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

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Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Gutiérrez-Recacha, Pedro, and Almudena Martorell-Cafranga. "People with Intellectual Disability and ICTs." Comunicar 18, no. 36 (March 1, 2011): 173–80. http://dx.doi.org/10.3916/c36-2011-03-09.

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New technologies have dramatically changed our daily lives and the way we are connected to other people. Television, cellular telephony and the Internet have opened up new opportunities in communication, leisure and training, and yet barriers prevent certain social groups from accessing these new technologies. People with intellectual disability (ID), for instance, are often «invisible» to communication and new technology researchers. An exploratory study was made of 156 adults with ID (workers and users of the Carmen Pardo-Valcarce Foundation sheltered employment programs and workshops in Madrid, Spain) to show their patterns of new technology (cell phones, Internet and television) use. The study confirms that these patterns are similar to those expected of the general public but spe cific differences were found. Some could be attributed to the direct effects of intellectual disability, but others could result from the hypothetical stigma effect on the attitude of those close to the person with intellectual disability, which might lead to discriminatory behaviors.Las nuevas tecnologías han introducido profundos cambios en nuestro entorno y en los modos de relacionarnos con los demás. La televisión, el teléfono móvil e Internet han abierto nuevas posibilidades de comunicación, ocio y formación para muchas personas. Pero el acceso a las nuevas tecnologías para algunos individuos o grupos sociales puede hallarse condicionado por diferentes barreras. Uno de los grupos que habitualmente resultan «invisibles» en las investigaciones sobre comunicación y nuevas tecnologías es el de las personas con discapacidad intelectual (DI). En la presente investigación han participado 156 personas adultas con DI (trabajadores y usuarios de la Fundación Carmen Pardo-Valcarce en Madrid, España). Se ha llevado a cabo un estudio exploratorio con el fin de caracterizar en términos generales los patrones de uso de las nuevas tecnologías de comunicación (Internet y teléfonos móviles) de los participantes, así como sus patrones de consumo de televisión. Como conclusión puede señalarse que las pautas de comportamiento de las personas con DI en relación a las nuevas tecnologías de información y comunicación, en términos generales, se aproximan a las de la población general. Solo en aspectos puntuales podemos encontrar diferencias llamativas. En algunos casos, tales diferencias pueden atribuirse directamente a la DI. Pero también es necesario tener en cuenta un posible efecto estigma actuando en las personas que rodean al individuo con DI, que puede motivar comportamientos discriminatorios.
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12

Ellcessor, Elizabeth. "Acculturations of disability: Keywords for disability studies." Cultural Studies 31, no. 1 (February 5, 2016): 171–73. http://dx.doi.org/10.1080/09502386.2016.1138981.

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13

Knight, Victoria F., Leah Wood, Bethany R. McKissick, and Emily M. Kuntz. "Teaching Science Content and Practices to Students With Intellectual Disability and Autism." Remedial and Special Education 41, no. 6 (May 26, 2019): 327–40. http://dx.doi.org/10.1177/0741932519843998.

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The purpose of this literature review was to synthesize recent research (2009–2018) for teaching science to students with intellectual disability and intellectual disability/autism. Authors identified a total of 15 studies; of these, 12 were determined to be methodologically sound studies using the Council for Exceptional Children quality indicators. Based on the methodologically sound studies, authors analyzed the evidence base of the instructional practices to teach science content and science practices to students with intellectual disability and intellectual disability/autism. Unlike previous literature reviews in which the focus has been on teaching science content, authors contribute to the literature on teaching science to this population by determining the evidence for teaching the science practices (e.g., asking questions, communicating findings). Resulting analysis was used to offer research-based recommendations for providing quality science instruction to students with intellectual disability and intellectual disability/autism. We conclude with limitations and possibilities for future research.
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14

Vissers, Lisenka E. L. M., Christian Gilissen, and Joris A. Veltman. "Genetic studies in intellectual disability and related disorders." Nature Reviews Genetics 17, no. 1 (October 27, 2015): 9–18. http://dx.doi.org/10.1038/nrg3999.

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15

Merrick, Joav, Efrat Merrick, Mohammed Morad, and Isack Kandel. "Adolescents with Intellectual Disability and Suicidal Behavior." Scientific World JOURNAL 5 (2005): 724–28. http://dx.doi.org/10.1100/tsw.2005.90.

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It has been assumed that impaired intellectual capacity could act as a buffer to suicidality in the population of children and adolescents with intellectual disability. The few studies that have been conducted contest this assumption, and in fact, the findings showed that the characteristics of suicidality in the population of children and adolescents with intellectual disability are very similar to other adolescents without intellectual disability. This paper reviews the few studies conducted and describe the symptomatology in this population.
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16

Merrick, Joav, Yehuda Gabbay, and Hefziba Lifshitz. "Judaism and the Person with Intellectual Disability." Journal of Religion, Disability & Health 5, no. 2-3 (October 2001): 49–63. http://dx.doi.org/10.1300/j095v05n02_04.

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17

Morad, Mohammed, Yusuf Nasri, and Joav Merrick. "Islam and the Person with Intellectual Disability." Journal of Religion, Disability & Health 5, no. 2-3 (October 2001): 65–71. http://dx.doi.org/10.1300/j095v05n02_05.

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18

Merrick, Joav, Mohammed Morad, and Udi Levy. "Spiritual Health and Persons with Intellectual Disability." Journal of Religion, Disability & Health 5, no. 2-3 (October 2001): 113–21. http://dx.doi.org/10.1300/j095v05n02_09.

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19

Robertson, Janet, Darren Chadwick, Susannah Baines, Eric Emerson, and Chris Hatton. "Prevalence of Dysphagia in People With Intellectual Disability: A Systematic Review." Intellectual and Developmental Disabilities 55, no. 6 (December 1, 2017): 377–91. http://dx.doi.org/10.1352/1934-9556-55.6.377.

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Abstract Dysphagia (feeding and swallowing disorder) is associated with serious health complications and psychosocial sequelae. This review summarizes international research relating to the prevalence of dysphagia in people with intellectual disability. Studies published from 1990 to July 2016 were identified using Medline, Cinahl, PsycINFO, Web of Science, email requests, and cross-citations. Twenty studies were identified. Dysphagia in people with intellectual disability appears to be associated with more severe levels of intellectual disability, comorbid cerebral palsy, and motor impairments. However, further research with representative samples of people with intellectual disability using adequate methods of assessment are required in order to provide more precise prevalence estimates and clarify factors that may be associated with dysphagia in this population.
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20

Jones, Chelsea. "Review of Bérubé, The Secret Life of Stories." Canadian Journal of Disability Studies 5, no. 4 (December 27, 2016): 234. http://dx.doi.org/10.15353/cjds.v5i4.322.

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Unfolding through this book is a warning against reductive readings of (intellectual) disability alongside an argument for finding fictional modes of intellectual disability as one piece of the larger, urgent projects gripping disability studies that involve negotiating relationships between bodies and minds, and re/imagining humanness.
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21

Brooker, Katie, Kate van Dooren, Lyn McPherson, Nick Lennox, and Robert Ware. "Systematic Review of Interventions Aiming to Improve Involvement in Physical Activity Among Adults With Intellectual Disability." Journal of Physical Activity and Health 12, no. 3 (March 2015): 434–44. http://dx.doi.org/10.1123/jpah.2013-0014.

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Background:Evidence suggests that most adults with intellectual disability do not participate in sufficient amounts of physical activity (PA). A systematic review of peer-reviewed studies that reported an intervention aiming to improve PA levels of adults with intellectual disability was conducted.Methods:Keywords related to intellectual disability and physical activity were used to search relevant databases. Studies were excluded if they did not measure PA as an outcome for adults with intellectual disability, were non-English, and were not peer-reviewed. All relevant studies were included in the review regardless of methodological quality and design.Results:Six articles met the inclusion criteria. These included health education or health promotion programs with PA, nutrition, and weight loss components. The quality of studies included in this review was generally poor. Most studies used a prepost design, sample sizes were small, and measurement tools were used that are not valid and reliable for the population assessed.Conclusions:PA interventions have the potential to improve the health and wellbeing of people with intellectual disability, a vulnerable group who require attention from public health practitioners and researchers. Given the health inequities that exist, public health researchers should target efforts to improve PA levels among this group.
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Merrick, Joav, Efrat Merrick, Yona Lunsky, and Isack Kandel. "Suicide Behavior in Persons with Intellectual Disability." Scientific World JOURNAL 5 (2005): 729–35. http://dx.doi.org/10.1100/tsw.2005.91.

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Suicide is today in the Western world one of the leading causes of death and most people have had suicidal ideation at some time during their life. In the population of persons with intellectual disability some researchers have thought that impaired intellectual capacity could act as a buffer to suicidal behavior, but the fact is that the few studies conducted in that population contest this assumption and showed that the characteristics of suicidality in this population are very similar to persons without intellectual disability. This paper reviews the studies conducted and describe the symptomatology in this population. Professionals working with this population should therefore be aware of and assess for this behavior. Sadness or depression are symptoms that could indicate later suicidal behavior.
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23

Levy, Nina S., George K. E. Umanah, Eli J. Rogers, Reem Jada, Orit Lache, and Andrew P. Levy. "IQSEC2-Associated Intellectual Disability and Autism." International Journal of Molecular Sciences 20, no. 12 (June 21, 2019): 3038. http://dx.doi.org/10.3390/ijms20123038.

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Mutations in IQSEC2 cause intellectual disability (ID), which is often accompanied by seizures and autism. A number of studies have shown that IQSEC2 is an abundant protein in excitatory synapses and plays an important role in neuronal development as well as synaptic plasticity. Here, we review neuronal IQSEC2 signaling with emphasis on those aspects likely to be involved in autism. IQSEC2 is normally bound to N-methyl-D-aspartate (NMDA)-type glutamate receptors via post synaptic density protein 95 (PSD-95). Activation of NMDA receptors results in calcium ion influx and binding to calmodulin present on the IQSEC2 IQ domain. Calcium/calmodulin induces a conformational change in IQSEC2 leading to activation of the SEC7 catalytic domain. GTP is exchanged for GDP on ADP ribosylation factor 6 (ARF6). Activated ARF6 promotes downregulation of surface α-amino-3-hydroxy-5-methyl-4-isoxazolepropionic acid (AMPA)-type glutamate receptors through a c-jun N terminal kinase (JNK)-mediated pathway. NMDA receptors, AMPA receptors, and PSD-95 are all known to be adversely affected in autism. An IQSEC2 transgenic mouse carrying a constitutively active mutation (A350V) shows autistic features and reduced levels of surface AMPA receptor subunit GluA2. Sec7 activity and AMPA receptor recycling are presented as two targets, which may respond to drug treatment in IQSEC2-associated ID and autism.
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Owuor, John, Fiona Larkan, Bonnix Kayabu, Geraldine Fitzgerald, Greg Sheaf, John Dinsmore, Roy McConkey, Mike Clarke, and Malcolm MacLachlan. "Does assistive technology contribute to social inclusion for people with intellectual disability? A systematic review protocol." BMJ Open 8, no. 2 (February 2018): e017533. http://dx.doi.org/10.1136/bmjopen-2017-017533.

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IntroductionThe aim of this review is to answer the following question:Does assistive technology contribute to social inclusion for people with intellectual disability?Previous research on assistive technology has focused on socioeconomic impacts such as education, employment and access to healthcare by people with intellectual disability. There is a need to consolidate evidence on the interaction between intellectual disability, assistive technology, community living and social inclusion.Methods and analysisThe review will consider studies from all settings: geographical, socioeconomic and care (institutional and community care), published in English. Studies reported in other languages with abstracts in English will be included if they can be translated using Google Translate, otherwise such studies will be included in the appendix. The review will include both qualitative and quantitative studies. The intervention in this review refers to the use of assistive technology to promote community participation or interpersonal relationships (social inclusion) for people with intellectual disability. The outcomes will be behavioural and social benefits of using assistive technology by people with intellectual disability. Enhanced interpersonal relationships and community participation by people with intellectual disability. Data analysis will be in two phases. The first phase will involve analysis of individual study designs separately. The second phase will be narrative/thematic synthesis of all study groups.EthicsThe review will not create any ethical or safety concerns.DisseminationAt least one peer-reviewed article in a leading journal such as theBMJis planned. The findings will also be disseminated through a seminar session involving internal audience at Trinity College Dublin and within the Assistive Technologies for people with Intellectual Disability and Autism research programme.PROSPERO registration numberCRD42017065447; Pre-results.
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Madhavan, Giri. "Telepsychiatry in intellectual disability psychiatry: literature review." BJPsych Bulletin 43, no. 4 (March 7, 2019): 167–73. http://dx.doi.org/10.1192/bjb.2019.5.

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Aims and MethodThe aims of this review were to explore the effectiveness and patient and provider acceptability of telepsychiatry consultations in intellectual disability, contrasting this with direct face-to-face consultations and proposing avenues for further research and innovation. Computerised searches of databases including AMED and EMBASE were conducted.ResultsFour USA studies of intellectual disability telepsychiatry services have been reported. The majority (75%) focused on children with intellectual disability. Sample sizes ranged from 38 to 900 participants, with follow-up from 1 to 6 years. Outcome measures varied considerably and included cost savings to patients and healthcare providers, patient and carer satisfaction and new diagnoses.Clinical implicationsThe innovations summarised suggest a requirement to further explore telepsychiatry models. Despite some promising outcomes, there is a relative dearth in the existing literature. Further studies in other healthcare systems are required before concluding that telepsychiatry in intellectual disability is the best approach for providing psychiatric services to this population.Declaration of interestNone.
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McCarthy, J. "Emotional instability and autism and intellectual disability." European Psychiatry 33, S1 (March 2016): S51—S52. http://dx.doi.org/10.1016/j.eurpsy.2016.01.922.

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AimTo explore if emotional instability is a useful construct in adults with autism spectrum disorder (ASD) and intellectual disability (ID).Method/approachThe current diagnostic criteria for ASD and ID will be outlined and related to any relevant literature on emotional instability in those with ASD or ID. Recent cross-sectional studies in a clinic and a prison of adults with ASD and/or ID using standardised screening and diagnostic tools will be described.FindingsCurrent literature indicates there is little research on emotional instability in adults with ASD and ID. Studies across clinic and forensic settings indicate high levels of comorbidity such as attention-deficit hyperactive disorder (ADHD) and mood disorders in adults with ASD and ID.ConclusionAt present emotional instability as a construct may not have validity for adults with ASD and ID but may do in the context of other comorbid conditions such as ADHD.Disclosure of interestThe author has not supplied his declaration of competing interest.
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Marciniak-Firadza, Renata. "Kilka uwag o potrzebie badań kompetencji słowotwórczych dzieci z niepełnosprawnością intelektualną w stopniu lekkim." Interdyscyplinarne Konteksty Pedagogiki Specjalnej, no. 14 (May 28, 2018): 29–51. http://dx.doi.org/10.14746/ikps.2016.14.02.

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Word formation is significant for the linguistic and cognitive development of the child and it is possible to get and interpret data concerning decoding and encoding word-formative structures by children with intellectual disability through linguistic analysis. This task is so much important because Polish literature lacks studies concerning word formation competence of children with intellectual disability. The article shows the need for research and their description as well as the evaluation of understanding and forming word-formative structures by children with intellectual disability in comparison with analogical abilities of children without such a disability.
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Ungurean, Bogdan Constantin, Adrian Cojocariu, Beatrice Aurelia Abalașei, Lucian Popescu, Alexandru Rares Puni, Marius Stoica, and Carmen Pârvu. "The Analysis of the Correlations between BMI and Body Composition among Children with and without Intellectual Disability." Children 9, no. 5 (April 20, 2022): 582. http://dx.doi.org/10.3390/children9050582.

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Background: Compared to the great volume of studies focusing on children and adolescents without intellectual disability, research regarding body mass index among young populations (13–17 years old) with intellectual disability is scarce, mostly when we refer to the comparisons between various degrees of intellectual disability and gender. Methods: The purpose of this study was to assess a series of morphofunctional parameters among children with and without intellectual disability to characterise the morphofunctional normality and its perturbations. Within the study, we included 101 subjects from several educational institutions, distributed on five groups, by their gender and degree of intellectual disability. Results: The average values of body mass index exceed the values recommended by the WHO among all the five groups (boys and girls with and without intellectual disabilities) prone to obesity. Upon analysing the values of BMI by gender and type of intellectual disability, we note that the prevalence of obesity among boys is 28.07% (BMI > 24), while 19.29% are overweight (BMI ranging between 21.5 and 24). Conclusions: The prevalence of excess weight and obesity among persons with intellectual disabilities was similar among the male and female subjects. It shows an increasing trend by age.
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Sedaghati, Parisa, Hassan Daneshmandi, and Hamid Zolghadr. "The Effect of Motor Interventions on Improving The Balance of the Intellectual Disability: A Review of Literature." Scientific Journal of Rehabilitation Medicine 11, no. 4 (September 23, 2022): 488–503. http://dx.doi.org/10.32598/sjrm.11.4.8.

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Background and Aims Inadequate mobility in intellectual disability causes imbalance. Therefore, the purpose of this review was to investigate the effect of motor interventions on improving the balance of intellectual disability. Methods In this study, a comprehensive review of the effect of motor interventions on improving the balance of the intellectual disability was done by searching the Google Scholar, PubMed, and ScienceDirect databases with the keywords balance, equilibrium, balance in intellectual disability, balance in mentally retarded, intellectual disabled, and also Persian databases of Google Scholar, Megapaper, IranDoc, Magiran, SID, MedLib and IranMedex from 2000 to February 2021. In this search, two languages, Persian and English, were used. After collecting the search results, first, the title and then the abstract of the articles were studied. If the articles complied with the inclusion and exclusion criteria, their results were used in the present review study and otherwise discarded. Results In the search of texts, a total of 110 articles were found and after deleting similar cases, 44 articles (18 Persian articles and 26 English articles) were selected from the articles that were very closely related to the studied subject. Conclusion A review of studies has shown that performing motor interventions in most studies improves the balance of intellectual disability. However, due to the limitations of the studies, the conclusions of the present study should be interpreted with caution. Although these results can help coaches, exercise teachers, physiotherapists, and therapists improve the balance of intellectual disability, more detailed studies are needed.
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Gabel, Susan L., Carie J. Cohen, Kathleen Kotel, and Holly Pearson. "Intellectual Disability and Space: Critical Narratives of Exclusion." Intellectual and Developmental Disabilities 51, no. 1 (February 1, 2013): 74–80. http://dx.doi.org/10.1352/1934-9556-51.01.074.

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AbstractThe language of intellectual disability is rife with spatial terms. Students labeled with intellectual disability are “placed in” special education where they may be “self-contained,” “segregated,” “excluded,” or “included.” Conversations ensue about where to seat them, next to whom, and at what distance from the teacher and other students. In this article, critical spatial studies and critical narratives are used to illustrate the ways in which power and exclusion constitute intellectual disability.
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Weld-Blundell, Isabelle, Marissa Shields, Alexandra Devine, Helen Dickinson, Anne Kavanagh, and Claudia Marck. "Vocational Interventions to Improve Employment Participation of People with Psychosocial Disability, Autism and/or Intellectual Disability: A Systematic Review." International Journal of Environmental Research and Public Health 18, no. 22 (November 17, 2021): 12083. http://dx.doi.org/10.3390/ijerph182212083.

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Objective: To systematically review interventions aimed at improving employment participation of people with psychosocial disability, autism, and intellectual disability. Methods: We searched MEDLINE, Embase, PsycINFO, Web of Science, Scopus, CINAHL, ERIC, and ERC for studies published from 2010 to July 2020. Randomized controlled trials (RCTs) of interventions aimed at increasing participation in open/competitive or non-competitive employment were eligible for inclusion. We included studies with adults with psychosocial disability autism and/or intellectual disability. Risk of bias was assessed using the Cochrane Collaboration Risk of Bias II Tool. Data were qualitatively synthesized. Our review was registered with PROSPERO (CRD42020219192). Results: We included 26 RCTs: 23 targeted people with psychosocial disabilities (n = 2465), 3 included people with autism (n = 214), and none included people with intellectual disability. Risk of bias was high in 8 studies, moderate for 18, and low for none. There was evidence for a beneficial effect of Individual Placement and Support compared to control conditions in 10/11 studies. Among young adults with autism, there was some evidence for the benefit of Project SEARCH and ASD supports on open employment. Discussion: Gaps in the availability of high-quality evidence remain, undermining comparability and investment decisions in vocational interventions. Future studies should focus on improving quality and consistent measurement, especially for interventions targeting people with autism and/or intellectual disability.
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Bhaumik, Sabyasachi, Reza Kiani, Dasari Mohan Michael, Shweta Gangavati, Sayeed Khan, Julio Torales, Kenneth R. Javate, and Antonio Ventriglio. "Intellectual disability and mental health: an overview†." International Journal of Culture and Mental Health 9, no. 4 (October 2016): 417–29. http://dx.doi.org/10.1080/17542863.2016.1228687.

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Slayter, Elspeth Maclean. "Demographic and Clinical Characteristics of People With Intellectual Disabilities With and Without Substance Abuse Disorders in a Medicaid Population." Intellectual and Developmental Disabilities 48, no. 6 (December 1, 2010): 417–31. http://dx.doi.org/10.1352/1934-9556-48.6.417.

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Abstract Little is known about the demographic and clinical characteristics of people with intellectual disabilities and substance abuse problems. Drawing on health care billing claims for people with Medicaid coverage aged 12–99 years, the characteristics of people with intellectual disability and a history of substance abuse (N = 9,484) were explored and compared with people with intellectual disability but without substance abuse. Age- and/or gender-adjusted odds ratios were derived from logistic regression analyses to consider differences in demographic and clinical diagnoses. People with intellectual disability and substance abuse constituted 2.6% of all people with intellectual disability, most of whom had a diagnosis of mild or moderate intellectual disability. People with intellectual disability and substance abuse problems were, on average, 2 years older than the comparison group and less likely to be White. The sample was more likely than the comparison group to have serious mental illness or depression and substance abuse–related disorders were not prevalent. These data provide a comparison point for existing studies of mental health diagnoses as well as new information about substance abuse disorders. Implications relate to the identification of substance abuse among people with intellectual disabilities as well as the establishment of demographic and clinical correlates.
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Kim, Jinwook, Eugene Hwang, Heesook Shin, Youn-Hee Gil, and Jeongmi Lee. "Top-down, bottom-up, and history-driven processing of multisensory attentional cues in intellectual disability: An experimental study in virtual reality." PLOS ONE 16, no. 12 (December 21, 2021): e0261298. http://dx.doi.org/10.1371/journal.pone.0261298.

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Models of attention demonstrated the existence of top-down, bottom-up, and history-driven attentional mechanisms, controlled by partially segregated networks of brain areas. However, few studies have examined the specific deficits in those attentional mechanisms in intellectual disability within the same experimental setting. The aim of the current study was to specify the attentional deficits in intellectual disability in top-down, bottom-up, and history-driven processing of multisensory stimuli, and gain insight into effective attentional cues that could be utilized in cognitive training programs for intellectual disability. The performance of adults with mild to moderate intellectual disability (n = 20) was compared with that of typically developing controls (n = 20) in a virtual reality visual search task. The type of a spatial cue that could aid search performance was manipulated to be either endogenous or exogenous in different sensory modalities (visual, auditory, tactile). The results identified that attentional deficits in intellectual disability are overall more pronounced in top-down rather than in bottom-up processing, but with different magnitudes across cue types: The auditory or tactile endogenous cues were much less effective than the visual endogenous cue in the intellectual disability group. Moreover, the history-driven processing in intellectual disability was altered, such that a reversed priming effect was observed for immediate repetitions of the same cue type. These results suggest that the impact of intellectual disability on attentional processing is specific to attentional mechanisms and cue types, which has theoretical as well as practical implications for developing effective cognitive training programs for the target population.
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Himmerich, Julian. "Psychodynamic psychotherapy in severe and profound intellectual disability." Advances in Mental Health and Intellectual Disabilities 14, no. 3 (April 1, 2020): 45–60. http://dx.doi.org/10.1108/amhid-11-2019-0037.

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Purpose Psychodynamic psychotherapy is increasingly adapted and used with individuals with intellectual disability (ID) and mental health difficulties. However, the evidence base is still small and largely based on case studies and small trials whose participants mainly have mild to moderate ID. This paper aims to review and critique the literature in regards to the adaptations; and the effectiveness of psychodynamic psychotherapy for those with severe and profound ID. Design/methodology/approach A systematic literature search of PsycINFO, Social Policy and Practice, Medline, Cumulative Index to nursing and allied health literature and applied social sciences index and abstracts was conducted. Six studies met inclusion criteria and underwent a quality evaluation and critical review. Findings Six papers (all case studies) met inclusion criteria and underwent a quality evaluation and critical review. Some adaptations to therapy were reported, such as a more flexible therapeutic frame and increased use of the physical environment as a therapeutic tool. Due to significant methodological weaknesses of the included studies, it is yet unclear whether psychodynamic psychotherapy is an effective intervention for individuals with severe and profound ID. Research limitations/implications Only a small number of case studies met the inclusion criteria. Further research should use more robust outcome measures, larger samples and compare psychodynamic psychotherapy to alternative interventions. Originality/value This paper is the first to review the psychodynamic psychotherapy literature with regard to its effectiveness as a treatment specifically for individuals with severe and profound ID and mental health difficulties.
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Ginsburg, Faye, and Rayna Rapp. "Disability Worlds." Annual Review of Anthropology 42, no. 1 (October 21, 2013): 53–68. http://dx.doi.org/10.1146/annurev-anthro-092412-155502.

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Andersen, Hilde Katrine. "Personality disorder and intellectual disability – concept and prevalence." Advances in Mental Health and Intellectual Disabilities 9, no. 4 (July 6, 2015): 163–73. http://dx.doi.org/10.1108/amhid-05-2015-0019.

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Purpose – The range of prevalence of personality disorder (PD) found in people with intellectual disability (ID) has been reported as vast, and has included data from dissimilar settings. The purpose of this paper is to review the reported prevalence of PD in the general population of people with ID, and to consider how different and changing ideas about PD have affected these rates. Design/methodology/approach – Cross-sectional studies of the prevalence of PD in people with ID were identified. The quality of the studies was considered, along with how cases of PD were identified. Findings – Six studies were included. The reported prevalence of PD in people known to have ID ranged from 0.7 to 35 per cent. Possible reasons for this wide range included different views of PD and methods of assessment. Research limitations/implications – The wide range of findings suggests that methodological differences are significant. Consideration to how clinicians should respond to the overlap of impairment between ID and PD may improve the conceptual clarity of PD, informing future epidemiological research. Originality/value – This review was limited to studies of samples likely to be representative of the general ID population. The range of prevalence estimates was narrower than previously reported, and more likely to reflect the true prevalence rate of PD amongst people who have ID. Consideration was also given to how different ideas of PD led to different methods and may have contributed to variance in the results.
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Greiner, Rosamund. "Towards Critical Studies of Disabilities: engaging Latin American theoretical perspectives on Congenital Zika Syndrome." Horizontes Antropológicos 28, no. 64 (December 2022): 143–72. http://dx.doi.org/10.1590/s0104-71832022000300006.

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Abstract Infection with the Zika virus during pregnancy can cause disability, yet disability remains under theorised in studies on Congenital Zika Syndrome (CZS). Existing studies are largely exploratory and descriptive in nature, and thus a deeper analysis is needed. Where theory has been applied, there is limited engagement with Latin American theoretical perspectives. The social construction of disability, and of caregiver identity in particular warrant further analysis. Understanding that disability is constructed through an ‘ideology of normality’ can help make sense of parents’ reactions to a diagnosis of CZS. Caregivers resistance to biomedical narratives about disability is apparent in the case of CZS and deserves further attention. Consideration has been given to the ways that social location and shared temporality in relationships of care shape caregiver identity. Here I read these together to reach a fuller understanding of how caregivers and the people they care for develop a shared embodiment. An analysis bringing together Latin American Critical Disability Studies with other critical theoretical perspectives can advance theorisations of disability and the experiences of caregivers in their social, political, economic and historical contexts.
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VOLPE, MEDI ANN. "IRRESPONSIBLE LOVE: RETHINKING INTELLECTUAL DISABILITY, HUMANITY AND THE CHURCH1." Modern Theology 25, no. 3 (July 2009): 491–501. http://dx.doi.org/10.1111/j.1468-0025.2009.01538.x.

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Mahon, Aoife, Elizabeth Tilley, Gurch Randhawa, Yannis Pappas, and Jitka Vseteckova. "Ageing carers and intellectual disability: a scoping review." Quality in Ageing and Older Adults 20, no. 4 (November 28, 2019): 162–78. http://dx.doi.org/10.1108/qaoa-11-2018-0057.

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Purpose Individuals with intellectual disability(ies) are living longer contributing to an overall increase in the average age of caregivers. The purpose of this paper is to review the literature on the physical, social and psychological needs of ageing carers of individuals with intellectual disability(ies) in the UK. Design/methodology/approach A scoping review framework was used to identify literature from eleven databases, the grey literature and the references lists of relevant studies. Only primary research studies that discussed the needs of non-professional carers, aged 65+ years old, of individuals with intellectual disability(ies) in the UK were included. No date restrictions were applied. Thematic analysis was used to narratively synthesise findings. Findings Six studies were included. Five key themes were identified: Living with fear, lack of information, rebuilding trust, proactive professional involvement and being ignored. Housing and support information is not communicated well to carers. Professionals require more training on carer needs and trust must be rebuilt between carers and professionals. Proactive approaches would help identify carer needs, reduce marginalisation, help carers feel heard and reduce the risk of care crisis. Greater recognition of mutual caring relationships is needed. Originality/value This review highlighted the needs of older caregivers for individuals with intellectual disability(ies) as well as the need for more high-quality research in this field. The information presented in this review may be considered by primary care providers and funding bodies when planning future support for this growing population of carers.
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Ungurean, Bogdan Constantin, Adrian Cojocariu, Beatrice Aurelia Abalașei, and Lucian Popescu. "Analysis of Morphological Parameters and Body Composition in Adolescents with and without Intellectual Disability." International Journal of Environmental Research and Public Health 20, no. 4 (February 9, 2023): 3019. http://dx.doi.org/10.3390/ijerph20043019.

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Compared to the tremendous volume of studies focusing on children and teenagers without disabilities, research regarding weight and body composition among young populations with an intellectual disability is relatively rare. Their number further decreases when we refer to specific age groups with intellectual deficits, such as children and adolescents younger than 18. In addition, studies are even scarcer when we wish to compare groups of subjects with different degrees of intellectual disability by gender. This study has a constative nature. The research sample comprises 212 subjects—girls and boys with an average age of 17.7 ± 0.2, divided into six groups by gender and type of intellectual disability. The parameters considered within the study include anthropometrical data and body composition determined using a professional device (Tanita MC 580 S). The findings of this study highlight the impact of intellectual disability on body composition in this age category. We hope it will help develop efficient strategies, recommendations, and intervention plans to ensure active participation in physical activities and categorisation within the optimal parameters of body composition indicators.
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Dee, Brendan, Eilish Burke, Roman Romero-Ortuno, Philip McCallion, and Mary McCarron. "Factors associated with the progression of deficit accumulation frailty among adults with an intellectual disability: a systematic review revealing research gaps." HRB Open Research 4 (May 24, 2021): 58. http://dx.doi.org/10.12688/hrbopenres.13257.1.

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Background: People with an intellectual disability are more likely to experience frailty earlier in life and with greater severity compared to the general population. There is growing consideration of determinants of frailty and identifying factors which may influence the change in frailty status over time. The objective of this review was to investigate factors associated with the progression of frailty over time among adults with an intellectual disability. Methods: A systematic review of literature was conducted using PRISMA guidelines to identify studies reporting factors associated with transitions and trajectories in deficit accumulation frailty among adults with an intellectual disability. The following eligibility criteria was used: defined frailty as deficit accumulation; longitudinal design; reported at least one individual characteristic associated with change in frailty status; sample was people with an intellectual disability aged ≥18 years; English language. No limitation on publication date was applied. Studies which did not measure frailty according to deficit accumulation, did not report the frailty measure used, or had a cross-sectional design were excluded. Selected studies were assessed for quality using the Critical Appraisal Skills Programme (CASP) framework. Results: In total, two studies qualified for inclusion in this review. Findings revealed that frailty defined as deficit accumulation is a dynamic process and improvements are possible. Changes in the direction of frailty states over time among adults with an intellectual disability may be influenced by several factors including baseline frailty status, age, the presence of Down syndrome, functional ability, cognitive ability, living in a group home, and the use of nursing services and therapies. Conclusions: There is a relative paucity of research on frailty among adults with an intellectual disability and the evidence base must be grown. Exploration of the social domain of frailty in this group should be a priority of future research. PROSPERO registration: 179803 (05/07/2020)
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Buckley, Nicholas, Emma J. Glasson, Wai Chen, Amy Epstein, Helen Leonard, Rachel Skoss, Peter Jacoby, et al. "Prevalence estimates of mental health problems in children and adolescents with intellectual disability: A systematic review and meta-analysis." Australian & New Zealand Journal of Psychiatry 54, no. 10 (May 30, 2020): 970–84. http://dx.doi.org/10.1177/0004867420924101.

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Background: Children and adolescents with intellectual disability are at risk of developing psychiatric symptoms and disorders; yet, the estimates reported in the literature have been inconsistent, presenting a potential barrier for service planning and delivery. Sources of variability could arise from differences in measurement instruments as well as subgroup membership by severity of intellectual disability, gender and age. This systematic review aimed to address these gaps. Method: MEDLINE and PsycINFO databases were searched from inception to 2018 and selected studies were reviewed. Studies were included if they reported point prevalence estimates of mental health symptomology or diagnoses in a general population of 6- to 21-year-old individuals with intellectual disability. The Joanna Briggs Institute Prevalence Critical Appraisal Checklist was applied to eligible papers to appraise their scientific strength. Pooled prevalence for mental health symptomology was determined using a random-effects meta-analysis. Results: A total of 19 studies were included, including 6151 children and adolescents. The pooled prevalence estimate captured by the Developmental Behaviour Checklist was 38% (95% confidence interval = [31, 46]), contrasting with 49% (95% confidence interval = [46, 51]) captured by the Child Behaviour Checklist; both rates were higher than a non-intellectual disability population. Severity of intellectual disability did not significantly influence the Developmental Behaviour Checklist risks. Insufficient data were available to conduct statistical analyses on the effects of age, gender and socioeconomic status. Of diagnosed psychiatric disorders, attention deficit/hyperactivity disorder (30%), conduct disorder (3–21%) and anxiety disorders (7–34%) were the most prevalent conditions. Conclusion: This review consists of the largest sample hitherto evaluated. In the intellectual disability population, mental health comorbidities could be better detected by a symptom phenotype than a psychiatric diagnostic phenotype. Crucially, future research needs to address the effect of measurement validity in the intellectual disability population. Estimated prevalence rates were high compared to the general population, indicating the importance of systematic screening, case detection and appropriate management.
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Bertoncelli, Carlo M., Paola Altamura, Edgar Ramos Vieira, Domenico Bertoncelli, Susanne Thummler, and Federico Solla. "Identifying Factors Associated With Severe Intellectual Disabilities in Teenagers With Cerebral Palsy Using a Predictive Learning Model." Journal of Child Neurology 34, no. 4 (January 22, 2019): 221–29. http://dx.doi.org/10.1177/0883073818822358.

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Background: Intellectual disability and impaired adaptive functioning are common in children with cerebral palsy, but there is a lack of studies assessing these issues in teenagers with cerebral palsy. Therefore, the aim of this study was to develop and test a predictive machine learning model to identify factors associated with intellectual disability in teenagers with cerebral palsy. Methods: This was a multicenter controlled cohort study of 91 teenagers with cerebral palsy (53 males, 38 females; mean age ± SD = 17 ± 1 y; range: 12-18 y). Data on etiology, diagnosis, spasticity, epilepsy, clinical history, communication abilities, behaviors, motor skills, eating, and drinking abilities were collected between 2005 and 2015. Intellectual disability was classified as “mild,” “moderate,” “severe,” or “profound” based on adaptive functioning, and according to the DSM-5 after 2013 and DSM-IV before 2013, the Wechsler Intelligence Scale for Children for patients up to ages 16 years, 11 months, and the Wechsler Adult Intelligence Scale for patients ages 17-18. Statistical analysis included Fisher’s exact test and multiple logistic regressions to identify factors associated with intellectual disability. A predictive machine learning model was developed to identify factors associated with having profound intellectual disability. The guidelines of the “Transparent Reporting of a Multivariable Prediction Model for Individual Prognosis or Diagnosis Statement” were followed. Results: Poor manual abilities ( P ≤ .001), gross motor function ( P ≤ .001), and type of epilepsy (intractable: P = .04; well controlled: P = .01) were significantly associated with profound intellectual disability. The average model accuracy, specificity, and sensitivity was 78%. Conclusion: Poor motor skills and epilepsy were associated with profound intellectual disability. The machine learning prediction model was able to adequately identify high likelihood of severe intellectual disability in teenagers with cerebral palsy.
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Tan, Nancy Nam Hoon. "Already Doing It: Intellectual Disability and Sexual Agency." Journal of Disability & Religion 22, no. 1 (January 2, 2018): 118–20. http://dx.doi.org/10.1080/23312521.2018.1447830.

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O’Farrell, Kevin. "Profound Intellectual Disability and the Grammar of Baptism." Journal of Disability & Religion 23, no. 4 (October 2, 2019): 387–406. http://dx.doi.org/10.1080/23312521.2019.1673871.

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Savarimuthu, Monisha Kanya, Raviteja Innamuri, Sherab Tsheringla, A. V. Shonima, Priya Mary Mammen, Merlin Alwinneshe, Sushila Russell, and Jayanthi Kuppuraj. "A Retrospective Audit (Paper A) and the Effects of Educational Intervention (Paper B) on Attitudes towards Inclusive Education in School Teachers." Shanlax International Journal of Education 9, no. 2 (March 1, 2021): 141–49. http://dx.doi.org/10.34293/education.v9i2.3577.

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Aim and Objectives: Although inclusive education of children with intellectual disability is currently an accepted practice, it is often challenged by negative attitude of schoolteachers. We undertook two surveillance studies aimed atStudy A - identifying knowledge and teachers’ attitudes towards children with intellectual disability and practices of inclusive education in a semi-urban school of South India.Study B -Determining the effect of educational intervention towards attitudes on inclusive education.Method: Knowledge, Attitude and Practice surveillance questionnaires (KAP and ATPD) were given to ninety-six consenting schoolteachers in Study A and twenty schoolteachers in Study B and analyzed.Results: In Study A, the overall attitude mean indicated a favorable attitude towards the children with intellectual disability. The mean overall attitude score was 77.1 (SD: 9.58), with a normal distribution. Forty to fifty percent were aware of intellectual disability and attributed them to biological causes. Ninety-two percent agreed on the need for education and stepwise training for a child with an intellectual disability. In real-life practice, results of classroom management were inaccurate. In Study B, knowledge, attitudes and practices towards inclusive education improved with educational intervention with a positive change of 7.19% on the ATDP scale.Conclusion: These findings suggest a generally positive attitude towards intellectual disability and inclusive education. Comprehensive training programs improve knowledge and attitudes towards inclusive education.
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Dysart, Taylor. "Broken: Institutions, Families, and the Construction of Intellectual Disability." Canadian Historical Review 100, no. 4 (November 2019): 657–59. http://dx.doi.org/10.3138/chr.100.4.br03.

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Phasha, Tlakale Nareadi, and Doris Nyokangi. "School-Based Sexual Violence Among Female Learners With Mild Intellectual Disability in South Africa." Violence Against Women 18, no. 3 (March 2012): 309–21. http://dx.doi.org/10.1177/1077801212444578.

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Following qualitative research methodology, this article presents school-based sexual violence experiences of female learners with mild intellectual disability. A total of 16 learners aged 16 to 24 years participated in the study. The findings revealed that learners with intellectual disability are not immune to school-based sexual violence. Modes of behavior that occurred frequently included touching, threats, and intimidation. School practices that reinforced school-based sexual violence are identified. The findings contradict common misconceptions that people with intellectual disability do not understand what is happening to them. The study recommends that school policies for sexual violence be intensified and learners receive developmentally appropriate sex education.
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Sinulingga, Isabella Novsima. "Keindahan dalam Disabilitas." Indonesian Journal of Theology 3, no. 1 (September 10, 2015): 35–60. http://dx.doi.org/10.46567/ijt.v3i1.64.

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This article challenges conceptions of intellectual disability that view such conditions from the perspective of normalcy. In Indonesia, conversations of theological anthropology still employ a medical model lens, which perceives disability merely as bodily and intellectual impairments, thus failing the standard of "normal." Normalcy unilaterally defines disability and dictates normative approaches toward persons with disabilities. Consequently, persons with disabilities are perceived in Indonesia as mere objects of charity to be pitied. On the other hand, they remain susceptible to suffering violence. These trends owing to the fact that Indonesian society does not adequately provide either tangible resource considerations or sufficient social support. Lacunae in the theological literature concerning disability in Indonesian contexts foment in the life of the church further challenges for persons with disabilities. For persons there with intellectual disabilities, in particular, the situation is even more severe, as their condition is regarded as a kind of punishment for sin and further stigmatized as abnormal. This article offers a constructive theology of disability to dismantle the myth of normalcy, which reduces persons with disabilities to being merely impaired organisms within society. Theological musings on the beauty of all creation, the perichoretic relationship within the Trinity, the doctrines of imago Dei and imago Christi are taken up in this essay, to offer an inclusive theology expressly for persons with intellectual disabilities.
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