Roy McConkey – författare

There are more opportunities than ever before for young people with disabilities to participate in sport and adapted physical education. For example, there are more than 3.7 million athletes worldwide aligned to the Special Olympics organisation, with national associations active in more than 200 countries worldwide. Despite this rapid growth, all too often coaches and teachers lack adequate knowledge of the particular challenges faced by people with intellectual disabilities. The principal aim of this book is to improve the understanding and professional skills of coaches, teachers, practitioners and researchers, to promote awareness of successful programmes addressing the needs of such young people, and to challenge the prevailing myths and stereotypes surrounding their abilities.With contributions from leading researchers and practitioners around the world, this book is the first to explore in depth the topic of sport and intellectual disability from a coaching perspective. Including both theoretical discussion and empirical case-studies, the book covers a full range of contemporary issues and themes, including training and coaching, family support, perceptions of disability, athlete motivation, positive sport experiences, motor development programmes, and social and cultural aspects of disability. Sport Coaching and Intellectual Disability is important reading for any student, researcher, coach, teacher, manager or policy maker with an interest in disability sport, physical education, coaching, or mainstream disability studies.

In the 1980s working with parents in the education and care of their children was more often preached than practised by professionals. However, recent government committees and legislation both in the UK and USA at the time had repeatedly stressed the importance of parental participation. This applied not only to children with special needs, but to all children, and indeed there was considerable evidence to suggest that parents wanted to be involved and that the child benefited as a result.Originally published in 1985, Working with Parents, aimed at professionals in training or newly qualified, drew together for the first time many examples of how partnership with parents can evolve and be successful. It not only gives detailed suggestions for working with parents on a one-to-one basis but also describes how to handle parent groups, organise courses, give effective talks and use video. The author draws on his wide and well-known experience to give specific instances – such as his work on language with children with learning disabilities – that illustrate general principles. The book is written in a lively, practical style and should still be of great value to teachers – in both special and mainstream education – and others such as speech therapists, psychologists and community workers.This book is a re-issue originally published in 1985. The language used is a reflection of its era and no offence is meant by the Publishers to any reader by this re-publication.

Experienced by more than one billion people worldwide, disability is increasingly recognised as a human rights issue internationally. Completely up to date, Disability and Human Rights draws on cutting edge international research and real life examples to explore the global dimension of disability and to critically review progress on the implementation of the United Nations Convention on the Rights of Persons with Disabilities.This book provides readers with an in-depth exploration of disability across key areas of human rights, including health, education, employment, accessibility and independent living. It demonstrates how these issues are integral to achieving full and equal participation of disabled people in human societies across the life cycle. The book analyses the impact of poverty, the importance of support and the relevance of culture and it maps out how to make disability rights a reality in the coming decades. Chapters are enriched with a wide range of international case examples and questions for reflection to deepen readers' understanding of the material. Students and practitioners from a wide range of backgrounds, including disability studies, human rights, social work and social care will benefit from this much-needed new global perspective on disability.

There are more opportunities than ever before for young people with disabilities to participate in sport and adapted physical education. For example, there are more than 3.7 million athletes worldwide aligned to the Special Olympics organisation, with national associations active in more than 200 countries worldwide. Despite this rapid growth, all too often coaches and teachers lack adequate knowledge of the particular challenges faced by people with intellectual disabilities. The principal aim of this book is to improve the understanding and professional skills of coaches, teachers, practitioners and researchers, to promote awareness of successful programmes addressing the needs of such young people, and to challenge the prevailing myths and stereotypes surrounding their abilities.With contributions from leading researchers and practitioners around the world, this book is the first to explore in depth the topic of sport and intellectual disability from a coaching perspective. Including both theoretical discussion and empirical case-studies, the book covers a full range of contemporary issues and themes, including training and coaching, family support, perceptions of disability, athlete motivation, positive sport experiences, motor development programmes, and social and cultural aspects of disability. Sport Coaching and Intellectual Disability is important reading for any student, researcher, coach, teacher, manager or policy maker with an interest in disability sport, physical education, coaching, or mainstream disability studies.

Originally published in 1973, this volume looks at the organisation of memory data in, what at the time was termed, ‘mental handicap’. The first part surveys recent work in this important area, giving a general account of experiments and findings. The second part reports a particular piece of research on memory in people with learning difficulties, then called ‘subnormal individuals’.Very much of its time, in terms of the terminology, this was an important book for anyone concerned with people with intellectual disabilities and for experimental psychologists involved with the processes of memory.