I Am Helen Keller is a student-friendly reader; yet, it offers realistic insights into Helen’s life as a: student, writer, lecturer, vaudeville performer, and activist. The book…
Abstract
I Am Helen Keller is a student-friendly reader; yet, it offers realistic insights into Helen’s life as a: student, writer, lecturer, vaudeville performer, and activist. The book relates to students’ real lives because Helen is portrayed as a genuine person rather than an object for herofication; an individual with economic challenges and personality flaws as well as successes. Young students are introduced to the concept of mentoring, as people who sponsored and helped Helen achieve her life goals are described. Helen Keller overcame personal adversity and is often presented to young people in character education. The heart of her story, however, is that she was one of the first civil rights leaders for people with disabilities. She was at the forefront of attitude changes around the world. In this lesson, students engage in analyzing key points of Helen Keller’s life through a read-aloud and Anticipation Guide, discussion, cooperative group work, research, and presentation skills using educational technology.
Sandy Toogood, Steven Boyd, Andy Bell and Helen Salisbury
In 1997 Tom was a 32‐year‐old man with a diagnosis of severe intellectual disability and autism who engaged in high‐rate challenging behaviour. Tom's out‐of‐area placement was…
Abstract
In 1997 Tom was a 32‐year‐old man with a diagnosis of severe intellectual disability and autism who engaged in high‐rate challenging behaviour. Tom's out‐of‐area placement was about to break down and he needed help urgently. For 16 months specialist challenging behaviour services supported Tom directly in a single‐occupancy service. They conducted functional assessment and delivered multi‐level intervention, including medication withdrawal, environmental enrichment, skills teaching, augmented communication and targeted behavioural intervention. Support was then transferred to mainstream learning disability services. Following intervention, the rate of challenging behaviour shown by Tom fell significantly from more than 200 instances per day to almost none. Community involvement and engagement increased. Tom moved into shared accommodation with support from mainstream learning disability services at no additional cost. Improvement at intervention was still apparent 10 years later. Tom's story adds to a growing number of articles showing how focused intervention can deliver lasting improvement in quality of life. Four aspects of Tom's story are discussed in the light of the Mansell Report.
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ELSEWHERE in this number we list libraries which have Esent us copies of their annual reports which we are glad to have. Now and again we are able to elaborate on these, but in…
Abstract
ELSEWHERE in this number we list libraries which have Esent us copies of their annual reports which we are glad to have. Now and again we are able to elaborate on these, but in the present issue that has not been possible. We would say, however, that these reports are deserving of the attention of librarians generally, and of students at the library schools. They are records of work in progress, and they do suggest the development of library policy. The best of them are of textbook value.
Stacy M. Kelly and Christine Clark-Bischke
Defined functionally, having low vision can mean the inability to read newsprint even with best correction (when wearing conventional eyeglasses or contact lenses) (Maino, 1993)…
Abstract
Defined functionally, having low vision can mean the inability to read newsprint even with best correction (when wearing conventional eyeglasses or contact lenses) (Maino, 1993). Other functional definitions of low vision refer to a loss of vision that may be severe enough to hinder an individual's ability to complete daily activities such as reading, cooking, or walking outside safely, while still retaining some degree of useable vision. Low vision is decreased visual performance that prevents performance to full capacity compared with a typically sighted person of the same age and gender. It may be a consequence of reduced acuity, abnormal visual field, reduced contrast sensitivity, or other ocular dysfunction (Faye, 1984). This definition includes people who are legally blind and those who have a more significant amount of remaining vision.
To explore the advice given by the British Girl Guides Association, a popular girls' youth organisation, to urban members in the period from 1930 to 1960.
Abstract
Purpose
To explore the advice given by the British Girl Guides Association, a popular girls' youth organisation, to urban members in the period from 1930 to 1960.
Design/methodology/approach
This article is based on an analysis of the Girlguiding publications The Guide and The Guider in 30 years spanning 1930–1960.
Findings
The article shows that, although rural spaces maintained symbolic position in the education and training of the British Girl Guides Association throughout the mid-twentieth century, the use of urban spaces were central in ensuring that girls embodied Guiding principles on a day-to-day basis. While rural spaces, and especially the camp, have been conceptualised by scholars as ‘extraordinary’ spaces, this article argues that by encouraging girls to undertake nature study in their urban locality the organisation stressed the ordinariness of Guiding activity. In doing so, they encouraged girls to be an active presence in urban public space throughout the period, despite the fact that, as scholars have identified, the post-war period saw the increased regulation of children's presence in public spaces. Such findings suggest that the organisation allowed girls a modicum of freedom in town Guiding activities, although ultimately these were limited by expectations regarding the behaviour and conduct of members.
Originality/value
The article builds upon existing understandings of the Girl Guide organisation and mid-twentieth century youth movements. A number of scholars have recently argued for a more complex understanding of the relationship between urban and rural, outdoor and indoor spaces, within youth organisations in the 20th century. Yet the place of urban spaces in Girlguiding remains under-explored.