To see the other types of publications on this topic, follow the link: Intellectual disabilities.
Journal articles on the topic 'Intellectual disabilities'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Intellectual disabilities.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Purugganan, Oscar. "Intellectual Disabilities." Pediatrics in Review 39, no. 6 (June 2018): 299–309. http://dx.doi.org/10.1542/pir.2016-0116.
Full text
2
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.
Full text
3
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.
Full text
4
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.
Full text
5
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.
Full textAbstract:
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.
6
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.
Full text
7
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.
Full textAbstract:
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)
8
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.
Full textAbstract:
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
9
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.
Full textAbstract:
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.
10
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.
Full textAbstract:
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.
11
Alzahrani, Abdullah Ali H. "Periodontal Health among Individuals with Intellectual Disabilities Living in a Saudi Institutional Rehabilitation Centre." Healthcare 12, no. 9 (April 25, 2024): 891. http://dx.doi.org/10.3390/healthcare12090891.
Full textAbstract:
The aim of this study was to explore periodontal health among intellectually disabled individuals living in an institutional rehabilitation centre in the Al-Baha Region of Saudi Arabia. A cross-sectional study was conducted from November 2023 to January 2024. Clinical oral examinations were carried out using the World Health Organization criteria for bleeding sites and the presence of periodontal pockets. Simplified oral hygiene and community periodontal indices were employed to evaluate participants’ oral health. A total of 89 participants, comprising both males and females with intellectual disabilities, were included in this study. Gender, severity of intellectual disability, type of additional physical disability, tooth brushing habits and oral hygiene status were significantly associated with the presence of periodontal disease. Additionally, poor oral hygiene, not brushing teeth and periodontal pockets of 4–5 mm and 6 mm or more were significantly more prevalent among individuals with severe and moderate intellectual disabilities (p = 0.001, p = 0.001, p = 0.001 and p = 0.001, respectively). The prevalence of periodontal disease among the studied population was 54%. The odds of having periodontal disease were significantly higher in the severe intellectual disability group compared to the mild intellectual disability group (OR = 2.328, 95% CI = 1.430–3.631, p = 0.03). It was also found that intellectually disabled participants with additional physical disabilities suffered more from periodontal disease than those without additional physical disabilities (OR = 0.971, 95% CI = 0.235–4.023, p = 0.025). Overall, individuals with intellectual disabilities had a significant demand for periodontal care. This study highlighted the need for more organised preventive programmes for individuals with intellectual disabilities. Dentists should be vigilant about improving periodontal health, focus on preventive programmes and provide comprehensive dental care with an emphasis on periodic recall and monitoring.
12
Baek, Yumi. "A Qualitative Research on the the Experience of Harmonic Interpersonal Relation Program of People with Intellectual Disabilities." Korean Society of Culture and Convergence 45, no. 4 (April 30, 2023): 883–94. http://dx.doi.org/10.33645/cnc.2023.04.45.04.883.
Full textAbstract:
This is a qualitative case study to examine the changes of recognition on harmony in interpersonal relationship in intellectual disabilities after experiencing the group counseling program. To address the goal, this researcher selected 15 Intellectual disabilities aged 20 to 22 attending the special-education school located in D City, collected data after providing 10 sessions of the group counseling program, and analyzed them with the case study approach. As a result of the analysis of qualitative changes, intellectual disabilities’s recognition on interpersonal relationship is observed as ‘active self-expression’, ‘recognition on positive emotion, consciousness, behavior, or practice’, ‘effective communication’, and ‘the improvement of skills to control feelings’. The findings are meaningful in that they tell us the fact that group counseling targeting intellectual disabilities can change their recognition
13
Eid, Yossef Mohamed Yossef. "Emotional Intelligence of Students with Learning Disabilities and Students with Intellectual Disabilities." International Journal of Early Childhood Special Education 14, no. 1 (March 17, 2022): 152–60. http://dx.doi.org/10.9756/int-jecse/v14i1.221020.
Full textAbstract:
Many recent studies across the world present a dire lack of research on Emotional Intelligence (EI) in the field of individuals with disabilities. This study could be an academic call to conduct more research on the (EI) of students with disabilities. The purpose of the study is to examine the differences in (EI) between students with learning disabilities (LDs) and students with intellectual disabilities (IDs) in the kingdom of Saudi Arabia. One hundred students participated in the study: fifty students with learning disabilities aged six to twelve years and fifty students with intellectual disabilities aged eight to fifteen years. The Emotional Intelligence Picture Scale for Disabled Children (prepared by the researcher) was the standardized scale used to collect data. The results showed that there were differences between students with LDs and students with IDs in the total score and components of Emotional Intelligence. There is a relationship between age and Emotional Intelligence for both students with LDs and students with IDs. The study concluded that there is a need to introduce EI counseling programs to improve the components of EI. It can help students with IDs gain better control over their emotions and teach necessary skills for daily living. The study recommended that it is important to deal with EI over the lifespan of the disabled students to try to introduce counseling programs for the students who have problems in EI. It is useful for inclusion schools in the kingdom of Saudi Arabia, to implement the EI pictogram scale to identify the level of EI of students with disabilities.
14
Singh, Satendra. "Intellectual disabilities and yoga." International Journal of Yoga 6, no. 1 (2013): 80. http://dx.doi.org/10.4103/0973-6131.105954.
Full text
15
Cooper, Sally-Ann, Craig Melville, and Jillian Morrison. "People with intellectual disabilities." BMJ 329, no. 7463 (August 19, 2004): 414–15. http://dx.doi.org/10.1136/bmj.329.7463.414.
Full text
16
Henry, Lucy, and Rachel Wilcock. "Witnesses with Intellectual Disabilities." International Journal of Disability, Development and Education 60, no. 1 (March 2013): 1–2. http://dx.doi.org/10.1080/1034912x.2013.757126.
Full text
17
Baer, Robert M., Alfred W. Daviso, Robert W. Flexer, Rachel McMahan Queen, and Richard S. Meindl. "Students With Intellectual Disabilities." Career Development for Exceptional Individuals 34, no. 3 (March 7, 2011): 132–41. http://dx.doi.org/10.1177/0885728811399090.
Full text
18
Beadle-Brown, Julie, Jim Mansell, and Agnes Kozma. "Deinstitutionalization in intellectual disabilities." Current Opinion in Psychiatry 20, no. 5 (September 2007): 437–42. http://dx.doi.org/10.1097/yco.0b013e32827b14ab.
Full text
19
Murphy, Glynis, and Maurice A. Feldman. "Parents with Intellectual Disabilities." Journal of Applied Research in Intellectual Disabilities 15, no. 4 (December 2002): 281–84. http://dx.doi.org/10.1046/j.1468-3148.2002.00139.x.
Full text
20
Hahn, Joan Earle, and Beth A. Marks. "Intellectual and developmental disabilities." Nursing Clinics of North America 38, no. 2 (June 2003): xi—xiv. http://dx.doi.org/10.1016/s0029-6465(02)00102-0.
Full text
21
Sanchez-Padilla, Raquel, Ángela Calero Valverde, Teresa Vicente Rabanaque, and Juan I. Escámez Marsilla. "Tourists With Intellectual Disabilities." Tourism 72, no. 2 (April 3, 2024): 173–88. http://dx.doi.org/10.37741/t.72.2.4.
Full textAbstract:
This article analyses the tourism experiences of adults with intellectual disabilities to explore the meanings, motivations and tourism demands of a historically forgotten group, using a qualitative methodological design based on focus groups. The results show that people with intellectual disabilities are highly interested in tourism: to see different places, to have new experiences, and for their hedonic enjoyment. However, this interest is always subject to being accompanied, either by their family or by a group of peers with professional support. The main barriers identified respond to structural issues, such as the lack of cognitive accessibility or the lack of knowledge and training of tourism services staff about their needs, exacerbating prejudices towards this group.
22
Barr, Owen. "Health of Women with Intellectual Disabilities Health of Women with Intellectual Disabilities." Nursing Standard 17, no. 16 (January 2, 2003): 29. http://dx.doi.org/10.7748/ns2003.01.17.16.29.b265.
Full text
23
Fardoni, Sony Dwi, and Adibah Nurul Yunisya. "KAJIAN TIPOLOGI RUANG PESANTREN BAGI SANTRI DISABILITAS INTELEKTUAL." Mintakat: Jurnal Arsitektur 23, no. 1 (April 10, 2022): 50–59. http://dx.doi.org/10.26905/jam.v23i1.6062.
Full textAbstract:
Pesantren pada umumnya adalah tempat para santri belajar agama dan ilmu umum dalam lingkup bermukim. Namun, dalam psikososial ranah pesantren saat ini bisa beralih menjadi sebuah objek yang sangat mengganggu apabila yang bermukim adalah santri berkebutuhan khusus yakni disabilitas intelektual. Kajian ini akan mengupas bagaimana seharusnya elemen pembentuk ruang pesantren bagi disabilitas intelektual, dengan membandingkan tipologi ruang pesantren untuk santri normal berdasar desain berbasis manusia sebagai tolak ukur keberhasilan bagi pengguna yakni disabilitas intelektual. Pada akhir jurnal ini, akan ditemukan beberapa aspek elemen tipologi ruang yang berdasar strategi arsitektural yang harus diterapkan pada pesantren yang memiliki santri disabilitas intelektual.Islamic boarding schools in general are places where students learn religion and general science within the scope of living. However, in the psychosocial realm of Islamic boarding schools today, it can turn into a very friendly object, which are students with special needs, namely intellectual disabilities. This study will examine how the design of pesantren spaces for intellectual disabilities should be, by comparing the typology of Indonesian pesantren spaces based on human-based designs as a benchmark for trust for users with intellectual abilities. In this final journal, we will find several aspects of architectural strategies that must be applied to Islamic boarding schools with intellectual disabilities.
24
Hughes-McCormack, Laura Anne, Ewelina Rydzewska, Angela Henderson, Cecilia MacIntyre, Julie Rintoul, and Sally-Ann Cooper. "Prevalence and general health status of people with intellectual disabilities in Scotland: a total population study." Journal of Epidemiology and Community Health 72, no. 1 (October 25, 2017): 78–85. http://dx.doi.org/10.1136/jech-2017-209748.
Full textAbstract:
BackgroundPrevalence of intellectual disabilities varies considerably between studies. People with intellectual disabilities experience health inequalities, but most studies comprise small or incomplete populations. We investigated in a whole country population the (1) prevalence of intellectual disabilities and (2) general health status compared with the general population.MethodData were from Scotland’s Census, 2011. We calculated the prevalence of intellectual disabilities, reported general health status of people with and without intellectual disabilities and the extent of health-related limitations to daily activities. We conducted logistic regressions to determine the ORs of intellectual disabilities predicting poor health and associations with age and gender.ResultsOf Scotland’s 5 295 403 population, 26 349 (0.5%) had intellectual disabilities; 15 149 (57.5%) were males and 11 200 (42.5%) were females; 5234 (0.6%) were children/youth (0–15) and 21 115 (0.5%) were adults (16–75+ years). Identification of intellectual disabilities rises until age 5 years, with a further small rise by age 9 years. Children and adults with intellectual disabilities reported more poor health (47.9% and 40.3%) than the general population (2.1% and 13.8%) and were more limited in activities by their health. Intellectual disabilities had an OR of 43.2 (95% CI 40.8 to 45.7) in predicting poor health; the influence of increasing age on poor health was markedly interacted by presence of intellectual disabilities, likely to be due to a ‘healthy survivor’ effect within the intellectual disabilities population.ConclusionPeople with intellectual disabilities have poorer general health than other people, especially children and young people. Accurate information on population prevalence and health status is essential to plan appropriate resources.
25
Pawłowska-Cyprysiak, Karolina, and Katarzyna Hildt-Ciupińska. "Jak osoby z niepełnosprawnością intelektualną postrzegają pracę i swoje szanse na zatrudnienie? Wyniki wywiadów pogłębionych." Occupational Safety – Science and Practice 631, no. 4 (April 19, 2024): 12–17. http://dx.doi.org/10.54215/bp.2024.4.8.pawlowska-cyprysiak.
Full textAbstract:
How do persons with intellectual disabilities perceive work and their chances of employment? Results of in-depth interviews Persons with intellectual disabilities have little chance of employment, which is mainly due to the fact that they have insufficient education and, moreover, the level of society’s knowledge about the needs and possibilities of this group is still very low. The authors of the article conducted in-depth interviews with the respondents, and the collected data concerned 30 people with intellectual disabilities (21 of whom provided answers unassistedly, while the guardians of the remaining nine, whose ability to participate in person in the interview was limited, provided answers on their behalf). The basis of the study was a direct interview questionnaire, which was used to collect the opinions of persons with intellectual disabilities about work and their chances of taking up work. The interview results show that these persons want to have paid work and have career plans and aspirations. They also realize that their employment opportunities are negatively affected by prevailing stereotypes. Keywords: intellectual disability, employment, intellectually disabled employees
26
Βουγιούκας, Κωνσταντίνος, Μαρία Τζουριάδου, Γεώργιος Μενεξές, Μαρία Γκέκα, and Λητώ Ελένη Μιχαλοπούλου. "Intellectual disability and mothers' stressors: A Greek Paradigm." Psychology: the Journal of the Hellenic Psychological Society 21, no. 4 (October 15, 2020): 421. http://dx.doi.org/10.12681/psy_hps.23510.
Full textAbstract:
Ongoing research has demonstrated higher levels of stress for parents of children with intellectual disabilities than in parents of typically developed children. Three major source domains of parental stress include comorbid conditions, parental characteristics and parents’ life situations. The aim of this study was the investigation of Greek mothers’perceptions of the characteristics of their intellectually disabled children and their life situations as stressors. The research was carried out in Rhodes, Greece. The study sample consisted of fifty-nine mothers ofchildren diagnosed with moderate intellectual disabilities with and without comorbid conditions. Interviews were used to collect the data. Main findings were that stress varies among mothers of children with intellectual disabilities and that children comorbid conditions appear to be the most important maternal stress factor. Family support should be based on the partnership-empowerment model. Further research on family needs of children with intellectual disabilities is needed in Greece, so that children find partnership and support throughout their lives.
27
Shanmugam, Muthukali, Vetrivel Shivakumar, Vijayarangan Anitha, Bagavathi Perumal Meenapriya, Srinivasan Aishwarya, and Ramakrishnan Anitha. "Behavioral Pattern during Dental Pain in Intellectually Disabled Children: A Comparative Study." International Scholarly Research Notices 2014 (November 18, 2014): 1–5. http://dx.doi.org/10.1155/2014/824125.
Full textAbstract:
Aim. Children with developmental disabilities generally experience more pain than the normal children. Description of pain is generally difficult in children and more so in children with intellectual disabilities. The study aimed at evaluating dental pain in children with intellectual disabilities. Methods. The survey was carried out in an institution caring for intellectually disabled children to determine the oral health status and the treatment needs of the special kids. 236 children were surveyed out of which the test group is comprised of 111 intellectually disabled children and the control group had 125 normal children with age ranging between five to eighteen years. A questionnaire was presented to the caregivers to elaborate about dental pain in their wards using the dental discomfort questionnaire (DDQ+). The children were examined for dental caries and periodontal status based on the WHO indices for oral hygiene status. Result. Results revealed a statistically significant difference between intellectual disability and brushing, chewing, and earache. The frequency of reporting dental pain was lesser in the intellectually disabled group. Conclusion. Children with intellectual disability tended to report dental pain of any nature with lesser frequency than typically developing peers. They also faced greater difficulty in brushing and chewing.
28
Edwards, Allison P. "Elevating Equity and Inclusion for People With Intellectual Disabilities: A Nursing Student Sexual Health Promotion Project." Creative Nursing 27, no. 3 (August 1, 2021): 195–200. http://dx.doi.org/10.1891/crnr-d-20-00048.
Full textAbstract:
BackgroundPeople with intellectual disabilities experience barriers regarding sexual health education. Nursing education insufficiently addresses the care of people with disabilities. Sexual health promotion is a teaching opportunity for nursing students.ObjectiveNursing students aimed to improve sexual health literacy among people with intellectual disabilities through educational seminars.ResultsGender-matched group education conducted for people with intellectual disabilities in their home setting enhanced sexual health literacy.Discussion/ConclusionsPeople with intellectual disabilities are at risk for sexual abuse and may possess insufficient information compared to their peers without disabilities. Sexual health promotion education for people with intellectual disabilities should occur on a regular basis.
29
Spaan, Nienke A., and Hendrien L. Kaal. "Victims with mild intellectual disabilities in the criminal justice system." Journal of Social Work 19, no. 1 (February 19, 2018): 60–82. http://dx.doi.org/10.1177/1468017318757331.
Full textAbstract:
Summary People with mild intellectual disabilities are more vulnerable to become victims of crime. Victims with intellectual disabilities can face attitudinal, procedural and practical barriers within the justice system. This exploratory study looked at obstacles encountered by victims of crime with mild intellectual disabilities in effectuating their rights, their vulnerability to secondary victimization and ways to support them. In 2014, 35 respondents from across the Dutch justice system and 10 respondents with mild intellectual disabilities-expertise were interviewed. Inductive and deductive content analysis was carried out. Resonance of findings was checked in an expert meeting. Findings Three major problems were identified: (1) victims’ incomprehension about the process and the proceedings; (2) victims’ difficulty meeting system requirements and expectations; and (3) impact of prejudices concerning mild intellectual disabilities. A system adequately set up to deal with victims with mild intellectual disabilities could ease these difficulties. However, additional problems were identified, namely: (1) limited recognition of mild intellectual disabilities; (2) insufficient knowledge and understanding of consequences of mild intellectual disabilities; (3) issues related to accessing and accepting support; (4) communication unsuited for victims’ reading and comprehension-level. These problems influence the ability of victims with mild intellectual disabilities to effectuate their rights and increases risk of secondary victimization. Applications Besides the importance of these findings for policymakers, results are of importance for all those working with victims or with people with mild intellectual disabilities. Individually tailored forms of support are required to overcome the identified problems. Awareness of the barriers that victims with mild intellectual disabilities may encounter will aid providing adequate support for victims with mild intellectual disabilities to exercise their rights and protect against secondary victimization.
30
RP, Dhiyaneshwari, and Renuga Devi C. "Understanding the Perspectives and Usability of Digital games for Children with Intellectual Disabilities." Journal of Applied Engineering and Technological Science (JAETS) 5, no. 1 (December 10, 2023): 608–21. http://dx.doi.org/10.37385/jaets.v5i1.1657.
Full textAbstract:
Typically, the digital games are used as a medium for teaching students having intellectual disabilities, and it helps the student to enhance their learning skills and to understand their surroundings. Intellectual disability is a neurological disease that manifests as a deficit in an individual's mental and adaptive functioning during childhood. Moreover, the computer-assisted training has been shown to be the most effective method of instruction for children with disabilities in terms of conceptual learning, academic accomplishment, and skill-based development. Traditionally, some existing research works are done in this field for analyzing the effectiveness of digital games. Accordingly, the main contribution of this research work is to determine the perception of special educators and usability of digital games in educational settings for children with intellectual disabilities. By identifying the needs for their design and use in those children's classes, this study intends to further illuminate how to employ digital games in education as a contribution to improving educable intellectually impaired children's teaching and learning practices. In addition, a case study is conducted in this work using a closed-ended questionnaire on a sample of 60 special educators, handling Children with Intellectual disabilities. According to this case study analysis, the quantitative analysis suggest that special educators have a strong need to use digital games to optimize learning for children with intellectual disabilities and to promote digital inclusion. Based on the outcomes, it is inferred that the digital game based learning could be more helpful and beneficial for the student with intellectual disabilities in real time.
31
Langdon, Peter E., Glynis H. Murphy, Isabel C. H. Clare, Tom Steverson, and Emma J. Palmer. "Relationships Among Moral Reasoning, Empathy, and Distorted Cognitions in Men With Intellectual Disabilities and a History of Criminal Offending." American Journal on Intellectual and Developmental Disabilities 116, no. 6 (November 1, 2011): 438–56. http://dx.doi.org/10.1352/1944-7558-116.6.438.
Full textAbstract:
Abstract Eighty men, spread equally across 4 groups, were recruited, including men with and without intellectual disabilities. The men were either criminal offenders or nonoffenders. Participants completed measures of moral reasoning, empathy, and distorted cognitions. The results indicated that the moral reasoning abilities of offenders with intellectual disabilities were developmentally delayed but were still more mature than those of nonoffenders with intellectual disabilities. Offenders without intellectual disabilities had less mature moral reasoning abilities than nonoffenders without intellectual disabilities. The differences may be partially accounted for by intellectual ability. The results also indicated that the relationship between empathy and distorted cognitions was mediated by moral reasoning. The findings have implications for the use of psychological interventions with offenders with intellectual disabilities.
32
Ariela, Jessica. "A LITERATURE REVIEW: FACILITATING SPIRITUALITY IN CHILDREN WITH INTELLECTUAL DISABILITIES." Nursing Current Jurnal Keperawatan 6, no. 1 (June 1, 2018): 1. http://dx.doi.org/10.19166/nc.v6i1.1398.
Full textAbstract:
<p>Children with intellectual disabilities are often treated as having less value. Increased awareness of holistic personhood, however, brought questions to the need to facilitate spirituality in these children, besides facilitating the development of other aspects. Previous studies argued that children with intellectual disabilities have potentials to develop spiritually despite the very few studies addressing the spirituality in children with intellectual disabilities. This literature review, then, aims to explore methods and interventions to facilitate spirituality in children with intellectual disabilities, through a comprehensive analysis and synthesis of the themes drawn from existing literatures and research studies. After the analysis and synthesis process, four themes emerged for intervention methods to facilitate spiritual development in intellectually challenged children, which are: narratives (from Scripture and personal narratives); symbols, liturgies, and rituals; arts and kinesthetic learning; and community, group, and social support. Further research studies, especially using quantitative methods, are encouraged to be conducted in the future in order to assess the efficacy of each method of interventions.</p>
33
Kinnear, Deborah, Ewelina Rydzewska, Kirsty Dunn, Laura Anne Hughes-McCormack, Craig Melville, Angela Henderson, and Sally-Ann Cooper. "Relative influence of intellectual disabilities and autism on mental and general health in Scotland: a cross-sectional study of a whole country of 5.3 million children and adults." BMJ Open 9, no. 8 (August 2019): e029040. http://dx.doi.org/10.1136/bmjopen-2019-029040.
Full textAbstract:
ObjectivesTo determine the relative extent that autism and intellectual disabilities are independently associated with poor mental and general health, in children and adults.DesignCross-sectional study. For Scotland’s population, logistic regressions investigated odds of intellectual disabilities and autism predicting mental health conditions, and poor general health, adjusted for age and gender.Participants1 548 819 children/youth aged 0-24 years, and 3 746 584 adults aged more than 25 years, of whom 9396/1 548 819 children/youth had intellectual disabilities (0.6%), 25 063/1 548 819 children/youth had autism (1.6%); and 16 953/3 746 584 adults had intellectual disabilities (0.5%), 6649/3 746 584 adults had autism (0.2%). These figures are based on self-report.Main outcome measuresSelf-reported general health status and mental health.ResultsIn children/youth, intellectual disabilities (OR 7.04, 95% CI 6.30 to 7.87) and autism (OR 25.08, 95% CI 23.08 to 27.32) both independently predicted mental health conditions. In adults, intellectual disabilities (OR 3.50, 95% CI 3.20 to 3.84) and autism (OR 5.30, 95% CI 4.80 to 5.85) both independently predicted mental health conditions. In children/youth, intellectual disabilities (OR 18.34, 95% CI 17.17 to 19.58) and autism (OR 8.40, 95% CI 8.02 to 8.80) both independently predicted poor general health. In adults, intellectual disabilities (OR 7.54, 95% CI 7.02 to 8.10) and autism (OR 4.46, 95% CI 4.06 to 4.89) both independently predicted poor general health.ConclusionsBoth intellectual disabilities and autism independently predict poor health, intellectual disabilities more so for general health and autism more so for mental health. Intellectual disabilities and autism are not uncommon, and due to their associated poor health, sufficient services/supports are needed. This is not just due to coexistence of these conditions or just to having intellectual disabilities, as the population with autism is independently associated with substantial health inequalities compared with the general population, across the entire life course.
34
Ahuja, Alka S. "People with intellectual disabilities: Emotional needs of children with intellectual disabilities are unidentified." BMJ 329, no. 7471 (October 14, 2004): 917.1. http://dx.doi.org/10.1136/bmj.329.7471.917.
Full text
35
Purnamasari, Nahdiah. "Hubungan Peran Keluarga dengan Kemampuan Motorik Kasar Anak Disabilitas Intelektual." Jurnal Fisioterapi dan Rehabilitasi 6, no. 1 (November 19, 2021): 9–15. http://dx.doi.org/10.33660/jfrwhs.v6i1.147.
Full textAbstract:
Abstrak
Penelitian ini bertujuan untuk mengetahui hubungan peran keluarga degan kemampuan motorik kasar anak disabilitas intelektual. Penelitian ini menggunakan desain cross-sectional dengan jumlah responden tiga puluh delapan orang (n=38). Terdapat beberapa data primer yang dikumpulkan diantaranya peran keluarga, kemampuan motorik kasar, Pengambilan data tersebut menggunakan kuisioner Family Role Questionnaire (FRQ) dan Form Test Gross Motor Development 2 (TGMD-2). Berdasarkan hasil analisis uji hubungan dengan Spearman Rho test didapatkan nilai signifikansi (p) sebesar 0,000(p< 0.05) yang berarti adanya hubungan antara peran keluarga dengan kemampuan motorik kasar anak disabilitas intelektual, dengan nilai r =0.062 yang berarti adanya hubungan yang kuat antara peran keluarga dengan kemampuan motorik kasar anak disabilitas intelektual.
Kata kunci : motorik kasar, peran keluarga, disabilitas intelektual.
Abstract
This study aims to see the relationship between family and gross motor skills of children with intellectual disabilities. This study used a cross-sectional design with thirty-eight respondents (n = 38). Some of the primary data collected included the role of the family, gross motor skills, data collection using the Family Role Questionnaire (FRQ) questionnaire and the Gross Motor Development 2 Test Form (TGMD-2). Based on the results of the analysis of the relationship test with the Spearman Rho test, it was obtained a significance value (p) of 0.000 (p <0.05), which means that there is a relationship between family roles and gross motor skills of children with intellectual disabilities, with a value of r = 0.062, which means that there is a strong relationship. between the role of the family and gross motor skills of children with intellectual disabilities.
Key words: gross motor skills, family roles, intellectual disabilities.
36
Lunsky, Yona, Elspeth A. Bradley, Carolyn D. Gracey, Janet Durbin, and Chris Koegl. "Gender Differences in Psychiatric Diagnoses Among Inpatients With And Without Intellectual Disabilities." American Journal on Intellectual and Developmental Disabilities 114, no. 1 (January 1, 2009): 52–60. http://dx.doi.org/10.1352/2009.114:52-60.
Full textAbstract:
Abstract There are few published studies on the relationship between gender and psychiatric disorders in individuals with intellectual disabilities. Adults (N = 1,971) with and without intellectual disabilities who received inpatient services for psychiatric diagnosis and clinical issues were examined. Among individuals with intellectual disabilities, women were more likely to have a diagnosis of mood disorder and sexual abuse history; men were more likely to have a substance abuse diagnosis, legal issues, and past destructive behavior. Gender difference patterns found for individuals with intellectual disabilities were similar to those of persons without intellectual disabilities, with the exception of eating disorder and psychotic disorder diagnoses. Gender issues should receive greater attention in intellectual disabilities inpatient care.
37
Ćwirynkało, Katarzyna, Monika Parchomiuk, and Agnieszka Wołowicz. "Cooperation with Persons with Intellectual Disabilities: Reflections of Co-Researchers Associated with Conducting Inclusive Research." Social Sciences 13, no. 3 (February 29, 2024): 136. http://dx.doi.org/10.3390/socsci13030136.
Full textAbstract:
Traditionally, persons with intellectual disabilities in Poland have been researched on and treated as not competent enough to research with. Despite its scientific merit and practical usefulness, inclusive research involving persons with intellectual disabilities as co-researchers has only recently become a subject of interest in this country. The added value of inclusive projects should be analysed from two standpoints, i.e., those of co-researchers with disabilities and co-researchers without disabilities. In this article, we discuss the latter perspective, focusing on Polish researchers without disabilities who have experience in conducting inclusive research with persons with intellectual disabilities. The key aspect of the analyses was to highlight the potential of persons with intellectual disabilities as co-researchers. As a result, we have determined several important aspects of inclusive research in the relational perspective involving co-researchers with intellectual disabilities and co-researchers without intellectual disabilities and the community perspective. The analyses identified four superordinate themes: building relationships in the research team; opportunities and constraints associated with the implementation of inclusive projects; institutional barriers; and the importance of the role of a co-researcher without intellectual disabilities. Implications for further research and practice are discussed.
38
Park, Kyubin, Eunseo Eo, and Jihwan Lee. "The inquiry of association between intellectual disabilities and physical disabilities." Theoretical and Natural Science 45, no. 1 (July 26, 2024): 130–35. http://dx.doi.org/10.54254/2753-8818/45/20240523.
Full textAbstract:
This paper shows the associations between intellectual and physical disabilities. The lack of data concerning the individuals with disabilities population has motivated us to research further upon this topic. The topic deals with people who have physical disabilities and people who have intellectual disabilities in specific states in the U.S. Data about individuals grappling with both physical and intellectual disabilities within California, Texas, and Pennsylvania, spanning the years from 1980 to 2018, was assembled. R-squared values, indicative of the strength of the relationship between occurrences of physical disabilities and intellectual disabilities in these states, were employed to uncover these interconnections. The R-squared values consistently point to a pronounced correlation between these two categories of disabilities. These discoveries imply that individuals with physical disabilities have a heightened likelihood of experiencing intellectual disabilities, and conversely. This study and its associated results serve as a valuable resource for numerous institutions engaged with the people with disabilities community. Furthermore, it equips them with a potent tool for enhanced comprehension of their needs, facilitating the development of more effective and successful contributions.
39
Nicholson, Emma, Edel Doherty, Suja Somanadhan, Suzanne Guerin, James Schreiber, Gerard Bury, Thilo Kroll, Meredith Raley, and Eilish McAuliffe. "Health inequities in unscheduled healthcare for children with intellectual disabilities in Ireland: a study protocol." HRB Open Research 3 (July 16, 2020): 3. http://dx.doi.org/10.12688/hrbopenres.12973.2.
Full textAbstract:
Background: Health inequities for children with intellectual disabilities are prevalent within different health systems, and children with intellectual disabilites have shorter life expectancies than the general population, higher mortality rates before the age of 17 and have a greater risk of potentially preventable hospitalisations. A health systems approach to research in this area provides a useful means through which research can inform policy and practice to ensure people with intellectual disabilities receive equitable healthcare; however, there is a paucity of evidence regarding how to address differences that have been described in the literature to date. The overall aim of this research is to establish the extent of health inequities for children with intellectual disabilities in Ireland compared to children without intellectual disabilities with respect to their utilisation of primary care and rates of hospitalisation, and to gain a better understanding of what influences utilisation of primary care and emergency department services in this population. Methods and analysis: The design of this research adopts a multi-methods approach: statistical analysis of health data to determine the extent of health inequities in relation to healthcare utilisation; discrete choice experiments to explore General Practitioners’ decision making and parental preferences for optimal care; and concept mapping to develop consensus between stakeholders on how to address current healthcare inequities. Discussion: By applying a systems lens to the issue of health inequities for children with intellectual disabilities, the research hopes to gain a thorough understanding of the varying components that can contribute to the maintenance of such healthcare inequities. A key output from the research will be a set of feasible solutions and interventions that can address health inequities for this population.
40
Zachwa, Asheka Malikus. "Penyelidikan Kritis Terhadap Perlakuan Pra-Peradilan Kepada Tersangka Penyandang Disabilitas Intelektual Di Irlandia." Ethics and Law Journal: Business and Notary 2, no. 1 (January 5, 2024): 29–39. http://dx.doi.org/10.61292/eljbn.99.
Full textAbstract:
This article aims to critically evaluate contemporary Irish police practice, with an emphasis on emerging procedural innovations, given the needs of suspects with intellectual disabilities. A review of published prevalence data in relation to people with intellectual disabilities in the Irish criminal justice system, the Irish legal and policy landscape, and the results of recent empirical investigations are utilized in the critical evaluation. In line with extant international research, this article identifies three areas of concern in relation to existing protocols within An Garda S to identify and respond to intellectual disability, including: (1) communication barriers; (2) the need to build awareness and skills of police and persons with intellectual disabilities; and (3) the need for institutional change to ensure equal access to justice for persons with intellectual disabilities. Progress is being made at a systems level towards a human rights approach within Irish policing. In representing the first international analysis of its kind, this article situates the barriers facing suspects with intellectual disabilities in Ireland within a discourse sensitive to procedural reform led by ongoing research within An Garda S (Ireland's national police service). Due to the universal nature of these barriers across policing systems internationally, this format of reform will be relevant to many other police states, particularly those 162 signatories to the United Nations Convention on the Rights of Persons with Disabilities.
Abstrak
Artikel ini bertujuan untuk mengevaluasi secara kritis praktik polisi Irlandia kontemporer, dengan penekanan pada inovasi prosedural yang muncul, mengingat kebutuhan tersangka penyandang disabilitas intelektual. Tinjauan data prevalensi yang diterbitkan sehubungan dengan penyandang disabilitas intelektual dalam sistem peradilan pidana Irlandia, lanskap hukum dan kebijakan Irlandia, dan hasil penyelidikan empiris baru-baru ini digunakan dalam evaluasi kritis. Sejalan dengan penelitian internasional yang masih ada, artikel ini mengidentifikasi tiga tempat yang menjadi perhatian sehubungan dengan protokol yang ada di dalam An Garda S untuk mengidentifikasi dan menanggapi kecacatan intelektual, termasuk: (1) hambatan komunikasi; (2) perlunya membangun kesadaran dan keterampilan polisi dan penyandang disabilitas intelektual; dan (3) perlunya perubahan kelembagaan untuk menjamin akses keadilan yang setara bagi penyandang disabilitas intelektual. Kemajuan sedang dibuat pada tingkat sistem menuju pendekatan hak asasi manusia dalam kepolisian Irlandia. Dalam mewakili analisis internasional pertama dari jenisnya, artikel ini menempatkan hambatan yang dihadapi tersangka penyandang disabilitas intelektual di Irlandia dalam sebuah wacana yang peka terhadap reformasi prosedural yang dipimpin oleh penelitian yang sedang berlangsung dalam An Garda S (dinas kepolisian nasional Irlandia). Karena sifat universal dari hambatan-hambatan ini di seluruh sistem kepolisian secara internasional, format reformasi ini akan menjadi relevan bagi banyak negara kepolisian lainnya, khususnya 162 penandatanganan Konvensi Perserikatan Bangsa-bangsa tentang Hak-hak Penyandang Disabilitas.
Kata Kunci: Sistem peradilan pidana, Pemolisian, Kriminologi, Pelatihan polisi, Proses hukum, Tersangka rentan
41
Björnsdóttir, Kristín, and IngólfurÁsgeir Jóhannesson. "People With Intellectual Disabilities in Iceland: A Bourdieuean Interpretation of Self-Advocacy." Intellectual and Developmental Disabilities 47, no. 6 (December 1, 2009): 436–46. http://dx.doi.org/10.1352/1934-9556-47.6.436.
Full textAbstract:
Abstract There are many barriers to social participation in Iceland for people with intellectual disabilities. This article builds on qualitative research with young adults with intellectual disabilities. The purpose of this article is to develop an approach where the struggles over the meaning of social participation of people with intellectual disabilities are seen as social strategies. In the article, the authors suggest that people with intellectual disabilities are carving out a space where intellectual disability is gaining higher social status. They also posit that people with intellectual disabilities use several social strategies in the emerging field of self-advocacy for the purpose of improving their social position. Thus, the article contributes to a new social understanding of disability and how people with disabilities gain authority over their lives and experiences.
42
Thoresen, Stian H., Angela Fielding, Sue Gillieatt, Barbara Blundell, and Liem Nguyen. "A snapshot of intellectual disabilities in Lao PDR: Challenges for the development of services." Journal of Intellectual Disabilities 21, no. 3 (August 16, 2017): 203–19. http://dx.doi.org/10.1177/1744629517704535.
Full textAbstract:
Lao People’s Democratic Republic (PDR) has experienced significant economic growth in the last two decades. While access to education, health, and employment for people with disabilities has also improved markedly, people with intellectual disabilities are still among the most vulnerable in society. This article presents findings from a screening survey of 2469 participants, a focus group discussion with key stakeholders in intellectual disabilities, and a case study of the Association for Autism. The screening survey suggests 1.9% of working age participants (18–59) and 0.7% of children (6–17) have intellectual disabilities. The qualitative data illustrate poor understanding and stigmatization of people with intellectual disabilities, lack of services, and development of a parent association to improve the life prospects for children with autism and intellectual disabilities. People with intellectual disabilities in Lao PDR remain particularly vulnerable. Parents and other disability advocates are raising awareness and demonstrating the effectiveness of specialized services.
43
Lefakane, Leah, and Nonhlanhla Maseko. "Emotional Trauma in Parental Involvement in Transitioning Learners with Intellectual Disabilities from Mainstream to Special Schools." Trauma Care 3, no. 3 (July 13, 2023): 126–45. http://dx.doi.org/10.3390/traumacare3030013.
Full textAbstract:
Disability is associated with negativity, discrimination, shame, and stigma in townships, which impacts how parents interpret it when their child has a disability. Parents who have recently learned of their children’s intellectual disability often experience psychological and emotional trauma due to uncertainty and lack of knowledge and understanding of intellectual disabilities, including a lack of formalized and policy-supported transition programs in South Africa. Guided by Barbara Mowder’s Parent Development Theory, this study aimed to explore parents’ understanding of their role in transitioning learners with intellectual disabilities from mainstream to special schools. Using a qualitative case study, semi-structured interviews were conducted with eight purposively sampled participants from one chosen mainstream primary school in Soweto, Gauteng Province, South Africa. The results of the current study confirmed that the meanings participants attribute to their parent role characteristics during the transitioning of their children with intellectual disabilities are influenced by the connection between the Parent Development Theory’s parent role perceptions and the participants’ individual factors, including their educational background levels, which made a major contribution to how these parents perceived their parental role and their understanding of intellectual disabilities. The results highlight that owing to parents’ educational levels and cultural aspects, identifying learners with intellectual disabilities can be particularly challenging, with overwhelming, mixed emotions. The provision of psychosocial services in mainstream schools, as well as teacher training in skills to address the overwhelming parental support needs, will benefit parents and their intellectually disabled children by facilitating therapy and counseling during the transition process to overcome psychological challenges.
44
Henderson, Angela, Deborah Kinnear, Michael Fleming, Bethany Stanley, Nicola Greenlaw, Genevieve Young-Southward, Jill P. Pell, and Sally-Ann Cooper. "Antipsychotic and antidepressant prescribing for 704 297 children and young people with and without intellectual disabilities: record linkage study." British Journal of Psychiatry 218, no. 1 (December 28, 2020): 58–62. http://dx.doi.org/10.1192/bjp.2020.232.
Full textAbstract:
BackgroundPsychotropics are overprescribed for adults with intellectual disabilities; there are few studies in children and young people.AimsTo investigate antipsychotic and antidepressant prescribing in children and young people with and without intellectual disabilities, and prescribing trends.MethodScotland's annual Pupil Census, which identifies pupils with and without intellectual disabilities, was record-linked to the Prescribing Information System. Antidepressant and antipsychotic data were extracted. Logistic regression was used to analyse prescribing between 2010 and 2013.ResultsOf the 704 297 pupils, 16 142 (2.29%) had a record of intellectual disabilities. Antipsychotic and antidepressant use increased over time, and was higher in older pupils; antipsychotic use was higher in boys, and antidepressant use was higher in girls. Overall, antipsychotics were prescribed to 281 (1.74%) pupils with intellectual disabilities and 802 (0.12%) without (adjusted odds ratio 16.85, 95% CI 15.29–18.56). The higher use among those with intellectual disabilities fell each year (adjusted odds ratio 20.19 in 2010 v. 14.24 in 2013). Overall, 191 (1.18%) pupils with intellectual disabilities and 4561 (0.66%) without were prescribed antidepressants (adjusted odds ratio 2.28, 95% CI 2.03–2.56). The difference decreased each year (adjusted odds ratio 3.10 in 2010 v. 2.02 in 2013).ConclusionsSignificantly more pupils with intellectual disabilities are prescribed antipsychotics and antidepressants than are other pupils. Prescribing overall increased over time, but less so for pupils with intellectual disabilities; either they are not receiving the same treatment advances as other pupils, or possible overprescribing in the past is changing. More longitudinal data are required.
45
Balayi, Esmail, Parisa Sedaghati, and Hamed Zarei. "A Review of Assessment Methods for Postural Control and Balance in Intellectual Disabilities." Scientific Journal of Rehabilitation Medicine 11, no. 4 (September 23, 2022): 504–17. http://dx.doi.org/10.32598/sjrm.11.4.7.
Full textAbstract:
Background and Aims: Balance is one of the important factors that help to maintain the independent life of people with intellectual disabilities. A variety of methods are used to assess balance in these individuals. However, so far no review study has been conducted to determine what kind of tests are used to assess balance in this group. Therefore, The purpose of this study was to investigate the methods of assessing postural control and balance used in studies on intellectual disabilities. Methods: In this study, a comprehensive search was performed on functional assessment tests of balance in people with intellectual disabilities. PubMed, Medline, Web of Science, ScienceDirect, Cochrane Central Register of Controlled Clinical Trials, Google Scholar, Scopus, Magiran, IranDoc, Iran Medex, MedLib, and SID were searched from 1991 to November 2020. After collecting the search results, first, the title and then the summary of the articles were studied. If the articles met the inclusion criteria, the results were used in the review study and otherwise discarded. Results: Based on the criteria and objectives of the research, 20 articles were selected after the evaluation process. All articles were provided in full text. Then, 23 Functional Balance Assessment Tests were used to measure functional balance in people with intellectual disabilities. Conclusion: Studies had examined the evaluation of functional balance in intellectual disabilities in several ways; therefore, it seems that a specific test cannot be suggested to measure the balance of intellectually disabled people.
46
Zirnsak, Tessa-May. "Commentary on: “Lost in the literature”. People with intellectual disabilities who identify as trans: a narrative review." Tizard Learning Disability Review 27, no. 1 (December 31, 2021): 53–56. http://dx.doi.org/10.1108/tldr-11-2021-0034.
Full textAbstract:
Purpose This paper aims to discuss the barriers that people with intellectual disabilities face to come out as transgender in the context of a paucity of research with or about this group. Design/methodology/approach The commentary and brief overview of trans participation in literature on people with intellectual disabilities presented in this paper is informed by a Queer Theory and Critical disabilities Studies approach. Findings Researchers in this area are correct that there is insufficient literature that addressed the experiences of trans people with intellectual disabilities; however, for trans people with intellectual disabilities to be involved in research they must first be safe to self-identify and come out in their communities and services. Existing research suggests that people with intellectual disabilities may face additional barriers to self-identifying as LGTBQ, and that for those who have claimed a trans identity, it is not safe to come out. Social implications There is a need for researchers and professional and lived experience experts to be engaged in policy and social research with the aim of creating safe spaces and communities for people with intellectual disabilities to explore and affirm their gender. Originality/value There are no published papers that redirect focus from a paucity of research into the experiences of trans people with intellectual disabilities towards addressing why trans people with intellectual disabilities may choose not to come out in a context of hostility towards transgender identity in disabilities services.
47
Rawińska, Marta, and Artur Teroiłowski. "Seksualność osób z niepełnosprawnością intelektualną w opinii nauczycieli i terapeutów." Men Disability Society 2, no. 36 (October 11, 2017): 59–74. http://dx.doi.org/10.5604/01.3001.0010.5201.
Full textAbstract:
The aim of the study was to investigate teachers’ and therapists’ attitudes towards the sexuality of people with intellectual disabilities. Teachers working with people with intellectual disabilities in special schools and residential special needs schools act within the institutional framework – according to a specific model of support based on official regulations as well as their personal standards and values. Their knowledge and beliefs determine to a large extent whether the environment of people with disabilities will have a supportive or repressive and restraining influence on the development and expression of sexuality in people with disabilities. The results of the study indicate that teachers and therapists show acceptance and understanding towards the sexuality of people with intellectual disabilities. They respect their rights in this area. The attitudes towards the sexuality of people with mild intellectual disabilities are more positive than towards the sexuality of people with severe intellectual disabilities. Moreover, older teachers and therapists are more likely to perceive people with intellectual disabilities in more asexual terms and treat them as people without sexual needs or rights.
48
Abdelhameed, Hala. "The development and provision of educational services for children with intellectual disabilities in Egypt." Revista Brasileira de Educação Especial 16, no. 1 (April 2010): 3–18. http://dx.doi.org/10.1590/s1413-65382010000100002.
Full textAbstract:
This paper aims to provide an overview of the development and provision of educational services for children with intellectual disabilities in Egypt. Intellectual disability is a significant sub-average general intellectual functioning existing concurrently with deficits in adaptive behaviour and manifested during the developmental period. The education of children with intellectual disabilities is a right endowed and authorised by the Egyptian government. The Ministry of Education in Egypt is keen to provide those children who have intellectual disabilities, along with other children with special needs, with an appropriate education that addresses their needs and allows them to live in society using their full potential, as typically developing children. Observations and interviews were carried out to collect further information about the educational services the children with intellectual disabilities receive in Egypt. The findings of this study indicated that, despite the efforts exerted by the Ministry of Education, to provide advanced and new services for children with intellectual disabilities, the provision may still need improvements. A series of recommendations was suggested to improve the services that children with intellectual disabilities receive in Egypt.
49
Taylor, John L., and Ian Thorne. "Assessing firesetters with intellectual disabilities." Journal of Intellectual Disabilities and Offending Behaviour 10, no. 4 (November 28, 2019): 102–18. http://dx.doi.org/10.1108/jidob-10-2019-0020.
Full textAbstract:
Purpose People with intellectual disabilities who set fires are a heterogeneous and clinically complex group who present significant challenges to the wider community and to forensic practitioners working in forensic mental health and correctional settings. There is little available in the literature to support professionals when considering assessment and formulation for clients exhibiting these perturbing behaviours. The paper aims to discuss this issue. Design/methodology/approach In this paper the materials available to assist forensic practitioners in considering assessment and formulation of people with intellectual disabilities who set fires are described and outlined. Findings An assessment scheme is proposed for organising information from a variety of sources to assist professionals in understanding the nature of risks and clinical needs of firesetters with intellectual disabilities. A newly revised risk assessment measure designed for this population is provided. Practical implications Forensic practitioners are provided with a framework and tools to assist with their assessment and formulation of firesetters with intellectual disabilities. Originality/value This is the first time a newly revised risk assessment for firesetting behaviour by people with intellectual disabilities has been presented.
50
Đorđević, Mirjana, and Marija Cvijetić. "Supporting parents with intellectual disabilities." Zdravstvena zastita 42, no. 6 (2013): 44–52. http://dx.doi.org/10.5937/zz1305044d.
Full text