Working With Adults With Communication Difficulties In The Criminal Justice System
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Working With Adults with Communication Difficulties in the Criminal Justice System
This book offers guidance for speech and language therapists and other professionals who are working in a criminal justice setting or who are interested to know more about this dynamic and rewarding client group. The criminal justice system (CJS) includes police custody, community services, secure hospitals and prisons. Although each setting has its differences, there are overarching areas associated with speech, language and communication needs (SLCN) within the population who find themselves coming into contact with the CJS. These needs are many and varied: from social deprivation and developmental language disorder, to head injury, substance misuse and ADHD. The variety is both stimulating and challenging, and this book provides the reader with a range of resources to use with such a complex client base. Key features include: academic evidence about SLCN in the CJS accessible visuals explaining the systems pathways resources to support assessment and intervention information to support individuals with a range of overlapping needs. Aimed primarily at speech and language therapists, the book also includes useful content for students, academics and professionals who wish to know more about SLCN within the CJS. As well as being full of useful infographics, this book includes a vast appendix of online material that can be downloaded and printed for use in practice.
African Disability Rights Yearbook Volume 6 2018
About the publication The African Disability Rights Yearbook aims to advance disability scholarship. Coming in the wake of the United Nations Convention on the Rights of Persons with Disabilities, it is the first peer-reviewed journal to focus exclusively on disability as human rights on the African continent. It provides an annual forum for scholarly analysis on issues pertaining to the human rights of persons with disabilities. It is also a source for country-based reports as well as commentaries on recent developments in the field of disability rights in the African region. Table of Contents EDITORIAL Editorial SECTION A: ARTICLES Rather bad than mad? A reconsideration of criminal incapacity and psychosocial disability in South African law in light of the Convention on the Rights of Persons with Disabilities Heléne Combrinck Legal capacity of parties with intellectual, psycho-social and communication disabilities in traditional courts in Kwazulu-Natal Willene Holness & Sarah Rule Protection of the rights of persons with mental disabilities to liberty and informed consent to treatment: A critique of Gordon Maddox Mwewa & Others v Attorney General & Another Felicity Kayumba Kalunga & Chipo Mushota Nkhata Rearticulating ubuntu as a viable framework for the realisation of legal capacity in sub-Saharan Africa Louis O. Oyaro Implementing article 13 of the Convention on the Rights of Persons with Disabilities in South Africa: Reasonable accommodations for persons with communication disabilities Robyn White & Dianah Msipa Leaving the woods to see the trees: Locating and refocusing the activities of non-state actors towards the effective promotion of access to justice of persons with disability Azubike Onuora-Oguno SECTION B: COUNTRY REPORTS République de Bénin Marianne Séverin Union des Comores Youssouf Ali Mdahoma Mauritania Kedibone Chembe & Babatunde Fagbayibo Rwanda Olwethu Sipuka The Gambia Satang Nabaneh SECTION C: REGIONAL DEVELOPMENTS A step to zero attacks: Reflections on the rights of persons with albinism through the lens of X v United Republic of Tanzania Benyam Dawit Mezmur Progress towards inclusive primary education in selected West African countries Ngozi Chuma Umeh BOOK REVIEW Peter Blanck & Eiliónoir Flynn (eds): The Routledge Handbook of Disability Law and Human Rights (2017) Heléne Combrinck
Don't Send Him in Tomorrow
Author: Jarlath O'Brien
language: en
Publisher: Crown House Publishing Ltd
Release Date: 2016-08-04
In Don't Send Him in Tomorrow, Jarlath O'Brien shines a light on the marginalised, disenfranchised and forgotten children of today's schools. The percentage of children achieving the government's expected standard in benchmark tests is national news every year. The progress that children with learning difficulties and SEN make is never discussed, because it is not understood. That is a problem. The bone-crushing infrastructure which professionals have to negotiate is a problem. The fact that so many parents have to fight tooth and nail so that the needs of their children are met, something the rest of us would consider a basic entitlement, is a problem. This book describes how the system and can be improved if and when these marginalised children are given higher priority by the powers that be. There is a widespread lack of understanding about special schools, the work they do, and the children they educate - the sector is largely invisible. Jarlath O'Brien has become increasingly frustrated by this, and the varying quality of provision for children with learning difficulties and SEN in mainstream schools. The successes of special schools and pupil referral units in Ofsted inspections are just not celebrated or analysed in the same way that mainstream schools' are. While, mainstream schools have their hands tied by fears over progress measures. There is a human cost to the accountability culture that reduces schooling to data and judgements: this is felt most profoundly by children with SEN and their families. Jarlath shares some of the problems he's witnessed with inclusion and exclusion: mainstream schools actively encouraging children with SEN to look elsewhere, parents reporting their children have been formally or informally excluded from school and socially excluded by the parents of other children, children asked to leave their mainstream schools because of their behaviour - usually behaviour that is caused by their needs not being adequately addressed, children who are in school but isolated from their peers. If a child can't participate in activities or trips with the rest of the class, or spends much of the day working one-to-one with a teaching assistant, is this really inclusion? The Pupil Premium has been established to ensure that children in receipt of free school meals are not disadvantaged - why does something similar not exist for children with SEN? Every health and wealth indicator that you could use to measure people with learning difficulties and special educational needs (SEN) reveals something alarming. They die younger. They work less. They are more likely to live in poverty or end up in prison or face mental health difficulties. They are much more likely to be excluded from school. They are more likely to be bullied at school. This has to end. We all have to choose to commit to recognising that society, as it is today, is a difficult place for young people to thrive. When you have autism, or Down syndrome, or any physical or learning difference, it's even harder - and the system as it stands isn't helping. We need to acknowledge that this is not right; that such a state of affairs must change; and that we all have a part to play in making that change happen. Jarlath offers suggestions for politicians, Ofsted, local authorities, head teachers, SENCos, teachers and teaching assistants about what they can do to make a difference. For all politicians, head teachers, SENCOs, teachers and parents.