Notes for the Teacher Aide'.

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  • Therapy services

    This article considers role of therapists in the education of students with physical disabilities, drawing attention to the fact that the value of therapy services is maximised by implementing programs as part of the classroom routine rather than almost exclusively in isolated therapy sessions.

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  • To achieve INCLUSION, COMMUNITY, and FREEDOM for people with disabilities, we must use People first Language

    Kathie Snow asks us to think of people with disability as people first, describing what a person HAS (i. e. a disability), not what a person IS. She reminds us that we must work to overcome attitudinal barriers, particularly those caused by the use of prejudicial language, e. g.

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  • Community Inclusion & Personal Safety

    While all research available favours community living, isolation of families from their communities places children at risk of abuse. In this article Dick Sobsey shares his thoughts on keeping children with disability safe: Dick Sobsey's family have worked at having their young son David included in his local community.

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  • Communicating with People Who Have Cognitive Disabilities in the Criminal Justice System

    Mary Hayden offers practical suggestions for law enforcement and court personnel when meeting the particular needs of people with cognitive and other disabilities.

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  • To facilitate friendships...

    Students, teachers and parents all have a vital role to play in the successful inclusion of children with disability in regular school settings. This one-page checklist suggests ways that students, teachers and parents can facilitate friendships. Keywords: Inclusion, Friendship

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  • A Networker at Work

    Networker Gaylene Henderson assists individuals with an intellectual disability to access local community activities. Gaylene discovers what the person's interests are, finds an appropriate group or organisation to join, then facilitates communication between the individual and the members - the goal being to create a network and make friends.

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