Characteristics and experiences of children and young people with severe intellectual disabilities and challenging behaviour attending 52-week residential special schools

Pilling, N. and McGill, Peter and Cooper, V. (2007) Characteristics and experiences of children and young people with severe intellectual disabilities and challenging behaviour attending 52-week residential special schools. Journal of Intellectual Disability Research, 51 (3). pp. 184-196. ISSN 0964-2633. (The full text of this publication is not available from this repository)

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Abstract

Background This study sought to gather information about the characteristics and experiences of children and young people with severe intellectual disabilities and severe challenging behaviour attending 52-week residential special schools. Method Staff of nine schools completed postal questionnaires on the characteristics and experiences of 156 pupils. Results Those attending residential schools are predominantly male, teenagers and in long-term placements. Most have limited communication skills and autistic spectrum disorders. All display high numbers of challenging behaviours, many of them serious. Children have a greater range and complexity of needs than pupils at day severe learning difficulties (SLD) schools, albeit with some overlap. Conclusions Children at 52-week residential schools present needs that both families and local services struggle to meet. Residential placement may provide the intensity of educational input and social support that is required, but may increase the vulnerability of the children. Local alternatives to residential schools should be investigated.

Item Type: Article
Uncontrolled keywords: challenging behaviour; intellectually disabled children; residential schools
Subjects: H Social Sciences
Divisions: Faculties > Social Sciences > School of Social Policy Sociology and Social Research > Tizard
Depositing User: Suzanne Duffy
Date Deposited: 18 Mar 2008 14:35
Last Modified: 30 May 2014 13:32
Resource URI: http://kar.kent.ac.uk/id/eprint/2261 (The current URI for this page, for reference purposes)
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