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.
Background: Children 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 wel...
| Published in: | British Journal of Learning Disabilities Vol. 53; no. 1; pp. 61 - 74 |
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| Main Authors: | , |
| Format: | research systematic review tables/charts Journal Article |
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Wiley-Blackwell
Mar2025
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=183915468&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 183915468 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 13544187 F04 jtl: British Journal of Learning Disabilities issn: 13544187 maglogo: Y pubinfo: dt: Mar2025 vid: 53 iid: 1 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 183915468 179628418 183915468 183915468 10.1111/bld.12619 183915468 ppf: 61 ppct: 13 formats: fmt: – @attributes: type: T – @attributes: type: C – @attributes: type: P tig: atl: 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. aug: au: Fitzpatrick, Dominic Parker, Richard affil: Educational Psychology Service, Bolton Greater Manchester,, UK sug: subj: Persons with Intellectual Disabilities In Infancy and Childhood Persons with Intellectual Disabilities In Adolescence Severity of Disability Social Participation Personal Growth Emotional Maturity Disease Susceptibility Psychological Well-Being Peer Group Human Funding Source United Kingdom Child Adolescence Systematic Review Learning Environment Interpersonal Relations Life Purpose Public Spaces Child: 6-12 years Adolescent: 13-18 years ab: Background: Children 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. Methods: We 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. Findings: A 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. Conclusions: Quality 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. Accessible Summaries: Engaging for a long time with activities and with people can be hard for children and young people with severe or profound and multiple learning disabilities.Finding ways to improve their ability to engage for longer is important and may improve their mental well‐being such as by helping them find ways of being happy and spending time with others. This can also make getting better at things easier for them.We searched for research that had included these children and young people and found seven studies that talked about different ways of trying to engage them. We then highlighted the things that might be important in supporting them to engage better, how this was done, and what this can help with.We found out that giving adults time and space to think carefully and creatively about activities that are happening with and around these children and young people is important to improving their engagement and their mental well‐being. We think this should happen more.We think it is important to think about this because we think school should be a place where all children and young people can feel happy. When children and young people are happy in school this can lead to other benefits. pubtype: Academic Journal doctype: research systematic review tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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