Rights in Mind: Thinking Differently About Dementia and Disability.

The aim of this paper is to argue for the utility of a relational model of disability, as a way of conceptualizing dementia. We explore whether dementia should be considered as a disability, and whether people with dementia might consider themselves as disabled people. We review examples of, and issues raised by, the political activism of people with dementia.

Clinical practice with anti-dementia drugs: A revised (third) consensus statement from the British Association for Psychopharmacology.

The British Association for Psychopharmacology coordinated a meeting of experts to review and revise its previous 2011 guidelines for clinical practice with anti-dementia drugs. As before, levels of evidence were rated using accepted standards which were then translated into grades of recommendation A-D, with A having the strongest evidence base (from randomised controlled trials) and D the weakest (case studies or expert opinion). Current clinical diagnostic criteria for dementia have sufficient accuracy to be applied in clinical practice (B) and both structural (computed tomography and magnetic resonance imaging) and functional (positron emission tomography and single photon emission computerised tomography) brain imaging can improve diagnostic accuracy in particular situations (B).

Political and legislative conditions for the successful education of children with special educational needs.

The last 10 years have seen a much higher profile given to the education of children with special educational needs in the whole range of schools and learning environments available in different countries and different communities. At the same time, the world recession and the continued high rate of debt and spending on armaments combine to lower the opportunities for deprived and vulnerable children in our societies. Because children with special needs, their families and their teachers are particularly vulnerable, they need to join forces to ensure that their combined concerns are heard by the world community.

The concept of normalisation as a principle of educational theory and practice.

Throughout the world, it is increasingly recognised that efforts should be made to ensure that young children with mental handicap (mental retardation) receive their education in integrated settings. This article reviews the obstacles to be overcome in implementing this principle of "normalization", and what parents, professionals, and society and its institutions might be called upon to do if it is to be achieved in practice. It concludes by presenting ten guidelines for future development of policy and practice, based on reports and studies conducted in different parts of the world.

Language and social behaviour in severely educationally subnormal children.

There is a strong positive relationship between age and the number of social interactions a child is likely to initiate during a typical classroom free-play period. The type of interaction which shows the largest increase is verbally initiated child-child interactions. Verbally initiated child-teacher interactions also increase with age, though not so markedly as child-child interactions.