Relevant bibliographies by topics / Intellectual disabilities

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Intellectual disabilities'

Author: Grafiati
Published: 4 June 2021
Last updated: 14 September 2024

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Journal articles on the topic "Intellectual disabilities"

1

Purugganan, Oscar. "Intellectual Disabilities." Pediatrics in Review 39, no. 6 (June 2018): 299–309. http://dx.doi.org/10.1542/pir.2016-0116.

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Simpson, Neill, Lindsay Mizen, and Sally-Ann Cooper. "Intellectual disabilities." Medicine 44, no. 11 (November 2016): 679–82. http://dx.doi.org/10.1016/j.mpmed.2016.08.008.

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Simpson, Neill, Lindsay Mizen, and Sally-Ann Cooper. "Intellectual disabilities." Medicine 48, no. 11 (November 2020): 732–36. http://dx.doi.org/10.1016/j.mpmed.2020.08.010.

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Parchomiuk, Monika. "Mothers with Intellectual Disabilities Raising Children with Intellectual Disabilities." Journal of Intellectual Disability - Diagnosis and Treatment 4, no. 4 (January 20, 2017): 204–16. http://dx.doi.org/10.6000/2292-2598.2016.04.04.3.

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Nainggolan, Dina Maria. "Merayakan Imago Dei Bersama Orang dengan Disabilitas Intelektual dalam Cinta Persahabatan." GEMA TEOLOGIKA: Jurnal Teologi Kontekstual dan Filsafat Keilahian 7, no. 2 (October 25, 2022): 149. http://dx.doi.org/10.21460/gema.2022.72.684.

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AbstractThis article explores the spiritual dimensions of people with mild to severe intellectual disabilities. Dimensions that are increasingly lost and neglected, especially since the Enlightenment era which focuses to intellectuality and rationality as the summa of human existence. Human image with God has been understood only in terms of rational and intellectual abilities which leads to discrimination and neglect of God’s image in persons with disabilities, especially persons with intellectual disability. This article seeks to fi nd the image of persons with intellectual disabilities with God through the manifestation of love and shows that persons with intellectual disabilities like others can find God in Holy Spirit who works beyond human intellectual abilities. AbstrakArtikel ini menelusuri dimensi spiritualitas penyandang disabilitas intelektual ringan hingga parah. Dimensi yang semakin hilang dan terabaikan terutama sejak abad pencerahan yang menekankan intelektualitas dan rasionalitas sebagai keberadaan manusia yang terutama. Kesegambaran manusia dengan Allah sejauh ini dipahami hanya dalam kemampuan rasional dan intelektual yang berujung pada diskriminasi dan pengabaian kesegambaran Allah dalam diri penyandang disabilitas terutama penyandang disabilitas intelektual. Tulisan iniberupaya untuk menemukan kesegambaran penyandang disabilitas intelektual dengan Allah melalui perwujudan hidup yang penuh cinta kasih dan menunjukkan bahwa penyandang disabilitas intelektual sama seperti mereka yang tidak menyandang disabilitas dapat menemukan Allah dalam kuasa Roh Kudus yang bekerja melampaui kemampuan intelektualitas manusia yang terbatas.
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Bartoshesky, Louis E., and Charmaine Wright. "Intellectual Developmental Disabilities:." Delaware Journal of Public Health 7, no. 2 (March 2021): 6–8. http://dx.doi.org/10.32481/djph.2021.03.004.

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Colclasure, Blake C., Andrew C. Thoron, and Sarah E. LaRose. "Teaching Students with Disabilities: Intellectual Disabilities." EDIS 2016, no. 6 (August 8, 2016): 3. http://dx.doi.org/10.32473/edis-wc261-2016.

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This publication is one of the seven new articles that have been published in the Teaching Students with Disabilities series. This series provides useful information to ag-ed based instructors about different disabilities and how to teach those students in the unique environments posed by ag-ed, including classroom, laboratory, and non-formal environments. Written by Blake C. Colclasure, Andrew C. Thoron, and Sarah E. LaRose, and published by the Department of Agricultural Education and Communication, August 2016. AEC599/WC261: Teaching Students with Disabilities: Intellectual Disabilities (ufl.edu)
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Sunesni, Sunesni, Dian Furwasyih, Ilham Akerda Edyyul, Juwanda Padma, Irma Isra Hayati, Laura Maisiska, Sri Rahmadhani, and Vivi Putri Analika. "Pelatihan tentang Kesehatan Reproduksi Remaja Disabilitas Intelektual pada Guru SLB Kota Padang." Jurnal Kreativitas Pengabdian Kepada Masyarakat (PKM) 6, no. 10 (October 1, 2023): 4203–17. http://dx.doi.org/10.33024/jkpm.v6i10.10497.

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ABSTRAK Anak dan remaja yang menyandang disabilitas intelektual memiliki keterbatasan dalam daya kemampuan, dimana dengan ketidakmampuannya ini, anak tunagrahita memiliki berbagai masalah. Menurut WHO, anak yang mengalami disabilitas intelektual di Indonesia sekitar 5-9% yaitu sekitar 7-11 juta dari jumlah penduduk Indonesia. Berdasarkan data dari Dinas Pendidikan Provinsi Sumatera Barat pada tahun 2020 di Kota Padang terdapat sebanyak 38 Sekolah Luar Biasa (SLB) dengan jumlah siswa lebih kurang 1585 orang dan jumlah guru lebih kurang 214 orang. Jumlah anak dengan disabilitas intelektual (tunagrahita) menduduki peringkat pertama terbanyak diantara anak-anak berkebutuhan khusus lainnya. Ketidakmampuan untuk bisa hidup mandiri dengan keterbatasan kecerdasan pada anak disabilitas intelektual membuat kelompok ini rentan terhadap masalah, termasuk masalah pendidikan seksual. Informasi mengenai pendidikan seksual sangat penting untuk diberikan kepada remaja, termasuk kepada remaja disabilitas intelektual. Pendidikan seksual bagi remaja disabilitas masih belum mendapatkan perhatian dikalangan pendidik. Media pendidikan dalam sistem mengajar bagi anak berkebutuhan khusus masih sangat terbatas, sehingga penyampaian informasi mengenai pendidikan seksual dilakukan secara interpersonal antara guru dengan murid. Meningkatkan pengetahuan guru tentang pendidikan seksual, untuk diberikan kepada siswa menghadapi permasalahan yang terkait pendidikan seksual, pelecehan dan kekerasan seksual yang pada akhirnya mampu meningkatkan kualitas hidup anak berkebutuhan khusus. Melaksanakan workshop guna merancang materi yang tepat tentang pendidikan seksual siswa disabilitas intelektual sesuai dengan karakteristiknya, memilih startegi/ metode/ teknik yang cocok untuk menyampaikannya materi pendidikan seksual kepada peserta didik remaja dengan disabilitas intelektual, mengintegrasikan materi Pendidikan seksual pada siswa disabilitas intelektual ke kurikulum SLB. Kegiatan ini dilaksanakan di auditorium STIKes MERCUBAKTIJAYA Padang pada hari pertama dan metode daring pada hari kedua pelatihan. Pelatihan pada guru SLB dapat meningkatkan rata – rata pengetahuan guru sebanyak 3,55 poin. Luaran dari kegiatan yang telah tercapai antara lain publikasi di media massa Harian Padang pada tanggal 12 September 2022, publikasi video youtube dengan link https://youtu.be/7XlBGnT6COQ. Diharapkan kegiatan pelatihan kesehatan reproduksi dan seksual pada guru SLB ini dapat menjadi agenda rutin pertemuan MKKS SLB (Musyawarah Kerja Kepala Sekolah) Kota Padang. Kata Kunci: Guru SLB, Pelatihan, Disabilitas Intelektual, Pendidikan SeksualABSTRACT Children and adolescents with intellectual disabilities have limitations in their abilities, where with this disability, children with intellectual disabilities have various problems. According to WHO, children with intellectual disabilities in Indonesia are around 5-9%, which is around 7-11 million of the total population of Indonesia. Based on data from the West Sumatra Provincial Education Office, in 2020 in Padang City there were 38 Special Schools (SLB) with approximately 1585 students and approximately 214 teachers. The number of children with intellectual disabilities (intellectual disabilities) ranked first among children with special needs. The inability to live independently with limited intelligence in children with intellectual disabilities makes this group vulnerable to problems, including sexual education problems. Information about sexual education is very important to be given to adolescents, including adolescents with intellectual disabilities. Sexual education for adolescents with disabilities is still not getting attention among educators. Educational media in the teaching system for children with special needs is still very limited, so the delivery of information about sexual education is carried out interpersonally between teachers and students. Increase teacher knowledge about sexual education, to be given to students facing problems related to sexual education, sexual harassment and violence which in turn can improve the quality of life of children with special needs. Conduct workshops to design appropriate material on sexual education of students with intellectual disabilities in accordance with their characteristics, choose suitable strategies / methods / techniques to deliver sexual education materials to adolescent students with intellectual disabilities, integrate sexual education materials for students with intellectual disabilities into the SLB curriculum. This activity was carried out at the auditorium of STIKes MERCUBAKTIJAYA Padang on the first day and the online method on the second day of training. Training in SLB teachers can increase the average teacher knowledge by 3.55 points. The outputs of the activities that have been achieved include publication in the mass media Padang Daily on September 12, 2022, the publication of a youtube video with a https://youtu.be/7XlBGnT6COQ link. It is hoped that this reproductive and sexual health training activity for SLB teachers can become a routine agenda for the MKKS SLB (School Principals' Work Meeting) meeting in Padang City. Keywords: Junior High School Teacher, Training, Intellectual Disability, Sexual Education
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Hong, Eun Jin, and Yong Soo Kim. "A Phenomenological Study on the Interpersonal Relationship Experience of People with Intellectual Disabilities in the Workplace." Korean Society of vocational Rehabilitation 33, no. 1 (April 30, 2023): 55–81. http://dx.doi.org/10.24226/jvr.2023.4.33.1.55.

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The purpose of this study is to reveal the content and structure of interpersonal experiences in the workplace of people with intellectual disabilities. To achieve this purpose, 10 workers with intellectual disabilities in their 20s and 30s were selected as research participants by applying a phenomenological research method, and data collected through in-depth interviews were analyzed based on Giorgi's five-step procedure. First, 7 components and 22 sub-components were derived from the interpersonal experience of intellectually disabled people, and 7 components were 'interpersonal relationship with non-disabled people', 'interpersonal relationship formation at work', 'resolution of interpersonal conflicts at work', and 'wish for the future'. Second, the interpersonal experience structure of people with intellectual disabilities in the workplace was identified as the structure of the experience according to the relationship object and the temporal and situational context, focusing on seven components. Accordingly, this study is meaningful in that it revealed the interpersonal experience of people with intellectual disabilities at work and derived the desire for interpersonal relationships of people with intellectual disabilities. Based on these results, it is possible to build a work structure that considers the psychological characteristics of people with intellectual disabilities in the work place in the field of vocational rehabilitation. In addition, it is expected to contribute to overall interpersonal relationships in the vocational rehabilitation training process for people with intellectual disabilities, such as using them as basic data for developing interpersonal relationship programs at counseling sites.
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Gieniec, Weronika, and Beata Jurkiewicz. "Perception of people with intellectual disabilities by residents of the Tarnów region, Poland." Health Promotion & Physical Activity 24, no. 3 (December 20, 2023): 1–6. http://dx.doi.org/10.55225/hppa.532.

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Introduction: Social perception of disability is often a more serious problem than the disability itself. Acceptance of people with disabilities by the social environment is crucial, as it promotes their all-round development better than measures taken in individual rehabilitation. The aim of the study was to analyze the perception of people with intellectual disabilities by residents of the Tarnów region. Material and methods: The study was conducted by a diagnostic survey method using the author's survey questionnaire in March-May 2023. 314 correctly completed questionnaires were included in the study, completed by people between 18 and 67 years of age (mean 25.97 ± 7.97 years). A significance level of p < 0.05 was adopted. Results: As many as 32.48% (n = 102) of the respondents admit that they have a person with intellectual disabilities in their family or neighborhood. Among the respondents, 54.14% are familiar with local organizations for people with intellectual disabilities and their families, where 17.20% of people admitted that they have done volunteer work for such an organization. A willingness to become a volunteer for such an organization was expressed by 44.90% of people. Respondents overwhelmingly agreed that people with intellectual disabilities should participate in the life of the local community (91.40%). The majority of respondents (79.62%) believe that intellectually disabled people have the same sexual needs as the rest of society, followed by 15.61% who say they have no sexual needs, and 2.87% associate the sexual needs of intellectually disabled people with their degree and type of disability. Conclusions: Society shows signs of effortless tolerance – it does not want to have closer relations with people with intellectual disabilities, but at the same time does not mind that such people participate in society. Respondents show insufficient knowledge of the sexuality of people with intellectual disabilities.
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Dissertations / Theses on the topic "Intellectual disabilities"

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Faux, S. A., and Wendy M. Nehring. "Intellectual and Developmental Disabilities." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/6713.

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Book Summary: Nurses play a key role in high-quality health care for people with intellectual and developmental disabilities (IDD)--and now this up-to-date textbook fully prepares them to provide patients with the best possible services across the lifespan. The most comprehensive text available for nurses who specialize in IDD, this essential book clarifies evidence-based practices and gives readers an integrated, interdisciplinary approach to care that meets each person's individual needs. Cecily Betz and Wendy Nehring--authors of the respected text Promoting Health Care Transitions for Adolescents with Special Health Care Needs and Disabilities--gather the latest research and wisdom of 18 diverse authorities in the medical field. Together, they give pre- and in-service nurses the foundation of knowledge they need to help ensure equal access to health care for people with IDD choose from today's models and philosophies of carepromote their patients' psychosocial developmentprovide effective physical careconduct health assessments and develop individualized plans of caremaintain successful interdisciplinary collaboration with other professionals address the issues associated with specific disabilities, including autism, Down syndrome, cerebral palsy, fragile X, sensory impairment, and medical and behavioral health problems support developmental transitions across the lifespan expand their knowledge of genetics and apply it to nursing practice skillfully manage ethical and legal issuesunderstand the service agencies used by individuals with IDD Enhanced with clinical practice guidelines to support effective work with individuals who have IDD, this textbook lights every nurse's path to person-centered, evidence-based care that improves their patients' lives.
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Shaw-Gardow, Brooke. "Physical fitness and intellectual disabilities." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003shawgardowb.pdf.

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Sheridan, J. C. "Attitudes towards intellectual disabilities across cultures." Thesis, University College London (University of London), 2007. http://discovery.ucl.ac.uk/1445086/.

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Culture appears to be an important influence on attitudes towards people with intellectual disabilities (e.g., Fatimilehin & Nadirshaw, 1994). The author aimed to identify and review all relevant studies. This review highlights the complexity of conclusions drawn from cross-cultural attitudinal research and emphasises that social inclusion is a western concept that is not necessarily applicable to non-western cultures. Suggestions for future research are made, including the importance of investigating attitudes in multicultural societies. This is particularly relevant in the UK, which is culturally diverse, whilst employing a western conceptualisation of intellectual disabilities.
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Nicoll, Matthew. "Anger in offenders with intellectual disabilities." Thesis, University of Sheffield, 2011. http://etheses.whiterose.ac.uk/1989/.

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Findlay, L. "Pain in adults with intellectual disabilities." Thesis, University College London (University of London), 2011. http://discovery.ucl.ac.uk/1323007/.

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Part 1: The literature review details studies investigating pain in adults with intellectual disabilities: prevalence of pain, understanding and descriptions of pain and methods to enhance these, and unreported pains. The review highlights that adults with intellectual disabilities experience pains associated with a variety of health complaints, but often these are not reported and only identified by investigative procedures. The review also highlights shortcomings in the abilities of caregivers and professionals in recognising and acting in order to relieve pain. Part 2: The empirical paper reports on an exploratory qualitative study of the experiences and understandings of pain in adults with intellectual disabilities and their caregivers, and the meaning given to pain. Analysis highlights the difficulties adults with intellectual disabilities experience in understanding pain and having an appropriate language to communicate about pain. Analysis also revealed that caregivers possess knowledge and to recognise and manage pain and have clear perceptions of the pain experience in the people they care for. The findings are discussed with reference to prior research, scientific and professional implications and potential future directions. Part 3: The critical appraisal discusses the research topic and how the researchers’ understanding of pain in adults with intellectual disabilities changed. It then addresses conceptual and methodological issues that arose whilst conducting the research, and evaluates the limitations of the research. Finally it highlights implications for clinical practice, whilst offering suggestions for future research directions.
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van, der Wardt Veronika. "Classification of athletes with intellectual disabilities : towards the re-inclusion of athletes with intellectual disabilities in the Paralympics." Thesis, Loughborough University, 2009. https://dspace.lboro.ac.uk/2134/10728.

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The aim of this thesis was to investigate the relationship between intellectual functioning and sports performance for athletes with intellectual disabilities. A literature review showed that there is a significant difference between physical performance of athletes with and without intellectual disabilities, but so far, no studies have examined the association between the degree of intellectual functioning and sports performance for athletes with intellectual disabilities. Following an analysis of verbal and nonverbal intelligence tests on the basis of their psychometric properties, range of item difficulty, cultural fairness and duration of administration, the nonverbal SON-R 5% - 17 was initially chosen to investigate the relationship between intellectual functioning and physical performance for athletes with intellectual disabilities. The findings revealed that this association depended on sports discipline: for table tennis, scores on a SON-R 5% -17 subtest for inductive reasoning were associated with performance on the ABC physical aptitude test and sports competition performance (ABC physical aptitude test: W adj.= 44%, beta= -.66, p<.01; table tennis competition performance: R2 adj.= 30%, beta= -.66, p<.05), while for swimming and track and field athletics, none of the subtests (nor the overall IQ score) was significantly associated with physical or sports competition performance. However, the results also revealed considerable limitations of this intelligence test for this research: All subtests showed floor-effects (zero scores) and comments from participants indicated that several items contained pictorial representations that were culturally biased. Consequently, it was decided to develop a new computerized cognitive test battery for individuals with intellectual disabilities (CellO), which was focused on the target population (individuals with intellectual disabilities) and based on theories of intelligence, research of cultural fairness, as well as the results from previous testing using the SON-R 5Y2 -17 intelligence test. The test battery included two subtests for inductive reasoning and one subtest for visual processing abilities as these were the subtests shown to be associated with sports performance. Psychometric properties of the CCIID were assessed for individuals with intellectual disabilities using modern and classical test theories. Based on the results of an item analysis using latent trait models and proportion of correctly scored items, several items were revised. A reliability study confirmed internal consistency (r = between .73 and .84, n = 60-66 depending on subtest, p < .05), test-retest reliability (r8 = between .77-.88, n = 24-27 depending on subtest, p < .05) and inter-rater reliability (r8 = between .42-.83, n = 22-25 depending on subtest, p < .05). An exploratory principal component analysis showed one underlying component with an Eigenvalue of 2.04, explaining 67% of the variance. This supported the construct validity of the CCIID. Criterion validity was confirmed based on correlations using Wechsler Adult Intelligence Scale scores (r8= .66, p < .01, n= 18) and scores on the nonverbal SON-R 5Y2 - 17 intelligence test (r8= .82, p < .01, n= 19). Subsequently, the relationship between intellectual functioning and sports performance for athletes with intellectual disabilities was reinvestigated using the CCIID. The results confirmed the findings of the initial studies: for table tennis, scores on the inductive reasoning subtest 'Series' significantly predicted table tennis performance (R2 = .25, beta = .32, p <.05). Again, the studies revealed no significant association between scores on the CCIID and sports performance for swimmers and track athletes. Further research should investigate if sports performance of swimmers and track and field athletes is limited through adaptive behaviour or different cognitive abilities using a wider range of cognitive information processing tests.
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Søndenaa, Erik. "Intellectual disabilities in the criminal justice system." Doctoral thesis, Norges teknisk-naturvitenskapelige universitet, Institutt for nevromedisin, 2009. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-5240.

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Agnew, Sarah Elizabeth, and mikewood@deakin edu au. "Investigative interviewing of children with intellectual disabilities." Deakin University. School of Psychology, 2003. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050815.103016.

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This research was designed to examine two broad issues in relation to the investigative interviewing of children (aged 9 to 13 years) with mild and moderate intellectual disabilities. First, how do children with intellectual disabilities perform (relative to children matched for chronological and mental age) when recalling an event in response to various questions? Second, what question types and interview strategies do police officers and caregivers use to elicit accurate and detailed accounts about an event from children with intellectual disabilities? The rationale for exploring each of these issues was to determine possible ways of improving the elicitation of evidence from children with intellectual disabilities. While children with intellectual disabilities constitute a high proportion of all child victims of abuse (Conway, 1994; Goldman, 1994; Morse, et ah, 1970), they rarely provide formal reports of abuse and of those incidents that are reported, few cases progress to court (Henry & Gudjonsson, 1999). Study 1 used a standard interview protocol containing a variety of questions and an interview structure commonly used in investigative interviews. Specifically, the memory and suggestibility of eighty children with either a mild and moderate intellectual disability (M age = 10.85 years) was examined when recalling an innocuous event that was staged at their school. The children's performance was compared with that of two control groups; a group of mainstream children matched for mental age and a group of mainstream children matched for chronological age. Overall, this study showed that children with both mild and moderate intellectual disabilities can provide accurate and highly specific event-related information hi response to questions recommended in best-practice guidelines. However, their recall was less complete and less clear in response to free-narrative prompts and less accurate in response to specific questions when compared to both mainstream age-matched groups. Study 2 provided an in-depth analysis of the types of questions and strategies used by twenty-eight police officers and caregivers when interviewing children with either mild or moderate intellectual disabilities (M age = 11.13 years) about a repeated event that was staged at their school. The results revealed that while the approach used by the police officers was generally consistent with best-practice recommendations (i.e., their interviews contained few leading, coercive or negative strategies), there were many ways in which their approach could be improved. This study also showed that the caregivers used a high proportion of direct and negative strategies to elicit information from their children. Even when caregivers used open-ended questions, their children provided less event-related information than they did to police interviewers. The results of both studies were discussed in relation to current 'best-practice' guidelines for interviewing children and recommendations were offered for improving the quality of field interviews with children who have intellectual disabilities.
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Donohue, Dana Karen. "Self-concept in Children with Intellectual Disabilities." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/psych_theses/46.

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Self-concept, or feelings about oneself, encompasses various areas including social and academic domains and has been suggested to be a predictor and mediator of other outcomes (Bryne, 1996). In this study, the relationships between achievement, intelligence scores, and self-concept in children with mild intellectual disabilities were examined. Self-concept and WISC verbal intelligence scores evidenced significant relationships. Additionally, relationships were demonstrated between gains in achievement and higher ratings of self-concept. These results suggest that relationships exist between intelligence, achievement, and self-concept in elementary school children with MID. Specifically, a positive relationship was demonstrated between achievement gains and self-concept. Associations between intelligence and self-concept also were demonstrated, where higher intelligence scores were related to both lower nonacademic self-concept and higher cognitive self-concept.
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Pearson, Tanya. "Attachment styles and people with intellectual disabilities." Thesis, University of Birmingham, 2013. http://etheses.bham.ac.uk//id/eprint/4666/.

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This thesis comprises two chapters. The first chapter is a systematic review and synthesis of the literature on the relationship between attachment style and challenging behaviour in people with developmental disabilities (DD). From seven identified papers, which include correlational and intervention studies, the findings show that there is limited evidence to suggest that there is a relationship between attachment style and challenging behaviour in people with DD. The second chapter of the thesis is a quantitative study, which examines whether young adults with intellectual disabilities (ID) can be taught about early attachment behaviours between parents and infants using a DVD. Based on a within-subjects research design, sixteen participants with ID took part in three conditions: pre-intervention, post-intervention and follow up. The intervention comprised an adapted 'Attachment in Practice DVD' (Siren Films, 2009) and a booklet summarising the content of the DVD. Knowledge and understanding of attachment behaviours was measured using seven semi-structured interview questions developed by the authors. The findings show that young adults with ID can be taught about attachment behaviours using a DVD. However, retaining this information over a period of two weeks was challenging for the participants. Strategies to help people with ID retain this information are discussed.
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Books on the topic "Intellectual disabilities"

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Richards, Stephen B., Michael P. Brady, and Ronald L. Taylor. Understanding Intellectual Disabilities. 3rd ed. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003345602.

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Triska, Andrew Maxwell. Sexuality and Intellectual Disabilities. First Edition. | New York : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315316406.

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Llewellyn, Gwynnyth, Rannveig Traustadttir, David McConnell, and Hanna Bjrg Sigurjnsdttir, eds. Parents with Intellectual Disabilities. Chichester, UK: John Wiley & Sons, Ltd, 2010. http://dx.doi.org/10.1002/9780470660393.

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Gentile, Julie P., Allison E. Cowan, and David W. Dixon, eds. Guide to Intellectual Disabilities. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-04456-5.

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Datta, Poulomee. Students with Intellectual Disabilities. Singapore: Springer Singapore, 2014. http://dx.doi.org/10.1007/978-981-287-017-9.

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Matson, Johnny L., ed. Handbook of Intellectual Disabilities. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-20843-1.

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Prasher, Vee P., and Mike Kerr, eds. Epilepsy and Intellectual Disabilities. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39144-1.

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Prasher, Vee P., and Mike P. Kerr, eds. Epilepsy and Intellectual Disabilities. London: Springer London, 2008. http://dx.doi.org/10.1007/978-1-84800-259-3.

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Nelson Goff, Briana S., and Piland Springer Nicole. Intellectual and Developmental Disabilities. Edited by Briana S. Nelson Goff and Nicole Piland Springer. First edition. | New York: Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315562490.

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Laurence, Hamilton-Kirkwood, and Great Britain. National Assembly for Wales., eds. Learning disabilities: (intellectual disability). Cardiff: National Assembly for Wales, 2001.

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Book chapters on the topic "Intellectual disabilities"

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Willoughby, Brian L. B. "Intellectual Disabilities." In The Massachusetts General Hospital Guide to Learning Disabilities, 119–32. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-98643-2_7.

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Fornalik, Izabela. "Intellectual Disabilities." In Psychiatry and Sexual Medicine, 321–40. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-52298-8_22.

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Dombrowski, Stefan C. "Intellectual Disabilities." In Psychoeducational Assessment and Report Writing, 389–412. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-44641-3_15.

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Dombrowski, Stefan C. "Intellectual Disabilities." In Psychoeducational Assessment and Report Writing, 255–75. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4939-1911-6_14.

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Staniforth, Charlotte, and Yve Griffin. "Intellectual Disabilities." In Young People in Forensic Mental Health Settings, 286–315. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137359803_12.

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Houser, Mary A. "Intellectual Disabilities." In The Special Educator’s Guide to Assessment: A Comprehensive Summary by IDEA Disability Category, 201–34. 2455 Teller Road, Thousand Oaks California 91320: SAGE Publications, Inc., 2021. http://dx.doi.org/10.4135/9781544344256.n12.

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Patel, Dilip R., and Joav Merrick. "Intellectual Disability." In Neurodevelopmental Disabilities, 161–71. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0627-9_11.

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Richards, Stephen B., and Hilary Bougher-Muckian. "Societal, Family, and Multicultural Characteristics." In Understanding Intellectual Disabilities, 211–37. 3rd ed. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003345602-11.

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Richards, Stephen B. "Educational, Psychological, and Behavioral Characteristics." In Understanding Intellectual Disabilities, 180–210. 3rd ed. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003345602-10.

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Richards, Stephen B., and Ronald Hulewicz. "Historical Concepts and Perspectives 1." In Understanding Intellectual Disabilities, 3–37. 3rd ed. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003345602-2.

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Conference papers on the topic "Intellectual disabilities"

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Bechar, Inbal, and Emilia Florina Grosu. "Physical Activity and Intellectual Disabilities." In ERD 2016 - Education, Reflection, Development, Fourth Edition. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.12.30.

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Sarkar, Swagata, B. Karthikeyan, S. Sri Ajai, G. Dinesh Kumar, and C. M. Sharath. "Relaxation Aid for Intellectual Disabilities." In 2018 International Conference on Communication, Computing and Internet of Things (IC3IoT). IEEE, 2018. http://dx.doi.org/10.1109/ic3iot.2018.8668148.

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Falcão, Taciana Pontual, and Sara Price. "Tangibles for students with intellectual disabilities." In the 11th International Conference. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2307096.2307172.

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Johnson, Andrew P. "Reading Instruction For Students With Intellectual Disabilities." In EEIA 2018 - International Conference "Education Environment for the Information Age". Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.09.02.31.

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Jansche, Martin, Lijun Feng, and Matt Huenerfauth. "Reading difficulty in adults with intellectual disabilities." In the 12th international ACM SIGACCESS conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1878803.1878869.

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Khoeriah, N. Dede, Nani Nur’aeni, Zubaedah Wiji Lestari, and Panji Romadonna. "Vocational Civics for Persons with Intellectual Disabilities." In 2nd Annual Civic Education Conference (ACEC 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200320.039.

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Chen, Ping, John Rochford, David N. Kennedy, Soussan Djamasbi, Peter Fay, and Will Scott. "Automatic Text Simplification for People with Intellectual Disabilities." In 2016 International Conference on Artificial Intelligence Science and Technology (AIST2016). WORLD SCIENTIFIC, 2017. http://dx.doi.org/10.1142/9789813206823_0091.

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Falcão, Taciana Pontual. "Fostering exploratory learning in students with intellectual disabilities." In TEI'12: Sixth International Conference on Tangible, Embedded, and Embodied Interaction. New York, NY, USA: ACM, 2012. http://dx.doi.org/10.1145/2148131.2148232.

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Kartiko, Dwi C., Dwi L. Juniarisca, Abdul R. S. Tuasikal, Bayu B. Prakoso, and Faridha Nurhayati. "Android - Based Sport Board Games for Intellectual Disabilities." In International Joint Conference on Arts and Humanities (IJCAH 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201201.191.

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Abascal, Julio, Myriam Arrue, and Juan Eduardo Pérez. "Applying Participatory Design with Users with Intellectual Disabilities." In 17th IFIP TC.13 International Conference on Human-Computer Interaction. Cardiff University Press, 2020. http://dx.doi.org/10.18573/book3.ao.

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Reports on the topic "Intellectual disabilities"

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Malhotra, Neera. Desirable Conversations: Sexuality and Women with Intellectual Disabilities. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2704.

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Totten, Joseph. Travel Behaviors of Persons with Intellectual and Developmental Disabilities. Portland State University, June 2019. http://dx.doi.org/10.15760/ccemp.45.

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Wilbur, Jane, and Chloe Morrison. Adapting Menstrual Health Interventions for People with Intellectual Disabilities in Emergencies. The Sanitation Learning Hub, Institute of Development Studies, August 2023. http://dx.doi.org/10.19088/slh.2023.012.

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The Bishesta campaign – a menstrual health intervention for people with intellectual disabilities and their caregivers in Nepal, was developed to help improve menstrual health for this population in non-humanitarian settings (Wilbur et al. 2021a). The campaign was developed by the London School of Hygiene & Tropical Medicine (LSHTM) and WaterAid and delivered in collaboration with the disability service provider, the Down Syndrome Society Nepal, and the Centre for Integrated Urban Development, a local WASH non-government organisation. Following a positive feasibility study (Wilbur et al. 2019a), the Bishesta campaign was ready for efficacy testing or adapting for another context. Due to the lack of attention to people with disabilities’ menstrual health during emergencies, World Vision and the LSHTM adapted the Bishesta campaign for humanitarian responses in Vanuatu and called it the Veivanua campaign. This Frontiers of Sanitation issue presents: the research that preceded the development of these campaigns, the two campaigns, explains the adaptation process, and documents critical considerations for others wishing to revise the campaigns for different settings. This issue will interest practitioners working in menstrual health for people with and without disabilities in the development or humanitarian context.
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Patka, Mazna. Individuals with Intellectual Disabilities in Faith Communities: Perspectives of Catholic Religious Leaders. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1631.

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Willson, Amanda Wilmot, and Annie MacFadyen. Findings from a Cognitive Interview Study of SurveyQuestions Administered with Adults with Intellectual and Development Disabilities. National Center for Health Statistics (U.S.), July 2024. http://dx.doi.org/10.15620/cdc/159012.

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This report summarizes findings from a study designed to better understand the survey question response processes with people with Intellectual and/or Developmental Disabilities (IDD) within a population survey setting.
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dosReis, Susan, Gloria Reeves, Beverly Bulter, and C. Daniel Mullins. Understanding Caregiver Preferences for Treating Children with Intellectual and Cognitive Disabilities and a Mental Illness. Patient-Centered Outcomes Research Institute® (PCORI), October 2019. http://dx.doi.org/10.25302/10.2019.me.130601511.

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AlFaris, Nora, Saleh AlSalehi, Naseem Alshwaiyat, Reham Alagal, Lujain AlMousa, Jozaa ALTamimi, Raed AlZarah, et al. Nutritional status and dietary behaviors of children with intellectual or developmental disabilities in Saudi Arabia. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, February 2024. http://dx.doi.org/10.37766/inplasy2024.2.0055.

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Zablotsky, Benjamin, Amanda Ng, Lindsey Black, and Stephen Blumberg. Diagnosed Developmental Disabilities in Children Aged 3–17 Years: United States, 2019–2021. National Center for Health Statistics (U.S.), July 2023. http://dx.doi.org/10.15620/cdc:129520.

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This report provides updated prevalence estimates for diagnosed autism spectrum disorder, intellectual disability, and other developmental delay among children 3–17 years from the 2019–2021 National Health Interview Survey, with differences in prevalence examined between years and by sex, age group, and race and Hispanic origin. Estimates are also presented for any developmental disability, defined as having had one or more of these three diagnoses.
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Hopfer, Elizabeth Newcomb, Lauren San Diego, Jo'ell Maree, Meeshay Williams Wheeler, Heather Colleran, and Devona L. Dixon. Digital Closets � An Engaging Method of Teaching Wardrobe Basics to Adults With Intellectual and Developmental Disabilities. Ames (Iowa): Iowa State University. Library, January 2019. http://dx.doi.org/10.31274/itaa.11199.

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Rohwerder, Brigitte, Rohwerder, Brigitte, Stephen Thompson, Jackie Shaw, Mary Wickenden, Shubha Kayastha, Anita Sigdel, Fatema Akter, and Rabia Bosri. ‘Because of COVID, Everything is a Mess’ How Have People with Disabilities Experienced the Pandemic in Nepal and Bangladesh? Institute of Development Studies (IDS), March 2021. http://dx.doi.org/10.19088/if.2021.001.

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COVID-19 is deepening pre-existing inequalities. Emerging research suggests that people with disabilities across the world have experienced various rights violations and been disproportionality affected by the health, economic and social impacts of the pandemic and responses to it. The aim of this research was to better understand how people with disabilities who are often excluded from research have experienced the evolving COVID-19 pandemic in Bangladesh and Nepal. In order to better understand how it has affected some of the most marginalised groups of people with disabilities, this study used in-depth qualitative research to focus on people with intellectual, psychosocial, deafblindness and other multiple impairments.
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