What Approaches Described in Research Literature Enhance the Engagement of Children and Young People With Severe or Profound and Multiple Learning Disabilities? A Systematic Literature Review

IF 1.2 4区 医学 Q3 EDUCATION, SPECIAL
Dominic Fitzpatrick, Richard Parker
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Abstract

BackgroundChildren and young people (CYP) with severe or profound and multiple learning disabilities are more likely to experience difficulties engaging for long periods. Finding ways to facilitate their engagement is crucial in promoting their social and emotional development and their mental well‐being, particularly as they are more vulnerable to difficulties with mental well‐being compared to their peers.MethodsWe undertook a systematic literature review (SLR) to identify approaches described within peer‐reviewed research literature that enhance the engagement of these children. Data from seven relevant studies were qualitatively synthesised. Thematic networks were then developed to visually present global, organising and basic themes identified within data.FindingsA global theme derived from organising themes across studies indicated that the quality of space is an important consideration in enhancing engagement. This included the extent to which space adhered to prescribed knowledge or afforded practitioners with opportunities to follow their intuition and deviate from such ideas.ConclusionsQuality of space may be important to the engagement of these CYP and consequently to their mental well‐being. This may involve consideration of the extent to which formal learning environments for them are organised and informed by dominant theory and discourse (abstract space), prescribed (spatial) practice and the extent to which environments provide conditions for ‘lived spaces’ that are potentially more facilitative of their engagement and so their mental well‐being.
研究文献中描述的哪些方法能够提高严重或极度多重学习障碍儿童和青少年的参与度?系统性文献综述
背景患有严重或深度多重学习障碍的儿童和青少年(CYP)更有可能在长期参与活动方面遇到困难。找到促进他们参与的方法对于促进他们的社交和情感发展以及心理健康至关重要,尤其是与同龄人相比,他们更容易在心理健康方面遇到困难。方法我们进行了一项系统性文献综述(SLR),以确定同行评审研究文献中描述的可提高这些儿童参与度的方法。我们对七项相关研究的数据进行了定性综合。研究结果从各项研究的组织主题中得出的一个总体主题表明,空间质量是提高参与度的一个重要考虑因素。这包括空间在多大程度上遵循了规定的知识,或为实践者提供了遵循直觉和偏离这些想法的机会。这可能需要考虑为他们提供的正规学习环境在多大程度上是由主流理论和话语(抽象空间)、规定(空间)实践组织和提供的,以及在多大程度上环境为 "生活空间 "提供了条件,而 "生活空间 "可能更有利于他们的参与,从而更有利于他们的心理健康。
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来源期刊
CiteScore
2.30
自引率
20.00%
发文量
74
期刊介绍: The British Journal of Learning Disabilities is an interdisciplinary international peer-reviewed journal which aims to be the leading journal in the learning disability field. It is the official Journal of the British Institute of Learning Disabilities. It encompasses contemporary debate/s and developments in research, policy and practice that are relevant to the field of learning disabilities. It publishes original refereed papers, regular special issues giving comprehensive coverage to specific subject areas, and especially commissioned keynote reviews on major topics. In addition, there are reviews of books and training materials, and a letters section. The focus of the journal is on practical issues, with current debates and research reports. Topics covered could include, but not be limited to: Current trends in residential and day-care service Inclusion, rehabilitation and quality of life Education and training Historical and inclusive pieces [particularly welcomed are those co-written with people with learning disabilities] Therapies Mental health issues Employment and occupation Recreation and leisure; Ethical issues, advocacy and rights Family and carers Health issues Adoption and fostering Causation and management of specific syndromes Staff training New technology Policy critique and impact.
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