Relevant bibliographies by topics / Intellectual disability;disability studies;anthropology

Academic literature on the topic 'Intellectual disability;disability studies;anthropology'

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Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Intellectual disability;disability studies;anthropology"

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Block, Pamela. "Institutional Utopias, Eugenics, and Intellectual Disability in Brazil1." History and Anthropology 18, no. 2 (June 2007): 177–96. http://dx.doi.org/10.1080/02757200701702851.

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Sakellariou, Dikaios. "Michael Gill, Already Doing It: Intellectual Disability and Sexual Agency." Sexualities 19, no. 8 (August 1, 2016): 999–1001. http://dx.doi.org/10.1177/1363460716651422.

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Maican, Petre. "Signposts for an Eastern Orthodox inclusive anthropological ethics." Scottish Journal of Theology 75, no. 1 (February 2022): 43–54. http://dx.doi.org/10.1017/s0036930621000818.

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AbstractDespite the strong interest of Eastern Orthodox theologians in the area of anthropology, their reflection has almost never included intellectual disability. The article aims to take the discussion further by providing the contours of an inclusive anthropological ethics. In this sense, it will develop constructively the three main principles of Dumitru Stăniloae's dialogical anthropology: (1) that each human being is a person because she is called to dialogue with God from the womb of her mother; (2) that this dialogue with God is mediated by one's neighbour; (3) that the materiality of creation is meant to be transformed into a gift of communion with other humans and God.
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Grzymała-Moszczyńska, Joanna, Krystian Barzykowski, Halina Grzymała-Moszczyńska, Magdalena Kosno, and Daniel Dzida. "Discrimination or not? Romani children in Polish special schools and diagnoses of intellectual disability." Romani Studies 29, no. 1 (June 2019): 51–83. http://dx.doi.org/10.3828/rs.2019.03.

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Vera-Gajardo, Nathaly, Juan Carlos Beltran-Véliz, and Pablo A. Müller Ferrés. "Significates that Underlie the Concept of “Adult with an Intellectual Disability Who Works”: Analysis from an Approach Using Natural Semantic Networks in Students of Commercial Engineering." International Journal of Diverse Identities 20, no. 1 (2020): 49–60. http://dx.doi.org/10.18848/2327-7866/cgp/v20i01/49-60.

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Asghar, Maira, Sara Aabroo, Sumbal Salik, Sana Manzoor, Shaista Rani, Sania Maqbool, and Maria Address. "Comparative Effects of Motor and Cognitive Dual- Task Gait Training on balance and mobility in persons with Intellectual Disabilities." Pakistan Journal of Medical and Health Sciences 16, no. 8 (August 31, 2022): 125–27. http://dx.doi.org/10.53350/pjmhs22168125.

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Background: Dual tasks fall into two main groups: motor dual tasks, which require performance of a motor task and a postural control task at the same time; and cognition dual task that require performance of a cognition task and postural control task at the same time. Aim: To focus on comparative effects of motor and cognitive dual-task gait training on balance and mobility in persons with intellectual disabilities Methodology: A randomized clinical trial was conducted on 52 subjects (n=26) in a District Headquarter Hospital, Mirpur AJK. Fifty-two patients were randomly allocated in two groups as Group A received motor dual task and Group B received cognitive dual task training. Total duration of study was three weeks and assessment done before treatment and after every week. Rancho Los Amigos Cognitive Functional Scale (RLACF), Berg Balance Scale (BBS), Walking While Talking Test (WWT) and Stair Climb Test (SCT) for the assessment of the patient’s improvement in skills, balance and mobility. Results: The results of the study concluded that Rancho Los Amigos Cognitive Function Scale, Berg Balance Scale, Walking While Talking Test and Stair Climb Test scores were improved in both groups significantly. But on comparison; Cognitive dual task training significantly produce better results in improving the balance and mobility in the person with intellectual disability as compared to Motor dual task training with p value<0.005. Conclusion: The study concluded that Cognitive dual task training is statistically and clinically more significant in improving the balance and mobility in the intellectual disable persons as compared to Motor dual task training. Key words: Cognitive dual task, Intellectual disabilities, Motor and cognitive dual-task gait training.
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Iñiguez, I. Cuevas, and M. D. C. Molina Lietor. "Intellectual disability and antipsychotics." European Psychiatry 64, S1 (April 2021): S384—S385. http://dx.doi.org/10.1192/j.eurpsy.2021.1030.

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IntroductionIntellectual disability is a condition of cognitive impairment and deficit in adaptive skills. Mental illness is frequent in people with intellectual disability. As a result antipsychotics are often prescribed to treat not only mental illness but also problem behaviors.ObjectivesPerform a literature search about intellectual disability and antipsychotics.MethodsA non-systematic literature review was performed on PubMed using the keywords “intellectual disability” and “antipsychotics”. All papers published between 2015 and 2020 were evaluated.ResultsA review of the literature reveals that antipsychotics are the most frequently prescribed psychotropic drugs in people with intellectual disability. However, results from the studies are ambiguous. Several studies showed that antipsychotics are effective in improving problem behaviours, nevertheless some recent studies showed no significant difference in the outcomes between antipsychotics and placeboConclusionsEven though antipsychotics are prescribed in people with intellectual disability, evidence to support their use is lacking. In consequence, clinicians should consider the pharmacological approach as a part of an integrative treatment. Assessing adverse events, drug effects and the possibility of decreasing dose of antipsychotics is crucial.
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Calvez, Marcel. "Involvement and detachment in intellectual disability studies." Scandinavian Journal of Disability Research 3, no. 2 (January 2001): 41–55. http://dx.doi.org/10.1080/15017410109510775.

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Swinton, John. "Disability, Vocation, and Prophetic Witness." Theology Today 77, no. 2 (July 2020): 186–97. http://dx.doi.org/10.1177/0040573620920667.

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This paper builds on Frances Young’s suggestion that people with profound intellectual disability have a prophetic vocation. It explores the idea of vocation using the experience of intellectual disability as a critical hermeneutic that brings to the fore a perspective that views vocation as something that includes all of the Body of Christ and not just the head. The intention is to offer a different more theologically and practically inclusive perspective on vocation that might enable us to create communities where each member's vocation was valued and enabled.
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Carnemolla, Phillippa. "Apartment Living and Community Care: Experiences of People With Intellectual Disability, Their Families, and Support Staff." Urban Planning 7, no. 4 (December 22, 2022): 398–408. http://dx.doi.org/10.17645/up.v7i4.5825.

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Understanding how the design of urban infrastructure influences the independence and autonomy of people with intellectual disability has far-reaching implications for community inclusion and participation. This article explores how urban design elements of an apartment complex influence how a person with an intellectual disability receives support and participates in the wider community. The study reports on the post-occupancy evaluation of an Australian development of over 400 apartments in Sydney, where 25 people with intellectual disability received 24-hour support. Fifty-three interviews were conducted with people with intellectual disability, their families, and disability support staff. Participants with intellectual disability described what living in their new apartment was like and appreciated the outdoor gardens. However, they also explained that wayfinding was more difficult than in their previous homes—all free-standing group homes. Disability support staff discussed how providing community care for people with intellectual disability in an apartment differed from a suburban free-standing house. Findings were translated into design suggestions for improving service provision to people with disability through the urban design around multi-tower sites of mixed-tenure apartments. The article concludes with recommendations for urban design features to support safe, efficient, and quality care in a high-density urban setting. When viewed through a lens of social infrastructure, the results show how urban design has the potential to influence the collective independence and provision of care to diverse communities in urban centres and cities and is relevant to people with disability, older people, and other community groups who rely on community-care support to remain living independently at home.
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Dissertations / Theses on the topic "Intellectual disability;disability studies;anthropology"

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Klotz, Jani Frances. "Denying intimacy: the role of reason and institutional order in the lives of people with an intellectual disability." Thesis, The University of Sydney, 2001. http://hdl.handle.net/2123/513.

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This thesis explores differences in the ways that intellectually disabled people are perceived, interpreted and related to within a Western context. Through a comparison of familial and institutionalised forms of relatedness, it examines the interrelation between these differences and the consequences that they have for either denying or acknowledging severely intellectually disabled people's capacities for sociality. Drawing on Carrithers' (1992) concept of sociality and mutuality, and Wittgenstein's (1953) notion of language games, the thesis analyses the means by which a meaningful and shared existence with intellectually disabled people can be negotiated and developed. Although limited and restricted in their capacities for symbolic expression, such people do have modalities of symbolic life upon which sociality can be built. By analysing the symbolic practices utilised by my three profoundly intellectually disabled siblings, I seek to show how relationships across the difference of intellectual disability are able to be symbolically mediated and negotiated. I argue that it is necessary to engage in relations of mutual interdependence in order to even recognise and perceive these practices as purposeful and meaningful. The mutuality that ensues requires a level of intimacy, empathy and commitment that is not easily sustainable, but which is necessary for the maintenance of intellectually disabled people's existence as social beings. These intimate relations are contrasted with clinical and institutional forms of relatedness, both of which have been informed and shaped by a symbolic scheme of reason and normality. This symbolic scheme associates a capacity for reason with normal humanness, where reason is identified as particular abstract, linguistic, mental practices that are then deemed necessary for sociality. These are what intelligence tests measure, and it is through such assessments that intellectually disabled people are rendered asocial. The pathologising of intellectual disability as an abnormal embodiment, and the clinical tendency to search only for deficits in functioning and ability, has led to a denial or ignorance of intellectually disabled people's abilities to be the independent sustainers and authors of mutuality and sociality. I draw on my family's medical notes, records from the institution where two of my siblings were sent to live, as well as observations made during twelve months of fieldwork with a group of intellectually disabled people attending an activities centre, and either living in community group homes or with their families, to elucidate the ways in which such interpretations of intellectual disability become instituted into daily practice. The instituting of training and management practices within day centres, group homes and institutions for the intellectually disabled are a consequence of the perception that intellectually disabled people have no capacity for sociality as they are. So too are the legal and structural obligations that inform the forms of relatedness that staff have with the intellectually disabled people with whom they work. These relations are based on separation and disengagement rather than mutuality and intimacy. The aim in these institutionalised environments is to instil in such people a range of normative social, domestic and vocational skills as though it is upon these that their capacity as social beings are dependent. As a result, the symbolic practices and dispositional behaviours through which intellectually disabled people express themselves are not recognised as such, nor are they engaged with. This undermines intellectually disabled people's capacity to be joint contributors to social life in a way which incorporates their differences rather than trying to transform them.
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Klotz, Jani Frances. "Denying intimacy: the role of reason and institutional order in the lives of people with an intellectual disability." University of Sydney. Anthropology, 2001. http://hdl.handle.net/2123/513.

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This thesis explores differences in the ways that intellectually disabled people are perceived, interpreted and related to within a Western context. Through a comparison of familial and institutionalised forms of relatedness, it examines the interrelation between these differences and the consequences that they have for either denying or acknowledging severely intellectually disabled people's capacities for sociality. Drawing on Carrithers' (1992) concept of sociality and mutuality, and Wittgenstein's (1953) notion of language games, the thesis analyses the means by which a meaningful and shared existence with intellectually disabled people can be negotiated and developed. Although limited and restricted in their capacities for symbolic expression, such people do have modalities of symbolic life upon which sociality can be built. By analysing the symbolic practices utilised by my three profoundly intellectually disabled siblings, I seek to show how relationships across the difference of intellectual disability are able to be symbolically mediated and negotiated. I argue that it is necessary to engage in relations of mutual interdependence in order to even recognise and perceive these practices as purposeful and meaningful. The mutuality that ensues requires a level of intimacy, empathy and commitment that is not easily sustainable, but which is necessary for the maintenance of intellectually disabled people's existence as social beings. These intimate relations are contrasted with clinical and institutional forms of relatedness, both of which have been informed and shaped by a symbolic scheme of reason and normality. This symbolic scheme associates a capacity for reason with normal humanness, where reason is identified as particular abstract, linguistic, mental practices that are then deemed necessary for sociality. These are what intelligence tests measure, and it is through such assessments that intellectually disabled people are rendered asocial. The pathologising of intellectual disability as an abnormal embodiment, and the clinical tendency to search only for deficits in functioning and ability, has led to a denial or ignorance of intellectually disabled people's abilities to be the independent sustainers and authors of mutuality and sociality. I draw on my family's medical notes, records from the institution where two of my siblings were sent to live, as well as observations made during twelve months of fieldwork with a group of intellectually disabled people attending an activities centre, and either living in community group homes or with their families, to elucidate the ways in which such interpretations of intellectual disability become instituted into daily practice. The instituting of training and management practices within day centres, group homes and institutions for the intellectually disabled are a consequence of the perception that intellectually disabled people have no capacity for sociality as they are. So too are the legal and structural obligations that inform the forms of relatedness that staff have with the intellectually disabled people with whom they work. These relations are based on separation and disengagement rather than mutuality and intimacy. The aim in these institutionalised environments is to instil in such people a range of normative social, domestic and vocational skills as though it is upon these that their capacity as social beings are dependent. As a result, the symbolic practices and dispositional behaviours through which intellectually disabled people express themselves are not recognised as such, nor are they engaged with. This undermines intellectually disabled people's capacity to be joint contributors to social life in a way which incorporates their differences rather than trying to transform them.
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Pickard, Matthew. "Diagnostic Overshadowing, Essentialism, and Intellectual Disability| Lay Persons' Perceptions." Thesis, University of Central Arkansas, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10615749.

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This study examined if diagnostic overshadowing occurred with lay people in regard to individuals with an intellectual disability, as well as investigating how lay people essentialize different categories. It was hypothesized that essentialistic thinking could be offered as a partial explanation for diagnostic overshadowing because certain mental health disorders would be categorized as having a strong, unchangeable biological component to them. Three hundred and thirty undergraduate general psychology students from the University of Central Arkansas completed the Essentialism Belief Scale on nine different concepts, read different case descriptions of an individual with or without an intellectual disorder, and gave their impressions of the individual as experiencing anxiety, depression, and if the person had an intellectual disability. Contrary to expectation, lay people did not demonstrate diagnostic overshadowing. Therefore, the relationship between essentialistic thinking and diagnostic overshadowing could not be confirmed and suggests that diagnostic overshadowing may occur for reasons other than essentialistic thinking. Interestingly, when essentialistic thinking was analyzed using a principal components analysis, a three-factor solution for essentialistic thinking was found, accounting for 72.22% of the variance, with the three factors appearing to demonstrate a biological, non-biological, and mental health grouping.

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Riley, Jude E. L. "'Idiot-brained South' : intellectual disability and eugenics in Southern modernism." Thesis, Northumbria University, 2015. http://nrl.northumbria.ac.uk/27322/.

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This thesis examines the construction and functions of intellectual disability in the modernist literature of the American South from 1925-1940. The period saw a remarkable proliferation of intellectually disabled figures in various guises. These include William Faulkner's Benjy in The Sound and the Fury which has become one of the most analysed 'idiots' in all literature. However, the wider trend of which he is a part has largely lacked critical attention. Furthermore, the connections between this regional literary trend and the prominence of the eugenic movement in the era have been unexplored. This thesis questions why intellectual disability was so important to Southern writers in particular, and why it appears so frequently in their works. The thesis also examines the extent to which Southern writers incorporated eugenic ideas into their representations and how authors reinforced or challenged contemporary ideas regarding intellectual disability. The thesis offers detailed close readings from a selection of southern writers’ works contextualised with primary and secondary historical source material to adequately trace the period’s social, scientific and aesthetic models of intelligence and intellectual disability. The thesis argues that intellectual disability and eugenics were integral to the ways in which southern writers represented their region, not only in negotating regional and national anxiety regarding southern intelligence, but also acting as a crucial vehicle through which these authors examined the South's uneasy and peripheral relationship with modernity. The thesis adds to a growing understanding of the cultural significance of intellectual disability and the eugenic movement and shows how southern modernists' depictions of intellectual disability were linked to and can illuminate understandings of regional and national debates in the period about intelligence, inheritance, disability, family, community, and modernity.
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Simpson, Wendy. "Siblings of people with intellectual disability: Relationships and decision-making across the life span." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2021. https://ro.ecu.edu.au/theses/2417.

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A growing amount of research focuses on siblings of children with disabilities. However, limited evidence exists to provide a solid understanding and depth of knowledge of the issues that affect adult sibling relationships when one has intellectual disability. Since sibling relationships are the longest lasting family relationship, they are becoming more important because people with disability are outliving their parents or main caregivers. The increased longevity of people with disability has a societal and economic impact that has been recognised in the context of the recently introduced National Disability Insurance Scheme (NDIS) in Australia. By exploring the experiences of siblings who have a brother or sister with intellectual disability, this study aimed to understand how family characteristics and childhood experiences influence sibling relationships and decision-making across the life span. Utilising a mixed methods approach—predominantly a qualitative study design—a total of 79 adult siblings of a person with intellectual disability from Perth, Western Australia, completed an online survey and/or participated in an interview. Participants ranged in age from 18 to 70+ years of age. Qualitative data were analysed using a thematic analysis process, guided by Braun and Clarke’s (2006) six-phase framework. Four major themes were constructed that captured the experience of growing up with a sibling with intellectual disability: relationships, knowledge and understanding of disability while growing up, siblings as carers and the consequences for family. The findings revealed that the birth or diagnosis of a child in the family with intellectual disability resulted in a change in the family dynamics, a focus on the child with disability and parental differential treatment. Siblings reported a sense of having missed out while growing up and an ascribed or assumed role of carer. The variables that influence the relationship between siblings when one has intellectual disability were found to be broad, including individual, family and disability characteristics. In addition, this study found evidence to support findings from earlier research that correlates growing up with a sibling with disability and a propensity to follow a career path in a helping or service profession. Limited evidence was found in this study of a mutually beneficial close relationship with a sibling with intellectual disability that did not have elements of care, protection or a sense of responsibility attached. Findings also revealed that in adulthood, siblings often felt ‘disconnected’ from their sibling with intellectual disability when formal support services were in place, sometimes leading to discord between service providers and siblings regarding the nature of support for their sibling with intellectual disability. These findings have implications for policy and practice in disability services because they highlight the importance of holistic family inclusion that includes siblings to enhance natural relationships and supported decision-making with siblings with intellectual disability. Recommendations include the recognition of siblings in policy and legislation, particularly in the NDIS; the inclusion by disability support and early intervention services of siblings in family discussions, planning and decision-making; and making readily available augmentative and alternative methods of communication as an imperative means of promoting sibling connectedness when one has intellectual disability. This study adds to the literature on adult sibling-disability research from an Australian perspective.
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Kamperman, Sean Allen. "Intellectual/Developmental Disability, Rhetoric, and Self-Advocacy: A Case Study." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1555429687963749.

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Kahonde, Callista Kanganwiro. "A grounded theory study of family caregivers' responses to the sexuality of young adults with intellectual disabilities." Doctoral thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/24508.

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Globally, people with intellectual disabilities are not afforded equal opportunities to express and enjoy their sexuality on par with their peers. Although most of them remain under the lifetime custody of family caregivers for care and support, a knowledge gap exists in understanding the role of the family caregivers in the sexuality issues of people with intellectual disabilities, especially in developing countries like South Africa. The present study is the first of its kind that employed an exploratory, theory generating methodology, the constructivist grounded theory methodology, to seek understanding of how family caregivers in the Western Cape Province of South Africa respond to sexuality of young adults with intellectual disabilities. Data were gathered through in-depth and focus group interviews with 25 family caregivers and further confirmatory interviews with nine service providers of young adults with intellectual disabilities. The study generated a substantive grounded theory, the Theory of Contained Sexuality, to explain the responses of family caregivers to the sexuality of young adults with intellectual disabilities. The study found that the family caregivers' thoughts, emotions, actions and behaviour towards the sexuality of the young adults with intellectual disabilities are influenced by what the family caregivers see as implications of the young adults' sexual expression and behaviour on both of them. The family caregivers do not completely suppress or restrain the sexuality of the young adults with intellectual disabilities but they support with 'containment', that is they try to confine the sexuality within boundaries that they can control and manage within their lifelong caring role. Ultimately, what the findings of this study point towards is the impact of lifelong family care on realisation of sexual rights by people with intellectual disabilities. Hence, the study concluded that, without the appropriate forms of support and probably alternative forms of care, the human rights framework as embodied within the United Nations Convention on the Rights of Persons with Disabilities and local policies informed by it is insufficient as a tool for sexual emancipation of people with intellectual disabilities. Therefore, a relational moral theory - the ethics of care - is proposed as appropriate to complement the human rights framework in both research and practice around sexuality of people with intellectual disabilities living under family care. The study also highlights the imperative for further studies that investigate the impact of lifelong family care on other aspects of the lives of people with intellectual disabilities and promote theorisation of lifelong care within such studies.
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Echeverria, Francia. "Reducing Rapid Eating in Adults with an Intellectual Disability." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3084.

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Rapid eating is a frequent problem among individuals with developmental disabilities that can pose a threat to health. The following study sought to reduce the rate of eating behaviors in two adults diagnosed with moderate intellectual disability. Assessment of eating rate took place in the participants' group homes during lunch or dinner meals. Procedures included the use of vibrating pagers with and without verbal prompts to prompt eating and prevent rapid eating behaviors. Results demonstrate a clear reduction in rate of eating when using vibrating pagers and verbal prompts for both participants.
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Wanjagua, Rachael Wachera. "Identifying support needs for people with intellectual disability and their families through a family quality of life survey in Kenya." Master's thesis, University of Cape Town, 2018. http://hdl.handle.net/11427/29849.

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Intellectual disability (ID) is associated with limitations in cognitive, practical and adaptive functions. Individualised supports therefore enhance functioning for people with ID. Families often manage supports for their ID members alone. If not supported, the family quality of life (FQOL) is affected, which also affects the quality of life of the disabled member. FQOL therefore is an outcome measure for support services and strategies. In Kenya, FQOL and supports of families with individuals with ID is not known. This study’s purpose was to understand the FQOL of people with ID and their families and their support needs. The methodology used was a qualitative design, exploring perceptions of 7 people with mild ID and 8 caregivers on FQOL and support needs through interviews and 2 focus group discussions (FGDs). The Beach Centre Family Quality of Life Conversation Guide was used and piloted with 2 people with ID and 2 caregivers. It was adapted by simplifying the questions for people with ID and translated into Swahili. The study had emancipatory approaches with 2 people with ID and 1 caregiver as research assistants. 10 participants were identified through special schools and a village elder from each zone namely Nyahururu, Kinamba, Ol’ngarua and Mailoinya in Laikipia County. 2 participants for each category were selected through random sampling. Informed consent was received from all participants and caregivers of people with ID. Ethical approval was granted by the Human Research Ethics Committee of the University of Cape Town and a research permit granted by the Kenya National Commission of Science, Technology and Innovation. Data was collected and recorded on a mobile device. Identification codes were used to protect anonymity. Verbatim data was transcribed and checked by participants in FGDs. Confirmed data was translated into English and deductive and inductive analysis was done using Dedoose version 7.5.15. Similar data from the 5 domains in the Beach Centre FQOL Conversation Guide was coded together to develop the theme (community supports). FindingsFQOL in Kenya can be described through family interaction, parenting, emotional wellbeing, disability-related supports, physical/material wellbeing and community supports. Poverty, rights of people with ID and cultural constructions of disability can inform disability-related services, government policies and guidelines. Study limitations: The findings are representative of support needs for families of people with mild ID. The study gathered perspectives of people with ID and caregivers, and hence more views could be gathered from other family members. This study was conducted in rural settings and should be interpreted with this in mind.
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Karisa, Amani. "Understanding father involvement in the education of learners with intellectual disabilities in a special school in Kenya: a case study." Doctoral thesis, Faculty of Health Sciences, 2020. http://hdl.handle.net/11427/32273.

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There are known benefits of father involvement in a child's life, such as positively affecting the child's life prospects, academic achievement, physical and emotional health as well as linguistic, literary and cognitive development. In African settings, fathers are traditionally the heads of families and the main decision makers in matters like the education of their children. However, a limited body of scientific knowledge exists on fathers' roles and involvement in the education of their disabled children in the African context. To address this knowledge gap, a qualitative case study to understand the nature of father involvement in the education of learners with intellectual disabilities in a special school in Kenya was conducted. The research question was: what is the nature of father involvement in the education of disabled learners at Sir Ali Special School, Kenya? The study was guided by theoretical perspectives from disability studies in education, masculinity and postcolonial theory. The field of disability studies in education focuses on the application of the social model of disability in an education context. The theories of masculinity look at the social construction of the male identity, and the postcolonial theory explores the colonial legacy of the study context. The data were collected from eight fathers, six mothers, nine teachers and six disabled learners using individual interviews, key informant interviews, draw-and-tell interviews, focus group discussions, document review and field notes. The data were analysed thematically. Three themes emerged from the data analysis: influence of cultural norms and values on father involvement, fathers' concerns in educating disabled children, and impact of understanding disability on father involvement. It was established that the intersection between patriarchy and masculinity affects normative gender roles that influence father involvement in the education of disabled children in a dynamic context. It was also evident that the cost of disability is greater than that of nondisability and this influences how fathers are involved in the education of their disabled children. Additionally, fathers wanted the best for their disabled children but different views about the purpose of the special school affected their involvement in the education of their disabled children. Furthermore, the meaning of disability influenced father involvement in the education of disabled children. It was concluded that father involvement in the education of disabled children in this African setting was complex and presented itself in ways that were different from what formal western education expected. This study provides critical new knowledge on how father involvement in the formal education of disabled children is constructed within the context of a specific school in an African setting. The new knowledge not only adds to the current limited evidence in the literature on father involvement, but also might assist education stakeholders like ministries of education and development workers in advancing best practice regarding implementation of family support structures for disabled children's education in Africa.
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Books on the topic "Intellectual disability;disability studies;anthropology"

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Keith, Kenneth D. (Kenneth Dwight), 1946-, ed. Intellectual disability: Ethics, dehumanization, and a new moral community. Atrium, Sounthern Gate, Chichester, West Sussex: Wiley-Blackwell, a John Wiley & Sons, Inc., Publication, 2013.

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Jane, Hubert, ed. Madness, disability, and social exclusion: The archaeology and anthropology of 'difference'. London: Routledge, 2000.

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A constructive theology of intellectual disability: Human being as mutuality and response. New York: Fordham University Press, 2012.

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Whatever happened to inclusion?: The place of students with intellectual disabilities in education. New York: Peter Lang, 2010.

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1931-, Edgerton Robert B., and Gaston Marcia A, eds. "I've seen it all!": Lives of older persons with mental retardation in the community. Baltimore: P.H. Brooks Pub. Co., 1991.

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1946-, Booth Wendy, ed. Parenting under pressure: Mothers and fathers with learning difficulties. Buckingham: Open University Press, 1994.

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Richardson, Stephen A. Twenty-two years: Causes and consequences of mental retardation. Cambridge, Mass: Harvard University Press, 1996.

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Parents for children, children for parents: The adoption alternative. Washington, DC: American Association on Mental Retardation, 1989.

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Some just clap their hands: Raising a handicapped child. New York, N.Y: Adama Books, 1985.

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Treffert, Darold A. Extraordinary people. London: Bantam, 1989.

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Book chapters on the topic "Intellectual disability;disability studies;anthropology"

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Bérubé, Michael. "Narrative and Intellectual Disability." In A Companion to American Literary Studies, 469–82. Chichester, UK: John Wiley & Sons, Ltd, 2011. http://dx.doi.org/10.1002/9781444343809.ch29.

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Staples, James, and Nilika Mehrotra. "Disability Studies: Developments in Anthropology." In Disability in the Global South, 35–49. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-42488-0_3.

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Carlson, Licia. "Musical Becoming: Intellectual Disability and the Transformative Power of Music." In Foundations of Disability Studies, 83–103. New York: Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137363787_5.

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Burns, Jan. "Intellectual Disability, Special Olympics and Parasport." In The Palgrave Handbook of Paralympic Studies, 417–37. London: Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1057/978-1-137-47901-3_19.

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Moras, Rebekah. "Feminism, Rape Culture, and Intellectual Disability: Incorporating Sexual Self-Advocacy and Sexual Consent Capacity." In Emerging Perspectives on Disability Studies, 189–207. New York: Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137371973_9.

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Taylor, Ashley. "The Metaphor of Civic Threat: Intellectual Disability and Education for Citizenship." In Critical Readings in Interdisciplinary Disability Studies, 53–67. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-35309-4_5.

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Claes, Lien, Elisabeth De Schauwer, and Geert Van Hove. "Disability Studies and Social Geography Make a Good Marriage: Research on Life Trajectories of People with Intellectual Disabilities and Additional Mental Health Problems." In Emerging Perspectives on Disability Studies, 97–129. New York: Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137371973_5.

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Shuman, Amy. "Disability, Narrative Normativity, and the Stigmatized Vernacular of Communicative (in)Competence." In Diagnosing Folklore. University Press of Mississippi, 2015. http://dx.doi.org/10.14325/mississippi/9781496804259.003.0002.

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Amy Shuman starts us off with chapter 1, “Disability, Narrative Normativity, and the Stigmatized Vernacular of Communicative (in)Competence,” which builds on her previous work with Diane E. Goldstein and their shared contention that folklorists can make an important contribution to the study of stigma by devoting particular attention to the process of managing how value is assigned, claimed, and denied in social interactions, rather than focusing on categories of stigmatization. Placing ethnographic practice and folkloristic theories of communicative competence in conversation with the works of disability studies, anthropology, and sociolinguistics, Shuman endeavors to demonstrate how normativity stigmatizes individuals, especially those with intellectual disabilities (ID), and underscores the need for multiple normalcies.
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Thambirajah, MS. "Intellectual (learning) disability." In Case Studies in Child and Adolescent Mental Health, 67–82. CRC Press, 2018. http://dx.doi.org/10.1201/9781315377582-4.

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Harris, James C. "Epidemiology: Who Is Affected?" In Intellectual Disability. Oxford University Press, 2005. http://dx.doi.org/10.1093/oso/9780195178852.003.0007.

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Intellectual disability is the most common developmental disorder and the most handicapping of the disorders beginning in childhood. It ranks as first among chronic conditions that limit full participation in society. Epidemiologic approaches provide a basis for understanding the distribution and dynamics of health, disease, and disorder for persons with intellectual disability; epidemiology is the foundation of public health practice. Because it relies largely on statistical methods, accurate data and clear definitions are essential. The interpretation of epidemiologic information requires background knowledge of demography, social sciences, environmental science, and the clinical sciences. Although epidemiologic studies are essential in establishing prevalence, and in describing the demography of a disorder, the role of epidemiology is far more extensive than this. Epidemiology can teach us about the nature and scope of intellectual disability and associated general medical, behavioral, emotional, and psychiatric problems. In so doing, epidemiologic approaches may be combined with neurobiologic and psychosocial measures. Moreover, epidemiologic studies can disclose individual developmental trajectories and the influences that shape those trajectories. Some of these influences promote risk; others provide protection and promote resiliency in the individual. Finally, experimental approaches in epidemiology allow the study of causative processes, factors that influence the course of the disorder, and service needs. It is these more extensive uses of epidemiology that are called for in future research. Chapter 3 outlines the classification of intellectual disability. This chapter will discuss the use of definitions of intellectual disability in establishing its prevalence, factors affecting prevalence, variability in rates in the various states, demographic features including the impact of increasing life expectancy, associated physical, behavioral, and emotional impairments, and new research directions. Accurate estimates of the number of intellectually disabled individuals are required for planning purposes and to gain better knowledge of the impact of interventions. Studies of the prevalence and incidence of intellectual disability date back to at least 1811, when Napoleon ordered a census of “cretins” to be made in one of the Swiss cantons (Kanner, 1964). Although little information is available about how this census was used, many surveys have been carried out since that time.
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Conference papers on the topic "Intellectual disability;disability studies;anthropology"

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Bezerra, Rebeka Ellen de Alencar, Agda Yasmim Ferreira Correia, Héryka Wanessa do Nascimento Rolim, Júlia Ondrusch de Moraes Costa, Maressa Ferreira de Alencar Rocha, Palloma Abreu Tavares, and Alinne Beserra de Lucena Marcolino. "Importance of individualized diagnosis and treatment in refractory epilepsy associated with intellectual disability." In XIII Congresso Paulista de Neurologia. Zeppelini Editorial e Comunicação, 2021. http://dx.doi.org/10.5327/1516-3180.050.

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Background: Epilepsy is a complex neurological disorder, that affects 0.5 to 1% of the population, with a diversified etiology, but with emphasis on its relation with genetics. Despite there are several therapies to treat it, in some cases, this variety is still insuficiente, featuring refractory epilepsy, frequent in people with intelectual disabilities (ID). Objectives: To analyze the scientific production about refractory epilepsy and ID. Methods: Integrative literature review that searched for international articles in the Virtual Health Library (VHL), using the keywords “Intellectual disability” AND “Refractory epilepsy” with the filter: “full text”. Results: From the 27 articles found, 2 were excluded for escaping the theme, having 25 articles as a final corpus and 2 thematic axes identified: (I) Genetic aspects related to ID and refractory epilepsy and (II) Therapeutic interventions in these patients. According to studies, refractory epilepsy in people with ID is related to mutations in some genes, such as: PCDH19, FMR1, TDP2, GABRB2 and SLC9A6. As for therapies for these patients, drugs such as stiripentol, lacosamide and benzodiazepines have been used, in addition to other interventions such as vagus nerve therapies, responsive neural stimulation, ketogenic diet, immunotherapy and resection surgery. Conclusions: The ID association with refractory epilepsy is strongly linked to genetic mutations, being essencial the genetic diagnosid to individualize the treatment and overcome insuficiente therapies for this epilepsy, especially in patients with associated ID, who tend to have a reduced life quality, having as primary objective the improvement of it.
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Machado, Roberta Ismael Lacerda, Bruno de Mattos Lombardi Badia, Wladimir Bocca Vieira de Rezende Pinto, Igor Braga Farias, José Marcos Vieira de Albuquerque Filho, Paulo Victor Sgobbi de Souza, and Acary Souza Bulle Oliveira. "INPP5K-Related congenital muscular dystrophy: when juvenile cataracts give clues to a complex diagnosis." In XIII Congresso Paulista de Neurologia. Zeppelini Editorial e Comunicação, 2021. http://dx.doi.org/10.5327/1516-3180.511.

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Introduction: Congenital muscular dystrophies (CMDs) are a group of rare genetic muscle diseases that present at birth or during infancy with hypotonia and weakness. Multiple forms of CMDs are also associated with cerebral and ocular phenotypes. Recently, INPP5K mutations have been described associated with CMD, cataracts and cognitive impairment. The INPP5K gene, encodes SKIP, one of the enzymes that phosphorylate the 5-phosphate position of phosphoinositides and is highly expressed in developing and adult brain, eye and muscle. Methods: We performed a case report of three Brazilian patients with INPP5KCMD with cataracts and intellectual disability under clinical follow-up at our service. Results: Case 1: 39 years old, female, presenting with progressive leg weakness since childhood, mild intellectual disability and bilateral cataracts at 20 years. Her 35-yearold sister (Case 2) had a similar clinical picture with limb-girdle weakness since childhood, cognitive impairment and early- onset bilateral cataracts. Both with myopathic pattern in EMG, elevated creatine phosphokinase (CK) and dystrophic pattern in muscle biopsy. Brain MRI studies disclosed a large megacistern in the elderly and no abnormalities in the younger sister. Genetic testing: c.653_655del(p.(Ser218del) in homozygosity in INPP5K gene. Case 3: 20 years old, female, normal motor development but learning difficulties since childhood. Presented with progressive pelvic girdle weakness in childhood and bilateral cataracts in late adolescence. Exams disclosed elevated CK, brain MRI was normal and genetic testing with the following mutation in INPP5K gene:c.[881_883del];[1088T>C];p.[Ser294del];[Ile363Thr]. Conclusion: We describe patients with CMD, cataracts and intellectual disability, caused by mutation in the INPP5K gene. In literature few cases are reported.
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Carmella Dizon, Felisa, Justine Ann Esguerra, Joseph Angelo San Gabriel, Ramon Gabriel Gomez, and Carlos Ignacio Jr Lugay. "Factors Affecting Organization's Impression in Hiring Persons with Disability in the Manufacturing Industry." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001667.

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Persons with Disabilities (PWD) are those with long-term impairments such as physical, mental, intellectual, and sensory disablement according to the United Nations Convention on the Rights of Persons with Disabilities. In the Philippines, a total of 1.44 million people live with disabilities and as of 2013, only 57.1% of them are employed. Moreover, 10.8% of the employed PWDs belong to the manufacturing sector. However, even with these numbers, people cannot deny that there are still companies who do not consider hiring PWDs even though studies show this may give benefits to them. With that, this study aims to determine the effects of age, sex, educational attainment, skills, and the type of impairment to an organization’s impression in hiring PWDs in the manufacturing industry. The researchers identified ‘Company Impression’ as the dependent variable in the study, where its independent variables are the demographic factors such as ‘Age’, ‘Sex’, and ‘Educational Attainment’, ‘Skills’, and ‘Type of Impairment’. In order to collect sufficient data to be analyzed in the study, survey questionnaires were handed out to HR recruitment employees of manufacturing companies in the Luzon island. A Structural Equation Model analysis was utilized in order to determine how the independent variables affect the dependent variable. Moreover, to ensure the accuracy and precision of the results, several softwares for data analysis was utilized such as the MS Excel and SPSS AMOS.
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Owen, Katie, Augustilia Rodrigues, and Cath Fraser. "Exploring the Impact of Promoting Mental Health, Addiction, and Intellectual Disability Nursing as a Career to Undergraduate Nurses in Their Last Year of Study." In 2021 ITP Research Symposium. Unitec ePress, 2022. http://dx.doi.org/10.34074/proc.2205008.

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Specialist nursing practice in mental health, addiction and intellectual disability (MHAID) comprises a growing sector of public health demand, and yet this field is one of the least popular career pathways for student nurses (Happell et al., 2019a; Owen, 2021). International studies and personal observations by members of the research team as nurse educators suggest two key factors at play. First, student willingness to work in MHAID specialist roles is impacted by entrenched stigma and discrimination against people who experience mental distress, addictions and intellectual disabilities. Second, students have voiced their perceptions of specialist mental-health nursing as less important than general nursing. Working in MHAID is commonly seen as carrying little prestige, variety, challenge or opportunity for skill development; worse, such findings from surveys of final-year student nurses’ employment preferences have remained relatively unchanged over the last 20 years, at least (Wilkinson et al., 2016). With employers desperate for specialist MHAID staff, and education providers charged with meeting industry needs, how can nursing programmes begin to combat this bias and bring about attitudinal change? This paper describes a pilot initiative with Year 3 undergraduate student nurses in one Te Pūkenga subsidiary, which we believe shows considerable promise for a wider roll-out across the tertiary healthcare-education sector. A hui supported by Whitireia’s Community of Practice for Mental Health and Addiction within the School of Health and Social Services allowed students to interact with multiple industry stakeholders: District Health Board (DHB) partners; graduates working in the mental health and addictions sector, experts by experience; and the postgraduate New Entry to Specialist Practice in Mental Health teaching team. A subsequent survey evaluation confirmed the positive impact of the initiative regarding altering negative stereotypes of nursing roles within MHAIDs and increasing the number of students who may consider specialising in these areas, post-graduation.
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Adnan, Nor Hafizah, Helmi Norman, and Norazah Mohd Nordin. "Augmented Reality-based Learning using iPads for Children with Autism." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.8622.

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The Covid-19 pandemic outbreak forced early childhood programs to make a sudden switch to remote learning in response to the crisis. While technologies can facilitate seamless migration of face-to-face learning to a virtual platform, these rapid advancements are merely tailored for typical children, causing children with special needs, including children with autism, to be left behind. To date, the prevalence of children across the globe diagnosed with autism spectrum disorders (ASD) has been increasing. ASD refers to complex neurodevelopment disorders characterized by intellectual disability, language impairment, characteristic and repetitive behaviours, and difficulties with interaction and social communication. Some children with ASD are capable perform all learning activities, but most of them require substantial support to perform basic learning activities. Previous studies found that children with ASD have difficulty understanding spoken language, but they have a strong interest in visual objects. Most of their learning occurs through watching since a visual process produced better recall than auditory learning. In other words, the visual channel could be the best way to develop their cognitive abilities and enhance their spoken language capabilities. Augmented reality (AR) is a technology in which audio, visual, and text are superimposed on the real world using mobile devices. AR is a promising technology that could help children with ASD better understand the world around them, bridging digital and physical worlds. Hence, the purpose of this study was to design, develop, and evaluate an immersive learning environment using AR for children with ASD. This study applied the design and development research approach that involved analysis, design and development, implementation and evaluation. The AR involved aspects, such as attention and positive emotions, social interaction, facial expressions, nonverbal social cues, and vocabulary that are crucial in the design and development of learning for children with ASD.
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